IGNITE
Unlocking Language Skills
English Coursebook
English Coursebook
Our Authors Ignite
Melanie Grobler
Melanie Grobler is a seasoned education professional with experience spanning over three decades in the field of ELT curriculum development and assessment. She has worked in senior advisory positions in India for 10 years and has developed several K-8 ELT products. In South Africa, she served as national examiner for the Class 12 Exit Examination and worked as a teacher, college and university lecturer and subject advisor.
Chandani Goyal
Chandani Goyal, is an English Language Teaching (ELT) educator with over 9 years of experience in renowned schools like Heritage Xperiential Learning School, Ahlcon International School and Amity International School. She is also a published author of articles on classroom intervention and pedagogy. She brings a deep understanding of methodology and approaches to language learning into the compilation of this book, enhancing its effectiveness for educators and learners alike.
Acknowledgements
Academic Authors: Melanie Grobler, Chandani Goyal, Anuj Gupta
Creative Directors: Bhavna Tripathi, Mangal Singh Rana, Satish
Book Production: Rakesh Kumar Singh
Project Lead: Chandani Goyal
VP, Learning: Abhishek Bhatnagar
All products and brand names used in this book are trademarks, registered trademarks or trade names of their respective owners.
© Uolo EdTech Private Limited
First impression 2025
This book is sold subject to the condition that it shall not by way of trade or otherwise, be lent, resold, hired out, or otherwise circulated without the publisher’s prior written consent in any form of binding or cover other than that in which it is published and without a similar condition including this condition being imposed on the subsequent purchaser and without limiting the rights under copyright reserved above, no part of this publication may be reproduced, stored in or introduced into a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of both the copyright owner and the above-mentioned publisher of this book.
Book Title: Ignite English Coursebook 1
ISBN: 978-81-980680-2-6
Published by Uolo EdTech Private Limited
Corporate Office Address: 85, Sector 44, Gurugram, Haryana 122003
CIN: U74999DL2017PTC322986
Illustrations and images: www.shutterstock.com, www.stock.adobe.com and www.freepik.com
All suggested use of the internet should be under adult supervision.
Preface
The ability to understand and communicate effectively in English remains a vital tool for success in today’s globalized world. Research by the World Economic Forum, in their Future of Jobs Report 2023, highlights that strong communication skills are among the top skills required for the workforce of the future. These skills ensure lifelong learning and facilitate successful entry into the professional world. This is in keeping with the vision of the National Education Policy (NEP) 2020 and National Curriculum Framework (NCF) 2022–23 which focusses on preparing learners for a dynamic future.
Guided by the visionary principles outlined in the NEP 2020 and NCF 2022–23, education in India is undergoing significant transformation. There is a focus on a holistic, flexible, and multidisciplinary education, which aims to nurture 21st century soft skills such as effective communication, creativity, critical thinking and problem solving.
Following the directives of these landmark documents, Ignite is an ELT programme designed especially for 21st century learners. It develops foundational language skills—listening, speaking, reading, and writing—in a systematic and engaging way. In keeping with the NEP 2020’s focus on holistic education, Ignite provides ample opportunities for learners to practise the recommended soft skills. The programme’s task-based approach and frequent opportunities for collaborative learning, encourage learners to express themselves creatively, interact constructively, take responsibility for their own learning, solve problems effectively and apply their knowledge in new situations. With a strong focus on socio-emotional learning (SEL) and the awareness of Sustainable Development Goals (SDGs), Ignite fosters national pride and good citizenship while also exposing learners to global perspectives.
In today’s media-rich environment, the ability to interpret, analyse, and create visual content is essential. Ignite develops learners’ skills to understand and communicate through images, symbols, and visual texts, preparing them to navigate and contribute to the increasingly visual world they live in. In accordance with the NEP 2020’s emphasis on continuous and comprehensive assessment, Ignite supports ongoing learning by empowering learners, parents and teachers with the tools to track and enhance learning.
Ignite offers a balanced approach to listening, speaking, reading and writing that respects the linguistic diversity of learners while providing them with the tools to master the English language. The rubrics in the Teacher Guide emphasize the importance of creativity, the ability to find and express alternative solutions, innovation, teamwork, perseverance and work ethics.
We extend our warmest wishes to all educators, parents and learners as they embark on the exciting Ignite journey, filled with fun and joyful experiences. Let us work together to prepare our learners not just for the world as it is, but for the world as it could be, where they will thrive as empathetic, innovative and responsible global citizens.
Product Package at a Glance
Welcome to the Ignite journey!
The programme is an activities-based learning experience that builds language (LSRW) skills. It also emphasizes the development of critical soft skills and provides ample opportunities for formative and summative assessment. The Coursebook and the Workbook are a mix of rich LSRW experiences that can be teacher-led or done at home. Ignite prepares learners for a future where they can navigate and contribute to a rapidly evolving world.
Coursebook
Workbook
Teacher Guide
ASSESSMENT
Test Papers
Hands-on Projects
Progress Tracker
DIGITAL
Student and Teacher Apps
Talking Books
Pronounce Well
Listen Well
Speak Well
The classroom programme is augmented by the digital world, which is presented to the learners through the UOLO App. The app includes projects that are closely associated with the activities in the Coursebook. The projects provide children with fear-free practice time at home. The app also includes interactive activities in listening, speaking, reading and writing.
Key NEP Recommendations
The National Education Policy (NEP) 2020, introduced by the Government of India, represents a transformative shift in the country’s education system. It aims to create a more holistic, dynamic and multidisciplinary approach to education. The NEP 2020 focusses on fostering conceptual understanding, skills, values and competencies that align with the demands of the 21st century, while also preserving India’s rich cultural heritage. UOLO is committed to actualizing the vision of the NEP 2020 by meticulously adhering to its outlined recommendations.
1. Language (LSRW) skills building
2. 21st century skills, values and dispositions
3. Creative and critical thinking
4. Application in real life
5. Holistic and integrated learning
6. Learning by doing
7. Enjoyment and engagement
8. Collaboration and exploration
9. Technology–based solutions
10. Knowledge of India
11. Assessment of, as and for learning
CompetencyBased Education
NEP Pages 12, 17, 22
Teaching and Learning Pedagogy
NEP Pages 3, 11, 12, 27
National Pride
NEP Pages 15, 16, 43
Assessments
NEP Pages 12, 18, 22
Our Key Features: Aligning with the NEP
DIVERSE LITERATURE
Compilation of rich literature set in local and global contexts to expose learners to different cultures and build national pride
ANIMATED TALKING BOOKS
Animation that brings stories to life and enhances comprehension and makes learning enjoyable
EXPERIENTIAL PROJECTS
Opportunities to apply language skills that prepare learners for real-life challenges
PROGRESS TRACKER
Empowering parents and teachers to track learners’ growth, highlight skill gaps and support year-round development
LIFE SKILLS
Emphasis on communication, creativity, critical thinking, collaboration, citizenship and character development
Translating Words into Action!
BALANCED LANGUAGE (LSRW) SKILLS
Balanced and comprehensive approach to language teaching at both foundational and preparatory stages 1 3 5 6 8 11
SKILL-BASED ASSESSMENT
Continuous and comprehensive assessment tailored to promote competencybased learning, along with model papers to enhance teacher support 1 2 4 5 11
RECOMMENDED READING
Suggested reading list and a reading tracker to foster the culture of reading and sharing
PRONUNCIATION AND VOCABULARY SUPPORT
In-built digital and print-based assets provide essential support in mastering pronunciation and vocabulary 1 2 5 6 9 10 11
THEMATIC EXTENSION
Thematic alignment of the Coursebook and Workbook offers opportunities for extensive practice 1 2 3 4 5 8 9 11
The NEP Tags
The National Education Policy (NEP) outlines essential skills, values, dispositions and learning approaches necessary for learners to thrive in the 21st century. Ignite incorporates these elements throughout its content, tasks, and projects. Referred to as ‘NEP Tags,’ they are defined as follows:
GAMES
INTEGRATED
BHARAT
TEAMWORK
SDG
Art & Creativity
Bringing creativity and fun into learning by combining music, drama and art with English
Sports Integration
Using physical activities, sport and games to make learning active and fun
Holistic & Integrated Learning
Cross-curricular and skill linkages to make the learning experience more holistic, joyful and meaningful
Indianess
Texts and tasks are rooted in the Indian context and culture to develop a sense of national pride
Teamwork
Embracing the spirit of mutual collaboration and cooperation while working together or engaging in a guided conversation
Sustainable Development Goals
Unwavering commitment to generating awareness of a green, peaceful, prosperous, equitable and inclusive world
SEL
Socio-Emotional Learning
Developing the skills to understand and manage emotions, build positive relationships and make responsible choices HANDS-ON
Learning by Doing
Engaging actively in hands-on experiences to acquire knowledge and skills
Higher-Order Thinking
HOTS
Tasks encourage higher-order skills such as analyzing, evaluating, problem-solving and fostering deep understanding
Education Standards as per the NCF 2022
The National Curriculum Framework for School Education (NCF), released in 2022–2023, is developed based on the vision of the National Education Policy (NEP) 2020, and to enable its implementation. The NCF provides guidelines for designing school syllabi and textbooks in India. It aims to improve the quality of education by making it more relevant, engaging, inclusive and learner-centric. To achieve this, the NCF has articulated precise Learning Standards through well-defined Curricular Goals and Competency statements. These statements serve to harmonise the syllabus, content, pedagogical practices, and assessment culture, ensuring a cohesive and comprehensive educational experience.
Curricular Goals: Curricular Goals are statements that give direction to curriculum development and implementation. They are derived from Aims and are specific to a Stage in education.
Competencies: Competencies are learning achievements that are observable and can be assessed systematically. These Competencies are derived from the Curricular Goals and are expected to be attained by the end of a Stage.
NCF Page 56
Curricular Goals
CG-10
Children develop effective communication skills for day-to-day interaction in two languages 1
Competencies
C-10.1 Develops phonological awareness and blends phonemes/syllables into words and segment words into phonemes/syllables
C-10.2 Understands basic structure/format of a book, idea of words in print and direction in which they are printed, and recognises basic punctuation marks
C-10.3 Recognises all the letters of the alphabet (forms of akshara) of the script and uses this knowledge to read and write words
C-10.4 Reads stories and passages with accuracy and fluency with appropriate pauses and voice modulation
C-10.5 Reads short stories and comprehends the meaning — by identifying characters, storyline and what the author wanted to say — on their own
C-10.6 Reads short poems and begins to appreciate a poem for its choice of words and imagination
C-10.7 Reads and comprehends the meaning of short news items, instructions and recipes and publicity material
C-10.8 Writes a paragraph to express their understanding and experiences
C-10.9 Shows interest in picking up and reading a variety of children’s books
Note: English has been considered as L1 for this exercise.
Competencies for Grade 1
Mapping of Language
English skills and competencies are thoughtfully mapped to ensure a smooth and progressive learning experience. Beginning with basic concepts at the foundational stage, the curriculum gradually incorporates more advanced skills and concepts at the preparatory stage. This structured approach enables learners to build their competencies each year, equipping them with the necessary language and 21st century soft skills as they progress from grade 1 through grade 5.
C-9.1 Listens to and appreciates simple songs, rhymes and poems
C-9.2 Creates simple songs and poems on their own
C-9.3 Converses fluently and can hold a meaningful conversation
CG-9 Children develop effective communication skills for day-to-day interactions in two languages
C-9.4 Understands oral instructions for a complex task and gives clear oral instructions for the same to others
C-9.5 Comprehends narrated/read-out stories and identifies characters, storyline and what the author wants to say
C-9.6 Narrates short stories with clear plot and characters
C-9.7 Knows and uses enough words to carry out day-to-day interactions effectively and can guess the meaning of new words by using existing vocabulary
C-10.1 Develops phonological awareness and blends phonemes/ syllables into words and segment words into phonemes/ syllables
C-10.2 Understands the basic structure/ format of a book, idea of words in print and direction in which they are printed, and recognises basic punctuation marks
C-10.3 Recognises all the letters of the alphabet (forms of akshara) of the script and uses this knowledge to read and write words
C-10.4 Reads stories and passages with accuracy and fluency with appropriate pauses and voice modulation
C-10.5 Reads short stories and comprehends the meaning — by identifying characters, storyline and what the author wants to say — on their own
C-10.6 Reads short poems and begins to appreciate a poem for its choice of words and imagination
C-10.7 Reads and comprehends the meaning of short news items, instructions and recipes, and publicity material
C-10.8 Writes a paragraph to express their understanding and experiences
C-10.9 Shows interest in picking up and reading a variety of children’s books
CG-10
Children develop fluency in reading and writing in Language 1
Note: English has been considered as L1 for this exercise.
It is 6 o’clock in the morning. Rishika is sleeping. Rishika’s Mumma wakes her. She can smell yummy food.
Self and Family Family 1
Chapter at a Glance: Walkthrough of Key Elements
Papa is cooking poha. Yum! Rishika gives a big smile. She jumps out of bed. She gets ready.
Paste your picture here
Think and Tell
1
Theme Page: It shows the theme of the unit
The Picnic
How do you feel when you go out with your family?
Get Set
Get Set: A short and fun activity that gets learners excited about the new topic
We love our family. We have lots of fun with them. Paste a picture of your family in the space below. Tell your teacher two things about your family.
Papa puts the picnic basket in the car. There is a lot of food in it— sandwiches, cutlets and poha! Rishika jumps into the car. She sits at the back. Raghav, her younger brother, Dada and Dadi sit next to her. It is time to go! Mumma drives. Papa sings. Rishika claps. Raghav plays a drum. Dada his feet. Dadi hums
Pre-reading: text to set the context and arouse curiosity
Rishika is very happy. It is picnic day today. She is going to have a lot of fun with her family. Let us read to find out what happens at the picnic.
Let’s Read: Story or poem that is aligned to the theme of the unit
Paste your picture here
It is 6 o’clock in the morning. Rishika is sleeping. Rishika’s Mumma wakes her. She can smell yummy food.
Talking Book: Animated video of the text
Papa is cooking poha. Yum! Rishika gives a big smile. She jumps out of bed. She gets ready.
Read and Respond
1. Fill in the blanks.
Think and Tell How do you feel when you go out with your family?
Keywords: Difficult and unknown words from the text with meanings
taps: softly hits something, again and again, to make a sound hums: makes the sound of a song with a closed mouth
a cooks poha.
Rishika is very happy. It is picnic day today. She is going to have a lot of fun with her family. Let us read to find out what happens at the picnic.
They reach a river. What a pretty picnic spot! Rishika sees some ducks. ‘Quack, quack,’ they say.
Rishika jumps into the car. She sits at the back. Raghav, her younger Mumma drives. Papa sings. Rishika claps. Raghav plays a drum. Dada taps 2
Rishika and Raghav play catch the ball. The ball falls into the river. Everyone laughs. Mumma brings the ball back. Rishika jumps with joy and thanks her mother. They all cheer. They watch the sun set. Rishika waves goodbye to the ducks.
Did You Know?
INTEGRATED Ducks can swim! They can also fly!
Think and Tell
Comprehension-based questions for teachers to assess learners’ attention and understanding ww
How do you think Rishika feels when the ball falls into the river?
i Papa ii Mumma iii
Rishika jumps into the car. She sits at the back. Raghav, her younger brother, Dada and Dadi sit next to her. It is time to go! Mumma drives. Papa sings. Rishika claps. Raghav plays a drum. Dada taps his feet. Dadi hums.
b Rishika’s family goes on a picnic near a . i park ii zoo iii
Interesting facts related to the topic
c Rishika plays with her at the picnic. i parents ii friends iii
d Rishika and her family go home in the . i morning ii evening iii
2. Talk about and answer the questions in class.
a What does Papa do at the start of the story?
b Who sits with Rishika at the back of the car?
softly hits something, again and again, to make a sound makes the sound of a song with a closed mouth
Read and Respond
c What do Dada and Dadi do in the car?
Fill in the blanks.
Papa
d Who brings the ball back to Rishika?
cooks poha.
Papa ii Mumma iii Raghav
Rishika’s family goes on a picnic near a
Rishika plays with her parents
Papa You may look for the answers in the story.
Answer in full sentences.
Put up your hand and take part!
Rishika and her family go home in the morning
You can write the answers if your teacher asks you to.
Talk about and answer the questions in class.
What does Papa do at the start of the story?
Chapter 1 The Picnic
Who sits with Rishika at the back of the car?
What do Dada and Dadi do in the car?
Who brings the ball back to Rishika?
Big Idea
Circle what you like to do with your family.
watch TV cook play read wash study
Draw a picture of one thing you do with your family. Write one line about the drawing.
6
9 To showcase alignment with NEP skills and values
.
Big Idea
Big Skills: Analysis, reflection and connection-based questions
Circle what you like to do with your family.
Pronounce Well
Read the words aloud.
Pronounce Well: To develop phonological awareness
Listen to the words here.
bat can map bag cat fan lap rag hat pan tap tag
Listen Well: Activity to listen and comprehend 6 The family reaches the riverside. They will i swim in the river ii enjoy themselves c Rishika’s ball falls into the river. She will i cry
My family and I like to v c b m a t
watch TV cook play read wash study
Draw a picture of one thing you do with your family. Write one line about the drawing.
Vocabulary: Exercises to build vocabulary
Vocabulary
Look at the pictures. Say the name and complete the words.
Go Grammar
Special naming words Common naming words
Go Grammar: Scaffolding of grammar concepts along with practice exercises
My family and I like to
Naming Words
3. Match the special naming words and the common naming words. Ganga Mohan India Browny Mrs Sharma country woman river boy dog
Naming words are the names we use to talk about people, places, animals, and things.
Pronounce Well
For example:
Did You Know?
Listen to the words here.
Read the words aloud. at can map bag t fan lap rag at pan tap tag
Speak Well
People girl father
Hello!
The River Ganga is a river in India. It is a very long river!
Practise speaking here.
Listen Well
Talk to your class about your family in two to three lines.
1. Match the words and the pictures. duck family teeth basket ) the best meaning of the words. a picnic
When we go outdoors to eat
Listen carefully to the text and colour the pictures.
There are 4 people in my family.
Listen
Speak Well
Rishika Places city Delhi Mumbai Animals cat dog Things chair basket
My father’s name is Vikas Agarwal. My mother’s name is Saloni Agarwal. My sister is 7 years old.
Thank you!
When we sit at dinner table and eat b sunset
Look at the pictures. Say the name and complete the words.
Practise speaking here.
Talk to your class about your family in two to three lines.
Speak clearly and slowly.
Speak in complete sentences.
Speak Well: Opportunity to express their ideas and thoughts through independent, pair and group activities
When the sun comes up
When the sun goes down
Listen to your friends when they speak.
To feel sad
To feel very happy
My father’s name is Vikas Agarwal.
7 Chapter 1 The Picnic
My mother’s name is Saloni Agarwal.
Write Well
My sister is 7 years old.
Thank you!
Complete the story with the words in the box.
1. Sort the naming words into the correct boxes. Animal
Write Well: Opportunity to apply the learnt vocabulary and express their ideas in writing
Keep you colour pencils ready. Use the colour that you hear in the text.
Hint Box: football family birds apples biscuits basket
Hint Box: Mary tiger jug park king mat bee Agra
Speak clearly and slowly.
Speak in complete sentences.
Listen to your friends when they speak.
My and I go to the park for a picnic. We pack , bananas, sandwiches and . family
Detailed Framework
Complete the paragraph
Talk about family
Listen and colour
Naming words Common names Special names
Vocabulary from the text
CVC words with the ‘a’ sound
Factual questions Prediction Making connections
Story
Complete the converstaion using polite words
Describe the picture
Listen and act
Doing words
Vocabulary from the text One or many
CVC words with the ‘e’ sound
Factual questions Ordering Prediction Making connections
Story
Vocabulary from the text
1. Self and Family The Picnic
Factual questions Making connections Poetry Appreciation– identifying rhyming words
Poem
2. School Rani’s First Day at School Cheryl Rao
Complete the story
Talking about best friend
Listen and draw
Feeling words Has and Have Describing words
CVC words with the ‘i’ sound
Factual questions Identifying key details Finding solutions Making connections
Story
3. School We Come to School Five Days a Week
4. Friendship Who is Our Friend? Jade Mathieson
Writing a new ending
Talking about routine
Listen and circle
Words used in the place of naming words
Words that help doing words–is, are, am
Opposites
Factual questions Poetry
Poem
Appreciation– completing poem with rhyming words
5. Friendship Fun Time with Friends!
Spelling
Vocabulary from the text People around us
CVC words with the ‘o’ sound
Factual questions Making inferences Visualization Making connections
Story
Project 1: My Social Circle
6. Neighbourhood Laundry Day Mathangi Subramanian
Project 2: My Neighbourhood
Comprehension
Type
Author/Poet
Complete the story
Talking about feelings
Listen and choose
Similar sounding words A, An and The
CVC words with the ‘u’ sound
Factual questions Ordering Making inferences Making connections
Story
Unscramble the questions
Ask and answer
Listen and answer
Sentences and questions
Animal movements
Homophones
Words that mean the same
Unscramble the sentences to make a story
Show and tell
Listen and fill in
Position words This, that, these, those
Compound words
Rhyming words Good and bad habits
Factual questions
Visualization Identifying characters Making connections
Graphic Story
S.No
7. Indian Folktales Birbal and the Magic Donkey
8. World Story The Story of Johnny Appleseed
Picture description
Tell a simple story
Listen and complete a chart
Simple past (-ed words)
Animal sounds Words that go together
Factual questions Making predictions and inference Making connections words with the ‘E’ sound like deep
9. Health and Hygiene The Friendly Needle Brandon Green Story
Factual questions
Poem
Identifying characters’ actions Making connections Poetry Appreciation–Using rhyming words
10. Health and Hygiene Fun Day
Animal homes
Identifying solutions Making connections words with double consonants
Factual questions
Ordering
11. Animals How the Elephant Got It’s Trunk Story
Factual questions Making comparison Poetry Appreciation–Using rhyming words
Poem
12. Animals The Monkey’s Games
Project 3: My Pet Care Plan
Self and Family
1 . The Picnic
Get Set
We love our family. We have lots of fun with them. Paste a picture of your family in the space below. Tell your teacher two things about your family.
Paste your picture here
Rishika is very happy. It is picnic day today. She is going to have a lot of fun with her family. Let us read to find out what happens at the picnic.
It is 6 o’clock in the morning. Rishika is sleeping. Rishika’s Mumma wakes her. She can smell yummy food. Papa is cooking poha. Yum! Rishika gives a big smile. She jumps out of bed. She gets ready.
Think and Tell
How do you feel when you go out with your family?
Talking Book
Papa puts the picnic basket in the car. There is a lot of food in it— sandwiches, cutlets and poha! Rishika jumps into the car. She sits at the back. Raghav, her younger brother, Dada and Dadi sit next to her. It is time to go! Mumma drives. Papa sings. Rishika claps. Raghav plays a drum. Dada taps his feet. Dadi hums.
taps: softly hits something, again and again, to make a sound hums: makes the sound of a song with a closed mouth
They reach a river. What a pretty picnic spot! Rishika sees some ducks. ‘Quack, quack,’ they say.
Rishika and Raghav play catch the ball. The ball falls into the river. Everyone laughs. Mumma brings the ball back. Rishika jumps with joy and thanks her mother. They all cheer. They watch the sun set. Rishika waves goodbye to the ducks.
cheer: shout to show that you are happy
Ducks can swim! They can also fly! Did You Know?
Think and Tell
How do you think Rishika feels when the ball falls into the river?
Picnic
They are back home now. Rishika is sleepy. She brushes her teeth. She washes her face. She gets into bed. She is excited about tomorrow!
Tomorrow is the first day of school.
Think and Tell
Which part of Rishika’s family picnic do you like the most?
excited: very happy
Listen to all the keywords here.
1. Fill in the blanks.
a cooks poha.
i Papa ii Mumma iii Raghav
b Rishika’s family goes on a picnic near a . i park ii zoo iii river
c Rishika plays with her at the picnic.
i parents ii friends iii brother
d Rishika and her family go home in the . i morning ii evening iii afternoon
2. Talk about and answer the questions in class.
a What does Papa do at the start of the story?
b Who sits with Rishika at the back of the car?
c What do Dada and Dadi do in the car?
d Who brings the ball back to Rishika? Papa
You may look for the answers in the story.
Answer in full sentences.
Put up your hand and take part!
You can write the answers if your teacher asks you to.
Think and Answer
1. Number these events in order, from 1–4.
a Rishika and her brother play catch the ball.
b They sit in the car and drive back home.
What they do
plays the drum drives the car hums a tune taps his feet
c Rishika and her family get ready to leave. 1
d The family reaches the pretty picnic spot.
2. What will the person in the story do? Tick () the correct answer.
a Papa cooks poha. He will . i pack the food ii drive the car
b The family reaches the riverside. They will . i swim in the river ii enjoy themselves
c Rishika’s ball falls into the river. She will . i cry ii ask for help
Circle what you like to do with your family.
watch TV cook play read wash study
Draw a picture of one thing you do with your family. Write one line about the drawing.
My family and I like to .
Pronounce Well Listen to the words here.
Read the words aloud. bat can map bag cat fan lap rag hat pan tap tag
Look at the pictures. Say the name and complete the words.
Vocabulary
1. Match the words and the pictures.
duck family
teeth basket
2. Tick () the best meaning of the words.
a picnic
b sunset
c excited
d cheer
When we go outdoors to eat
When we sit at dinner table and eat
When the sun comes up
When the sun goes down
To feel sad
To feel very happy
To shout and show that you are happy
To shout and show that your are angry
Naming Words
Naming words are the names we use to talk about people, places, animals, and things.
For example:
People girl father Rishika
Places city Delhi Mumbai
Animals cat dog duck Things chair basket pencil
1. Sort the naming words into the correct boxes.
Hint Box:
Animal Place Thing Person Mary
Common Naming Words and Special Naming Words
There are two kinds of naming words.
Common naming words: These words are used for any person, place, thing, or object.
For example:
I like dogs. He lives in a city. I saw a girl at the picnic.
Special naming words: These words are used to name a special person, place, thing, or object.
For example:
I like Tommy. He lives in Delhi. I saw Rishika at the picnic.
2. Circle the common naming words.
a The girl eats a fruit.
b The teacher talks to the child.
c Agra is a city.
d Roger is my dog.
3. Match the special naming words and the common naming words.
Special naming words Common naming words
Ganga
Mohan
India
Browny
Mrs Sharma
Did You Know?
The River Ganga is a river in India. It is a very long river!
Listen Well
Listen carefully to the text and colour the pictures.
Listen to the text here.
Keep you colour pencils ready. Use the colour that you hear in the text.
BHARAT
Speak Well
Practise speaking here.
Talk to your class about your family in two to three lines.
Hello!
There are 4 people in my family. My father’s name is Vikas Agarwal. My mother’s name is Saloni Agarwal. My sister is 7 years old.
Thank you!
Speak clearly and slowly.
Speak in complete sentences. Listen to your friends when they speak.
Write Well
Complete the story with the words in the box.
Hint Box: football family birds apples biscuits basket
family
My and I go to the park for a picnic. We pack , bananas, sandwiches and .
We see singing and squirrels playing. We open our and eat our food. After lunch, we play
. It is a fun day!
School
2 . Rani’s First Day at School
—Cheryl Rao
Circle the things you will take to school in your school bag. Get Set
water bottle colour pencils
pencil bag clothes football lunch box books
Today is a big day for Rani. It is her first day at school! Is she happy? Is she scared? Let us read to find out.
toothbrush
Let’s Read
It is Rani’s first day at school.
Mummy holds her hand. She walks with her.
‘I am grown up now,’ Rani says. ‘Please let go!’
But, Mummy holds her hand very tight.
There are many children outside the school. Some come by bus. Some come by car.
Some come by rickshaw. Some cycle.
Some walk, like Rani.
scared: afraid let go: leave
Talking
Book
Think and Tell
Do you also ask your parents to let go of your hand when walking in the street?
They reach the gate. Mummy lets go of her hand. She stays at the gate. Rani has to go inside, alone.
Think and Tell
How do you think Rani feels when she looks back?
There are many new faces. She takes one step. She takes another step. She looks back. Mummy is far away, very far... She runs back to her. She does not feel grown up. She holds Mummy’s hand. Mummy gives her a hug.
‘Don’t go,’ Rani says.
hug: holding somebody in your arms
Everyone is inside now. Rani is the only one outside. The teacher comes out. She smiles at Rani. Rani smiles back.
Mummy says, ‘Rani, I will be here when you come out.’
Rani leaves Mummy’s hand. Mummy waves at Rani. Rani runs inside. Mummy will be there after school!
waves: to move one’s hand from side to side to say hi or bye
Listen to all the keywords here.
Read and Respond
1. Circle the correct answers.
a Who is going to school for the first time?
i Rani ii Mummy iii Teacher
b Who holds Rani’s hand?
i Teacher ii Mummy iii Friend
c Where does Mummy leave Rani’s hand?
i At home ii At the school gate iii On the road
d Who comes to take Rani inside?
i Teacher ii Friend iii Mummy
2. Write T for True and F for False.
a Rani comes to school by bus. F
b Rani does not look back at her mother.
c The teacher smiles at Rani.
d Rani’s mother will be there after school.
3. Talk about and answer the questions in class.
a Mummy holds Rani’s hand. What does Rani say?
b There are many children. How do they come to school?
c Mummy leaves Rani’s hand. What does she do?
d The teacher smiles at Rani. What does she do?
Look for the answers in the story.
Give full answers.
Put up your hand and take part!
You can write the answers if your teacher asks you to.
Think and Answer
1. In stories, things happen one after the other. Write the numbers 1–4 to show in which order things happen in the story.
2. After school Rani sees her mother at the gate. Tick () how Rani feels.
Big Idea
Tick () what you can do at school to make others smile.
Share my thoughts Say ‘good morning’ Help my friends
Share food Say ‘thank you’ Listen well
sad happy scared angry
Pronounce Well
Read the words aloud.
Listen to the words here.
den bed get leg men wed jet peg pen red set beg
Match the words and the pictures. Then, write the words.
Vocabulary
1. Use the new words learnt in the story. Fill in the blanks with the correct words.
a Rivan asks his father to of his hand.
i throw
i paint
Chapter 2 • Rani’s First Day at School
ii hug let go
ii let go
b Rani likes to her mother before going to bed.
c Lalit and Rani goodbye to each other.
i wave ii jump
d Sonu is to walk alone at night.
i sad ii scared
For example:
One or Many
When we want to talk about more than one of something, we add the letter-s at the end of the word.
books toys book
spoon
spoons
2. Look at the picture and circle the correct answers.
Doing
Words
Doing words are used for actions.
For example: jump dance play sing
1. Tick () the correct doing words. writes reads runs hops hugs runs walks sings draws sleeps sings draws
Adding -s at the end of doing words
When only one person, animal or thing does something, add an -s at the end of the doing word.
For example:
Rani plays in the park. The toy spins.
When more than one person, animal or thing does something, do not add an -s at the end of the doing word.
For example:
The kids play in the park. Rohan and Rita fly kites.
2. Circle the correct doing words.
Rohan yawns / eats.
He kicks / throws the ball.
She climbs / jumps up the slide.
Nitin drinks / eats the sandwich.
3. Tick () and write the correct doing words to fill in the blanks.
a The cat (sit / sits) at the window.
b They (play / plays) in the park.
c It (rain / rains) in the afternoon.
d Aayan and Bhumika (run / runs) to school. sits
Listen Well
Listen to the text here.
Listen carefully to the text and do the actions. Tick () the happy face if you got the action right. Tick () the sad face if you did not do the action.
Clap your hands.
Jump up and down.
Wave your left hand.
Touch your nose.
Stamp your feet.
Spin around.
Sit down.
Listen carefully and do each action.
Be careful when you do the actions.
Fill in the table after you have done all the actions.
Speak Well
Practise speaking here.
Look at the picture of the classroom. Take turns to tell your class three things that you see in the picture.
For example:
Hello friends!
I see a block tower. A girl is reading a book. There is a blue sofa.
You can talk about the things you see in the room.
You can talk about what the children are doing.
It is Ram’s first day at school. Ram and his teacher are talking. Fill in the blanks with words in the box.
Hint Box:
! What is your name? Good morning Write Well
Please Thank you Good morning
Goodbye Nice to meet you
Please
Nice to meet you, Ram. take your seat.
, sir. , sir ! My name is Ram.
Are you excited about your first day?
I am happy to hear that. Goodbye, Ram. See you later. Yes, I am!
, sir
School
3 . We Come to School Five Days a Week
Tick () what you like to do at school. Tell your teacher about it.
Get Set listen to stories play games sing dance draw and paint
We go to school five days a week. There, we learn and play. Our teachers read us stories and poems. Let us read a poem about the different things we do at school.
Let’s Read
We come to school five days a week.
To sing and dance and play. We paint, we draw and talk a lot
And then we go away.
Our teachers tell us stories, A new one every day.
We are very happy kids, And clever in every way.
Think and Tell
Do you like to hear stories? Name the story you like the most.
go away: (here) to go back home lovely: very nice rule: a way to do things right clever: smart
Talking Book
Monday, Tuesday, Wednesday, Thursday
And Friday, off to school.
Saturday, Sunday, we stay at home
And that’s a lovely rule.
Think and Tell
Which day of the week do you like best?
Listen to all the keywords here.
Read and Respond
1. Write ‘Yes’ if it is true and ‘No’ if it is false.
a The children go to school six days a week.
b The children draw and paint at school.
c The teachers listen to the same story every day.
d The children dance at school.
2. Circle the correct answers.
No
a Which day is not a school day? i Sunday ii Monday iii Friday
b What do the children do at school? i swim ii paint
c What do the children listen to at school? i songs ii stories
3. Answer the questions in one to two lines.
a Name two things the children do at school.
sleep
rhymes
b Name the days of the week that the children go to school.
c What do the teachers tell the children at school?
d Where do the children go after school?
Classrooms are happy places. Write two things you like about your class.
Vocabulary
1. Fill in the blanks with the words in the box.
Hint Box: lovely clever rules paint
a I like to flowers.
b You must follow the of the school.
c The brothers are very and they like school.
d The sky is so blue and today.
2. Fill in the blanks with the correct doing words.
a Sita likes to . i play ii sing b Nisha in her notebook.
i writes ii reads
c Ram a story. i runs ii reads
d The kids all the food. i drink ii eat paint sing
Poetry Appreciation
Rhyming words are words that have the same ending sounds. For example: play – away day – say
Match the words from the poem and their rhyming words.
week ring
school clay
play walk
talk peak sing pool
Friendship
. Who Is Our Friend?
—Jade
Mathieson
Trace the line to help the animal reach its food.
The jungle has different animals. Some are big and some are small. Some have spots and some have stripes. Let us read a story about five animal friends.
Let’s Read
In a jungle far, far away, there are big, green trees. The rivers are clean and blue. The grass is tall and soft. Five best friends live in this jungle—Reno, Coco, Giffy, Zubu and Berry.
Reno is a rhino, strong and grey. There is a big horn on his nose.
Coco is a crocodile. His teeth are sharp.
Giffy is a giraffe. His neck is long, very long. There are brown spots on his body.
Zubu is a zebra. He has black and white stripes on his body!
Who is Berry? Let us ask Reno, Coco, Giffy and Zubu!
‘Berry is our best friend! She is a bird. She is not like us at all. Berry can fly! She helps us all…’
horn: a hard, pointed thing that grows on the nose of some animals
stripes: lines of different colours on an animal’s body
Talking Book
Reno says, ‘Oh, no! I am covered in fleas! What do I do?’
‘My little friend Berry will eat them all up!’
Coco’s hands are small. ‘I cannot brush my teeth! What do I do?’
‘My little friend Berry will peck them all clean.’
Giffy says ‘I cannot scratch my neck! What do I do?’
‘My little friend Berry can reach just the right spot.’
Think and Tell
How does Berry help Reno?
Did You Know?
Some birds eat flies and insects from the bodies of cows and buffaloes.
fleas: small insects that live on an animal’s body
peck: (here) pick with the beak
scratch: (here) rub a place because of an itch spot: (here) place
Zubu’s eyes cannot see things far away. ‘Is the lion coming close? I do not know! What do I do?’
‘My little friend Berry calls out loudly when a lion is coming.’
Think and Tell
Do you think Berry the Bird is happy to help the other animals?
‘Berry the Bird might be different, but that’s no problem. We are all best friends!’
Listen to all the keywords here.
Read and Respond
1. Tick () the correct answers.
a Who is Coco?
i A zebra ii A crocodile iii A giraffe iv A bird
b What colours are Zubu the zebra’s stripes?
i black and yellow ii black and red
iii black and white iv green and blue
c How is Berry different from the other animals?
i Berry is a bird. ii Berry has stripes.
iii Berry has a long neck. iv Berry has sharp teeth.
d How does Berry help Reno?
i by brushing Reno’s teeth ii by eating Reno’s fleas. iii by calling out when danger is near iv by flying Reno to different places
2. Match the animals and their body parts.
Rhino
Crocodile
Giraffe
Zebra
Bird
3. Answer the questions in one to two lines.
a Why does Giffy the giraffe need Berry’s help?
b What does Berry do for Coco the crocodile?
c Why do the animals think Berry is a good friend?
d What will happen to Zubu if Berry is not in the jungle?
Think and Answer
In stories, animals and people may have problems. They try to solve the problems.
Think about these two problems from the story and tick () the correct solutions.
Problem 1:
A lion comes close to Zubu.
Solution:
a Berry flies away.
b Berry calls out.
c Berry sleeps.
Problem 2:
Reno is covered in fleas.
Solution:
a Berry eats the fleas.
b Berry flies away.
c Berry makes fun of Reno.
Big Idea
In the story, Berry helps her friends in many ways. Tick () the ways in which you help your friends.
I do not share my things with my friends. I help my friends with homework. I do not listen to my friends.
I play with my friends. I share my food. I listen to my friends.
Write any other way in which you help your friends.
I help my friends by .
Pronounce Well Listen to the words here.
1. Read the words aloud.
2. Read the words aloud. Then, find and circle the words.
Hint Box:
Vocabulary
Look at the pictures and fill in the blanks with the feeling words. happy scared excited sad angry
happy
a I feel when my friend shares her toys with me.
b I feel when a dog runs after me.
c I am about the school picnic
d I am when my toy breaks.
e I feel when my friend fights with me.
Have and Has
I have a dog. You have a cat. She has a cat. It has white fur. He has a dog.
Have and has help us to talk about things that belong to someone or something.
Has is used with he, she, it or with someone’s name.
For example:
She has a cat.
Rita has a new frock.
‘Have’ is used with I, you, we and they.
For example:
I have a toy car.
1. Fill in the blanks with have or has.
He has a pencil.
They have a big house.
a Zubu is a zebra. He black and white stripes.
b They a best friend, Berry the bird.
c A crocodile is a wild animal. It sharp teeth.
d I am Giffy the Giraffe. I a long neck. has
Describing Words
Giffy is tall. Coco has sharp teeth.
Remember!
Naming words are the names of people, places, animals or things.
Tall tells us more about Giffy. Sharp tells us more about Coco’s teeth.
Describing words tell us more about naming words. They tell us what a person, place, animals or thing is like.
For example:
There are green trees. (Green tells us the colour of the trees.)
Berry is a little bird. (Little tells us about the size of the bird.)
Zubu has black and white stripes. (Black and white tell us the colour of the stripes.)
2. Circle the describing words.
a The smelly sheep runs.
b The blue bird flies.
c The scary tiger roars.
d The elephant has a long trunk.
3. Underline the correct describing words for the pictures.
a happy / sad happy / sad
b empty / full empty / full
c old / new old / new
d clean / dirty clean / dirty
Listen Well
Listen to the text here.
Listen carefully to the text and draw the things that Rohan and Rita see at the park.
Draw each thing in the picture as you hear it. Draw one thing at a time.
Speak Well
Practise speaking here.
Tell your teacher about your best friend in two to three lines. For example:
Hello!
My best friend is Karishma. Her favourite colour is purple. She has long black hair. We play hide-and-seek together.
You may talk about one special thing that your best friend has. Like, long hair, dark eyes and so on.
Look at the pictures and complete the story with the words in the box.
Hint Box: grass runs angry sees mango monkey
The is sitting in a tree. He is eating a . His friend, the deer is eating below the tree. The monkey the tiger behind the bush. The monkey shouts out to the deer. The deer away. The monkey laughs and jumps away. The tiger is . monkey
Friendship
5 . Fun Time with Friends!
Get Set
Colour all the things that you like to do with your friends!
We all love our friends. They make us happy. We do many fun things together! Let us read a poem about the things we do with our friends.
What do we do with our friends?
What do we do when the school day ends?
We bounce the orange basketballs, We dress up all the little dolls.
We race our bicycles, fast and free, We find lost marbles under the tree!
We draw and paint with colours bright, We drink cold juice—what a delight! Let’s Read
bounce: move up after hitting the ground dress up: (here) to make the doll wear clothes marbles: small and round coloured glass that children play with delight: nice, happy feeling
Talking Book
Think and Tell
What do you do after going home from school?
We build block towers—oh! so high! We jump and hop to touch the sky!
We tell stories of big blue ducks, We sing and drive the fire trucks!
We are silly and we have fun, We all play till the day is done!
Think and Tell
The friends do so many things in this poem! What do you think is the most fun thing they do?
build: to make hop: jump on one foot silly: have fun doing foolish things
Listen to all the keywords here.
Read and Respond
1. Tick () the correct answers.
a What do the children do with the basketballs?
i bounce them ii kick them iii swim with them
b What do the children build with blocks?
i houses ii towers iii bridges
c What do the children drive?
i cars ii boats iii fire trucks
d What do the children tell stories about?
i trucks ii ducks iii dolls
2. Write T for True and F for False.
a The children play basketball after the school day ends. T
b The children dress themselves up.
c The children race their bicycles, fast and free.
d They find lost marbles under the bed.
3. Answer the questions in one line.
a What do the children do with the orange basketballs?
b What do the children love drinking?
c Why do the children jump and hop?
d When do the children stop playing?
Big Idea
This poem is very special because it is about friends. Talk to your best friend and fill in the blanks.
My best friend is .
(name)
He / She likes to .
He / She likes to play .
Ask your friends about their favourite food, colours, stories or cartoons.
Vocabulary
1. Fill in the blank with have or has.
a Nisha a new water bottle.
b They planned a picnic.
c I to go to the market.
d He many storybooks. has
2. Match the describing words and their opposites
Appreciation
When two words have the same sound at the end, they rhyme! For example: free and tree, or fun and done.
Complete this poem with the rhyming words in the box.
Hint Box:
At the park, we like to slide, We swing so high, side by . We climb the jungle gym so tall And kick around a big red . We are happy and never rude, We sit and eat our tasty . We share our toys and we have fun Together, we shine like the .
Project 1
My Social Circle
Our family and friends make our social circle.
What you need for this project:
• Pictures of your family and friends
• Coloured pencils
• A pencil
• Scissors
• Glue
• A sheet of paper
Steps:
• Draw or find pictures of your family and friends. You can ask your parents and friends to help you.
My Social Circle Friends Family
• Cut out the faces and stick them in the circles.
Use your ‘Social Circle’ to tell your class about three of the people.
This is my grandfather. He has a big motorbike.
This is Anya. She is my best friend. ME
Ask for your parents’ help when using the scissors.
Neighbourhood
6 . Laundry Day
— Mathangi Subramanian
Get Set
The place around our house is called our neighbourhood. Tick () the things that you see in your neighbourhood.
Mary and her brother Ray walk around in their neighbourhood. They meet their neighbours and see many things. Let us read about who they meet.
road family train
tiger river park dog robot house trees
BHARAT
Let’s Read
Talking Book
My name is Mary. I live in a little house with my mother, my father and my little brother.
Today is Saturday. It is time to wash our clothes!
My brother Ray is ready to go! We pick up our clothes and walk out of our house. Everyone is washing their clothes! Their arms are covered in bubbles!
We see Grace Aunty. She washes her uniform. She wears it to her clinic every day.
Bimla Aunty hangs up her red blanket. We know that she loves this blanket! Her grandmother made it for her.
Think and Tell
Where do you think Grace Aunty works? What do you think she does there?
Fatima Aunty dries her scarves in the sun. The colours are so bright!
neighbours: people who live near your house
covered: to have all over uniform: special clothes that people wear at school or work
clinic: a place where doctors and nurses work
scarves: long pieces of cloth that people wear around their necks or heads
Look, there is Zakir Chacha! His uniform hangs outside his house. He wears it when he drives his auto.
auto: a small vehicle with three wheels
Geetha Aunty’s sarees sway in the wind. They look like kites dancing in the sky.
Joseph Uncle’s socks hang neatly in a row. They keep his feet warm when he guards us at night.
Think and Tell
Why do you think Joseph Uncle needs warm socks?
Now, it is our turn! Ray and I put our clothes down. We clean our school uniforms first. We shake out the chalk dust. We rub away the paint drops. We sing and we laugh together!
Tomorrow, our clothes will be dirty again. But right now, everything is clean.
sway: move slowly from side to side neatly: in a clean and tidy way guards: keep people safe shake: move something quickly
Listen to all the keywords here.
Read and Respond
1. Circle the correct answers.
a What do Mary and Ray do on Saturdays?
i sleep all day ii eat tasty food iii wash their clothes
b What does Fatima Aunty dry in the sun?
i scarves ii hats iii socks
c What do Mary and Ray wash?
i shoes ii uniforms iii shorts
d What does Zakir Chacha drive?
i a bus ii a car iii an auto
2. Fill in the blanks with the words in the box.
Hint Box: uniform grandmother Saturday brother
brother
a Mary lives with her mother, father, and .
b Laundry day is on .
c Grace Aunty washes her .
d Bimla Aunty’s red blanket was made by her .
3. Answer the questions in one to two lines.
a Where does Grace Aunty work?
b When does Zakir Chacha wear a uniform?
c What work does Joseph Uncle do?
d How do Mary and Ray clean their uniforms?
e What will happen to the children’s clothes tomorrow?
Think and Answer
1. Stories tell us more about different people. We learn who they are, what they do and what they like.
Match the people and what we know about them.
Grace Aunty She loves her grandmother Zakir Chacha They are students.
Bimla Aunty She is a doctor.
Mary and Ray He drives an auto.
2. When we read stories, we can see the story in our heads, like a film.
For example: Geetha Aunty’s sarees sway in the wind. We can imagine colourful sarees flying like kites in the sky.
Read this line from the story and draw what you see.
Joseph Uncle’s socks hang neatly in a row.
Big Idea
Circle the things you do to help your family.
I set the table.
I clean my toys. I help my grandparents.
I water the plants. I help my parents cook. I feed our pet.
What else do you do to help your family?
I also to help my family.
Pronounce Well
Read the words aloud.
Listen to the words here.
Choose the correct words from the box and write them.
Hint Box:
Vocabulary
1. Circle the correct spelling.
hose
2. People around us help us in many ways. Look at the pictures and circle the correct words.
Painter / Postman
Words we use in place of naming words
We use some words in the place of naming words.
We use I, you, he and she when we talk about one person. Remember! Naming words tell us the names of people, places, animals and things.
Postman / Chef
Police woman / Doctor
Postman / Fireman
Go Grammar
My name is Kajal. I like to read. Ram is a boy. He likes to play. Sia is at school. She is drawing.
We use they and we when we talk about more than one person. Ram and Sia are at school. They like to go there. My mother, brother and I are going for a picnic. We are packing lunch.
We use it when we talk about an animal or thing. This is a dog. It barks at the man.
1. Fill in the blanks with the words in the box.
Hint Box: We He She It They
a Our dog looks at us. does not bark.
b Doctors and nurses work at the clinic. have white uniforms.
c Zakir Chacha drives an auto. also wears a uniform.
d Ray and I are at school. wash our own uniforms.
e Geetha Aunty likes sarees. dries them in the wind. It
Words that help doing words
Some words help the doing words. These helping words are added before the doing words.
For example:
• I am playing.
• You are reading a book.
2. Fill in the blanks with is, are or am.
a I writing.
• He/She/It is dancing.
• We are washing our uniforms.
c They sleeping. d It raining. am
b She dancing.
3. Tick () the correct words.
a Mother (am / is / are) washing the dishes.
b We (are / is / am) dirty.
c The dog (are / am / is) fast.
d I (am / is / are) ready to race.
Listen Well
Listen to the text here.
Listen carefully to the text. Find the objects and circle them.
Speak Well
Practise speaking here.
Sit with a friend. Tell them about what you do every day.
Hello Panjal
I wake up at 6 o’ clock in the morning. I brush my teeth. I get ready for school. I learn and have fun at school. I play in the evening. I go to bed at 9 o’ clock.
Think about all the different things you do in a day. Talk about things you do in the morning, at school, after school and at night.
Write Well
Read the story.
One sunny day, little Arjun and his family go to the park. He walks, skips and jumps happily on his way.
He sees his friend Ananya on the slides. ‘Hello, how are you, Ananya?’ Arjun says with a big smile.
Then, Arjun walks, skips and jumps ahead. He sees Mr Patel on a bench. ‘Hello, how are you, Uncle Patel?’ Arjun asks with a big smile.
Write two to three lines to tell what happens next in the story.
Project 2
My Neighbourhood
Go on a fun adventure around your neighbourhood!
What you need for this project:
• A camera or a phone to take pictures
• Your English notebook
• Crayons Steps
• A glue stick
• A pencil
• Walk around your neighbourhood with your family. Choose three to five places to visit. Pick places that are special to you. It could be a playground, a store, or even a friend’s house.
• Take pictures of the places.
• Print the pictures you took.
• In your English notebook, give the heading My Neighbourhood.
• Paste the pictures and write what you like about each place. For example:
My Neighbourhood
This is a park near my house. I like it because I play many games here.
If you need help with the camera or with writing, ask a family member for help. You can add stickers or drawings to make your project colourful.
Indian Folktale
7 . Birbal and the Magic Donkey
What will you do if you lose a pencil? Tick ().
I will tell my mother. I will not tell my mother. Do you think we should hide things or should we tell the truth? Discuss in class. Get Set
I will tell my mother. I will not tell my mother. What will you do if you break a glass by mistake? Tick ().
Akbar is a king, and Birbal is his clever minister. He finds answers to all the king’s problems. Let us read to find out what problem he solves this time.
Let’s Read
Talking Book
Emperor Akbar cannot find his necklace! It is lost. He is very sad. Who can help him?
‘Birbal!’ he calls. ‘We have a problem!’
Akbar tells Birbal about the lost necklace. Birbal listens carefully. Birbal has a clever plan. He brings a grey donkey to the palace. ‘There is a magical donkey in the next room! He will help us find the thief!’ he says.
Think and Tell
Can the donkey help Birbal find the thief?
clever: very smart minister: a special helper to a king
emperor: a very important king palace: a place where king or queen lives thief: someone who takes something that belongs to another person without asking
Birbal and the Magic Donkey
He tells all the people in the palace, ‘Lift the donkey’s tail and say I didn’t take the necklace. The magical donkey will know if you are telling the truth.’
One by one, each helper walks to the next room. They lift the donkey’s tail.
There are many stories about Akbar and Birbal. They have been told for many years. Did You Know?
After everyone takes a turn, Birbal says, ‘Show me your hands.’ Everyone’s hands are black, but the cook’s hands are clean!
Birbal points to the cook. ‘He is the thief!’
Everyone looks at the cook. ‘Are you sure, Birbal?’ asks Akbar.
Think and Tell
How does the cook feel when Birbal finds out that he is the thief?
magical: to have special powers truth: something that is true takes a turn: gets a chance to do something
Birbal smiles. ‘I put black paint on the donkey’s tail. The thief was scared of the magical donkey. He did not touch it.’
The cook looks down. ‘I am sorry,’ he says.
The emperor is happy. He finds his necklace. He thanks Birbal. The cook promises to be honest. Birbal’s smart trick saves the day!
honest: to always tell the truth trick: something done to fool someone
Listen to all the keywords here.
Read and Respond
1. Circle True or False.
a Emperor Akbar is happy because he finds his necklace. True False
b Birbal brings a magical cat to the palace. True False
c Birbal finds the thief. True False
d The minister says he is sorry. True False
2. Answer the questions in one to two lines.
a Who loses the necklace?
b What does Birbal bring to the palace?
c Who has clean hands in the end?
d What colour do the helpers have on their hands?
3. A good story has a start, middle and end. Write ‘S’ for start, ‘M’ for middle and ‘E’ for end.
Everyone lifts the donkey’s tail.
Akhbar looks for his necklace. S
The hands of all the helpers are black.
Birbal brings a grey donkey to the palace.
The cook is the thief. He says he is sorry.
Think and Answer
Some stories teach us a lesson. To find the lesson, we look at what the people in the story say and do.
a What does the cook steal?
b Does he tell anyone at the start?
c How does Birbal know that the cook is the thief?
d How does the cook feel at the end?
e What do we learn from the story?
Big Idea
We should always say sorry if we do something wrong. Think about the time you did something wrong. Fill in the blanks. Some words are given to help you.
It is wrong to .
(what you did)
I felt . I told my about it.
(sad / angry / scared / happy)
(family / teacher / friend)
I said . I felt . Pronounce Well
(happy / excited / better)
Read the words aloud.
Listen to the words here.
dug fun cup hut jug sun pup nut hug run up cut
Birbal and the Magic Donkey
Write the correct letters to complete the words.
Vocabulary
Similar Sounding Words
There are some words that sound the same but do not mean the same. For example: eye toe tow
1. Say the words aloud. Circle the words that sound the same.
2. Circle the correct spelling for the pictures.
Go Grammar
A, An and The
We use the words a, an and the before naming words.
We use a and an before the naming words that show one person, animal or thing.
I hear a bird. (We do not know which bird it is.)
Remember!
Naming words tell us the names of people, places, animals and things.
I want an apple. (We do not know which apple it is.)
We use an before words that start with a, e, i, o, u!
We use the when we talk about something we already know.
I want the blue book. (We know which book it is.)
Let us go to the shop. (We know which shop it is.)
1. Underline a, an and the in each sentence.
a I see a bird in the tree. b Tina wants a red balloon.
c The sun shines brightly today. d There is an elephant in the zoo.
2. Complete the sentences with a or an.
a We have puppy.
b I want ice-cream cone.
c We read book every evening.
d I hear owl at night. a
Magic Donkey
3. Circle the correct words.
a Please give a / the books to a / the children.
b I eat rice with the / a spoon.
c There is an / a umbrella near a / the door.
d The / A pillows are very soft.
Listen Well
Listen to the text here.
Listen carefully to the text and tick () the correct answer.
a What does the woodcutter drop into the river?
i a wood
ii an axe
b Who appears in front of the woodcutter?
i a fairy
c Which is the woodcutter’s axe?
i silver
ii a frog
ii iron
d What does the fairy give the woodcutter?
i an iron axe
ii gold, silver and iron axes
Practise speaking here.
Choose any three situations. Talk about your feelings in those situations.
Hint Box:
For example:
My name is Raj. I feel sad when I get hurt. I feel upset when I fall sick. I feel happy when I come to school.
Look at your friends when you speak.
Speak clearly so that your friends can hear you.
Listen carefully when your friend speaks.
Show you are listening by nodding your head.
Complete the story with the words in the box.
Hint Box: happy queen window trees
A and live in a big castle. Every morning, they visit their little . He feels to see his parents. The room is bright with sunlight coming in from the . Outside, the are full of green leaves. The king and queen happily at their son.
World Story
8 . The Story of Johnny Appleseed
Get Set
Colour the fruits that grow on trees.
America is a big country far, far away. This is a story about John Chapman. People call him Johnny Appleseed. Let us read the story to find out who he is.
Did You Know?
One apple can have 6 to 10 apple seeds inside.
juicy: full of juice treats: tasty food
pie: a tasty, sweet dish made with apples and sugar
Chapter 8 • The Story of Johnny Appleseed
Listen to all the keywords here.
Think and Tell
What do people do with the apples that grow on the trees?
Read and Respond
1. Tick () the correct answers.
a Who is this story about?
i Johnny Appleseed
ii Johnny Bananaseed
iii Johnny Orangeseed
b Where does Johnny live?
i Africa ii America iii India
c What does Johnny love most?
i bananas ii oranges iii apples
d What do people say about Johnny Appleseed?
i He is always so angry and quiet.
ii He is always so happy and silly.
iii He is always so kind and helpful.
2. Write T for True and F for False.
a America is a small country. F
b John Chapman does something special for his country.
c Johnny Appleseed loves apple pies very much.
d Johnny makes many friends wherever he goes.
3. Answer the questions in one or two sentences.
a What is the real name of Johnny Appleseed?
b Why does Johnny want to plant apple trees all over his country?
c What do people use the apples for?
d What does Johnny love to tell stories about?
Think and Answer
1. What do you imagine seeing when you read this line? Fill in the blanks. Johnny Appleseed walks to different parts of the country, planting apples.
villages
a Johnny walks through the . i villages ii cities iii rivers
b He carries a bag full of . i toys ii seeds iii clothes
c Johnny is when he puts a seed in the ground. i sad ii angry iii happy
2. Read about the things that people do in this story. Find and circle the names of the people in the box.
Across
1. He thanks Johnny for the trees.
2. They say Johnny is kind.
3. He/She likes the apple pie.
Down
1. He plants apple seeds
Big Idea
You can also help others, just like Johnny. Tick () the picture that shows the best way to help.
I clean my room.
2. How do I help at school?
I keep my room messy.
1. How do I help at home? I laugh at others. I share my food.
3. How do I help in my neighbourhood?
I throw waste in the dustbin. I throw waste on the ground.
Vocabulary
1. Johnny meets many animals as he travels around the country. Each animal moves in a different way. Circle how the animals move.
swim
b A frog can .
a A bird can . i walk ii jump iii fly
d A lion can
jump
c A fish can .
ii fly
crawl
2. There are words that sound the same, but have different meanings. Read the sentences and tick () the correct picture for the underlined word.
a The apple tree has a thick bark.
b Rohan and Tina wave at each other. i ii
c The plane will land soon. i ii
d The school bell will ring soon.
i ii e A bat flew out of the cave. i ii
3. Match the words that mean the same.
Sentences and Questions
Do you like to eat apples? I love to eat apples.
Sentences
• Sentences tell us something about a person, place, animal or thing. For example: Johnny plants apples.
• Sentences start with a capital letter and end with a full stop (.).
• A full stop is like a stop sign. We take a short break before going on to the next sentence.
• A full stop tells us that the sentence is complete.
Questions
• A question asks something.
For example:
Do you know Johnny Appleseed? What is your name?
• Questions start with words like who, what, where, when, why, how, is, are, do, or does.
• Questions start with a capital letter and end with a question mark (?).
• A question mark says: Wait and think of the answer.
1. Colour in the correct option.
a The grass is green ? .
b Which fruit do you like ? .
c This is a farm ? .
d What is a seed ? .
2. Rewrite the sentences using capital letters and full stops.
a johnny lives in America
b the farmer thanks him
c the seeds grow into trees
d he makes some apple pie
3. Rearrange the words to make a complete sentence. Remember to use capital letters and full stops/question marks.
a apples farmers pick the
b the blue is sky
c you are how
d my toy is where Johnny lives in America. The farmers pick apples.
Listen Well
Listen to the text here.
Listen carefully to the text. The first time, say and do what the family says and does. The second time, answer the following questions.
a Where does the family go?
b What does the father do?
c What does the family say and do after eating the apples?
Listen carefully to the actions in the story. Imagine them in your mind. Then, do the actions with energy! Listen carefully to the words that the family says. Say them out loud!
Speak
Well
Practise speaking here.
Sit with a friend. Tick () the questions you want to ask your friend.
What is your favourite colour?
What do you like to do in your free time?
Do you have a pet at home?
Do you like to listen to stories?
What is the name of your favourite story?
Which is your favourite game?
Now, ask your friend the questions. Write the answers in the blanks.
Take turns to ask questions.
Look at your friend when you speak.
Speak in full sentences.
You may ask them more questions about what they like.
Write Well
Look at the picture. Rearrange the words to write questions about the picture.
Where / the / kids / are
Where are the kids?
The kids are in the apple garden.
What / the / kids / are / doing
The kids are picking apples.
the / boy / Is / happy
Yes, the boy is happy!
red / the / Are / apples
Yes, the apples are red.
Health and Hygiene
9 . The Friendly Needle
—Brandon Green
Get Set
We go to a doctor when we are not well. Circle the things the doctor uses.
Aman is not sick, but he is at the doctor’s clinic. Why do you think he is there? Let us read to find out.
Let’s Read
Talking Book
Aman is sitting in the waiting room. There is a big poster on the wall. It has a drawing of a smiling needle wearing a red cape. Aman looks nervous. Suddenly, he hears a soft voice.
Voice: (whispers) Hello!
Aman looks around, confused.
Voice: (whispers again) Hello.
Aman looks at the big poster on the wall.
Ned the Needle: (from the poster) Hello!
Aman: (surprised) You... You can talk?
waiting room: a room at a doctor’s office where people wait
poster: a big paper with pictures and words on it
cape: a long cloth that superheroes wear on their back
nervous: (here) scared confused: not sure about something surprised: the feeling when something you did not think about happens
Ned the Needle: (happily) Yes, I can. I am Ned the Needle! What is your name?
Aman: (whispers) My... My name is Aman.
Ned the Needle: Hi, Aman! Why do you look so nervous?
Aman: I have to get an injection today.
Ned the Needle: I know it can be scary. I am here to help you!
Aman: Help me? How?
Ned the Needle: What do you carry when it rains, Aman?
Aman: (thinking hard) I carry an umbrella!
whispers: talks very softly injection: a needle that doctors use to give us special medicine
Think and Tell
How do you feel when you have to get an injection?
Ned the Needle: That’s right! It keeps you dry. And what do you wear on your feet when you go out?
Aman: I wear my shoes and socks.
Ned the Needle: Your umbrella and your shoes keep you safe. I keep you safe from germs in the same way!
scary: something that makes you feel scared germs: very tiny living things that can make us sick
Aman: You keep me safe? How do you do that?
Ned the Needle: Germs are like monsters! When they sneak into your body, I fight them!
Aman: Just like a superhero?
Think and Tell
Do you think that injections keep us safe?
Ned the Needle: Yes! So, little Aman, I know you are scared. The needle will prick you, but it will keep you healthy.
Doctor: (gently) Aman!
Ned the Needle: Are you ready?
Aman: (smiles) I am ready!
Aman goes into the doctor’s room. The doctor is holding a needle in her hand. Aman closes his eyes. He thinks about the superhero fighting the germ monsters. He feels a small pinch...
Doctor: (smiles) Done!
Aman: (happily) Wow! That was easy. I am safe and healthy now!
sneak: move without making noise
Listen to all the keywords here.
Read and Respond
1. Fill in the blanks with the words in the box.
Hint Box: superhero clinic injection monsters
a Aman is at the .
b The poster on the wall has a drawing of an .
c Ned the Needle tells Aman that germs are like .
d Ned the Needle fights the germs like a .
2. Match the pictures and the lines from the story. talks to Aman from the wall
The poster gives Aman an injection clinic
Aman Ned, the Needle feels nervous in the waiting room
The doctor shows a smiling needle in a red cape
3. Answer the questions in one to two lines.
a Who talks to Aman when he is in the waiting room?
b Where does the voice come from?
c Why does Aman use an umbrella?
d How do injections help us?
Think and Answer
In a story, what people do and say tells us how they feel. Tick () what you think Aman does next and how he feels.
Aman sits in the waiting room.
What do you think he does while waiting?
i He hums a song.
ii He looks around all the time.
How does he feel while waiting?
i happy ii nervous
Aman sees Ned the Needle talking.
What does Aman do when he sees the poster talking?
i Aman tries to run away.
ii Aman talks to Ned the Needle.
How does he feel when he sees Ned the needle?
i scared ii calm
The doctor gives Aman an injection.
What does he do when he gets the injection.
i Aman thinks of watching a cartoon.
ii Aman closes his eyes.
How does he feel after the injection?
i happy and proud ii sad and sick
Think about when you visit the doctor. Tick () your answers.
a How do you feel when you visit a doctor? happy scared nervous angry sad
b Who goes with you when you visit the doctor? mother brother/sister father grandparents
c What does the doctor use to check you?
Pronounce Well
d How do you feel when the doctor gives you medicines to take? happy disgusted angry confused sad
Listen to the words here.
Read the words aloud. feel feet seed keep peel meet feed weep reel greet reed sleep
Look at the pictures. Say the words aloud. Circle the correct spelling of the words.
Vocabulary
1. Match the words to make new words. Then, write the new words. toothbrush tooth flower sun fly butter bow rain brush i hill ii heel
2. Fill in the blanks with the words in the box.
Hint Box: pancake football starfish raincoat
a Aman wears a when it rains. +
b We play in the park. +
c I eat a yummy for breakfast. +
d We saw a on the beach. + raincoat
Position Words (On, In, Under)
Aman sits on the chair
Position words tell us where something or someone is. For example:
The medicines are in the box. The cat is under the table.
1. Circle the position words in the sentences.
a The book is on the table.
b The birds are in the tree.
c Tanya is sitting under the tree.
d The box is on the floor.
2. Tick () the correct position words for the pictures.
This, That, Those, These
We use special words to point out things. The words are this, that, these, and those.
For example:
When you point to one thing or person near you use THIS.
This is a book.
When you point to one thing or person far away use THAT.
That is a mango tree.
When you point to more than one thing or person near you use THESE.
These are books.
When you point to more than one thing or person far away use THOSE.
Those mangoes are yellow.
3. Tick () the correct words for the pictures.
This / That is my doll.
I want this / that orange. Look at this / that bird far away. This / That fish is blue.
4. Fill in the blanks with these or those.
a c b d
These are my pencils. are huge elephants. are juicy apples.
Listen Well
Listen to the text here.
Listen carefully to the text and fill in the blanks with the words in the box.
Hint Box: tomatoes Raj carrots banana cabbage
a It is the name of the farmer.
b They have orange roots.
c Raj likes to eat it.
d They are red and ripe.
e Raj peels and eats it. Raj are my toys.
Speak Well
Practise speaking here.
Bring your favourite thing from home. Talk about it in two to three sentences.
For example:
Hello friends!
My favourite thing is this cushion. I call it Smiley. It is round and soft. It makes me smile when I am sad.
Name your favourite thing.
Talk about what it is, and its colour, shape and size.
Talk about what you do with it or what it is used for.
Talk about why it is your favourite thing.
Speak slowly and clearly.
Write Well
Rearrange the words to make sentences. Then, read the story aloud.
Animesh is at the park.
Animesh is park at the falls from He the slide
Health and Hygiene
10 . Fun Day
Get Set
We should wash our hands to keep them clean. Look at the steps for washing hands. Number them in the correct order.
We rub soap on our hands.
We wet our hands with water.
We use a towel.
After we play, we wash away!
Clean and happy, that’s our way!
We wash our hands.
Let us read a poem about staying clean and healthy.
We use soap.
Let’s Read
Amma ! Amma! Our day was fun! We feel so happy, like the sun!
My clothes are full of water and sand, Building castles, oh-so grand!
My knees are brown—I fell in the mud, Trying to look at a flower bud!
My elbows are green from painting a tree, It looks like the forest is hugging me!
castles: big, strong houses for queens and kings grand: big bud: a baby flower
Talking Book
My shirt is all orange, red and blue, I am a rainbow of paint and glue!
My shoes are dusty from kicking the ball, I scored two goals—I feel so, so tall!
My hair has leaves from hide-and-seek, I hid in a bush and did not speak.
Amma, we are blue, brown and green! Soap and water will make us clean!
Think and Tell
Why is the little boy’s shirt orange, red and blue?
Think and Tell
What do the children need to be clean?
dusty: covered with dust scored: got points in a game
Listen to all the keywords here.
Read and Respond
1. Fill in the blanks with the words in the box.
Hint Box: mud leaves kicking water
a The girl’s clothes are full of and sand.
b The boy’s knees are brown. He fell in the .
c The girl’s shoes are dusty from the ball.
d The boy’s hair is full of from playing hide-and-seek.
2. Match the activities and the people.
Building castle
Looking at flower bud
Painting a tree
Playing hide and seek
Kicking the ball water
3. Tick () the correct answers.
a Why are the children happy at the start of the poem?
i They have a fun day at school.
ii They win many games and prizes.
b Why does the girl feel so tall after she scores two goals?
i She grows taller when she plays.
ii She is proud that she scored goals.
c Why does the boy get leaves in his hair?
i He hugs a tree.
ii He hides behind a bush.
d What do the children do at the end of the poem?
i They wash up with soap and water.
ii They eat dinner and go to bed.
Big Idea
How do you clean yourself when you get dirty? Tick () the correct options.
I wash with soap and water.
I write with a pencil.
I use a towel. I use a broom.
I use a mop. I change into clean clothes.
Vocabulary
1. Fill in the blanks with the rhyming words in the box. Read the hints.
Hint Box: glue mud fun clean
2. Draw lines to match the pictures to good habits or bad habits. fun
a I have lots of at the park. (rhymes with sun)
b The dog rolled in the . (rhymes with bud)
c Wash your hands to keep them . (rhymes with green)
d Use the to stick the paper. (rhymes with blue)
Exercise daily
Brush twice a day Play all day
Push a friend
Habits
Wear clean clothes Shout at someone
This is a poem on ‘Good Habits’. Complete the poem with the rhyming words in the box. Sing the poem together in class.
Hint Box: night play neat do
Habits That Shine!
I wash my hands before I eat, I keep my room tidy and . I say ‘please’ and ‘thank you’ too,
Being kind is what I I eat my veggies every day, I share my toys when I . Good habits make me shine bright, They make me sleep tight at .
Animals
11 . How the Elephant Got Its Trunk
Get Set
A jungle is a place where many animals live. Look at the pictures. Colour the animals that live in a jungle.
Elephants are big animals. They have long noses called trunks. Let us read a story about how elephants got their trunks.
lion cow goat hen horse elephant
Let’s Read
In the deep, green jungle, all the animals live together. They are one big family. They look for food together. They eat together. They take a bath together.
Jumbo is Mumma Elephant’s cute baby. He is friends with all the baby animals.
Talking Book
Every night Jumbo snuggles up to his mother when he goes to sleep. One night, he asks, ‘Mumma, why do elephants have long trunks?’
snuggles up: lies close to someone
trunks: the long noses that elephants have
Mumma Elephant says, ‘It is a long, long story, my dear!’
Jumbo quickly opens his big ears. He asks Mumma to tell him everything.
‘A long, long time ago, elephants had short noses, like all the other animals in the jungle,’ Mumma Elephant begins.
‘Really?’ Jumbo asks with eyes wide open.
Mumma says, ‘ We had to bend down to drink water from ponds and rivers. We could never reach the mangoes and bananas on the trees. We could never spray water on our bodies.’
‘Oh!’ sighs Jumbo.
‘We have huge bodies. We eat a lot. There was not enough grass to feed the elephants.’
Think and Tell
Why were the elephants not able to reach the bananas?
‘We could not climb trees like the monkeys. We did not have long necks like the giraffes.’
‘Our animal friends helped us. The monkeys and giraffes always got us food.’
‘But, we needed more food.’
‘What did we do then, Mumma?’ Jumbo asks.
Think and Tell
Why do the elephants want more food?
‘Our monkey friends were very clever. They gave us an idea.’
‘They tied a rope to each elephant’s nose. They pulled the ropes up into a tree.’
‘The elephants were scared. But, they needed more food.’
‘The monkeys pulled and pulled and pulled!’
‘Pulled and pulled and pulled!’
quickly: fast begins: starts wide: (here) big and open spray: push out a stream of water not enough: too little clever: smart scared: afraid
‘All the animals came to help. Some helped the monkeys. Some helped the elephants. All of us had a great tug-of-war.’
‘Finally, Our noses started to stretch.’
‘Our noses became…LONGER…’
‘…and LONGER…and LONGER!’
‘There was big cheer in the jungle. All the animals jumped with joy.’
tug of war: a pulling game
Did You Know?
Elephants use their trunks to drink, eat and shower!
joy: happiness
‘The elephants opened their eyes to see their long noses.’
‘Your Grandpa was the first one to pick a mango from the top of a tree.’
‘From that day on, elephants have always had long trunks. We can now eat fruit from the tree tops. We can now spray water on our big bodies.’
‘Wow, Mumma! I am so proud of my long trunk.’
Mumma Elephant and Jumbo hug with their trunks and go to sleep.
Listen to all the keywords here.
Read and Respond
1. Tick () the correct answers.
a Did the elephants have long trunks before?
i Yes ii No
b Why could the elephants not reach the bananas ?
i They did not have long trunks. ii They did not like bananas.
c Who got food for the elephants?
i The deers and giraffes
d Where did the monkeys tie ropes?
i To the elephants’ noses
2. Number these events in order from 1–4.
a The monkeys tied ropes around the elephants’ noses.
b The elephants wanted more food.
c The animals had a great tug-of-war.
d The elephants’ noses grew longer.
ii The monkeys and giraffes
ii To the elephants’ tails
3. Answer the questions in one or two sentences.
a How were the elephants different a long time ago?
b Why did the elephants want long noses?
c Who was the first to touch the mangoes at the top of the tree?
d What can the elephants do with their long trunks?
Think and Answer
1. The monkeys had the idea to stretch the elephants’ noses using ropes. If you were there, what idea would you give the elephants?
2. Read the problems in the story. Tick () the solutions to the problems.
Problem Solution
Jumbo wanted to know why only elephants have long noses.
There wasn’t enough food for the elephants.
The monkeys were not able to pull the ropes alone.
Big Idea
Jumbo asked his friends.
Jumbo asked Mumma.
The elephants stole food.
The elephants asked their friends for help.
They stopped helping.
Other animals helped the monkeys and the elephants.
The other animals in the jungle help the elephants. They bring them food and help pull their nose into long trunks. How do your family and friends help you? Answer in two to three sentences.
Pronounce Well
Read the words aloud.
Listen to the words here.
ladder letter bubble pillow
buddy butter pebble jelly
muddy kitten ribbon roller
puddle bitter rabbit yellow
Fill in the missing double letters to complete the words.
d d
la er ki en ca ages do
Vocabulary
1. Match the animals and their sounds.
2. Some words always go together, like table and chair. Fill in the blanks with the words in the box.
Hint Box: bat ball salt pepper bread butter knife fork
a Nisha is hungry. She wants to eat and .
b I need a and a to play cricket.
c Rakesh eats food with a and a .
d Please add some and to my soup. bread butter
Go Grammar
Simple Past
When we want to talk about something that took place earlier, we add -ed to the action words.
For example:
Remember!
Doing words are used to show actions. These words tell us what someone or something is doing.
The elephant reached the tree top .
The elephants danced with joy.
The -ed at the end tells us that the action was done in the past.
1. Underline the doing words that tell us about the past.
a We watched the birds in the sky.
b She asked Mumma a question.
c The elephants helped each other.
d He talked to his dad.
2. Fill in the blanks with the correct option.
a The elephants water on their backs.
i sprayed ii played
c Jumbo to Mumma Elephant.
i listened ii pushed
b The forest green after the rain.
i turned ii washed
i helped ii nested sprayed
d The birds in the tall trees of the forest.
Listen Well
Listen carefully to the text and fill in the blanks.
a Elephants use their trunks to
Listen to the text here.
b Elephants use their ears to
c Elephants eat
d Elephants live in
Speak
Well
Practise speaking here.
Sit with a friend. Look at the picture. Complete the story with your partner. Take turns to speak one line each.
a Once upon a time, .
b The deer was .
c Suddenly, the tiger .
d Then, .
e Finally, .
Speak slowly and clearly so that your partner can understand you.
Listen to your partner’s line. Add your line after that.
Write Well
Look at the picture carefully. Write four sentences about it. Use the words in the box.
Hint Box: bear honey bees chase run scared
Bobo the bear loves honey.
Animals
12 . The Monkey’s Games
Get Set
Look at the pictures of different animals. Match the pictures and the names.
A monkey lives in a jungle far away. She does a lot of fun things in a day. Let us read about her.
elephant parakeet
hare monkey tiger
Let’s Read
In the jungle, under the sun, Lives a monkey full of fun.
She winks at the elephant, big and grey, Takes his peanuts, then runs away.
She swings to the parrot, green and bright, And makes funny faces—what a silly sight!
Think and Tell
What is the colour of the elephant?
winks: closes one eye quickly and opens it again silly: fun and playful
Talking Book
Monkeys use their tails to swing from branches and hold things. Did You Know?
She says to the tiger, orange-black, ‘You are always ready to attack!’
She skips to the hare with ears so long, ‘You hop and sing a beautiful song.’
The monkey’s games make everyone smile, They hide and chase and play for a while.
Think and Tell
How do the other animals feel when the monkey plays games with them?
When the sun sets and the moon is bright. She whispers to her mother, ‘Have a good night!’
Then up in a tree, she snuggles up tight, Dreaming of bananas till morning light.
attack: to try to hurt someone chase: run after someone to catch them whispers: speaks softly snuggles up: lies close to someone
Listen to all the keywords here.
Read and Respond
1. Choose the correct answers.
a What colour is the parrot?
i green ii orange iii grey
b What does the monkey say to the tiger?
i ‘You are always ready to attack.’
ii ‘You hop and sing a beautiful song.’
iii ‘Have a good night!’
c Who does the monkey make funny faces at?
i the elephant ii the parrot iii the tiger
d What does the monkey dream of at night?
i playing with friends
ii swinging in trees
iii bananas
2. Write T for True or F for False.
a The monkey steals bananas from the elephant. F
b The tiger does not attack the other animals.
c The hare has long ears and sings a song.
d The monkey snuggles up to her mother at night.
e The monkey makes funny faces at her mother.
INTEGRATED
Big Idea
There are some things that both animals and humans can do, like jumping, and eating food.
Write two other things that both animals and humans can do.
Write two things that animals cannot do but humans can.
1.
Share your answers with the class.
Vocabulary
INTEGRATED
1. Circle the animals that live in these homes.
lion / elephant
den
bee / hen nest
snake / bird coop
goat / horse
stable
rabbit / monkey tree
2. Read the hints. Circle the names of the different animals in the word grid.
Hint:
1. It swings from the trees.
2. It is a big animal with a long trunk.
3. It makes a roaring sound.
4. It is a green bird. It has a red beak.
5. It has long ears. It hops.
1. Let us read about the other games that the monkey plays with the animals in the poem. Fill in the blanks with the correct rhyming words!
Hint Box: sweet–feet white–bright free–tree strong–long
a She hops to the zebra, black and , Paints his body with colours so !
b She dances with the butterfly, light and , They sing pretty songs to the .
c She teases the lion, fierce and , Steals his mane, but not for .
d She climbs up the giraffe, so tall and , Tickles his neck and tickles his !
Project 3
My Pet Care Plan
We will learn how to care for our pets by using a soft toy. You will take care of the soft toy as if it is your real pet. You will create a simple pet care plan and a jingle in this project.
What You Need:
• A soft toy (brought from home)
• Your English notebook
• Crayons/markers
Step 1: Create a Pet Care Plan:
• In your notebook, write how you will take care of your pet.
• You may write about:
Food: What will you give your pet to eat?
Water: How will you make sure your pet has fresh water?
Activities: What fun things will you do with your pet?
Cleaning: How will you keep your pet clean and happy?
• Paste or draw pictures of your toy pet. You may paste stickers or doodle on your Pet Care Plan to make it look pretty.
Step 2: Write a Jingle:
• Make a fun jingle using rhyming words. For example:
I feed my pet, I give it care, Soft and fluffy, Browny is my bear.
Step 3: Show and Tell:
• Show and introduce your favourite stuffed animal to your class.
• Share your pet care plan.
• Sing your jingle.
Parent’s Name Criteria:
Mark Green for Can Do • Mark Orange for Getting There
Mark Blue for Needs Help
Progress
Student’s Name Teacher’s Name
Date
Middle of the year
End of the year Parent Teacher Parent Teacher
Beginning of the year
Listens to stories and poems with attention
Learning Outcomes
Listening
Understands and follows simple steps and instructions Focusses on the speaker or activity for 5–7 minutes
Describes people and objects
Participates in simple conversations Expresses basic ideas and thoughts Uses simple vocabulary appropriately when speaking
Speaking
Reading
Reads a text aloud with proper pauses Understands the stories/poems/plays read Answers questions based on texts read Reads a variety of children’s books
Blends sounds and pronounces words learnt
Writing
Completes sentences and paragraphs by filling in the gaps correctly Uses simple vocabulary appropriately when writing Writes neatly and forms letters correctly Spells words learnt based on sound patterns
Shows a positive attitude towards learning Listens and follows instructions Completes work on time Expresses feelings and doubts Takes responsibility for work
Work Habits
Reading Tracker
Spend at least 20 minutes a day reading books of your choice. After two weeks, bring your favourite book to your class and tell your friends about it.
What you need for this project:
• Books to read
• A pencil
• The reading tracker Steps:
• Pick a book you like or ask your parents to help you choose a book.
• You can look at the Recommended Reading list at the back of your Coursebook.
• Spend at least 20 minutes every day reading. Fill in the reading tracker every day. You can ask your parents to help you.
• After two weeks, bring your favourite book to your class and tell your friends about it. Talk about one thing you liked about the book.
• Keep reading and filling in the tracker for the rest of the year.
• Even if you miss a day or two, do not give up.
Hello friends! My favourite book is The Very Hungry Caterpillar.
I like this book because the caterpillar eats a lot.
There is a fun reading list at the end of the Coursebook.
Date Name of Book Time Spent
One Line About the Book
12/08 The Cat in the Hat 20 minutes The cat is very funny.
Recommended Reading
1. Albert Starts School by Elanor May
https://bit.ly/albertstarts
2. Pass It On by Sophy Henn
https://bit.ly/sophyhenn
3. Dear Zoo by Rod Campbell
https://bit.ly/zoorod
4. How Do Dinosaurs Say Goodnight? By Jane Yolen
https://bit.ly/dinosaurssay
5. Five Little Monkeys - Five Little Penguins by Brian Moses
https://bit.ly/brianmoses
6. The Earth Book by Todd Parr
https://bit.ly/theearthbook
7. I am an Artist by Marta Altes
https://bit.ly/artistby
8. Digger and Daisy Go to the City by Judy Young
https://bit.ly/daisygo
9. Give Me Half by Stuart J Murphy
https://bit.ly/halfby
10. The Wonderful Things You Will Be by Emily Martin
https://bit.ly/wonderfullthings
11. Leaping Lizards by Stuart J. Murphy
https://bit.ly/stuartjmurphy
12. If You Give A Mouse A Cookie by Laura Joffe Numeroff
https://bit.ly/mouselaura
13. The Very Hungry Caterpillar by Eric Carle
https://bit.ly/hungryeric
14. The Day Crayons Quit by Drew Daywalt
https://bit.ly/dayquit
15. Curious George Says Thank You by Margret and H.A. Ray
https://bit.ly/georgesays
16. Oh No George! by Chris Haughton
https://bit.ly/ohchris
17. The Best Vacation Ever by Stuart J. Murphy https://bit.ly/evervacation
18. Room on the Broom by Julia Donaldson https://bit.ly/roomjulia
19. The Cat in the Hat by Dr Seuss https://bit.ly/catseuss
20. The Detective Dog by Julia Donaldson https://bit.ly/detectivedog
Note: Read-alouds are fun! Now that you can read well, visit the library to find more books to read.
Happy Reading!
Reading is the passport to countless adventures. — Mary Pope Osborne
Credits
Uolo wishes to thank the following entities for granting permission to use the copyrighted materials.
1. Rani’s First Day at School (English), written by Cheryl Rao (© Pratham Books, 2015); Laundry Day (English), written by Mathangi Subramanian(© Pratham Books, 2018), all published by Pratham books under a CC BY 4.0 license on StoryWeaver.
2. Our Best Friend, Berry has been adapted from Who Is Our Friend? written by Jade Mathieson (© Book Dash, 2016) published by Book Dash under a CC BY 4.0 license on StoryWeaver.
3. Ned the Needle, Adapted from the story The Friendly Needle by Brandon Green at https://freekidsbooks.org
About the Book
Introducing Ignite, a thoughtfully-crafted ELT programme designed especially for 21st century learners. In keeping with the National Education Policy (NEP) 2020’s focus on holistic education, Ignite provides opportunities for learners to hone their language skills as well as other 21st century skills. This programme offers a comprehensive language-learning experience supporting the all-round development of learners in line with the learning outcomes of the National Curriculum Framework (NCF) 2022.
Product Package
• Coursebook
• Workbook thematically aligned with the Coursebook
• Uolo App
• Teacher Guide
Key Features
• Diverse Literature Compilation of rich literature set in local and global contexts to expose learners to different cultures and build national pride
• Recommended Reading List A suggested reading list and a reading tracker to foster the culture of reading and sharing
• Experiential Projects Opportunities to apply language skills to prepare learners for reallife challenges
• Progress Tracker Tool to empower parents and teachers to track student growth, highlight skill gaps and support year-round development
• Skill-Based Assessments Continuous and comprehensive assessments tailored to promote competency-based learning, along with model papers to enhance teacher support
About Uolo
Uolo partners with K-12 schools to provide technology-enabled learning programs. We believe that pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 15,000+ schools across India, Southeast Asia and the Middle East.
ISBN 978-81-980680-2-6
