Expression English TRM_1

Teachers’ Resource Manual Together with® TM ENGLISH • Multiskill Coursebook • Workbook • Literature Reader RACHNA SAGAR PVT. LTD. 1 EDUCATIONAL PUBLISHERS MRP ` 52.00 4583/15, Daryaganj, New Delhi – 110002 (No tax on books) PO Box 7226 Phone : 011 - 43585858, 23285568 Fax : 011 - 23243519, 43115858 E-mail : [email protected]; [email protected] [email protected]; [email protected] [email protected] Website : www.rachnasagar.in Import-Export License No. : 0501009426 ISBN 978-81-8137-936-8 u Ahmedabad u Bengaluru u Bhopal u Chandigarh u Chennai u Cochin u Dehradun u Guwahati u Hyderabad u Jaipur u Kolkata u Lucknow u Mumbai u Patna u Ranchi

Contents Multiskill Coursebook Literature Reader Chapter 1 ..................................................... 3 Lesson 1: Chapter 2 ..................................................... 4 The Fox and the Crane..............................25 Chapter 3 ..................................................... 6 Chapter 4 ..................................................... 7 Lesson 2: Chapter 5 ..................................................... 9 How Cats Became Pets..............................25 Chapter 6 ................................................... 11 Chapter 7 ................................................... 12 Lesson 3: Chapter 8 ................................................... 14 Cocks Crow in the Morn..........................25 Chapter 9 ................................................... 15 Chapter 10 ................................................. 16 Lesson 4: Belling the Cat.............................................25 Workbook Framework 1.............................................. 18 Lesson 5: Framework 2 ............................................ 18 The Elephant and the Crocodile..............26 Framework 3 ............................................ 19 Framework 4 ............................................ 20 Lesson 6: Framework 5 ............................................ 20 Ferry Me Across the Water......................26 Framework 6 ............................................ 21 Framework 7 ............................................ 21 Lesson 7: Framework 8 ............................................ 22 The Foolish Monkey...................................26 Framework 9.............................................. 23 Framework 10 .......................................... 24 Lesson 8: Androcles and the Lion.............................26 Lesson 9: Good Morning.............................................27 Lesson 10: The Wolf Who Played the Flute.............27 Project 1: Something About Me.................................27 Project 2: Famous Fictional Animal Characters......27 Language Quiz 1.........................................28 Language Quiz 2.........................................28

Expressions English Multiskill Coursebook Chapter 1 : If You are Happy Lesson Plan Step 2 : Ask the students to listen to you and do as directed, like when you say–clap your hands Lesson/Title or move your head, they must act as told. If You Are Happy Step 3 : Show them the chart with body parts and randomly ask the function of each body part. Concept/Topic Alternatively, name some activities and ask the name of the related body part. Poem Step 4 : Show the alphabet chart and have an oral Learning Objectives drill where students will read the letters of General the alphabet loudly. Check if they have some previous knowledge of vowels and consonants. • To motivate the students to learn English and Explain the concept of vowels and consonants attain proficiency in the use of language. thoroughly by relating them to the sound of the alphabet. Say some nouns and students • To enhance the basic language skills: LSRW. will repeat by adding ‘a’ or ‘an’ to them. Specific Step 5 : Show flashcards with emoticons and let the students observe. Give different situations and • To introduce action words by relating them to ask them to show their emotions in reaction to different body parts. those. For example, ‘How would you feel if you get your favourite toy as a gift?’(They would • To help students understand various emotions. show their happiness.) Modulate your voice and give proper face expressions to help the • To enhance their oral-aural skills. students guess your feelings easily. Learning Objectives Practice/Activity By the end of the chapter, the students will be able Group : Activities such as ‘Talk-a-while’ and to recite the poem with action and understand ‘Play-a-while’. different emotions. They will also be able to express themselves confidently. Individual : Write some simple words on the blackboard and the students will make Resource Materials new words by changing the vowels. Call the students one by one. They can also CD/Web support, chart of body parts, alphabet make small four-line poems as suggested chart, emoticons flash cards, blackboard, chalk. in ‘Write-a-while’. To help them, write a lot of rhyming words on the blackboard Anticipatory Set (LEAD-IN) as prompts. The teacher will initiate the topic by having a brief Closure : Ask the students if they have understood discussion about body parts that the students are everything. Motivate them to raise supposed to know already. Encourage them to tell questions. the function of body parts. Assessment/Evaluation Methodology/Procedure Step 1 : Show them animated CDs so that the students Ask the students to read the poem silently and identify rhyming words. They will learn the poem take an interest in the poem. Recite the poem and do the exercises given in the chapter. The with rhythm and actions and the students will follow you. Pay attention to phonic sounds. Take the help of the accent trainer to teach difference in sounds. Let the students enjoy without being corrective. You can also ask them to read the poem once before actually reciting it. 3

students will attempt the skill drill given in the Language Smart Frameworks of English Workbook. The interactive worksheets provided in the CD will prove helpful A. 1. Crazy Consonants : B, C, D, F, G, H, J, K, L, M, in enhancing reading and listening skills of the N, P, Q, R, S, T, V, W, X, Y, students. Adaptations (For Supporters) Z. Call them individually and help to learn the poem 2. Wise Vowels : A, E, I, O, U verbatim by model reading it for them. B. 1. an apple 2. a rose Extensions (For Gifted Children) The students will be asked to draw faces showing 3. an orange 4. a giraffe different emotions. They can also be asked to act 5. an umbrella 6. an elephant accordingly. They may be asked to work in pairs where one will mimic the action and the other will Thinking Caps on guess and name the action. 1. ship 2. pot 3. cat Possible Relation With Other Subjects (S) 4. lips 5. leg 6. doll EVS Discuss in brief the need to keep our body clean and be healthy and happy. Write-a-while • ball • bed Talk-a-while Teacher : Oh ! I hear. Children : With my ears. Answers Teacher : Oh ! I walk. Show What You Know Children : With my two legs. A. 1. hand 2. knee 3. lips 4. feet Teacher : Oh ! I colour. 5. toe 6. head 7. nose 8. ear. Children : With my hands. B. 1. happy 2. dance Teacher : Oh ! I eat. Word Smart Children : With my strong teeth. 1. hand 2. nose Teacher : Oh ! I kick the ball. 3. eyes 4. feet Children : With my feet. 5. ear 6. head Play-a-while 7. toes 8. lips Classroom activity. 9. skin 10. fingers Celebrate Life 11. knees 12. ankle. Student’s Individual Response Chapter 2 : Meet My Family Lesson Plan • To develop interest in reading English stories/ poems. Lesson/Title • To enrich the vocabulary of the students. Meet My Family Concept/Topic Specific Comic Strip Learning Objectives • To enable them to speak about their family and General friends. • To develop competences to read and write correct • To instil family values in them. English. • To introduce words used in places of nouns (pronouns). • To teach them to describe people and enhance their observation skills. 4

Resource Materials Assessment/Evaluation The students will do Framework 2 of Workbook. CD/Web support, charts showing pictures of family members and different professions, blackboard, They will also attempt the task in the CD. You can chalk, etc. take remedial actions as a follow-up. Adaptations (For Supporters) Anticipatory Set (LEAD-IN) Ask them to bring pictures of their family and speak about it. Initiate a discussion about family. Tell something Extensions (For Gifted Children) about your family to motivate children to speak about They can work in groups and share information theirs. Ask them to share their interests and hobbies. about their siblings and friends, extending their knowledge outside the family. Methodology/Procedure Possible Relation With Other Subjects (S) Step 1 : Divide the class into small groups of five EVS. students and let them read the dialogues of different characters in the text one by one. Answers Encourage them to speak about their families in a similar manner. Show them animated CDs for a better understanding. They may be shown flip- book to introduce different aspects of technology and use them with ease. Step 2 : The students will tell how many members are Show What You Know there in their family and come to understand the concept of small and big family. Show A. Student’s Individual Response them charts with pictures of family members and professions to help them verbalize their B. 1. (b) 2. (c) 3. (a) 4. (c) 5. (b) thoughts easily. They can do task A of ‘Show what you know’. Word Smart 1. father 2. brother Step 3 : Explain pronouns: he, she, it, you, we, they 3. mother 4. sister and the helping verbs used with them. Write a couple of examples on the blackboard and have Language Smart oral drill to help them understand the topic thoroughly. You can also write some nouns on 3. We are girls. the blackboard and call students one by one to write pronouns for them. They are boys 4. We are ducks They are frogs Step 4 : After doing the task in ‘Language Smart’, Listen-a-while guide them to make sentences with the help 1. Mr. Jatin, Sixty-eight years, Reading books. of substitution table give in ‘Write-a-while’. The interactive worksheets in the CD will 2. Mrs. Kumud, Sixty-two years, listen to music. be helpful in providing extra knowledge and practice in various concepts in a fun way. 3. Kim, 2, Brown. 4. Mrs. Riya Sharma, Thirty-six years, Writer. Step 5 : Teach students to be helping and supportive 5. Mr. Kapil Sharma, Forty years, Artist. towards all the family members and respect elders. Ask how they help their parents at Thinking Caps On home. The activity in ‘Celebrate life’, will Student’s Individual Response teach them ways to be caring towards each other. Write-a-while 1. I am a big girl. Practice/Activity 2. He is my friend. 3. It is an eagle. Group : Activities in ‘Play-a-while ’and ‘Talk-a- 4. She is playing. while’ under your guidance. 5. They are sisters. Individual : Activities in ‘Listen-a-while’ and ‘Thinking caps on’. 6. We are playing. Closure : Revise the chapter by asking small 7. She is a big girl. comprehension questions and try to elicit as much oral response as you can from 8. She is my friend. students. 9. It is in the pond. 10. I am playing. 5

Play-a-while Celebrate Life 3. (b) Self-attempt 1. (c) 2. (a) Talk-a-while Good morning, friends! This is my best friend, Neetu. She is six years old. She lives in Defence Enclave. She has one brother and one sister. She likes to dance. Thank you. (sample response) Chapter 3 : Tracy’s Shoe Lesson Plan Step 3 : Explain the use of he/ she and his/her with suitable examples. Write on the blackboard and Lesson/Title call students one by one to write the answers. Tracy’s Shoe Ask them to introduce their partners by saying Concept/Topic ‘he is Ruchir/ she is Dhara, etc. Comic Strip (Fiction) Learning Objectives Step 4 : Discuss the chapter at length and ask short General comprehension questions to check how much students have understood. Let them recite • To motivate the students to learn English and develop the rhyme ‘Our Friendly Helpers’ with correct intonation and rhythm. proficiency in the use of language. • To enhance their interpersonal and basic language Practice/Activity skills: LSRW. Group : Activities in ‘Play-a-while’ and ‘Talk-a- • To familiarize them with different expressions. while’. These will help in enhancing the Specific concentration of students. • To introduce he/she, his/her. • To help them understand various professions. Individual : Activities in ‘Write-a-while’, ‘Language • To enhance their oral-aural skills. Smart’, ‘Thinking caps on’ and ‘Celebrate • To put stress on the dignity of labour. Life’. Resource Material CD/Web support, chart of professions, emoticons Closure : Ask the students if they have understood everything. Motivate them to raise flash cards, blackboard, chalk, etc. questions. Anticipatory Set (LEAD-IN) Assessment/Evaluation Initiate the topic by having a brief discussion about Ask the students to do the exercises given along people who help us in our daily life and make our the chapter. The students will also attempt the work easier. Ask the student to name some of them. skill drill given in the related Framework of Methodology/Procedure English Workbook. Activities and worksheets Step 1 : Make small groups of students and assign in the CD can be used to check the learning outcomes. them roles of characters in the story. They will read with proper punctuation and actions. Let Adaptations (For Supporters) them enjoy reading without being corrective. Each group should get a chance to read to Call the students individually and help them to understand the story fully. Play the CD to identify different helpers by showing pictures. further reinforce the topic. Motivate them to speak about each in detail. Step 2 : Show charts of professionals and helpers to them and tell about each. They should be able Extensions (For Gifted Children) to recognize most of them. Discuss the words in the story that may be new to them. They can The students will be asked to act like certain learn to pronounce the words correctly with helpers. They can also take part in a fancy dress ‘Accent trainer’. show. Possible Relation With Other Subjects (S) EVS Discuss in brief the importance of various helpers in our life. Tell them to respect the people around us. 6

Answers 9. PART 10. TAR 11. PACE 12. RACE Show What You Know Write-a-while A. 1. (c) 2. (c) 3. (b) 4. (b) 5. (d) 1. (d) 2. (a) 3. (b) 4. (f) Word Smart 3. or 4. er 5. er 5. (c) 6. (e) A. 1. er 2. er 8. or 9. or 10. or Play-a-while 6. er 7. er 2. cobbler B. 1. teacher 4. clothes 5. (d) Teacher may start the game in the class by 3. letter 6. shopkeeper humming a tune/playing on the mobile to get the 5. broom 3. (f) 4. (e) class into a playful mood. C. 1. (b) 2. (a) 6. (c) Talk-a-while 1. I am a doctor Language Smart 2. I am a teacher 3. I am a traffic policeman his, He, his, She, her, her, her, She. 4. I am a gardener Listen-a-while Celebrate Life 1. May I help you. w e t t e r g r o o m t i c k k e e p 2. Excuse me. z o o m q u i c k s h e e p l o o m Thinking Caps On ........P.L....l.e.e...t.a..’..s.s...e.b.....ef...o...f.r.r..g..i..ei...v.n...e.d.....ms........e................ .....S...o...S..o..r..r.y..!...................... 1. CAR 2. PEN I am ......................................... .......................................... 3. REAR 4. CAPE SORRY! 5. ENTER 6. TEN 7. CARE 8. CART Chapter 4 : Colours of Nature Lesson Plan • To develop competences to write correct English. Lesson/Title • To develop interest in reading English stories/ poems. Colours of Nature Concept/Topic • To expand moral values and character of the students. Conversation in Family • To develop interpersonal and naturalistic skills. Learning Objectives Specific General • To provide knowledge regarding plants and how to • To enable the students to use grammar correctly. care for them. • To familiarize students with different colours. • To introduce naming words. • To teach them to ask and respond. Resource Materials CD/Web support, a small potted plant, picture charts of flowers, fruits and vegetables, colour chart showing a rainbow, blackboard, chalk, etc. Anticipatory Set (LEAD-IN) Take students to the school garden before actually dealing with the text and show them different plants and flowers. They will observe the surroundings and name the things that they can 7