182120019-Passport-G2-Teacher Companion Book-English-Part1-A

TEACHER s IMAXs COMPANION ucces BOOK English Latest Edition 2Class Part 1 Module A



Contents – Part 1A Section No./Name Sub-section Sub-section Name Pg. No. 1 IMAX Textbook Features 2 I – Remembering and Understanding 3 (To be read and understood before the 2 IMAX Workbook Features 4 first teaching day and to be revisited 3 IMAX Curriculum Framework 13 during the PSO1) 4 IMAX Teacher Companion Book Features 18 5 Transactional Tips 24 II – Application 6 LSRW in the IMAX Class 26 (To be planned and worked out before 7 Annual Plan – Teaching and Assessments 27 the academic year starts) 8 Annual Planning Tool 28 9 Formative/Periodic Assessment Patterns 30 III – H.O.T.S.: Creating a Rockstar Class 10 Mid-Year/Annual Assessment Patterns 32 (Together, with IMAX inputs and your 11 Teaching Aids List (For Planning) unique approach and implementation 12a Day-wise Lesson Plan – Learning Outcomes Page 34 style, let us create a rockstar classroom) 12b Day-wise Lesson Plan – Content Page 12c Day-wise Lesson Plan – Reflection Page In Part 1C IV – Teacher Reference 13 End-of-Term Reflection (Hints/suggestions for the teacher to 94 refer while answering 14a Teacher Reference for Textbook textbook/workbook questions) In Part 1B 14b Teacher Reference for Workbook 130 V – Appendices 137 (Additional reading resources) 15 How to be a Rockstar Teacher 16a Glossary of Grammar Terms 16b Speaking Rubric

Section I – Remembering and Understanding Usage Tip: To be read and understood before the first teaching day and to be revisited during the PSO1 Sub-Sections: 1. IMAX Textbook Features 2. IMAX Workbook Features 3. IMAX Curriculum Framework 4. IMAX Teacher Companion Book Features 5. Transactional Tips 6. LSRW in the IMAX Class Page 1

Textbook Features Let Us Start Warm Up Activities and questions to Interesting questions to prepare students to focus on arouse curiosity about the pronunciation and help lesson teachers to introduce the lesson Page 2 I Understand I Read Questions to check Variety of literature pieces comprehension of the literature (prose/poetry/drama) piece Questions after the literature – 'Literature comprehension' piece for quick check of under- and 'Value-based questions' standing are only a part of detailed lessons. Language Game Games to improve language I Speak and enhance fluency Activities for students to speak individually or in pairs or Connect the Dots groups on a theme-related topic lAceosmsnonuneltitcdotissPoctthOipheEelinGrtMhasReurySbmsAjeeeccMottsfiotiMnhnethAaRt order to enableSstuTdOenRtsIEtoS A Note to Parent To engage a parent in the relate better to it out-of-classroom learning of their child and conducting WORD MEANINGS activities to reinforce LANGUAGE GAMES the learnt concepts WRITING

Workbook Features Page 3 I Listen Vocabulary Dictation – Words from the lesson Helps to build or sentences with commonly vocabulary with explanations confused spellings for dictation and practice exercises practice Grammar Listening Audio – Questions Introduces and based on an audio piece teaches an aspect of for listening practice (for grammar with explanations and Grades 4 and 5 only) practice exercises Language in Use I Write: Creative Writing Develops an Fosters creative writing skills by aspect of language structure encouraging students to with explanations and practice imaginatively draw from real-life exercises experiences I Write: Formal Writing POEGMRSAMMAR Inculcates writing skills by STORIES introducing formal writing styles by providing samples and WORD MEANINGS adequate practice LANGUAGE GAMES WRITING

Ϭϯ͘/DyƵƌƌŝĐƵůƵŵ&ƌĂŵĞǁŽƌŬ Lesson Grade 1 Grade 2 VOCABULARY Grade 4 Grade 5 1 Words for Pictures (Dolch Spellings and jumbled Grade 3 Prefixes Prefixes 2 Noun List) words Animals and their young Synonyms 3 Names of basic shapes ones Antonyms Spellings: ei, ie, ea and y Number names (tracing) Naming pictures - nature Outdoor activities Make Sentences / Use 4 Words and Their Spellings and jumbled Appropriate Words 5 Sort Colours and Things Meanings - synonyms words 6 Identifying Names of Choosing words as per 7 Vegetables and Fruits Fill in Missing Letters after context 8 Crossword Looking at the Pictures 9 Names of Fruits and Suffixes - 'ness', 'ly', 'ful' and Suffixes - 'ment' and Suffixes: ('ive', 'tion', 'less', 10 Words related to tastes Vegetables 'tion' 'tion' 'able') 11 Sounds That Animals and Animal sounds and Alphabetical order Things Make movements Dictionary guide words Context clues Using a Dictionary 12 Days of the week Larger number names 13 Months of the year (500 and above) Word groups Homophones Synonyms 14 Names of seasons Words and their Words related to seasons meanings - synonyms More on word groups Compound words Ways of Speaking 15 Opposites Opposites Making new words Usage of 'to', 'two' and 16 Rhyming Words Rhyming Words Synonyms 'too' Proverbs 17 Words related to rooms Idioms Making New Words; Words 18 Words related to school and things in a house Synonyms Crossword puzzle and Their Meanings Alphabetical Order Alphabetical Order Words Ending in 'ough' and Magic words - Usage of 'for' and 'since' 'ought' please, sorry, thank you, Rhyming Words; Silent E Synonyms Compound Words excuse me and may I? Words Words with /ks/ sound: Antonyms Usage of 'there', 'their' Antonyms Letter X Sounds and Noises Homophones and 'they're' Homophones Opposites Usage of 'enough' and Feeling words Rhyming Words 'too' Opposites; Rhyming Compound Words Antonyms Usage of 'its' and 'it's' Connectors Words - Names of people with different occupations Usage of 'do' and Synonyms - - Names of musical 'make' More on Homophones instruments - - Antonyms Antonyms - Usage of 'who' and - 'whom' Proverbs - Sounds made by double o - /oo/ - Page 4

PHONICS FRAMEWORK Ln No. Grade 1 Grade 2 Grade 3 1 2 Words with short a sound Start with revision of CVC words - a, e, i Soft and hard 'c' sounds 3 Words with short i sound Start with revision of CVC words - o, u 4 Digraph 'ow' (like a long 'o') v. diphthong Rhyming Words Rhyming Words 'ow' (like in how) 5 6 Rhyming Words 7 8 Words with short o sound Short words ending in a long vowel Difference between 's' and 'sh' 9 sound - eg. no, be, she, so 10 Words with short u sound Difference between 'v' and 'w' 11 Rhyming Words Consonant digraphs (blends) - 'sh' and Rhyming Words 12 'ch' Silent 'b' and 'h' 13 Words with short e sound Rhyming Words 14 15 Consonant digraphs (blends) - soft and hard 'th' sound Words with long a, e sound Initial consonant blends - bl, br, cl, cr Silent 't' and 'w'; Silent 'k' and 'l' Rhyming Words Rhyming Words Rhyming Words Words with long i, o sound Initial consonant blends - fl, gl, sk, sl Hard and soft 'g' sounds (gas v. page) Words with long u sound (2 sounds) Initial consonant blends - sm, sn, st, sw gh' and 'ph' pronounced as 'f' (rough, laugh, Rhyming Words Rhyming Words phone, elephant) Rhyming Words CVC words - a and e eg. cat, mat, bat Words with vowel digraph 'ee' eg. feel, se' sounding like 'z' (noise, please, wise) and let, set, get and so on peel, meet, sheep and so on ed' sounding as 'd' v. 'ed' sounding as 't' CVC words - i, o, u eg. lip, sip, bib and Long and short 'oo' sounds eg. moon v. Rhyming Words cot, not, pot as well as cup, mug and good so on Rhyming Words Rhyming Words Grades 4&5 - They will have syllables, syllable stress and pronunciation of commonly mispronounced words. Page 5

Speaking Tasks Grades 1 and 2 Grades 3-5 Sub-Skill Main Skill Type of Speaking Main Skill Sub-Skill Type of Speaking Task Task Listening Listen to others and speak Circle time; Ask and Speak on a range of and topics, express opinions about family, friends and other answer questions; Listening and Public speaking Speaking Speaking and ideas (Individual); Group activity familiar things Show and tell Listening Listening and Develop a topic in an Debate, Group discussion and Poems and stories for Recitation (Individual Speaking organised manner, using recitation on themes related or group) appropriate and relevant Role-play, Recitation Speaking Listening and (individual or group), Story to a child’s life Speaking facts; add descriptive Listening details to support the main telling and Stories for narration; Ask and idea Speaking answer questions about Story telling; Ask and Interpret the speaker's characters, events and places answer questions message (verbal and non- verbal), modulate voice and dramatise, use appropriate body language Listening Ask and answer Listening and Develop conversational Pair discussion; Ask for and and questions; Group Use language for real-life Speaking abilities give directions, Interview Speaking activity Listening Use music to interact with Song Reading and Describe pictures using Picture description and language Speaking appropriate vocabulary Speaking and modifiers Reading Describe pictures Picture reading and Speaking Page 6

Ln Creative Writing No. Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Photo-based writing Join the dots and fill in prompt the blanks (with word Story elements - Photo-based writing Photo-based character 1 box) characters, setting, events prompt (hints) Photo-based writing prompt sketch Draw a picture Editing exercise 1 based on the Biography - hints description (person) Photo-based description Parts of a story - and write a few lines Photo-based character 2 - fill in the blanks beginning, middle, end about it sketch (with prompts) Arranging pictures and/or Colour the picture and sentences in sequence 4 complete the sentences and writing a story Diary Entry (editing) Editing exercise 1 Biography (editing) Arrange the pictures/sentences of the story in correct order and Finish a story (with picture Poster-making 5 write the story. hints) (outline given) Describe a picture using Finish a story (without Look at the picture Finish the story Prompt-based story writing 7 simple sentences hints) and write a story Editing exercise 1 Editing exercise 1 Writing a story - look at Editing exercise Editing exercise 1 pictures and describe the events in simple 8 sentences Describe a picture using Describe objects - picture Finish the story (prompts) 10 simple sentences clues Autobiography (editing) Autobiography (hints) Photo-based Prompt-based story writing story writing - hints Arrange the Character sketch pictures/sentences of the story in correct order and Describe animals or 11 write the story. people - picture clues Photo-based description Story writing with hints 13 - write sentences Story writing - picture clues Diary Entry (editing) Diary Entry (hints) Editing exercise 1 Story writing - hints Character Sketch Write a few sentences on Editing exercise 14 a topic 16 x x x Speech writing (editing) Speech writing (hints) 17 x x x Poster-making (in template) Poster-making Page 7

Ln Grade 2 Formal Writing Grade 4 Grade 5 No. Grade 1 Make sentences - Grade 3 substitution tables Paragraph Writing Paragraph Writing Tracing letters and Make sentences with the (Explanatory writing - (Explanatory writing - with 1 words x given pictures with prompts) prompts) 1x Make sentences with given words Paragraph Writing Paragraph Writing (Explanatory writing - (Explanatory writing - hints) hints) Fill in the blanks - Writing Sentences from Answer questions based on Informal Letter Writing (outline) 2 information about self Picture Clues pictures Editing an informal letter Answer questions based on Informal Letter Writing - 2x x pictures with hints Informal Writing (hints) Fill in the blanks - Paragraph Writing Paragraph Writing Paragraph Writing information about Make sentences with (Explanatory writing - with (Narrative Writing - with (Narrative Writing - with 4 family words picture) prompts) prompts) 4x x Paragraph Writing Paragraph Writing Paragraph Writing (Explanatory writing - with (Narrative Writing - with (Narrative Writing - with Fill in the blanks - Paragraph writing information about (Descriptive - with outline) hints) hints) people and things 5 around you pictures) Note Writing (editing) Informal Letter Writing Editing a report Note Writing (hints) (with hints) 5x x Informal Letter Writing Report Writing (with hints) (independent) Page 8

Ln Grade 2 Formal Writing Grade 4 Grade 5 No. Grade 1 Grade 3 Paragraph Writing Paragraph Writing Paragraph Writing Paragraph writing (Narrative writing - with (Persuasive writing - with (Persuasive writing - with 7 Substitution table (Descriptive with hints) picture) prompts) prompts) Paragraph Writing Paragraph Writing Paragraph Writing (Narrative writing - with (Persuasive writing - with (Persuasive writing - with 7x x outline) hints) hints) 8 Substitution table Answer questions Informal Letter (complete Editing an Informal Formal-letter Writing 8x based on pictures the letter by filling gaps) Letter (outline) 10 Answer questions x Informal Letter Writing (with Informal Letter Writing Formal-letter Writing (hints) hints) (with hints) Editing a notice Create simple questions for answers Explanatory Paragraph Paragraph Writing (hints) (Narrative Writing - with given hints) Paragraph Writing (Explanatory Writing - 10 x x Narrative Paragraph (hints) with hints) Notice writing (with hints) Paragraph Writing Informal Letter Writing Edit a Notice Paragraph Writing 11 Complete sentences (Descriptive - pictures) (hints) (Explanatory Writing - with Informal Letter Writing (hints Create a Notice hints) 11 x x - higher order) (unaided) Paragraph Writing (Narrative Writing - with hints) Page 9

Ln Grade 2 Formal Writing Grade 4 Grade 5 No. Grade 1 Grade 3 Paragraph Writing Editing a formal letter Paragraph Writing Create sentences - (Descriptive - hints) Notice Writing (editing) (Research Writing - with 13 words Notice Writing (hints) Formal Letter Writing Note Writing (hints) (with hints) prompts) 13 x x Notice Writing (hints) Paragraph Writing Paragraph Writing Write a few sentences Answer questions (Research Writing - with (Research Writing - with 14 on a topic based on pictures prompts) hints) 14 x x Paragraph Writing Informal Letter Writing (with (Research Writing - with hints) hints) Formal Letter Writing (with hints) Formal Letter Writing 16 x x x (with hints) Report Writing (with hints) Formal Letter Writing 16 x x x (independent) Notice Writing (with hints) Paragraph Writing Informal Letter Writing (Research Writing - with 17 x x x (with hints) hints) Paragraph Writing Formal Letter Writing (Persuasive Writing - with 17 x x x (with hints) hints) Page 10

Class 1 Class 2 Grammar Class 4 Class 5 Class 3 Naming Words: Nouns - Revision of nouns; 1 ex. – Revision of nouns + Revision of nouns Common and Proper Nouns Masculine +Feminine Revision of nouns + Neuter Collective nouns +abstract nouns nouns_1 ex. mixed gender and Common gender Pronouns - Subject Subject pronouns revision Revision + Demonstrative Revision + mixed exercises Doing words: Verbs - Action +introduce object Revision +Relative pronouns pronouns Transitive and intransitive verbs pronouns Irregular verbs - in the past Present participle + past verbs participle Irregular verbs - in the past Use of have and has Revise have, has + Introduce SVO +Subject- verb Subject-verb agreement Direct and indirect object introduce had agreement Articles - Introduction and Articles - Use of a, an, the Articles - Use of a, an, the Use of a, an, the Articles - Revision of Use of Articles - Use of a, an, the +pronunciation aspect of + places where articles 'the ' are not needed a, an, the +pronunciation aspect Use of this, that, those and Possessive pronouns Possessive adjectives + Demonstrative adjectives Demonstrative pronouns + these differentiate from possessive +difference between demonstrative adjectives pronouns demonstrative pronouns Verbs; Helping Verbs Verbs; Helping Verbs Intro to Adverbs; Adverbs of Revision + Adverbs of Revision + Adverbs of time manner degree+ place and frequency Describing words: Adjectives of quantity and Adjectives - degrees (only Adjectives and degrees of Adjectives and degrees of Adjectives - quality number regular); Interrogative comparison (regular and comparison (regular and adjectives irregular) irregular) Use of 'and' Use of 'but' and 'and', 'or' Use of 'but' and 'and', 'or', 'so' Subordinating conjunctions Subordinating Do and does + have and + FANBOYS conjunctions + FANBOYS has Subject, object pronouns Subject, object pronouns +possessive pronouns revision + reflexive pronouns Subject and predicate Direct and indirect object revision + Transitive & Intransitive Interjections Simple & compound Use of as....as, not as....as sentences and more....than Introduction to Gerund Page 11

Class 1 Class 2 Language in Use Class 4 Class 5 Class 3 Punctuation: Capital Revision of Punctuation + Revision of Punctuation+ Revision of Punctuation Letters, Full Stop, comma, exclamation mark Revision of Punctuation comma, exclamation mark +comma, exclamation Question marks +comma, exclamation mark mark, semi colon and colon (basic introduction) Singular - plural Singular plural + (irregular Singular and plural Countable & Uncountable Countable & plurals -Part 1) nouns Uncountable nouns Simple future tense - will, shall Simple present Simple past tense Revision of past continuous Use of 'going to'; Difference Modals of ability and and present continuous between use of 'will' and permission Present continuous Past continuous 'going to' Past perfect Prepositions; in, on, Prepositions - mixed ex. On Present perfect tense + under G1 content; at, at the side present perfect and simple Question Words - Wh of, next to past tense words: Who, What, Where Question words: Revise Prepositions - beside, Prepositions - among, with, Prepositions - towards, G1+When between above, below through, across, to, from Revision Punctuation: Full Stop, Question marks Punctuation: Full Stop, Question Words: What, Who, Negative and positive Transformation of and Capital Letters Question marks and Capital sentences (-ive, +ive; Letters, exclamation mark Where, When, Why, How sentences and questions Questions) Simple present and +comma present continuous Revise contractions+ Revise contractions+ Question tags Revision of Simple present + apostrophe for possession apostrophe for possession simple past; Present continuous +past continuous Simple past, future and Simple past and present present Present and past continuous perfect Prepositions - near, over, Direct and indirect speech; behind, in front of Contractions Use of 'so' and 'because' Use of inverted commas Active-passive Revision of singular- Irregular plurals -Part 2 Irregular plurals plurals + irregular plurals Irregular plurals More irregular plurals Types of sentences - Types of sentences - declarative, interrogative, declarative, interrogative, imperative and imperative and exclamatory (differentiating exclamatory between requests and orders) Order of adjectives Order of adjectives Page 12

04. IMAX Teacher Companion Book Features Indicates the days allocated to cover the lesson For the teacher to indicate the number of days needed to speed up or slow down the plan, if required. Mentions the theme and contains a brief description of the lesson. Bloom’s learning objectives covered under different sections. List of teaching resources that the teacher needs to procure/arrange for before the class. Sections covered Space for the teacher to List of teaching on each day. write notes on lesson resources preparation. provided by IMAX. Page 13

Knowledge that learners are expected to have in order to understand the concept better. This is acquired from the previous lessons or classes. Bloom’s learning objectives covered under different sections. List of teaching resources that the teacher needs to procure/arrange for before the class. Page 14

Indicates the current day Page from the This icon is used to indicate the progress of the out of the total days textbook particular day/period. More details about this allotted for the lesson. icon (or set of icons) are given on a later page. Transactional tips for teaching the content provided on the given page. Detailed explanation and examples of the various transactional tips are provided in sub-section 05 of this book. Quick questions to be asked during the class to check for learners’ understanding as the lesson proceeds. Details of the suggested CW/HW for the day. Page 15

Examples for Reading and Practising the IMAX Calendar The given lesson plan should be covered in the first half of the allocated teaching period (i.e. the 5th Period of the 5 periods allocated for the lesson). The given lesson plan should be covered in the second half of this same teaching period (referred to as Teaching Day going forward). The given lesson plan takes up the full teaching day, the first one out of the 8 allocated for the lesson (Concept in Social/Maths).  Annual Day indicates which day/period you are currently at against the overall days allocated for this semester.  Actual Date blank is for you to fill the date of the day you teach this particular page. LIST OF ABBREVIATIONS USED 3. MYA: Mid-Year Assessment 1. FA - Formative Assessment 4. AA: Annual Assessment 2. PA - Periodic Assessment Page 16

Space for the teacher to share The Progress Passbook is to help his/her thoughts on the teaching the teacher to help in tracking and methodology used for the lesson. planning the remaining syllabus. Number of planned days. Names of learners who Names of learners who Actual number of days need handholding for need additional taken by the teacher to this lesson. challenges for this lesson. complete the lesson. Page 17 This is for the teacher to enter the number of days by which he/she needs to slow down or speed up for the next lesson. This is to match the annual academic plan. This icon is used to indicate the pages of the book where the teacher can spend more time than suggested. This icon is used to indicate the pages of the book that the teacher can speed up when needed.

05. Transactional Tips – Page 1 of 6 Description 1) Silent Reading Benefit ₋ Learners read the text silently. How to Use It ₋ Reading silently improves learners' understanding because it helps them concentrate on what they are Example Skill(s) reading. Learners are also better able to visualize when reading silently. This is an important skill to develop. ₋ Ask learners to read the text silently for a specified period of time. - Silent Reading: Ask learners to read Passage 1 silently and then answer the questions that follow. ₋ Reading Description 2) Reading Aloud Benefit ₋ The teacher or learners read the lesson out loud with appropriate voice modulation and pace. How to Use It Example ₋ Reading aloud helps learners hear the language, learn the pronunciation and enhance their skills of Skill(s) listening and speaking. ₋ Learners listen to the teacher and read silently while the teacher reads aloud. Or, learners read turn by turn, while the others listen. ₋ Reading Aloud: Read aloud the story for the class with appropriate voice modulation and pace. Re-read for better comprehension. ₋ Reading/Listening Page 18

05. Transactional Tips – Page 2 of 6 Description 3) Activity Method Benefit - Learners engage in an activity in either pairs or groups to engage with a concept or with the text or to How to Use It complete an activity. Example - Learners get the opportunity to be active, collaborate and learn. This tip is especially useful for kinesthetic Skill(s) learners who learn best by being active. Description - The teacher provides instructions and the learners follow the instructions to successfully complete the Benefit activity within a specified period of time. How to Use It - Activity Method: Read out the meanings of the new words from the ‘New Words’ table and ask learners to Example mime the words while you read the meanings. Skill(s) - Listening/Speaking/Reading/Writing 4) Summarising - Learners convey the main idea of what they have read or heard. - Summarising helps learners learn to focus on essential ideas and to put together important details as a whole. - Learners can be asked to find the main idea or the important facts and supporting details or the sequence or draw conclusions. They can be asked to compare and contrast or distinguish between fact and opinion. Learners can use graphic organisers or present verbally. - Summarising: Sit in a circle with the class and recollect the events of the story turn by turn with the learners. Provide help where required. - Listening/Speaking Page 19

05. Transactional Tips – Page 3 of 6 Description 5) Direct Instruction Benefit ₋ The teacher introduces terms, concepts and mechanics of grammar, vocabulary and/or other concepts. How to Use It ₋ Direct instruction helps promote understanding by presenting information in a well-organised and logical Example manner. Skill(s) ₋ The teacher explains a concept and introduces terms (if any) related to it. The explanation provided in the books may be used extensively. - Direct Instruction: Revise the concept of adjectives with the help of the explanation and examples given in the book. ₋ Listening 6) Practice Description ₋ Learners practise concepts learned or hone LSRW skills further. Benefit ₋ Practice increases accuracy and helps learners engage with language structures and concepts. ₋ Learners practise LSRW through various sections in the IMAX books. How to Use It ₋ Practice: Play the audio the first time and allow learners to listen. Replay the audio and ask learners to Example mark the correct options. Then, discuss the answers with the class as a whole. Skill(s) ₋ Listening/Speaking/Reading/Writing Page 20

05. Transactional Tips – Page 4 of 6 Description 7) Brainstorming Benefit - Learners spend around 3-5 minutes on brainstorming on the topic given for speaking or writing tasks. How to Use It - Brainstorming helps develop self-learning and strengthen thinking skills. When used collaboratively it can Example Skill(s) help learners pick up skills - Learners brainstorm on the topic given for speaking or writing in the form of a list or through verbal exchanges. - Brainstorming: Discuss with your partner and make a word splash for food related words. - Listening/Speaking/Writing Description 8) Questioning Benefit - Learners answer questions posed by the teacher to articulate their subjective opinions/understanding of How to Use It a concept. Example Skill(s) - Helps the teacher gauge the level of understanding the learners are at; stimulates learners and helps them focus on a specific aspect of a concept - The class can be divided into groups for conducting quizzes. Quizzes can be done on an individual level as well. - Questioning: Ask learners the meanings of the new words. Encourage them to explain their meanings with the help of the pictures and the contextual clues. - Listening/Speaking Page 21

05. Transactional Tips – Page 5 of 6 Description 9) Monitoring Comprehension Benefit - Teacher asks questions or facilitates an activity to monitor the level of learners’ comprehension of the How to Use It text or of a concept. Example Skill(s) - Monitoring comprehension helps learners to revise, restate, and visualise the text or a concept to ensure more long-term retention. - Learners can respond by using timelines/spider diagrams, thinking aloud, answering questions and/or performing an activity. - Monitoring Comprehension: Ask the ‘Class Pulse Check’ questions and some basic questions about the story read in the previous class as a lead-in to the ‘Literature Comprehension’ section. Then discuss the questions orally and ask learners to mark the answers. - Listening/Reading Description 10) Peer Learning (Pair/Group) Benefit ₋ Learners collaborate with each other in pairs or groups to engage with a concept or practise a skill. How to Use It Example ₋ Learners get the opportunity to develop social skills, gain confidence, improve communication and Skill(s) learn interpersonal skills and develop trust. ₋ Divide learners into pairs or groups and assign a task. - Peer Learning – Pair: Pair learners. Ask the pairs to discuss Ex. 4.1. Ask them to complete the exercise and share their answers with the class. Provide feedback on the answers. ₋ Listening/Speaking/Reading/Writing Page 22

05. Transactional Tips – Page 6 of 6 Description 11) Interactive Discussion Benefit - Discuss the concept/related example/scenario/text with whole class. How to Use It Example - Interactive discussion helps learners speak in class, express their ideas, ask questions, and obtain information to Skill(s) improve their own understanding of the text or a concept. - Start asking questions/sharing examples to begin the conversation. Encourage learners to ask questions and share their ideas. Ask questions which check previous knowledge. This will help decide the focus of teaching. - Interactive Discussion: Read out the ‘Warm Up’ questions and conduct a discussion around crossing the street. Tell learners that they will learn about the rules of crossing the street in this lesson. - Speaking/Listening Page 23

06. LSRW in the IMAX Class Writing (Production skill) — Writing is a form of communication that allows learners to put their feelings and ideas on paper. Micro-skills: produce acceptable core of words and word patterns, use acceptable grammatical forms, convey links and connections in ideas Reading (Comprehension skill) — Reading is the ability to read a text, process it and understand its meaning. Micro-skills: interpret word orders and their significance, infer contexts, recognise the communicative function of written text Speaking (Production skill) — Speaking is an interactive process of constructing meaning. Micro-skills: produce English stress patterns, produce chunks of language of different lengths, use appropriate registers and conventions Listening (Comprehension skill) — Listening is the skill to accurately receive and interpret messages in the communication process. Micro-skills: discriminate between the distinctive sounds of English, listen for different purposes, develop means of retaining information Page 24

Section II – Application Usage Tip: To be planned and worked out before the academic year starts Sub-Sections: 7. Annual Plan – Teaching and Assessments 8. Annual Planning Tool 9. Formative/Periodic Assessment Patterns 10. Mid-Year/Annual Assessment Patterns 11. Teaching Aids List (For Planning) Page 25

07. Annual Plan – Teaching and Assessments +10 Teaching Days are allocated for the remedial sessions to be conducted using IMAX Individualised Worksheets – 5 days per semester Page 26

08. Annual Planning Tool for Teachers (to be filled in during/before PSO1) No. of ‘Teaching Month No. of Assessments Other Non- No. of Periods’ based on Lesson/Concept IMAX Days Buffer Working Days (if any) Teaching Teaching the Subject Time- List to be Teaching Allocated Days Sample Events Days in Table (referred to as Covered Days Total for IMAX Month in School (if any) School ‘Teaching Days’ Apr-18 IWS going forward) 20 None Opening PTM 19 23 1, 2, 3 16 0 7 (1 day) May-18 Jun-18 Jul-18 Aug-18 Sep-18 Oct-18 Nov-18 Dec-18 Jan-19 Feb-19 Mar-19 Page 27

09. Formative/Periodic Assessment Patterns Two-Semester Formative Assessment – 20 Marks Relevant Section from the Marks Per Number of Total Source of the Questions Books Question Questions Marks Section Question Type Skill Vocabulary and Workbook: Vocabulary Vocabulary 2M 2 4M Direct Modified Twisted Grammar 3M 1 3M A Workbook: Grammar Grammar 2M 1 2M 1 1 0 2M 1 2M 1 0 0 Workbook: Language in Use Language in Use 2M 1 2M 0 1 0 4M 1 4M Textbook: I Understand Literature 1 0 0 Textbook: I Understand Comprehension 1M 3 3M B Literature and 10 0 Writing Value-based 5M 1 10 0 Questions 11 20M Workbook: Creative Writing Creative Writing Textbook: a) Lessons C Reading b) Reading Comprehension Reading 30 0 Comprehension passages at the end of the unit Comprehension (Seen Passage) Try and solve this for fun. This is not counted in the This question is provided to instil creativity in total marks. D Surprise Question the student and will not be counted towards assessment totals. Total Marks 82 0 Page 28

Periodic Assessment – 40 Marks Relevant Section from the Marks Per Number of Total Source of the Questions Books Question Questions Marks Section Question Type Skill Direct Modified Twisted Vocabulary and Workbook: Vocabulary Vocabulary 4M 2 8M 1 1 0 Grammar 3M 2 6M 2 0 0 A Workbook: Grammar Grammar 2M 2 4M 0 2 0 2M 2 4M 2 0 0 Workbook: Language in Use Language in Use 2M 4M 2 4M 2 0 0 Textbook: I Understand Literature 2 8M 2 0 0 Comprehension 1M Literature and B Writing Textbook: I Understand Value-based 5M Questions Workbook: Creative Writing Creative Writing Textbook: a) Lessons C Reading b) Reading Comprehension Reading 6 6M 6 0 0 Comprehension passages at the end of the Comprehension unit D Surprise Question Try and solve this for fun. This is not counted in This question is provided to instil creativity in the the total marks. 1 student and will not be counted towards assessment totals. Total Marks 19 40M 15 3 0 Page 29

10. Mid-Year/Annual Assessment Patterns Two-Semester 50 Marks – Beginner/Proficient Relevant Section from Source of the Questions if Source of the Questions if the Books Marks Per Number of Total BEGINNER Paper is chosen Section Question Type Skill Question Questions Marks PROFICIENT Paper is chosen Direct Modified Twisted Direct Modified Twisted Workbook: Vocabulary 3M 2 6M 2 0 01 1 0 Vocabulary 4M 1 4M 0 1 00 0 1 3M 2 6M 1 1 01 1 0 A Vocabulary and Workbook: Grammar Grammar 4M 1 4M 1 0 00 0 1 Grammar 3M 2 6M 1 1 02 0 0 4M 1 4M 1 0 01 0 0 Workbook: Language Language in Use 2M 2 4M 2 0 01 1 0 in Use 2M 4M 1 2M 1 0 00 1 0 Textbook: I Literature 5M 1 4M 1 0 01 0 0 Understand Comprehension 1M 1 5M 1 0 01 0 0 Textbook: I Value-based 5M B Literature and Understand Questions Writing Workbook: Formal Formal Writing Writing Workbook: Creative Creative Writing Writing Textbook: a) Lessons C Reading b) Reading Reading 5 5M 0 5 00 5 0 Comprehension Comprehension Comprehension passages at the end of the unit D Surprise Try and solve this for fun. This is not 1 This question is provided to instil creativity in the student and Question counted in the total marks. will not be counted towards assessment totals. Total Marks 20 50M 11 8 08 9 2 Page 30

80 Marks – Beginner/Proficient Source of the Questions if Source of the Questions if Relevant Section from Marks Per Number of Total BEGINNER Paper is chosen Section Question Type the Books Skill Question Questions Marks PROFICIENT Paper is chosen Direct Modified Twisted Direct Modified Twisted Workbook: Vocabulary 3M 3 9M 2 1 01 1 1 Vocabulary 4M 01 1 0 3M 2 8M 1 1 02 1 0 4M 01 1 0 A Vocabulary and Workbook: Grammar Grammar 3M 3 9M 2 1 02 0 1 Grammar 4M 01 0 1 2M 2 8M 1 1 01 0 1 Workbook: Language Language in Use 3M 3 9M 2 1 02 0 0 in Use 4M 2 8M 2 0 01 0 0 Textbook: I Literature 5M 2 4M 1 1 01 0 0 5M 01 0 0 Understand Comprehension 5M Textbook: I Value-based 2 6M 2 0 5M B Literature and Understand Questions Writing Workbook: Formal Formal Writing 1 4M 1 0 Writing Workbook: Creative Creative Writing 1 5M 1 0 Writing Textbook: a) Lessons 1 5M 1 0 C Reading b) Reading Reading 1 5M 0 1 00 1 0 Comprehension Comprehension Comprehension passages at the end of the unit D Surprise Try and solve this for fun. This is not 1 This question is provided to instil creativity in the student and Question counted in the total marks. will not be counted towards assessment totals. Total Marks 24 80M 16 7 0 14 5 4 Page 31

11. Teaching Aids List (For Planning) Types of Teaching Aids Names of the Teaching Aids Lessons Used in IMAX resources Chart: Gender Nouns Module 1: Tiger’s Stripes (WB) Teacher to arrange Chart: Subject & Object Pronouns Module 2: The Orange Butterfly (WB) Chart: Verbs & Continuous Tenses Module 5: Tommy and Tuffy (WB) Teacher to make Chart: Articles Module 7: The Story of Rain (WB) IMAX English Textbook Module 7: The Story of Rain (WB) Storyweaver resources A soft ball Lesson 4: The Lazy Squirrel (TB) Four chart papers Lesson 6: The Cow (TB) Lesson 2: The Orange Butterfly (TB) Set of flashcards with words with the short ‘o’ and Module 2: The Orange Butterfly (WB) ‘u’ sounds Chits with names of things related to nature Pronoun flashcards Module 2: The Orange Butterfly (WB) Module 3: A Book for My Mother (WB) Flashcards with sets of synonyms Module 4: The Lazy Squirrel (WB) Lesson 6: The Cow (TB) Flashcards of verbs in the simple present tense Flashcards with new words from the poem and Module 6: The Cow (WB) their meanings Cards with animal names and cards with animal Module 8: I Am the King (WB) movements Question and answer cards Grandma’s Glasses Module 7: The Story of Rain (WB Prepositions) Page 32

Section III – H.O.T.S.* - Creating a Rockstar Class Usage Tip: Together, with IMAX inputs and your unique approach and implementation style, let us create a rockstar classroom Sub-Sections: 12. Day-wise Lesson Plan a. Day-wise Lesson Plan – Learning Outcomes Page b. Day-wise Lesson Plan – Content Page c. Day-wise Lesson Plan – Reflection Page 13. End-of-Term Reflection (In Part 1C) *Building Higher Order Teaching Skills to drive Higher Order Thinking Skills in the learners!! Page 33

English Textbook Allocated Teaching Days 5 Speed up/Slow down Plan Detailed Prose: Lesson 1 – Tiger’s Stripes Lesson Connect Theme: My Family and I Day No. Planned Summary of Day’s Plan This lesson is about a tiger cub, Tiggy, who helps his father to get Date back his lost stripes and brings peace to all. Day 1 Let Us Start Desired Learning Outcomes for the Lesson Day 2 Let Us Start, I Read, I Understand L S Day 3 I Understand • Listen to and repeat • Practise speaking the words with the about a time of one short ‘a’, ‘e’ and ‘i’ being helped by sounds someone Day 4 I Speak • Discuss three wishes, that one could ask for Day 5 Language Game, Connect the Dots R W • Read the story with • Write answers to appropriate voice questions based modulation and on the lesson pronunciation • Read the questions that follow the lesson Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Textbook ‒ Page 34

Day 1/5 Day Annual Day: 1/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss the theme ‘My Family and I’ briefly  Practise the pronunciation of words with the short ‘a’, ‘e’ and ‘i’ sounds (Listen and say aloud) Transactional Tip(s) Duration: Note to Teacher: The Class Outcomes and New Words given above are for Day 1 of Lesson 1: Tiger’s Stripes. Class Pulse Check ‒ CW HW ‒ ‒ Page 35

Day 1/5 Day Annual Day: 1/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 21 min Interactive Discussion (13 min): Ask learners questions, such as the ones given below, and give them a chance to speak about their families. Encourage as many learners to speak as possible. Ask questions such as: ‘Where do you live?’, ‘Who is in your family?’, ‘Do you have pets?’, ‘Can you share something that you like about one of your family members?’, and so on. Activity Method (8 min): • Introduce learners to the short ‘a’, ‘e’ and ‘i’ sounds. Complete the ‘Listen and say aloud’ activity first’ by drilling the pronunciation with the class as a whole. • Then, write a few words with these sounds on the blackboard. Draw three columns, each naming the sound. Then, ask learners to read one word each from the blackboard to identify and sort the words according to the sounds. Provide feedback wherever required. Class Pulse Check Duration: 8 min 1) Which theme have we discussed today? 2) Are pets an important part of our family? Why? 3) What is a baby tiger called? 4) Tigers live in groups. True or false? CW HW ‒ ‒ Page 36

Day 2/5 Day Annual Day: 2/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss questions that lead to the lesson (Warm Up)  Read the lesson with appropriate pronunciation and voice modulation and discuss the new words (I Read, New words) New Words: terrified, terribly, missing, upset, tattered, gown, sprinkle, overjoyed Transactional Tip(s) Duration: 28 min Interactive Discussion (5 min): Read out the ‘Warm Up’ questions and discuss the learners’ responses to them. Encourage as many learners to share their thoughts and experiences as possible. Reading Aloud (15 min): Nominate learners to read aloud the story turn by turn. Provide feedback on voice modulation and pronunciation. Activity Method (8 min): Explain the meanings of the new words. Then, ask learners to say the meanings of the words to see if they have understood all the new words. Ask them to make simple sentences using those words. Learners can be asked to write the word meanings in their books as homework. Class Pulse Check Duration: 1 min 1) What made the tiger angry? (Pg. 4, Q. 1) 2) What did the old lady on the hill know? (Pg. 4, Q. 2) CW HW ‒ ‒ Page 37

Day 3/5 Day Annual Day: 3/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss and write the meanings of the new words (New words)  Discuss and write answers to the questions based on the lesson (Literature comprehension) Transactional Tip(s) Duration: 11 min Practice (2 min): Ask learners to write the meanings of the new words in their books based on the discussion on ‘New words’ in the previous class. Help learners if required. They can use the word meanings provided at the end of the lessons for help. Peer Learning – Pair (9 min): Ask learners to get into pairs and discuss and mark the answers to Exs. 2 and 3 in their books. They can then start writing the answers in class and complete them as homework. Class Pulse Check ‒ Duration: 18 min CW ‒ HW Ex. 1 (8 min) Exs. 2 & 3 (10 min) Page 38

Day 4/5 Day Annual Day: 4/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise public speaking about a time of one being helped by someone (I Speak)  Discuss the wishes one would ask for from the old lady (I Speak) Transactional Tip(s) Duration: 29 min Activity Method (15 min): • Invite learners to speak about the topic given for the public speaking activity under ‘I Speak’. Encourage learners to share their experiences in detail. • Commend learners for their efforts. You can use the Speaking Rubric provided in this Teacher Companion Book as well. Activity Method (14 min): Divide the class into pairs for the pair discussion activity under ‘I Speak’. Allow time to the pairs to discuss their three wishes and then share them with the class. Class Pulse Check ‒ CW HW ‒ ‒ Page 39

Day 5/5 Day Annual Day: 5/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Solve the crossword puzzle (Language Game)  Integrate the theme of the lesson with other subjects (Connect the Dots) Transactional Tip(s) Duration: 11 min Peer Learning – Pair (3 min): • Divide the class into pairs. • Ask them to read the crossword puzzle and complete it with their partners to complete the ‘Language Game’. Summarising (8 min): Ask learners to sit in a circle and summarise the story in their own words. Provide inputs where required. Class Pulse Check ‒ Duration: 8 min CW HW Language Game ‒ Page 40

Day 5/5 Day Annual Day: 5/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Interactive Discussion (4 min): Divide the class into groups. Ask them to discuss and solve the word problem given under Maths Fun within a certain time limit. Encourage them to use a notebook for calculation. Discuss the answer with the class as a whole. Activity Method (6 min): • Read the EVS Fun aloud. Explain how each tiger is different from another. • Have a discussion on the peculiarities and characteristics of other animals. Encourage learners to share as many responses as they can. Class Pulse Check ‒ CW HW ‒ ‒ Page 41

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 42

English Workbook Allocated Teaching Days 5 Speed up/Slow down Plan Module 1: Tiger’s Stripes Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Date  Grammar: Common nouns and proper nouns  Language in Use: Capital letters and full stops Day 1 I Listen, Vocabulary Desired Learning Outcomes for the Lesson Day 2 Grammar V G Day 3 Grammar, Language in Use • Complete spellings • Differentiate between and jumbled words proper and common activities nouns • Differentiate between the genders of nouns Day 4 Language in Use, Formal Writing Day 5 Creative Writing L W • Use the correct • Write meaningful punctuation marks sentences by joining and rewrite given words and sentences phrases • Use capital letters at • Sort a story according appropriate places to its elements Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Workbook ‒ 2) Chart: Gender Nouns (Day 2) Page 43

Day Day Annual Day: Actual Date: __________ Progress Transactional Tip(s) Duration: Note to Teacher: The module page is a summary of the topics covered in this module. Class Pulse Check ‒ CW HW ‒ ‒ Page 44

Day 1/5 Day Annual Day: 6/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min Page 45  Practise listening to and writing spellings of words dictated (I Listen)  Complete spellings and rewrite jumbled words (Vocabulary) Transactional Tip(s) Duration: 13 min Practice (4 min): Ask learners to write down the words that are dictated from the Teacher Reference section. Ask them to form pairs and switch their notebooks with their partners. Nominate learners to write the spellings of the words. Provide sufficient time for corrections. Peer Learning – Pair (4 min): Divide learners into pairs. Ask them to look at the pictures and identify them. Also, ask individual learners to give each letter to complete the names of the things given in Ex. 2.1. Ask them to raise their hands and give the answers and the others to check their answers. Brainstorming (5 min): Copy the jumbled words from Ex. 2.2 the board. Ask learners to brainstorm and unscramble the words to come up with names of things used for writing, drawing, colouring or painting. Give hints if needed. Learners can then be asked to complete the exercise. Class Pulse Check Duration: 1 min 1) How many times ‘s’ is repeated in the word ‘see-saw’? 2) Make a meaningful word using the alphabets ‘o’, ‘a’,’g’, ‘t’. Duration: 15 min CW ‒ HW Ex. 1.1 (5 min) Ex. 2.1 (5 min) Ex. 2.2 (5 min)

Day 2/5 Day Annual Day: 7/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Differentiate between proper and common nouns (Grammar)  Identify genders of common nouns (Grammar) Transactional Tip(s) Duration: 7 min Monitoring Comprehension (3 min): Ask learners what they know about common and proper nouns. Ask them the difference between the two. Nominate learners to read the ‘Remember’ box aloud in class. Activity Method (4 min): Nominate learners to read aloud the paragraph under naming words. Divide the class into pairs, and ask them to underline the proper nouns and circle the common nouns in the practice paragraph. Encourage them to share their answers with the class. Class Pulse Check Duration: 1 min 1) Is ‘India’ a common noun or proper noun? 2) Is ‘lion’ a common noun or proper noun? Duration: 10 min CW ‒ HW Ex. 3.1 (5 min) Ex. 3.2 (5 min) Page 46

Day 2/5 Day Annual Day: 7/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 6 min Interactive Discussion: • Using the IMAX chart on nouns and noun genders, explain the feminine and masculine genders of naming words. • Ask learners to share a few examples. Read aloud the sentences and the information under the topic of masculine and feminine gender nouns. • Then, ask learners to close their books. Draw two columns on the blackboard, one for masculine nouns and the other for feminine nouns. Then, read each word from the list of examples aloud. • Ask learners to raise their hands and say in which columns the words will be placed. Class Pulse Check ‒ CW HW ‒ ‒ Page 47