182120037-Passport-G3-Teacher Companion Book-English-Part1-A

Day 2/5 Day Annual Day: 7/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min Page 48  Revise proper and common nouns (Grammar)  Revise masculine and feminine gender nouns (Grammar)  Sort nouns under common and proper nouns or as per noun genders (Grammar)  Identify newly learnt noun genders: neuter and common gender (Grammar) Transactional Tip(s) Duration: 11 min Monitoring Comprehension (5 min): Ask learners to raise their hands and list a few examples of nouns they see in the classroom. Nominate learners to define noun types (proper and common). They can follow this up by completing Ex. 3.1. Direct Instruction (6 min): Ask for examples of masculine and feminine gender nouns. Then, explain the concept of neuter and common gender nouns using the explanation and examples given in the book. Learners can follow this up by completing Ex. 3.2. Class Pulse Check Duration: 2 min 1) Is ‘school’ a common or proper noun? 2) Is ‘peacock’ a masculine or feminine gender noun? Duration: 11 min CW – HW Ex. 3.1 (6 min) Ex. 3.2 (5 min)

Day 2/5 Day Annual Day: 7/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Summarising: • Show the IMAX chart on Gender Nouns to revise the concepts taught earlier and for reference. • Nominate learners to give more examples of the different noun types and noun genders. Learners can be asked to complete Ex. 3.3 as homework, based on their understanding of noun genders. Class Pulse Check – CW HW Ex. 3.3 – Page 49

Day 3/5 Day Annual Day: 8/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min Page 50  Revise punctuation marks learnt previously through activities (Language in Use)  Revise the M.I.N.T.S. table for usage of capital letters (Language in Use)  Complete exercises based on understanding of punctuation marks and capital letters (Language in Use) Transactional Tip(s) Duration: 7 min Activity Method (3 min): Assign actions for each of the punctuation marks – full stop (fist), comma (thumb up) and question mark (a hooked forefinger) – and ask learners to raise their hand with the right actions when they hear the sentences you say. For example, the learners should raise their fists if you say `The mangoes were delicious.’ Direct Instruction (4 min): Emphasise the importance of punctuation marks in written English and also demonstrate how punctuation marks affect speech and tone. Class Pulse Check Duration: 1 min 1) Are you going to the market! – Is this punctuation mark correct? If not, what should it be? Duration: 9 min CW HW Ex. 4.1 (5 min) – Ex. 4.3 (4 min)

Day 3/5 Day Annual Day: 8/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 7 min Activity Method (5 min): Make flashcards of the punctuation marks (full stop, comma, question mark and exclamation mark). Call a few learners forward and ask them to pick a card and frame a sentence using the punctuation mark on the card. Ensure that learners are using capital letters appropriately. Practice (2 min): Ask learners to complete Ex. 4.1 independently. At the end of the assigned time, ask them to share the corrections with the class. Class Pulse Check – CW HW – – Page 51

Day 3/5 Day Annual Day: 8/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Practice: Dictate a passage with expressions. Ask learners to write the same with correct punctuations based on the way you read. Compare the answers with the original. Sample passage: Do you know how to cook? I love cooking. I cooked a dish with potatoes and cheese. It was amazing! Learners can be asked to work on Ex. 4.3 after the above activity. Class Pulse Check – CW HW Ex. 4.2 – Page 52

Day 4/5 Day Annual Day: 9/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Frame meaningful sentences with the help of pictures and words (Formal Writing) Transactional Tip(s) Duration: 13 min Peer Learning – Pair (8 min): Divide the class into pairs. Let each pair divide the words under Ex. 5.1 between themselves. One learner can be asked to explain the meanings of the first three words to their partner, and the second learner must explain the meanings of the last three words. Then, ask learners to frame sentences for each of the words. Reading Aloud (5 min): Nominate a few pairs to read aloud the sentences they have made using the words and pictures given in Ex. 5.1. Class Pulse Check – Duration: 5 min CW HW Ex. 5.1 – Page 53

Day 4/5 Day Annual Day: 9/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 11 min Questioning (6 min): Write the meanings of the words given under Ex. 5.2 on the board. Ask learners to identify which meaning would fit which word. Monitoring Comprehension (5 min): Ask learners to share examples of sentences they can write for Ex. 5.2. Check whether learners have understood the meanings of the words based on the context in which they are using the words in sentences. Ask learners to complete Ex. 5.2 as homework. Class Pulse Check – CW HW Ex. 5.2 – Page 54

Day 5/5 Day Annual Day: 10/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Describe a photograph with the help of hints (Creative Writing) Transactional Tip(s) Duration: 20 min Interactive Discussion (5 min): Bring some pictures of things used in a birthday party, show them to learners and discuss the names of these things as well as their uses. (E.g.: pictures of a cake, balloon, candles, streamers, etc.) Brainstorming (5 min): Ask learners to look at the picture under ‘Creative Writing’ and brainstorm about what they see. They can be asked to complete Ex. 6 independently with the help of hints. Reading Aloud (10 min): Ask a few learners to read aloud their description of the picture under the ‘Creative Writing’ section. Class Pulse Check Duration: 2 min 1) What are the special dishes your mother or someone at home prepares for you? Duration: 7 min CW HW Ex. 6 – Page 55

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 56

English Textbook Allocated Teaching Days 4 Speed up/Slow down Plan Non-detailed Prose: Lesson 2 – Grandma’s Lesson Connect Photographs Theme: My Family and I Day No. Planned Summary of Day’s Plan This lesson is about a little girl who loves looking at her grandmother’s Date photographs and listening to her stories. Day 1 Let Us Start, I Read . Desired Learning Outcomes for the Lesson Day 2 I Understand, I Speak L S Day 3 I Speak • Listen to and repeat • Discuss photographs words with the two in groups and create ‘ow’ sounds stories based on them • Interview a grandparent/an elderly person Day 4 Language Game, Connect the Dots R W • Read the story with ‒ appropriate voice modulation and pronunciation Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Textbook ‒ Page 57

Day 1/4 Day Annual Day: 11/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Pronounce variations of the ‘ow’ correctly (Listen and say aloud)  Discuss warm up questions leading to the lesson (Warm Up)  Read the lesson with appropriate voice modulation (I Read) New Words: impatiently, heart raced, scarecrow Transactional Tip(s) Duration: 10 min Practice (5 min): Drill the pronunciation for words with variations of the ‘ow’ sound with the class as a group. Interactive Discussion (5 min): Read out the ‘Warm Up’ questions and conduct a lively discussion around learners’ relationships with their grandparents or other elderly people in the family or neighbourhood. Remember to be sensitive to learners who do not have living grandparents. Class Pulse Check Duration: 2 min 1) Do you like taking photographs? 2) Can you share more words with the different ‘ow’ sounds? CW HW ‒ ‒ Page 58

Day 1/4 Day Annual Day: 11/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 15 min Reading Aloud: • Nominate learners to read out the lesson by taking turns. • Share feedback on voice modulation, pronunciation, clarity and volume while learners are reading. Ensure that you do this in a positive and non-threatening manner. Class Pulse Check Duration: 2 min 1) What did Grandma ask Lalitha? (Pg. 9, Q. 1) 2) What did grandma take out from her cupboard? (Pg. 9, Q. 2) 3) How old was Grandma in the photograph that she showed Lalitha? (Pg. 9, Q. 3) CW HW Ask learners to read the lesson at home. ‒ Page 59

Day 2/4 Day Annual Day: 12/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min Page 60  Summarise the lesson  Discuss and write the meanings of the new words (New words) Transactional Tip(s) Duration: 23 min Summarising (13 min): Ask learners to share in their own words what the lesson is about. Help them by asking questions to recollect. E.g.: What did Lalitha and Grandma decide in the end? Peer Learning – Pair (10 min): Ask learners to get into pairs and make sentences with the new words given in the ‘New words’ table for Ex. 1 and write their meanings. Ask a few pairs to share their sentences and meanings for the class to check and compare. Learners can be asked to write the meanings in their books as homework. Class Pulse Check Duration: 1 min 1) What did Lalitha and Grandma decide in the end? (Pg. 9, Q. 4) Duration: 5 min CW Ex. 1 HW Ex. 1 Conduct the interview under ‘I Speak’ section for the next class.

Day 3/4 Day Annual Day: 13/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss photographs in groups and create funny stories (I Speak)  Present interviews of grandparents/elderly persons conducted (I Speak) Transactional Tip(s) Duration: 29 min Activity Method (14 min): Divide learners into four groups and assign each group a photograph from the group discussion activity under ‘I Speak’. Allow learners to discuss the questions given and collectively create a story in eight minutes. Then, ask each group to come forward and narrate their stories. Encourage each member of the group to participate. Practice (15 min): Encourage a few learners to come and share their experiences of interviewing their grandparents or an elderly person and report what they shared. Commend learners for their efforts. Class Pulse Check ‒ CW HW ‒ ‒ Page 61

Day 4/4 Day Annual Day: 14/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Make a card for a grandparent or an elderly person in the family (Language Game)  Integrate the theme of the lesson with other subjects (Connect the Dots) Transactional Tip(s) Duration: 16 min Activity Method (8 min): • Nominate two or three learners to read out the instructions under ‘Language Game’. Allow time for learners to write a message for their grandparents. • Ask learners to design a greeting card for their grandparents. If they are unable to complete the task, they can complete it as homework. Reading Aloud (5 min): Nominate learners to read out the Social Studies Fun turn by turn. As a follow-up ask if they have ever seen or used an analogue camera. Practice (3 min): Ask learners to solve the word problem under Maths Fun and discuss the answer with the class. Class Pulse Check ‒ Duration: 13 min CW ‒ HW Language Game Page 62

My Reflections Progress Passbook 4 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 63

English Workbook Allocated Teaching Days 5 Speed up/Slow down Plan Module 2: Grandma’s Photographs Prior knowledge needed (for the learners): Day No. Planned Summary of Day’s Plan Date  Grammar: Subject, object and possessive pronouns  Language in Use: Awareness of rules for converting singular nouns to plural by adding ‘-s’ and ‘-es’ Day 1 I Listen, Vocabulary, Grammar Desired Learning Outcomes for the Lesson Day 2 Grammar V G Day 3 Language in Use • Identify the correct • Revise subject, object and spellings of words possessive pronouns through practice exercises • Write words related to family after • Choose the correct relative unscrambling them pronouns to fill in the blanks Day 4 Language in Use, Formal Writing • Rewrite sentences with the correct relative pronouns LW Day 5 Formal Writing, Creative Writing • Change singular nouns • Answer questions to plural and vice versa based on pictures • Identify and use nouns • Draw and write a that remain the same paragraph based in both singular and on a description plural forms Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Workbook 1) Four slips of paper with 2) Chart: Subject & Object jumbled words and words with incorrect spellings Pronouns (Day 1) (Day 1) Page 64 2) 25 flashcards with singular nouns written on them (Day 3)

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 65

Day 1/5 Day Annual Day: 15/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min Page 66  Listen to and write the sentences dictated (I Listen)  Identify the correct spellings of words (Vocabulary)  Unjumble the jumbled words related to family (Vocabulary)  Revise subject, object and possessive pronouns through practice exercises (Grammar) Transactional Tip(s) Duration: 9 min Reading Aloud (3 min): Read out the sentences to be dictated from the Teacher Reference section. Repeat each sentence twice. Once done, nominate learners to come up to the board and write the sentences for everyone to check their work. Activity Method (6 min): Introduce the topic under ‘Vocabulary’ through a small activity. Divide the class into four groups. Provide a slip of paper with five jumbled words and five words with incorrect spellings to each group. Ask the groups to unjumble the jumbled words and correct the spellings of the incorrectly spelt words. Make it a time-bound activity to make things competitive and fun. Follow the activity up by asking learners to discuss Exs. 2.1 and 2.2 with the class as a whole. They can complete the exercises as homework. Class Pulse Check Duration: 1 min 1) Choose the correct spelling: ‘playground’ or ‘playgruond’? Duration: 8 min CW HW Ex. 1.1 (5 min) – Ex. 3.1 (3 min)

Day 1/5 Day Annual Day: 15/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 11 min Monitoring Comprehension (3 min): Ask learners to read the passage under the practice exercise on pronouns. Call on individual learners to identify the pronouns in the passage. Nominate a different set of learners to then sort the pronouns into subject, object and possessive pronouns. Questioning (8 min): Show the IMAX chart on subject and object pronouns to revise the meanings and usage of these pronoun types. Also, ask learners to observe the table on Pg. 14 and call out the possessive pronouns that go with each of the subject and object pronouns. Then, write a few sentences on the board and ask learners to replace the words you underline with appropriate subject, object and possessive pronouns. E.g.: Madhu and I went on a picnic.  We went on a picnic. Follow this up by asking learners to complete Ex. 3.1 to further practise identifying subject, object and possessive pronouns. Class Pulse Check – CW HW Exs. 2.1 & 2.2 – Page 67

Day 2/5 Day Annual Day: 16/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Use the correct relative pronouns in sentences (Grammar) Transactional Tip(s) Duration: 13 min Reading Aloud (3 min): Invite learners to read each of the example sentences and the definitions under relative pronouns on Pgs. 14 and 15. Direct Instruction (10 min): Explain relative pronouns as pronouns that clarify or refer to the subject (person or thing) being talked about. Use the table on Pg. 15 to explain specific relative pronouns such as ‘who’, ‘when’, ‘that’, etc. Set some time aside to differentiate between ‘who’ and ‘whom’ and ‘which’ and ‘that’. Read out sentences and ask learners to identify whether who/whom or that/which should be used. Class Pulse Check – Duration: 9 min CW HW Ex. 3.2 (3 min) – Ex. 3.3 (6 min) Page 68

Day 2/5 Day Annual Day: 16/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 6 min Practice (3 min): Learners can be asked to complete Ex. 3.2 independently. Nominate individual learners to read out the correct options. The rest of the class can say whether the answers are correct or not. Ask each learner to explain why they have chosen certain relative pronouns over others. Brainstorming (3 min): Ask learners to brainstorm and share their answers to Ex. 3.3. Discuss why the given sentences are incorrect and how the incorrect relative pronouns can change or distort the meanings of the sentences. Class Pulse Check Duration: 1 min 1) Kerala, ___________ has many great beaches, is a nice place for a vacation. – Would you use ‘which’ or ‘that’ here? CW HW – – Page 69

Day 3/5 Day Annual Day: 17/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Revise plurals formed by adding ‘-s’ and ‘-es’ through practice exercises (Language in Use)  Identify nouns that remain the same in their singular and plural forms (Language in Use) Transactional Tip(s) Duration: 10 min Activity Method: • Prepare flashcards with singular nouns written on one side. • Divide the class into groups of five. Give each group five flashcards. • Ask learners to take one flashcard each within in a group. Learners can be asked to write the plural forms of the singular nouns on the flipside of the flashcards. • Then, ask each group to nominate a learner to read out the plural forms of the nouns their group received. • Learners should also explain the rule behind changing the nouns in certain ways. Ask learners to then complete Ex. 4.1. Class Pulse Check Duration: 1 min 1) What is the plural of ‘gate’? 2) What is the plural of ‘glass’? Duration: 6 min CW HW Ex. 4.1 – Page 70

Day 3/5 Day Annual Day: 17/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Direct Instruction: Explain nouns that remain the same in both singular and plural forms. Use the examples on Pg. 18. While explaining them, make a quick chart with the names of animals or objects that are the same in their singular and plural forms. Display the chart on a classroom wall. Ask learners to answer the ‘Class Pulse Check’ questions while observing the chart. Class Pulse Check Duration: 2 min 1) There are three moose/mooses in the forest. – Look at the chart and choose the correct option. 2) The deers are grazing. – Correct this sentence. CW HW – – Page 71

Day 4/5 Day Annual Day: 18/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Complete practice exercises based on singular and plural nouns (Language in Use)  Answer questions based on a picture (Formal Writing) Transactional Tip(s) Duration: 3 min Practice: Ask learners to complete Exs. 4.2 and 4.3 based on the rules they recall for converting singular nouns into plural nouns and vice versa. Discuss the answers in class. Provide feedback and clarify doubts that learners may have. Class Pulse Check Duration: 1 min 1) What is the singular form of ‘aircraft’? 2) What is the singular form of ‘bushes’? Duration: 16 min CW – HW Exs. 4.2 & 4.3 (6 min) Ex. 5.1 (10 min) Page 72

Day 4/5 Day Annual Day: 18/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 8 min Interactive Discussion (4 min): Discuss the picture under Ex. 5.1. Note down the learners’ observations on the board, in the form of a spider diagram. Leave the information on the board and ask learners to refer to it for answering the questions given below the picture. Get a colour printout of the picture in a bigger size if possible. This would make it easier for learners to spot the minute information and details in it. Reading Aloud (4 min): Nominate learners to share the answers to the questions under Ex. 5.1 of the ‘Formal Writing’ section. Discuss the answers with the whole class. Class Pulse Check Duration: 1 min 1) Is the luggage being taken out of a taxi or a train? CW HW – – Page 73

Day 5/5 Day Annual Day: 19/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Observe a picture and answers questions (Formal Writing)  Read a description and draw a picture (Creative Writing)  Write about an incident (Creative Writing) Transactional Tip(s) Duration: 8 min Brainstorming (5 min): Give learners five minutes to observe the picture under Ex. 5.2 of the ‘Formal Writing’ section. Then, ask them to independently answer the questions given below the picture. Interactive Discussion (3 min): Discuss the answers to the questions and clarify doubts if any learners feel that certain answers should be different. Class Pulse Check Duration: 1 min 1) What is the boy holding in his hand? Duration: 13 min CW – HW Ex. 5.2 (5 min) Ex. 6 (8 min) Page 74

Day 5/5 Day Annual Day: 19/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 7 min Peer Learning – Pair: • Split the class into pairs. Ask each pair to read the description given under Ex. 6 of the ‘Creative Writing’ section. • Ask the pairs to discuss the information given and create points that would help them draw the person described. • Then, ask learners to independently draw the girl described. • Learners can be asked to write an incident that may have taken place in the life of the girl as homework. Class Pulse Check – CW HW Ask learners to – complete Ex. 6 as homework. Page 75

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 76

English Textbook Allocated Teaching Days 6 Speed up/Slow down Plan Poetry: Lesson 3 – The Champa Flower Lesson Connect Theme: My Family and I Day No. Planned Summary of Day’s Plan This poem is about a child who pretends to be a champa flower Date and plays hide and seek with his or her mother. Day 1 Let Us Start, I Read Desired Learning Outcomes for the Lesson Day 2 I Read, I Understand L S Day 3 I Understand • Listen to and repeat • Speak about what one difficult words with would do if one Day 4 I Speak proper pronunciation transforms into Day 5 something else Day 6 Language Game, Connect the Dots, R Speaking Project • Choose and discuss lines • Read the poem with from the poem in which Reading Comprehension appropriate voice the child pretends to be modulation and a champa flower pronunciation • Speak about oneself • Practise reading comprehension W • Write answers to questions based on the poem Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Textbook – Page 77

Day 1/6 Day Annual Day: 20/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise pronunciation of difficult words from the poem (Listen and say aloud)  Discuss questions leading to the poem (Warm Up)  Read and discuss the poem (I Read) New Words: budded, quiet, slyly, shadow, court, fling, wee, cowshed Transactional Tip(s) Duration: 11 min Practice (5 min): Read out the words under ‘Listen and say aloud’ with proper pronunciation for the learners. Ask them to repeat the words after you. Provide feedback wherever required. Interactive Discussion (6 min): Read out the questions given under ‘Warm Up’. Conduct a discussion on these questions. Encourage learners to be creative and to share their ideas. You can share your ideas as well. Class Pulse Check Duration: ‒ CW HW ‒ ‒ Page 78

Day 1/6 Day Annual Day: 20/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 16 min Reading Aloud: • Ask learners to take turns and read the poem aloud. Provide feedback on pronunciation and intonation. • Then, ask them to read it silently and share their views regarding the read portion. • Help them if they get stuck anywhere. • Help by breaking down the imagery and helping learners visualise the different scenes in the poem. Class Pulse Check Duration: 2 min 1) Where would the champa flower grow? (Pg. 15, Q. 1) 2) What would the mother do after her mid-day meal? (Pg. 15, Q. 2) 3) When would the child drop back onto the earth? (Pg. 15, Q. 3) CW HW ‒ ‒ Page 79

Day 2/6 Day Annual Day: 21/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Read silently and get familiarised with the theme of the poem (I Read)  Discuss and write the meanings of the new words (New words) Transactional Tip(s) Duration: 23 min Silent Reading (8 min): Ask learners to read the poem silently. Monitoring Comprehension (8 min): Ask learners questions about the poem to check comprehension. You can also use the ‘Class Pulse Check’ questions for this purpose. Peer Learning – Group (7 min): Divide the class into groups. Ask the groups to discuss the meanings of the words in context. Discuss their inputs in class and help them to arrive at better and more accurate meanings. Ask them to write them in the space provided. Class Pulse Check Duration: 2 min 1) What would the mother ask when the child dropped back to the earth? (Pg. 15, Q. 4) 2) Can you suggest another word for ‘very tiny’? Duration: 4 min CW HW Ex. 1 ‒ Page 80

Day 3/6 Day Annual Day: 22/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss and write answers to the comprehension questions (Literature comprehension)  Discuss value-based questions (Value-based questions) Transactional Tip(s) Duration: 12 min Questioning (7 min): • Divide learners into groups. Ask them to make at least five questions based on the poem. Ask the groups to quiz each other. • Then, ask them to discuss the answers to Ex. 2. • They can then start writing the answers in their books. Interactive Discussion (5 min): Ask learners to remain in the same groups. Ask them to discuss both the questions under Ex. 3. If time permits, learners can start writing the answers in their books. Class Pulse Check _ Duration: 17 min CW Complete writing HW Ex. 2 (10 min) answers to Exs. 2 & 3. Ex. 3 (7 min) Page 81

Day 4/6 Day Annual Day: 23/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise public speaking (I Speak)  Discuss a poem with a partner (I Speak) Transactional Tip(s) Duration: 29 min Activity Method (19 min): • Ask learners to read the instruction given for the public speaking activity under ‘I Speak’ and write their points down. • Ask them to present their ideas to the class with the help of these points. Ensure that all learners get the opportunity to speak and share their thoughts. Peer Learning – Pair (10 min): • Pair up learners. Ask them to discuss the relevant lines from the poem and complete the pair discussion activity under ‘I Speak’. • Ask pairs to volunteer to share the lines they have chosen with the rest of the class. Class Pulse Check ‒ – CW HW Ask learners to come prepared with the Speaking Project topic for the next class. Page 82

Day 5/6 Day Annual Day: 24/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Unscramble jumbled words (Language Game)  Integrate the theme of the lesson with other subjects (Connect the Dots)  Practise speaking by introducing oneself (Speaking Project) Transactional Tip(s) Duration: 8 min Activity Method (4 min): • Ask learners to rewrite the jumbled words within the count of ten for the ‘Language Game’. • Wait for everyone to finish and then discuss the spellings in class. • Then, ask learners to get into pairs and make a jumbled word out of the name of a new/different flower and ask pairs sitting next to them to see if they can unscramble it. Interactive Discussion (4 min): Share the interesting facts about the champa flower from the Social Studies Fun with the class. Discuss what they know about other flowers that are commonly used (e.g.: jasmine, rose and so on). Class Pulse Check ‒ Duration: 4 min CW HW Language Game – Page 83

Day 5/6 Day Annual Day: 24/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 17 min Practice: Ask learners to give a short speech about themselves using the points given under ‘Speaking Project’. Ask them to present the speech before the class. Give feedback on voice modulation, intonation and pronunciation. You can also use the Speaking Rubric provided in this Teacher Companion Book. Class Pulse Check ‒ CW HW Maths Fun ‒ Page 84

Day 6/6 Day Annual Day: 25/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Read and discuss the given passages (Reading Comprehension)  Answer questions based on the passages (Reading Comprehension) Transactional Tip(s) Duration: 7 min Reading Aloud (4 min): Ask learners to read out the first passage and discuss the information given in the passage. Silent Reading (3 min): Learners may be asked to then read the first passage silently once again and attempt to answer the questions given below the passage. Class Pulse Check ‒ Duration: 10 min CW ‒ HW Passage 1 (5 min) Passage 2 (5 min) Page 85

Day 6/6 Day Annual Day: 25/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 8 min Interactive Discussion (5 min): • Discuss the answers to the questions and outline where the answers are in the passage. • For the grammar and vocabulary questions, ask learners to volunteer to share answers with reasons. Silent Reading (3 min): Ask learners to read the second passage silently, along with the questions below it. Class Pulse Check ‒ CW HW ‒ ‒ Page 86

Day 6/6 Day Annual Day: 25/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 3 min Summarising: Nominate learners to summarise the events of the story under Passage 2. The learners can start writing the answers in the class and complete it as homework. Class Pulse Check Duration: 1 min 1) Would the girl get the biggest loaf or the smallest loaf every day? CW HW Passage 2 ‒ Page 87

My Reflections Progress Passbook 6 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 88

English Workbook Allocated Teaching Days 1 Speed up/Slow down Plan Module 3: The Champa Flower Prior knowledge needed (for the learners): ‒ Day No. Planned Summary of Day’s Plan Date Day 1 I Listen, Vocabulary Desired Learning Outcomes for the Lesson V G • Fill in the blanks with ‒ vocabulary according to context L W ‒ ‒ Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Workbook ‒ Page 89

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 90

Day 1/1 Day Annual Day: 26/69 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min Page 91  Write words dictated (I Listen)  Fill in the blanks by using vocabulary in context (Vocabulary) Transactional Tip(s) Duration: 15 min Reading Aloud (5 min): Read out the words for dictation from the Teacher Reference section. Ask learners to write the words independently. Then, nominate learners to come forward and write the words on the blackboard. The other learners can be asked to say whether the spellings are correct or not. Activity Method (10 min): • Write ten words on the board. Give learners three minutes to read the words. • Then, read out sentences with blanks. Ask learners to raise their hands and say which words would best fit into the blanks. • After the activity, ask learners to think and tell you how they could figure out which words went with which sentences. • Guide them towards the answer that the context of the sentence helped them to understand which words to use. • Explain that ‘vocabulary in context’ means understanding the meaning of the whole sentence to fill in missing gaps or to understand the meaning of a single word in the sentence. Class Pulse Check Duration: 1 min 1) He is a ______________ boy. Everybody likes him. Would you fill in the blank with ‘bad’ or ‘nice’? Duration: 10 min CW ‒ HW Ex. 1.1 (5 min) Ex. 2.1 (5 min)

Day 1/1 Day Annual Day: 26/69 Actual Date: __________ Progress Transactional Tip(s) Duration: 3 min Practice (2 min): Ask learners to complete Ex. 2.1 after discussing the sentences with their partners. Discuss the answers with the class as a whole. Silent Reading (1 min): If time permits, ask learners to read the sentences under Ex. 2.2 and think of the answers. They can complete the exercise as homework. Class Pulse Check ‒ CW HW Ex. 2.2 ‒ Page 92

My Reflections Progress Passbook 1 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 93

IV – Teacher Reference Usage Tip: Hints/suggestions for the teacher to refer while answering textbook/workbook questions Sub-Sections: 14. Teacher Reference Material a. Teacher Reference for Textbook b. Teacher Reference for Workbook Page 94

Teacher Reference: Textbook Page 95 Theme 1: My Family and I Lesson 1: Mario’s Cat Let Us Discuss 1) How old was Mario? Ans. Mario was eleven years old. 2) Who was Golly? Ans. Golly was a mongoose. 3) What was Percy doing when he saw the sad cat? Ans. 3HUF\\ZDVÁ\\LQJDURXQGZLWKKLVIULHQGVZKHQKHVDZWKHVDGFDW 4) What did Percy give Macaroni? Ans. 3HUF\\JDYH0DFDURQLPLONDQGELVFXLWV I Understand Exercise 1: New words Word Meaning ÁXII\\DGM VRIWFRYHUHGZLWKVRIWIXU GLVDSSHDUY VRPHWKLQJWKDWFDQQRWEHVHHQRUIRXQG PRQJRRVHQ a small wild animal with a long body and tail SDUURWQ DJUHHQFRORXUHGELUGZLWKDFXUYHGEHDNDQGDVKDUSYRLFH WRKDYHNQRZOHGJHDQGWRXQGHUVWDQGWKHGLIIHUHQFH ZLVHDGM between good and bad Mario’s Cat

Page 96 Teacher Reference: Textbook Exercise 2: Literature comprehension  +RZZDV0DULRGLIIHUHQWIURPRWKHUHOHYHQ\\HDUROGV\" Ans. 0 DULRZDVGLIIHUHQWIURPRWKHUHOHYHQ\\HDUROGVEHFDXVHKHZDVDPDJLFLDQ  :KDWZDV0DULR·VIDYRXULWHWULFN\" Ans. 0DULR·VIDYRXULWHWULFNZDVPDNLQJKLVFDW0DFDURQLGLVDSSHDU  :KHUHGLG*ROO\\WKHPRQJRRVHDQG3HUF\\WKHSDUURWOLYH\" Ans. *ROO\\OLYHGXQGHUDODUJHWUHHDQG3HUF\\OLYHGLQDWUHHKRXVHLQWKHKLOOV  :KDWKDGKDSSHQHGWR0DFDURQL\":KHUHGLG0DULRILQDOO\\ILQGKLP\" Ans. 0DFDURQLKDGJRWORVW0DULRILQDOO\\IRXQGKLPDW3HUF\\·VKRXVH Exercise 3: Value-based questions – Judgement and appreciation  0HQWLRQWZRTXDOLWLHVRI*ROO\\DQG3HUF\\WKDWVKRZHGWKDWWKH\\FRXOGEHJRRG IULHQGV Ans. Learner’s response Sample:3HUF\\DQG*ROO\\ZHUHYHU\\KHOSIXO7KH\\GLGQRWOHDYH0DULRLQKLVWLPH RIQHHG7KLVVKRZVWKDWWKH\\FRXOGEHJRRGIULHQGV  :KDWDUHWKHTXDOLWLHVRIDJRRGIULHQG\":K\\LVLWLPSRUWDQWWRKDYHIULHQGV\" Ans. Learner’s response Sample:$JRRGIULHQGLVFDULQJDQGKHOSIXO,WLVLPSRUWDQWWRKDYHIULHQGVDV ZHFDQSOD\\ZLWKWKHP:HFDQKHOSHDFKRWKHUDQGVKDUHRXUWKRXJKWVDQG IHHOLQJV Mario’s Cat

Teacher Reference: Textbook Language Game Unscramble the words :KDWDMXPEOHGPHVV3HUF\\WKHSDUURWLVFRQIXVHG&DQ\\RXKHOSKLPÀQGWKHULJKW ZRUGVIURPWKHMXPEOHGOHWWHUVEHORZ\"2QHLVGRQHIRU\\RX 1) rioMa Mario Percy, the parrot 2) gicma magic 3) essnkidn kindness  GULHQI IULHQG Page 97 Connect the Dots Maths Fun ¾ + RZPDQ\\FRORXUVFDQ\\RXVSRWRQ3HUF\\WKHZLVHSDUURW\" &RXQWWKHPFDUHIXOO\\ Ans.  UHGEOXH\\HOORZRUDQJHSXUSOHEODFNZKLWH Mario’s Cat