182920061-Traveller-G4-Teacher Companion Book-English-Part1-A

WorldTrTEACHER COMPANION BOOK Latest Edition avelleSreries 4Class Part 1 Module A English



Contents – Part 1A Section No./Name Sub-section Sub-section Name Pg. No. 1 IMAX Textbook (Literature Book) Features 2 I – Remembering and Understanding 2 IMAX Workbook (Grammar & Composition) Features 3 (To be read and understood before the first teaching day and to be revisited 3 IMAX Curriculum Framework 4 during the PSO1) 4 IMAX Teacher Companion Book Features 15 II – Application (To be planned and worked out before 5 Transactional Tips 20 the academic year starts) 6 LSRW in the IMAX Class 26 III – H.O.T.S.: Creating a Rockstar Class (Together, with IMAX inputs and your 7 Annual Plan – Teaching and Assessments 28 unique approach and implementation 8 Annual Planning Tool 30 style, let us create a rockstar classroom) 9 Term Test/Unit Test Patterns 31 10 Mid-Year/Annual Assessment Patterns 33 11 Teaching Aids List (For Planning) 38 12a Day-wise Lesson Plan – Learning Outcomes Page 12b Day-wise Lesson Plan – Content Page Day-wise 41 12c Lesson Plan – Reflection Page 13 End-of-Term Reflection In Part 1C IV –Teacher Reference 14a Teacher Reference for Literature Book 95 14b Teacher Reference for Grammar & Composition (Hints/Suggestions for the teacher to refer to while answering 14c Audio Transcripts 131 Literature Book/G&C questions) V –Appendices 15 How to be a Rockstar Teacher In Part 1B (Additional resources) 16 Speaking Rubric 136

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 Warm Up About the Writer/Poet I Read ,QWHUHVWLQJTXHVWLRQVWR Brief introduction to the Literature piece (either arouse curiosity about the writer or poet prose, poetry or drama), lesson along with pictures for QHZGLIÀFXOWZRUGV ? In-text Questions New Words Literature Comprehension Quick check of To practise contextual understanding meanings $YDULHW\\RITXHVWLRQVWR ensure the comprehension of the lesson R Page 2 P Vocabulary I Feel I Speak Q 9DOXHEDVHGTXHVWLRQV Activities to cultivate To help build and based on the lesson that ask speaking skills enhance age-appropriate for opinions and judgement vocabulary Listen and Say Aloud Dictation Language Game Pronunciation practice Words from the lesson or Games to provide EDVHGRQSKRQLFVGLIÀFXOW sentences with commonly engagement with and words, tongue twisters and confused spellings for HQKDQFHÁXHQF\\LQWKH multi-syllabled words dictation practice language Listening Audio Connect the Dots A Note to Parent Captivating listening Questions that stimulate Constructive activities to audio pieces followed by interdisciplinary thinking be done at home along exercises by connecting English with with parents to reinforce other subjects learning

Workbook Features ‡ Subject-related vocabulary building ‡ Scaffolded approach for development of writing skills ‡ Combination of inductive and deductive approaches to grammar teaching ‡ Simple and age-appropriate explanations of grammatical concepts Grammar Engaging grammar explanations and well-crafted exercises Page 3 W Writing Formal Writing inculcates writing skills by introducing formal writing styles by providing samples and DGHTXDWHSUDFWLFH Creative Writing exercises to foster creative writing by using imagination and drawing from real-life experiences R Reading Comprehension Interesting reading comprehension passages on varied themes along ZLWKTXHVWLRQVWKDWIRFXVRQ language building

Ϭϯ͘/DyƵƌƌŝĐƵůƵŵ&ƌĂŵĞǁŽƌŬ GRAMMAR FRAMEWORK Lesson Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Nouns Introduction to: Introduction to: Introduction to: Revision of: Introduction to: Punctuation  naming words  common nouns  collective  common,  abstract nouns  special names  proper nouns  material nouns  proper,  masculine,  collective Revision of:  feminine, neuter Revision of: Revision of:  and material  common,  and common  masculine,  common nouns  proper,  feminine  and proper nouns  masculine,  collective gender  and neuter and  masculine,  feminine,  and material common  feminine,  neuter nouns gender  neuter  and common  masculine,  and common gender  feminine, gender  neuter  and common Introduction to: Revision of: Introduction to: Introduction to: gender  capital  capital letters,  apostrophe for  Use of letters,  full stop, singular punctuation in Introduction to:  full stop,  comma, possession dialogue  colon and  comma,  question mark  semi-colon  question  and Revision of: Revision of:  use of mark exclamation  capital letters,  capital letters punctuation in  and mark  full stop, (with special dialogue exclamation  comma, concentration on mark  question mark usage in titles) Revision of:  and exclamation  full stop,  capital letters mark  comma, (with special  question mark concentration on  and exclamation usage in titles) mark  full stop,  comma,  question mark  and exclamation mark Page 4 Continued… 

Lesson Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 One and Introduction to plurals – adding -s, Introduction to: Introduction to 'do', Introduction to words that Introduction to words that Many -es  adding -ies, -ves 'does' have no new plural form do not have fixed plural to form plurals forms Pronouns Introduction to  countable and Revision of: Revision of: subject pronouns uncountable  plurals – adding -s,  plurals – adding -s, Revision of: nouns -es, -ies and -ves -es, -ies and -ves  plurals – adding -s,  Using 'has' and to form plurals to form plurals -es, -ies and -ves 'have'  countable and  countable and to form plurals uncountable uncountable  countable and Revision of: nouns nouns uncountable  plurals – adding  'has', 'have' nouns -s and -es to form plurals Introduction to Introduction to Introduction to relative possessive pronouns demonstrative pronouns pronouns Introduction to:  object pronouns  and reflexive pronouns Revision of subject Revision of: Revision of: Revision of: pronouns  subject,  subject,  subject,  object  object,  object,  and reflexive  reflexive  reflexive, pronouns  and possessive  possessive pronouns  and demonstrative pronouns Continued…  Page 5

Lesson Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Adjectives Introduction to: Introduction to: Introduction to Introduction to Introduction to: adjectives as adjectives of quality  adjectives of  possessive  degrees of describing words quantity adjectives comparison of  differentiating irregular Revision of adjectives  number between adjectives as describing words possessive Revision of adjectives of pronouns and Revision of degrees of quality possessive comparison for regular adjectives adjectives  degrees of comparison – Revision of articles regular Revision of:  adjectives of quality,  quantity  and number Articles Introduction to the Revision of articles Differentiating between Introduction to: usage of 'a', 'an', definite and indefinite  sentences where 'the' articles (including proper no article is nouns like the Ganges, needed the Himalayas etc.)  pronunciation aspect of 'the' Revision of articles Revision of articles Continued…  Page 6

Lesson Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Verbs Introduction to helping Introduction to verbs Introduction to: Introduction to: Introduction to: Tenses verbs as action  modal verbs –  modal verbs – will,  direct and indirect words Revision of verbs as can, could, may, would, should, object action words might + negative must + negative  transitive and  SVO  subject-verb intransitive verbs  subject and agreement predicate Revision of: Revision of: Revision of:  verbs  action words,  action words,  modal verbs –  helping verbs,  helping verbs can, could, may,  modal verbs might (and  subject-verb negative forms) agreement Introduction to: Revision of: Introduction to: Introduction to: Introduction to:  simple  simple present  present  present  difference present tense  and past  and past perfect between simple tense  simple past progressive tenses past tense and  simple past tense tenses past participle tense  simple future  irregular verbs in  simple future tense Revision of: the simple and tense  simple present, continuous tense,  simple past, (break,  simple future broke, broken – (going to) tenses eat, ate, eaten) Page 7 Revision of: Revision of:  simple present,  simple present,  simple past,  simple past  simple future,  simple future  present  present  and past  and past progressive tenses progressive tenses  present and past perfect tenses Continued… 

Lesson Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Adverbs Introduction to: Introduction to adverbs Introduction to adverbs Introduction to: of manner  adverbs of place  adverbs of time  adverbs of  adverbs of frequency degree  comparing adjectives and Revision of adverbs of adverbs manner Revision of:  adverbs of manner  adverbs of place  adverbs of degree Prepositions Introduction to Introduction to Introduction to Introduction to Introduction to position words – in, prepositions – near, prepositions – beside, prepositions – among, prepositions – towards, on, under, behind, over, next to above, below, at, at the with, to, from through, across in front of, between side of Revision of prepositions Revision of prepositions – – in, on, under, behind, in, on, under, behind, in Revision of Revision of in front of, between front of, between, near, prepositions – in, on, prepositions – in, on, over, next to under, behind, in front of, under, behind, in front of, Conjunctions Introduction to Introduction to between, near, over, next between, near, over, next joining words – and, conjunctions – but, so Introduction to to, beside, above, below, to, beside, above, below, or coordinating at, at the side of at, at the side of, among, Revision of conjunctions with, to, from conjunctions – and, or Revision of Introduction to Conjunctions – and, or, correlative conjunctions Introduction to but, so subordinating Revision of conjunctions coordinating conjunctions Revision of coordinating and correlative conjunctions Continued…  Page 8

Lesson Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 This, That, These, Those Introduction to usage of this, that, Sentences these, those Apostrophe Introduction to: Introduction to: Introduction to:  types of  transformation of  types of sentences sentences – sentences – – simple and declarative, positive, negative compound imperative, and questions  direct and interrogative, reported speech exclamatory Revision of types of  interjections sentences Introduction to: Introduction to  contractions Revision of: apostrophe for plural  difference  contractions possession between  apostrophe for apostrophe for singular possession Revision of: possession and  difference  contractions plurals between  apostrophe for apostrophe for singular possession possession and plurals Page 9

WRITING FRAMEWORK Formal Writing Creative Writing Lesson Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 No. 1 Trace letters and Make sentences with Make sentences with Paragraph writing Make sentences and words pictures and words pictures and words (Explanatory paragraph arrange in a sequence 2 with prompts using linking Join the dots and Make sentences – Picture-based writing Picture-based description 3 fill in the blanks substitution table words) with prompts 4 Draw and write Sequence and write Picture-based description Paragraph writing about oneself the story with prompts (Explanatory paragraph with prompts using linking Colour the picture Answer questions Answer questions based Informal letter writing with and complete the based on a picture words) on a picture prompts Photo-based character sentences Photo-based character Photo-based character sketch with prompts sketch sketch Informal letter writing with Note writing Paragraph writing prompts (Narrative paragraph Write about a personal Dialogue writing with hints experience or real-life writing with hints) Message writing with situation Dialogue writing with hints prompts Paragraph writing Informal letter writing with Diary entry with hints (narrative paragraph with hints hints using linking words) Dialogue writing with Diary entry with prompts prompts 5 Sequence and Complete the Editing exercise Editing exercise E-mail writing with hints write the story paragraph based on Diary entry with prompts Biography writing with Biography writing with a picture hints prompts Continued… Page 10

6 Make sentences – Complete the story Informal letter writing with Paragraph writing Editing exercise substitution table based on a picture prompts (Persuasive paragraph Story writing with prompts and prompts writing with prompts) Picture-based writing Speech writing with prompts Paragraph writing 7 Join the dots and Answer questions Make sentences Editing exercise (Narrative paragraph with answer the based on a picture Story writing with prompts hints) questions Story writing with the help of pictures and hints Picture-based composition with hints Draw and write on Answer questions based Paragraph writing a familiar topic on a picture (Narrative paragraph with Notice writing with prompts Write about a personal hints) experience or real-life 8 Make questions situation Picture-based writing with Diary entry with hints prompts 9 Photo-based Picture-based writing Paragraph writing E-mail writing with prompts Message writing with description (Explanatory paragraph prompts Photo-based character using linking words) sketch with hints Story writing with hints Dialogue writing with hints Note writing with hints Informal letter writing with Paragraph writing hints (Explanatory paragraph 10 Make sentences Paragraph writing with hints) Photo-based character Story writing with hints Picture-based composition sketch with hints 11 Write on a given Answer questions Informal letter writing with E-mail writing with hints Informal letter writing with topic based on a picture hints Diary entry with hints hints Picture-based writing Autobiography writing with hints Paragraph writing Paragraph writing 12 (Narrative paragraph with Editing exercise (Narrative paragraph with hints) hints) Continued… Page 11

13 Story writing with prompts Autobiography writing Poem writing with hints with hints including explanation on Informal letter writing with hints Paragraph writing similes and metaphors (Explanatory paragraph Diary entry with hints E-mail writing with hints with hints) Speech writing with hints Dialogue writing (with hints) Lesson Grade 1 PHONICS FRAMEWORK Grade 3 No. Words with short ‘a’ sound 1 Words with short ‘i’ sound Grade 2 Soft and hard 'c' sounds Rhyming Words Digraph 'ow' (like a long 'o') v. diphthong 2 Words with short ‘o’ sound Start with revision of CVC words – short 'ow' (like in how) ‘a’, ‘e’, ‘i’ sounds Difficult Words 3 Start with revision of CVC words – short ‘o’, ‘u’ sounds Difference between 's' and 'sh' sounds 4 Rhyming Words Difference between 'w' and 'v' sounds 5 Words with short ‘u’ sound Consonant digraphs (blends) - 'sh' and Difficult Words 6 Rhyming Words 'ch' sounds Words with silent 'b' and 'h' 7 Words with short ‘e’ sound Short words ending in a long vowel sound – e.g. no, be, she, so Words with silent ‘k’, ‘l’, 't' and 'w' 8 Words with long ‘a’, ‘e’ sound Rhyming Words Rhyming Words Consonant digraphs (blends) - soft and Hard and soft 'g' sounds (‘gas’ v. ‘page’) 9 Difficult Words hard 'th' sound Letters ‘gh' and 'ph' pronounced as 'f' Initial consonant blends – ‘bl’, ‘br’, ‘cl’, (rough, laugh, phone, elephant) 10 Words with long ‘ai’ and the long ‘cr’ sounds Rhyming Words ‘o’ sound Rhyming Words Initial consonant blends – ‘fl’, ‘gl’, ‘sk’, ‘sl’ Continued… 11 Words with long ‘u’ sound (2 sounds sounds) Initial consonant blends – ‘sm’, ‘sn’, ‘st’, ‘sw’ sounds 12 Rhyming Words Rhyming Words Page 12

13 CVC words – ‘ae’ and ‘e’ sounds; Words with vowel digraph 'ee' e.g. feel, Letters ‘se' sounding like 'z' (noise, please, e.g. cat, mat, bat and let, set, get peel, meet, sheep wise) 14 CVC words – short ‘i’, short ‘aw’ Long and short 'oo' sounds e.g. moon v. Letters ‘-ed' sounding as 'd' v. '-ed' and ‘u’ sounds; e.g. lip, sip, bib and good sounding as 't' cot, not, pot as well as cup, mug 15 Rhyming Words Rhyming Words Rhyming Words Grades 4 & 5 - They will have syllables, syllable stress, difficult words, rhyming words and pronunciations of commonly mispronounced words. Page 13

VOCABULARY FRAMEWORK Lesson Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 No. Tracing of letters – Collocations lower case and Synonyms Homophones Adages and proverbs 1 upper case Commonly confused spellings Alphabetical Prefixes Compound words Phrasal verbs 2 Antonyms order Collocations 3 Identifying names Alphabetical Dictionary skills of vegetables Naming pictures order Antonyms Proverbs 4 and fruits Dictionary skills Animal Antonyms Vocabulary in context 5 Number names movements Words related to art Antonyms 6 Naming pictures Dictionary skills Words for emotions and Names of shapes (nature) actions Words related to sports 7 Animals and their Usage of 'who' and 'whom' 8 Antonyms Rhyming words young ones and 'enough' and 'too' 9 Vocabulary in Synonyms and meanings Sounds that Animal sounds context Idioms 10 animals make Usage of 'for' and 'since' and 11 Antonyms Rhyming words Synonyms and meanings 'few', 'a few' and 'little', 'a little' 12 Alphabetical Vocabulary in Word groups Idioms order context Suffixes 13 Words related to Prefixes and suffixes 14 tastes Homophones Alphabetical order 15 Homographs 16 Words for sounds 17 and noises 18 Page 14

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 15

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. Page 16

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 17

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     5. TA: Term Assessment 1. UT: Unit Test                                 4. AA: Annual Assessment 2. TT: Term Test Page 18

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 19 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 you can spend more time than suggested. This icon is used to indicate the pages of the book that you 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 20

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 21

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 22

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 23

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 ₋ Learners get the opportunity to develop social skills, gain confidence, improve communication and Example learn interpersonal skills and develop trust. Skill(s) ₋ 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 24

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 25

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 26

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. Term Test/Unit Test Patterns 10. Mid-Year/Annual Assessment Patterns 11. Teaching Aids List (For Planning) Page 27

07. Annual Plan – Teaching and Assessments – (Page 1 of 2) Page 28

07. Annual Plan – Teaching and Assessments – (Page 2 of 2) +10 Teaching Days are allocated for the remedial sessions to be conducted using IMAX Individualised Worksheets – 5 days per semester Page 29

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 Events Days in  Table (referred to as  Covered Days Total for IMAX  in School (if any) School ‘Teaching Days’  IWS going forward) Sample  20 None Opening PTM  19 23 1, 2, 3 16 0 7 Month (1 day) Apr‐18 May‐18 Jun‐18 Jul‐18 Aug‐18 Sep‐18 Oct‐18 Nov‐18 Dec‐18 Jan‐19 Feb‐19 Mar‐19 Page 30

09. Term/Unit Tests Patterns Two-Semester and Three-Term 20 Marks — Language Paper Section Question Type Relevant Section from Skill Marks Per Number of Total Source of the Questions the Books Question Questions Marks Direct Modified Twisted 6M A Grammar Workbook: Grammar Grammar 2M 3 4M 30 0 2M 2 1 5M 20 0 B Writing Workbook: Creative Creative Writing 5M 5 10 0 Writing Textbook: a) Lessons b) Reading Poems Reading Comprehension C Workbook: c) Reading Comprehension(Unseen Picture 1M 5M 0 5 0 Comprehension based Passage) passages D Surprise Question Try and solve this for fun. This is not counted in the total 5M 1 This question is provided to instill creativity in marks. - the student and will not be counted towards assessment totals. Total Marks 12 20M 6 5 0 20 Marks — Literature Paper Section Question Type Relevant Section from the Skill Marks Per Number of Total Source of the Questions Books Question Questions Marks Direct Modified Twisted 2 A Vocabulary Textbook: Vocabulary Vocabulary 2M 3 6M 1 10 2M 2 4M Literature 2M 1 2M 1 10 3M 1 3M Textbook: Literature Comprehension 1 1M 5 5M B Literature and Comprehension Reference to 00 Writing Context Textbook: I Feel Value-based 00 Questions Textbook: a) Lessons b) C Reading Poems Reading 50 0 Comprehension Workbook: c) Reading Comprehension Comprehension passages D Surprise Question Try and solve this for fun. This is not counted 5M 1- This question is provided to instill creativity in the in the total marks. student and will not be counted towards assessment totals. Total Marks 13 20M 10 2 0 Page 31

30 Marks — Language Paper Section Question Type Relevant Section from Skill Marks Per Number of Total Source of the Questions A Grammar the Books Question Questions Marks B Writing 12M Direct Modified Twisted Workbook: Grammar Grammar 3M 4 8M 40 0 Workbook: Creative 2M 4 5M Writing 31 0 5M Textbook: a) Lessons Creative Writing 5M 1 10 0 b) Poems - C Reading Reading 1M 5 30M 05 0 Comprehension Workbook: c) Reading Comprehension(Unseen Comprehension Picture based Passage) passages D Surprise Try and solve this for fun. This is not counted in the 5M 1 This question is provided to instill creativity Question total marks. in the student and will not be counted towards assessment totals. Total Marks 15 86 0 30 Marks — Literature Paper Section Question Type Relevant Section from Skill Marks Per Number of Total Source of the Questions the Books Question Questions Marks Direct Modified Twisted 2 A Vocabulary Textbook: Vocabulary Vocabulary 3M 3 9M 10 2M 3 6M 2 Literature 2M 2 4M 10 3M 2 6M Textbook: Literature Comprehension 1M 5 5M B Literature and Comprehension Reference to 20 0 Writing Context Textbook: I Feel Value-based 20 0 Questions Textbook: a) Lessons b) C Reading Poems Reading 50 0 Comprehension Workbook: c) Reading Comprehension Comprehension passages D Surprise Question Try and solve this for fun. This is not counted 5M 1- This question is provided to instill creativity in the in the total marks. student and will not be counted towards assessment totals. Total Marks 16 30M 13 2 0 Page 32

10. Mid-Year/Annual Assessment Patterns Two-Semester and Three-Term 50 Marks — Language Paper (Beginner) Relevant Section from Marks Per Number of Total Source of the Questions the Books Question Questions Marks Section Question Type Skill Direct Modified Twisted 3M 4 12M 3 1 0 4M A Grammar Workbook: Grammar Grammar 4M 5M B Formal Writing Workbook: Formal Formal Writing 1M 6 24M 4 2 0 Writing 5M 1 4M 1 0 0 C Creative Writing Workbook: Creative Creative Writing 1 5M 1 0 0 Writing Textbook: a) Lessons b) D Reading Poems Reading 5 5M 0 5 0 Comprehension Workbook: c) Reading Comprehension(Unseen Comprehension Passage) passages E Surprise Question Try and solve this for fun. This is not counted in the This question is provided to instill creativity in total marks. 1 - the student and will not be counted towards assessment totals. Total Marks 18 50M 9 8 0 Page 33

50 Marks — Language Paper (Proficient) Relevant Section from Marks Per Number of Total Source of the Questions the Books Question Questions Marks Section Question Type Skill Direct Modified Twisted 3M 4 12M 3 1 0 4M A Grammar Workbook: Grammar Grammar 4M 5M B Formal Writing Workbook: Formal Formal Writing 1M 6 24M 3 1 2 Writing 5M 1 4M 1 0 0 C Creative Writing Workbook: Creative Creative Writing 1 5M 1 0 0 Writing Textbook: a) Lessons b) D Reading Poems Reading 5 5M 0 5 0 Comprehension Workbook: c) Reading Comprehension(Unseen Comprehension Passage) passages E Surprise Question Try and solve this for fun. This is not counted in the This question is provided to instill creativity in total marks. 1 - the student and will not be counted towards assessment totals. Total Marks 18 50M 8 7 2 Page 34

50 Marks — Literature Paper (Beginner) Section Question Type Relevant Section from Skill Marks Per Number of Total Source of the Questions the Books Question Questions Marks Direct Modified Twisted 2 A Vocabulary Textbook: Vocabulary Vocabulary 3M 3 9M 3 10 4M 4 16M 2 3M 2 6M 1 10 3M 2 6M 2 Textbook: Literature Literature Comprehension 4M 2 8M 00 B Literature and Comprehension Reference to Context 1M 5 5M 10 Writing 5M 1- Textbook: I Feel Value-based Questions 00 Textbook: a) Lessons b) C Reading Poems Reading 05 0 Comprehension Workbook: c) Reading Comprehension(seen Comprehension Passage) passages D Surprise Question Try and solve this for fun. This is not counted in the This question is provided to instill creativity in total marks. the student and will not be counted towards assessment totals. Total Marks 19 50M 10 8 0 50 Marks — Literature Paper (Proficient) Section Question Type Relevant Section from the Skill Marks Per Number of Total Source of the Questions Books Question Questions Marks Direct Modified Twisted 9M A Vocabulary Textbook: Vocabulary Vocabulary 3M 3 16M 11 1 4M 4 6M Textbook: Literature Literature Comprehension 3M 2 6M 21 1 Comprehension Reference to Context 3M 2 8M Literature and Value-based Questions 4M 2 20 0 Writing Textbook: I Feel 5M B Textbook: a) Lessons b) Reading Comprehension(seen 1M 5 11 0 Passage) - Poems 20 0 Workbook: c) Reading 50M C Reading Comprehension passages 05 0 Comprehension D Surprise Try and solve this for fun. This is not counted in the total marks. 5M 1 This question is provided to instill Question creativity in the student and will not be counted towards assessment totals. Total Marks 19 88 2 Page 35

80 Marks — Language Paper (Beginner) Section Question Type Relevant Section from the Skill Marks Per Number of Total Source of the Questions A Grammar Books Question Questions Marks Direct Modified Twisted 3M 8 24M 7 1 0 Workbook: Grammar Grammar 4M 7 28M 5 2 0 B Formal Writing Workbook: Formal Writing Formal Writing 4M 2 8M 2 0 0 C Creative Writing Workbook: Creative Writing Creative Writing 5M 2 10M 1 1 0 Reading Textbook: a) Lessons b) Poems Reading 1M 5 5M 0 5 0 Comprehension Workbook: c) Reading Comprehension(Unseen 1M D 5 5M 0 5 0 Comprehension passages Passage) E Surprise Try and solve this for fun. This is not counted in the total marks. 5M This question is provided to instill Question 1 - creativity in the student and will not be counted towards assessment totals. Total Marks 30 80M 15 14 0 80 Marks — Language Paper (Proficient) Section Question Type Relevant Section from the Skill Marks Per Number of Total Source of the Questions Books Question Questions Marks Direct Modified Twisted A Grammar Workbook: Grammar Grammar 3M 8 24M 5 2 1 4M 7 28M 3 2 2 B Formal Writing Workbook: Formal Writing Formal Writing 4M 2 8M 2 0 0 C Creative Writing Workbook: Creative Writing Creative Writing 5M 2 10M 2 0 0 1M Reading Textbook: a) Lessons b) Poems Reading 5 5M 0 5 0 Comprehension Workbook: c) Reading Comprehension(Unseen 1M D 5 5M 0 5 0 Comprehension passages Passage) E Surprise Try and solve this for fun. This is not counted in the total marks. 5M This question is provided to instill Question 1 - creativity in the student and will not be counted towards assessment totals. Total Marks 30 80M 12 14 3 Page 36

80 Marks — Literature Paper (Beginner) Section Question Type Relevant Section from the Books Skill Marks Per Number of Total Source of the Questions Question Questions Marks Direct Modified Twisted A Vocabulary Textbook: Vocabulary Vocabulary 3M 5 15M 41 0 4M 4 16M 3M 5 15M 31 0 3M 4 12M Textbook: Literature Literature Comprehension 4M 3 12M 32 0 Comprehension Reference to Context 1M 5 5M B Literature and Value-based Questions 31 0 Writing Textbook: I Feel 1M 5 5M 21 0 Reading Textbook: a) Lessons b) Poems Reading Comprehension(seen 05 0 Comprehension Workbook: c) Reading Passage) C 05 0 Comprehension passages D Surprise Try and solve this for fun. This is not counted in the total marks. 5M 1- This question is provided to instill Question creativity in the student and will not be counted towards assessment totals. Total Marks 32 80M 15 16 0 80 Marks — Literature Paper (Proficient) Section Question Type Relevant Section from the Skill Marks Per Number of Total Source of the Questions Books Question Questions Marks Direct Modified Twisted A Vocabulary Textbook: Vocabulary Vocabulary 3M 5 15M 31 1 4M 4 16M 3M 5 15M 21 1 3M 4 12M Literature and Textbook: Literature Literature Comprehension 4M 3 12M 22 1 Writing Comprehension Reference to Context 1M 5 5M B Value-based Questions 31 0 Textbook: I Feel 1M 5 5M 21 0 Reading Textbook: a) Lessons b) Poems Reading Comprehension(seen 05 0 Comprehension Workbook: c) Reading Passage) C 05 0 Comprehension passages D Surprise Try and solve this for fun. This is not counted in the total marks. 5M 1- This question is provided to instill Question creativity in the student and will not be counted towards assessment totals. Total Marks 32 80M 12 16 3 Page 37

11. Teaching Aids List (For Planning) – Page 1 of 2 Types of Teaching Aids Names of the Teaching Aids Lessons Used in IMAX resources Listening Audio flipbook/pendrive Lesson 1 – The Emperor’s New Clothes Teacher to arrange Lesson 2 – The Peaceful Warrior Listening Audio flipbook/pendrive Lesson 3 – Indian Weavers Lesson 4 – The Man Who Never Lied Listening Audio flipbook/pendrive Lesson 5 – The Lady of the Forest Lesson 6 – To Sleep Listening Audio flipbook/pendrive Lesson 7 – Puppet Traditions of India Grammar & Composition: Adjectives, W5 Listening Audio flipbook/pendrive Lesson 8 – Adventures with the Fairies Lesson 9 – A Musical Journey Listening Audio flipbook/pendrive Lesson 1 – The Emperor’s New Clothes Listening Audio flipbook/pendrive Grammar & Composition: Nouns, W1 Chart: Possessive adjectives and possessive pronouns Grammar & Composition: Punctuation, W2, R1 Lesson 3 – Indian Weavers Listening Audio flipbook/pendrive Listening Audio flipbook/pendrive Chart paper Sketch pens Different types of fabric – cotton, silk and woollen Chits with nouns written on them One chart paper Coloured marker Printouts of an informal letter Slips of paper for an activity on compound words Page 38

11. Teaching Aids List (For Planning) – Page 2 of 2 Types of Teaching Aids Names of the Teaching Aids Lessons Used in Teacher to arrange Learners to bring Four sets of flashcards with the words ‘singular’ Grammar & Composition: One and Many, W3 and ‘plural’ written on each side A set of flashcards with singular and plural nouns written on them Three chart papers Grammar & Composition: Articles, W6, R3 Coloured markers sock puppet Lesson 7 – Puppet Traditions of India Page 39

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 40

English Literature Allocated Teaching Days 5 Speed up/Slow down Plan Detailed Prose: Lesson 1 – The Emperor’s New Lesson Connect Clothes Theme: Adventure and Imagination Day No. Planned Summary of Day’s Plan This story is about an emperor who loved wearing new clothes and Date is fooled by two weavers who make him wear ‘invisible’ clothes. Day 1 Warm Up, About the Writer, I Read Desired Learning Outcomes for the Lesson Day 2 New Words, Literature Comprehension L S Day 3 Day 4 Literature Comprehension, Vocabulary, • Listen to and repeat • Discuss the story and Day 5 I Feel difficult words from present it the text I Speak, Listen and Say Aloud, Dictation • Discuss and speak • Listen to the audio about the characters Language Game, Listening Audio, Connect and write answers to in the story the Dots the questions R W • Read the story with • Write answers to appropriate voice questions based on modulation and the lesson pronunciation • Write words dictated • Read the questions that follow the lesson Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Literature 1) Chart paper (Day 1) Book 2) Sketch pens (Day 1) 3) Different types of fabric 2) Listening Audio flipbook/pendrive (Day 5) – cotton, silk and woollen (Day 5) Page 41

Day 1/5 Day Annual Day: 1/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss the Warm Up questions (Warm Up)  Read about and get familiarised with the writer (About the Writer)  Read the lesson with appropriate voice modulation (I Read) New Words: emperor, weavers, invisible, procession, looms, pretended, progress, minister, imposters, stupid, admit, design, magnificent, mantle, exclaimed, shivered Transactional Tip(s) Duration: 5 min Interactive Discussion (3 min): Begin by reading out the ‘Warm Up’ questions and encourage learners to share their opinions and experiences. Reading Aloud (2 min): Nominate learners to read the ‘About the Writer’ section aloud. Ask learners if they have read any of the other stories that Hans Christian Anderson has written. Class Pulse Check ̶ CW HW ̶ ̶ Page 42

Day 1/5 Day Annual Day: 1/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 23 min Reading Aloud (15 min): • Nominate learners to read out aloud the story by taking turns. Encourage them to be expressive while reading by using appropriate voice modulation. • Provide feedback on voice modulation, clarity, pronunciation and volume in a non-threatening manner. Monitoring Comprehension (8 min): • Check with learners if they are following the text. Encourage them to frame questions according to the sequence of the story. • Draw a flow chart of the sequence of events on a chart while learners frame questions. Exhibit the flow chart in class and discuss the questions with the whole class. Class Pulse Check Duration: 1 min 1) What did the two men who appeared at the emperor’s court say they were? (Pg. 2) ̶ CW HW Ask learners to read the lesson at home. Page 43

Day 2/5 Day Annual Day: 2/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Discuss meanings of new words (New Words)  Discuss and write answers to the comprehension questions (Literature Comprehension) Transactional Tip(s) Duration: 10 min Questioning (10 min): • Ask learners the meanings of the words given under ‘New Words’ turn by turn. Help them to reach more accurate meanings based on the context. • Ask learners to write the meanings in the space provided. Class Pulse Check Duration: 1 min 1) Who pointed out that the emperor had nothing on? (Pg. 3) Duration: 6 min CW HW New Words ̶ Page 44

Day 2/5 Day Annual Day: 2/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 12 min Peer Learning – Group (12 min): Divide the class into groups and ask each group to discuss the questions under ‘Literature Comprehension’ Exs. A and B. Discuss the answers in class with each group sharing the answer to one question. Ask learners to finish writing the answers to the questions as homework. Class Pulse Check ̶ CW HW Exs. A & B ̶ Page 45

Day 3/5 Day Annual Day: 3/63 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Arrange the events of the story in the order that they happened (Literature Comprehension)  Discuss and complete the exercise on adages (Vocabulary)  Discuss and write the answers to the value-based questions (I Feel) Transactional Tip(s) Duration: 4 min Monitoring Comprehension (4 min): • Check if learners have understood the sequence of the story by discussing the order of the sequence of events provided under Ex. C. Use the flow chart you made in the previous class. • Ask learners to complete Ex. C independently. Class Pulse Check ̶ Duration: 12 min CW ̶ HW Ex. C (5 min) Exs. 7, 8 & 9 (7 min) Page 46

Day 3/5 Day Annual Day: 3/63 Actual Date: __________ Progress Transactional Tip(s) Duration: 13 min Direct Instruction (8 min): • Use the explanation and examples provided in the book to introduce and explain adages to learners. • Check if learners have understood the concept of adages by discussing Ex. 7 in class. Ask learners to complete Ex. 7 in their books. Interactive Discussion (5 min): Discuss the ‘I Feel‘ questions with learners and encourage them to share their responses. Learners can be asked to begin writing their individual answers and can be asked to complete Exs. 8 and 9 at home. Class Pulse Check ̶ CW HW Exs. 7, 8 & 9 ̶ Page 47