Active English Teacher's Manual 3

Revised Edition English 3Teacher’s Manual



Revised Edition English 3Teacher’s Manual

© 2017 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. First edition published in 2013. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. This edition 2017 ISBN 978-981-47-8125-1

Contents Preface4 Scholastic Active English – Instructional Pathway 7 Scope and Sequence 12 Unit 1 We Are One World 24 Unit 2 Winter Plans 34 Unit 3 Noble Professions 44 Unit 4 Catching a Thief 55 Unit 5 Teatime Snack! 65 Unit 6 Moving Away 76 Unit 7 Let’s Recycle! 86 Unit 8 A Hug for a Life 96 Unit 9 Rumours  107 Unit 10 Pages from a Diary  117 Unit 11 The Silent Mischief-maker 127 Unit 12 The First Call 136 About Scholastic Active English Literature Reader 146 Literature Reader 3 – Answers  147 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Preface Scholastic ™ English Grades 1 to 6 is an English as a Second Language (ESL) programme. This easy to teach, easy to learn programme uses an effective integrated approach to teaching and learning the key skills of reading, listening, speaking and writing. Language skills are systematically taught in a spiral progressive way, making it easy for students to learn English. Lessons are also taught in an engaging and interactive manner. The result is a comprehensive and effective approach that makes the teaching and learning of English easy and enjoyable! Why is Scholastic ™ English effective? It: Effective Integrated Approach adopts an integrated approach to learning English Listening Speaking skills skills engages students through relevant topics MECHANICS OF LANGUAGE uses a Show-Explain-Apply methodology that meets the needs LANGUAGE of ESL students SKILLS Listening Speaking PGurnactmumatairon& ComRperaedhiengnsi&on offers equal emphasis to each skill, enabling students to PhSopneilclisn&gTHEMATIC connect, transfer and build upon different skills PrPersoejnetcattiWonor&kFOCUS encourages practice and builds language skills and confidence Writing provides formative and summative assessment to evaluate Vocabulary students’ comprehension Writing Reading uses a systematic, progressive way of teaching English, making skills skills it easy for students to learn the language. Professional Development Embedded in Teacher’s Manual The Scholastic ™ English Teacher’s Manual has been revised in close consultation with and feedback from Heads of Department and teachers, particularly those who are users of this programme, to ensure that it is practical, useful and inspiring. It articulates the overall approach and instructional design of the programme and provides unit-by-unit, page-by-page lesson plans which have useful guidance for novice teachers and suggestions for experienced ones. Integrated Teaching Each unit facilitates the teaching of language skills in an integrated manner. Listening 11Writing Listen to the sentences. Match the columns to coVmopclaebteulary Getting DressedA. Here are some friendly monsters. Write about them the sentences. with the help of the words in the box. The first one has been done for you. Before you read eye tooth arm Who helps you get dressed for school in the leg horn ear mwoinrgning? What clothes do you usually wear? tail My father drives a red car. I ride a bike. 1. I am Polo, the friendly monster. I have Sock Song one eye, one tooth and seven leUgsp.stairs The words in red tell us about an action. They are action words. Downstairs Circle the correct action word for each sentence. 2. Hello, my name is Zoe and I am yWouhrermeocnasntetrhey be? 1. I ( walk / write ) to the park. friend! I have I can’t find my socks 2. Mark and Kate ( play / run ) basketball together. And they can’t find me! 3. I can ( swim / read ) a book. 3. I am Miso and I want to be yourBfreiednrod!oImhave Bathroom 4. I ( wear / drive ) shorts in summer. Where have they gone? Where has the boy looked for his 5. One day, I will ( hike / fly ) up that hill. 4. My name is Coco. Will you be myI cfraienn’tdf?inIdhmavye socks socks? Where do And I need to put them on! you think he will 1. Pam’s mother a. tells her st6o.riesMayt bfreidetnimd e( .plays / eats ) the piano. look next? 2. Pam’s father 3. Pam’s grandmother b. plays footb7.all. Mia ( works / plays ) at Scholastic. B. Draw and describe your pet monster. RIensmideember to Why do you think 4. Pam’s sister give it a name. he is running out 5. Pam’s grandfather c. helps her w8.ith hSoame(wleoarkv.es / drinks ) orange juice. Outside of time? Active English Rev ed CB G1 Int.indb 44 d. works in a bank. W B Unit 2, page 9 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 4 Try it out Hanging on the line? e. is a teacher. Make lists of some things you do every day and I can’t find my socks some things that you do on special days. Share 44 your lists with the class.© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 And I’mW B runningUnit 1, page 8 out of time! 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 line: a strong cord used to hang wet clothes 12/04/17 9:51 AM 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 Active English Rev ed CB G1 Int.indb 16 12/04/17 9:51 AM 108 Active English Rev ed CB G1 Int.indb 20 12/04/17 9:51 AM Active English Rev ed CB G1 Int.indb 108 12/04/17 9:52 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Active Engagement of Students Show–Explain-Apply Methodology 9A Special Holiday A ‘Show-Explain-Apply’ methodology makes Before you read lessons more achievable, motivates students What are the places you dream of visiting? If you and boosts student confidence. had a magic wand to make your dream come true, what kind of holiday would you wish for? Holiday Memories Grammar Authentic and When I was on holiday Where did the varied texts I went to Timbuktu, poet go on engage students, holiday? exposing and I wrestled with a jaguar preparing them And boxed a kangaroo. for language in the real world. I journeyed into jungles, The mice will hold a meeting I shall put a bell around I swam the deepest sea, next week. the cat’s neck tomorrow. I climbed the highest mountain And the monkey puzzle tree. We use the helping verbs will or shall to talk about something we plan to do in the future. I chatted to a seagull, We usually use shall or will with the pronouns I and we. I met a big baboon, We use will with all nouns and the pronouns you, she, he, it and they. I floated on a moonbeam Until I reached the moon. How did the poet Fill in the blanks with will or shall. reach the moon? 1. The mice play when the cat is away. wrestled: fought with someone chatted: talked with someone in a 2. We go to buy clothes on Friday. boxed: hit with the fist friendly way journeyed: travelled 3. I be eight years old next year. moonbeam: a ray of light from the moon 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 4. You be sick if you eat too many toffees. 5. They walk in the park this evening. Active English Rev ed CB G2 Int.indb 88 12/04/17 10:42 AM W B Unit 8, page 36 2 Being Friends While-reading Try it out Before you read questions How many friends do you have? How are they encourage Imagine there is a problem in your school, such as different from you? Talk about your best friend. students to litter in the playground or taps left running in the washroom. How will you solve the problem? participate and learn, improving © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 81 retention and Active English Rev ed CB G2 Int.indb 81 12/04/17 10:42 AM fostering Tiny Turtle Wants a Friend self-confidence. Tiny Turtle is lonely. He looks under a rock and sees Crazy Crab. “I want a friend,” he says. What does Tiny Builds Language Skills and Confidence Turtle want? Why? Clear explanations and numerous examples “I can be your friend,” says the crab. give students a strong understanding of the mechanics of language and lay a strong “I am looking for a small turtle like me,” says foundation for good English. the turtle. “You can come along if you like.” Tiny Turtle and Crazy Crab see Silly Seahorse behind a bottle. “I want a friend,” says Tiny Turtle. “I can be your friend,” says Silly Seahorse. “I am looking for a turtle like me,” says Tiny Turtle. “You can come along if you like.” lonely: sad because you have no friends 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int.indb 18 12/04/17 10:41 AM Nora quickly went to She washed the fruits carefully. the kitchen. Try It Out and 3. The teacher (speak) to us yesterday. other activities 4. I (feel) scared when the lights suddenly provide opportunities for (go) out. pair and group W B Unit 9, page 40 work. Try it out She slowly peeled two She gently put layers of bananas and an orange. yogurt between the fruits. Pair up with a classmate. Take turns to tell each other about what you did in the morning before coming to Some words, such as quickly, carefully, slowly and gently, school. What verbs will you use? tell us how something is done. They usually end with -ly. I floated on a moonbeam Paul picked up an orange. Fill in the blanks by adding -ly to the words given in Until I reached the moon. The orange was sour. the brackets. 1. The deer ran away (quick). 2. Please ride your bicycle (careful). The words a, an and the are called articles. We use the to 3. The students dressed up (smart). talk about things that are only one of their kind. We also use the to talk about things mentioned earlier. 4. A snail crawls (slow). 5. I can see the rainbow (clear). W B Unit 11, page 50 Fill in the blanks with a, an or the. Try it out 1. I saw elephant, lion and Act out an action such as crawling, walking or 2. monkey at the zoo. dancing. Ask your partner to say how you have done the action. sun shines brightly in summer. 3. Wasim gave me a pretty box. I keep my earnings in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 113 box. 4. Dad bought me ice cream. ice Active English Rev ed CB G2 Int.indb 113 12/04/17 10:42 AM cream was delicious! 93 W B Unit 9, page 41 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int.indb 93 12/04/17 10:42 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 5

Formative Assessment Summative Assessment Graded exercises in Grades 3–6 assess Exercises throughout each unit progressive learning of students. allow teachers to assess and evaluate students while teaching values and Literal: to assess understanding life skills. of information mentioned explicitly in the text After you read B. Answer the following questions. Inferential: to Can you list some ways in which you are the same as your 1. “Mole: You can tell me about it in spring, Squirrel.” assess ability to classmates and some ways you are different from them? Varied activities Reading Comprehension What does Mole want Squirrel to tell him in spring? interpret or infer provide 2. “Mole: I’ll tell you about it in spring, Squirrel!” answers, using A. Number the countries in the order in which they appear opportunities in the poem. What does “it” refer to? Why does Mole say this? to teach Chad Peru the US C. Tick the correct box. Squirrel Moleinformation from important values 1. Who asks a lot of questions? the text and life skills. Norway Spain Canada 2. Who is not interested in winter activities? B. Fill in the blanks with the correct words from the poem. 3. Who is looking forward to a lot of fun? 1. rides bikes in Canadian lanes. 2. and like looking at animals. 4. Who will be spending winter doing what 3. was born in Egypt. he or she loves? 4. is a young poet. D. Answer the following questions. 1. How do you think Squirrel feels when she hears that Mole will be hibernating in winter? C. Answer the following questions. Focused questions2. Would you like to do all the things Squirrel does in winter? Give reasons for your answer. 1. Which child from the poem would you like to meet? Why? to master E. Check your understanding of Drawing Conclusions. 2. Imagine you have a friend in another part of the world and he or she has come to visit you. What would you like to do 1. How can you conclude that Squirrel is going to be very comprehension with him or her? active in winter? strategies Try it out 9 2. Does Mole want to do anything at all in winter? How can Pair up with a classmate and find out what is the same you conclude this? about both of you. For example, Both Jack and I like© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 23 mangoes. Now, get into groups of five and similarly find 12/04/17 3:36 PM Applied: to assess ability out what is the same about all of you. Active English Rev ed CB G3 Int.indb 9 Active English Rev ed CB G3 Int.indb 23 12/04/17 3:36 PM Johnny served the rice. Sheena served the curry. to analyse, synthesise and Johnny served the rice and Sheena served the curry. apply the information in different contexts We use the conjunction and to connect two ideas or pieces of information in a sentence. We can swim. We can go for a walk. Additional exercises in the workbooks We can swim or we can go for a walk. provide students reinforcement of learning and allow summative assessment We use the conjunction or to show a choice between two options for teachers. in a sentence. Dave plays the piano. Kayla cannot play any musical instrument. Dave plays the piano but Kayla cannot play any musical instrument. We use the conjunction but to join two ideas or pieces of information that have different or opposite meanings. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 13 Vocabulary Active English Rev ed CB G3 Int.indb 13 Review Mole goes into his burrow for winter. Mole goes into his tunnel for winter. Review helps What did you learn? Tick.12/04/17 3:36 PM students Mole will hibernate in winter. self-assess. Some words are used to describe groups of people, animals Mole will sleep in winter. and things. Squirrel can slide on the ice. We use adjectives such as a few, a little and a lot of to Squirrel can glide on the ice. describe the amount or quantity of something without giving the exact number or amount. Synonyms are words that mean the same or nearly the same. Words such as over, from and under tell us where someone A. Circle the correct synonym for each underlined word. or something is in relation to another person or thing, or to a 1. The children enjoy playing by the beach. ( hate / like ) place. They are called prepositions. 2. The talkative boy told his mother all about his day. The letters ph and ff make the same f sound. ( quiet / chatty ) Project Work 3. The courageous girl did not cry after she fell. ( brave / angry ) Ask a family member for a simple recipe for a snack. On a 4. Some people sleep on the bus. ( nap / read ) sheet of paper, write: 1. the title of the recipe 5. Everyone is ready, so we should start the concert soon. 2. the ingredients ( end / begin ) 3. a few simple steps to make the snack. Remember to write the steps in the correct order. B. Complete the table. Synonym You may make a drawing of the snack too. Collect all the Word recipes and make a class recipe book. listen odd dirty amusing quick © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 67 24 W B Unit 2, page 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 Active English Rev ed CB G3 Int.indb 67 12/04/17 3:36 PM Active English Rev ed CB G3 Int.indb 24 12/04/17 3:36 PM 6 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Scholastic ™ English – Instructional Pathway Scholastic ™ English follows a clear, consistent pattern of instruction that helps teachers to plan, teach and assess in a systematic and effective manner. Period Section Objectives 1 • Warm up to activate prior experience or knowledge. • Develop listening skills and engage students with the text. • Introducing the Theme • Check for fluency and correct pronunciation, intonation and voice • Reading • Audio CD modulation. 2 • Check for understanding, discuss text to encourage student participation Reading Comprehension and to enhance communication skills. • Help students to apply specific comprehension strategies to understand the reading text. 3 • Develop and apply vocabulary related to the text. Vocabulary 4-5 • Use the Show-Explain-Apply approach to teach grammar in context. Grammar • Reinforce the grammar topic through practice exercises. 6 • Use sound patterns to teach spelling. Spelling 7 • Develop listening skills through focused activities. Listening Speaking • Model speaking activities and encourage students to communicate effectively. 8-9 Writing • Follow the guided instructions to develop writing skills in different formats. 10 Review • Guide students to self-assess. Project Work • Extend learning and encourage collaborative working through the activities provided. The Scope and Sequence on pages 12–23 of the Teacher’s Manual offers a snapshot of the Scholastic ™ English programme. Teachers can refer to this to understand the scope of teaching at each grade and see the learning progression across grades. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 7

Each unit in Scholastic ™ English has 08 SAE Rev ed TM3 Int Unit 3.indd 44 been designed to deliver 10 periods of classroom Unit 3: Noble Professions Duration: 6 ½ hrs instruction. The Teacher’s Manual provides a Scheme of Work complete plan for teaching each page of the Period Skill focus Objectives Materials Resources Additional 1 Understanding • Audio player and speakers CB pp32–33 resources from Coursebook. Thumbnails of each page of the unit the Theme • Listen to a story. 2 Reading • Read aloud a story with proper pronunciation, • Flash cards: wonder, care, pain, cheer, peace, forget, CB pp34–35 Scholastic are provided as easy reference for teachers. Reading for truth, grace, noise, power, comfort, accept, pay, read, 1. Comprehension 3 Understanding intonation and voice modulation. break, accept CB p36 Scheme of Work 4 Reading • Understand the meaning of the text by answering *WB p15 Strategies for 5 Comprehension • Sheet of chart paper (optional) CB pp37–38 Success 3 Unit 4 The Teacher’s Manual contains a Scheme of Work 6 questions. *WB pp16–17 pp40–45 which provides a map of the entire unit by period, 7 Vocabulary • Flash cards: hop–hope, not–note, pop–pope, CB pp38–39 2. Alpha Grammar listing skill focus, objectives, materials and resources • Read silently to understand the story. cop–cope, dot–dote, rot–rote, rod–rode, rob–robe *WB p18 and Composition required. The Scheme of Work provides the teacher 8 Grammar • Answer questions at different comprehension levels. CB pp39–40 4 p130 with all the key information about the time allocation, 9 Punctuation • Sequence details and draw conclusions about the • Audio player and speakers objectives and resources required for each period. Spelling CB p40 Related Additional resources and a suggested reading list are story. • List of facts and events related to a famous CB pp41–42 children’s also provided in the table. Listening • Understand the use of the suffixes -able and -ful. personality (by students) books from Speaking • Use the suffixes -able and -ful in context. CB p42 Scholastic CB p42 1. I am #4 : Martin Writing • Understand the use of may, can and shall. *WB p19 Luther King Jr. by • Use may, can and shall in context. Grace Norwich • Use capital letters in initials. • Recognise the long vowel o-e sound. • Spell words with the long vowel o-e sound correctly. • Listen for details. • Use may, can and shall to make requests, offers or suggestions. • Speak without irrelevant pauses, using correct pronunciation, intonation and voice modulation. • Write a paragraph to describe a person and events related to his or her life. • Write a paragraph with the correct sequence of events. 10 Project Work • Make a table. CB p43 *Workbook activities are optional and meant for additional practice. 12/04/17 6:18 PM Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 Reading Unit 3: Noble Professions Coursebook Coursebook The Teacher’s Manual provides a warm-up activity Period 1 that engages students’ attention while introducing the theme. The carefully selected reading texts stimulate Introducing the Theme CB pages 32–33 students’ curiosity and promote the love of reading. 1. As a warm-up activity, ask students to name some The selection includes a variety of text types. The instructional design of each unit within Scholastic professions. 2. Before you read: Draw out responses from various ™ English provides teachers with sufficient time and opportunity to read aloud to students, to students. Ask them to give reasons for their answers. have students read for enjoyment and also to read for 3. Ask students to close their eyes as they listen to the understanding. audio of the unit and visualise the story. Before You Read questions in the Coursebook are intended to activate the learner’s prior knowledge or Reading Aloud experience related to the reading text. These open- 1. Select students to read aloud the text in turns, with ended questions are designed for class discussion and build speaking skills. each student reading one paragraph. 2. Focus on correct pronunciation, intonation and A carefully recorded reading of each text in the Coursebook is provided in the audio CD. Teachers are voice modulation. strongly encouraged to read aloud the text and/or play the recording of the text in class before moving on to Reading for Understanding intensive reading of the text. 1. Read each paragraph and explain its meaning. • Paragraph 1—Ask: Where did Damir live? What was Damir doing when the war broke out? Then, ask the while-reading question. • P aragraph 2—Ask: What does Damir do now? What did he do during the war? What happened during the war? • Paragraphs 3 to 6—Ask: What made the work of the firefighters more difficult? (Expected answer: There were snipers all around shooting at them.) Who does Andy refer to as “Sir”? Why did the firefighters not quit? • P aragraphs 7 and 8—Ask: Did Damir put out the fires alone? How do you know? Then, ask the while-reading question. • P aragraph 9—Ask: What kind of jobs are hard? What did Damir enjoy more—teaching or firefighting? (Expected answer: both) 2. After you read: Encourage students to think about jobs that involve risk and bravery such as rescue workers, policemen and construction workers. 3. As a wrap-up activity, ask students: How can you enjoy your job? Reading aloud and explaining the meaning of © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 45 difficult words familiarises the students with the text. The audio CD provided models correct pronunciation, 08 SAE Rev ed TM3 Int Unit 3.indd 45 12/04/17 6:18 PM voice modulation and intonation. The while-reading questions ( ) in the Coursebook are provided to After You Read questions in the Coursebook are make reading an interactive process. These questions designed for immediate reader response. They help students to pause and process information, and encourage students to respond to the text in a provide teachers the opportunity to develop students holistic manner. into active readers. 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Reading for understanding enables teachers Period 3 Coursebook Workbook to check for students’ comprehension levels. Vocabulary CB page 36 1. As a warm-up activity, write the following words Carefully graded questions that are highlighted on the board: through icons in Grades 3–6 ( ) allow teachers • breakable, enjoyable, readable • careful, colourful, harmful to assess students’ understanding at progressive Draw a line to separate the main words from the levels. The comprehension questions help suff ixes -able and -ful. Explain to students that when we add -able and -ful to some words, the students develop the following skills: meaning of these words changes as they become adjectives. Point out that when we remove -able • : information recall and -ful from these words, the main words still make sense and have meaning as verbs. • : inferential 2. Refer to the examples on CB page 36. Explain that adding -able or -ful to the words makes them into • : application and evaluation describing words. These can be used to describe Students need to use different comprehension people or things. strategies to understand different text types. Teaching 3. Draw students’ attention to the words painful, these strategies is one of the most effective means of fearful and hopeful on CB page 36. Explain that helping students’ comprehension levels. Mastering we can replace -ful with -less to create new comprehension strategies will help students tackle words with opposite meanings: painless, fearless complex texts effectively. The strategy questions and hopeless. provided in the Coursebook offer practice to relate 4. Ask students to complete the exercise given on the strategies to text types and enable students to same page. Ensure that students have answered understand the meaning easily. Teachers can use the correctly. questions to assess each student’s as well as the class’s 5. As a wrap-up activity, keep the fl ash cards face comprehension level. The suggested wrap-up activity down on a table. Name one corner of the classroom in the Teacher’s Manual helps to consolidate learning the -able corner and a second corner the -ful corner. in a meaningful way. Students will pick a card one by one and move to the corner with the suff ix that can be added to their word. Then, they will say the word written on their fl ash card as well as the new word that they form. Answers CB page 36 1. comfortable 3. delightful 5. suitable 2. respectful 4. hopeful 6. likeable WB W B page 15 Ensure that students have circled the correct words. Answers WB page 15 Circle: 5. respectful 8. hopeful 1. thoughtful 6. fearful 9. comfortable 2. readable 7. acceptable 10. suitable 3. painful 4. delightful Vocabulary © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 47 08 SAE Rev ed TM3 Int Unit 3.indd 47 In Scholastic ™ English, the approach to 12/04/17 6:18 PM teaching vocabulary is thematic, so that students can develop enough vocabulary words related to the theme Period 4 Coursebook that will be useful to help them understand, talk about Grammar CB pages 37–38 Coursebook p38 1. As a warm-up activity, write the following poem Workbook and write about the theme. In this section, the warm- on the board or on a sheet of chart paper to be © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 up activity suggested in the Teacher’s Manual helps displayed in class and recited in a chorus. 12/04/17 6:18 PM to introduce the theme-related vocabulary words. Shall or may 9 I said to my friend Teachers can assess students’ understanding through In a friendly way, the exercises given. “Shall we go out?” He said to me Try It Out activities in the Coursebook function as In a friendly way, formative assessment and help to consolidate learning. “Sure, we can!” I asked my teacher Respectfully and formally, “May I shut the door?” She said to me In a formal way, “Yes, you may!” 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 37 and refer to the poem written on the board. W B Workbook pages provide additional practice. 4. that may, can and shall are helping verbs Links to the workbook are given with each lesson. Suggested wrap-up activities in the Teacher’s Manual used to make requests, offers and suggestions. May help reinforce learning. is often used in formal situations or while talking to seniors. Can is used when we talk in a friendly way. Shall is usually used with I or we. 5. : Ask students to apply what they have learnt to complete the exercise given on the same page. Check that students have framed the correct questions. Grammar 6. Try it out: This is a pair activity in which one partner will think of situations where we make requests and offers, and the other will make sentences using may, can or shall. This activity helps to build the life skill of effective communication. In Scholastic ™ English, the grammar topics 7. As a wrap-up activity, divide the class into three groups—May, Can and Shall. Read aloud the and structures introduced in each unit are linked to following situations one by one. Students of each group will stand up if they think that their group the text type focus for the unit so that students will name should be used in the situation described. be helped to understand the reading and listening text • asking the principal of your school for something (Answer: may) better. At the same time, they will be better equipped • offering help to your friend (Answer: can) to create their own texts of the same text type. • offering help to your father (Answer: may/can) • asking your younger brother or sister for something (Answer: can) • making a suggestion to your mother (Answer: shall) • asking a police officer for something (Answer: may) 48 08 SAE Rev ed TM3 Int Unit 3.indd 48 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

The topics are introduced through warm-up activities Period 6 Coursebook in the Teacher’s Manual. Grammar topics are introduced using a Show-Explain-Apply approach. Spelling CB pages 39–40 Coursebook p40 1. As a warm-up activity, write the following poem on Answers CB pages 39-40 the board to be recited in a chorus. B. 1. stole, hole 3. stone, cone 5. woke, slope 2. code, rode 4. home, zone : Example sentences are drawn from the text to Sliding down a slope show use in context. When you are sliding down a slope Don’t panic and lose hope. : The grammar topic is explained in simple If there are just thorns without a rose language. Don’t give up, you might be close. If you’re caught in the danger zone Fear not, you are never alone. : The exercises provide immediate application 2. Read the words given in Exercise A on CB page 39 and practice of the grammar topic. and ask students to repeat them after you. You may also read aloud the long vowel o-e words in the Try It Out activities in the Coursebook include poem on the board. topic-based activities that enable teachers to promote collaborative work in the classroom. 3. Explain that when the letters o and e are used in a word and the word ends in an e, we get the long W B Workbook pages provide additional practice. vowel o-e sound as in the words slope, hope and Links to the workbook are given with each lesson in rose in the poem. the Coursebook. Suggested wrap-up activities in the Teacher’s Manual help reinforce learning. 4. Explain that in words with only an o, the o makes a short o sound as in lock, top and frog. Then, explain that some words with the short o sound can be made into long vowel o-e words by adding e. For example, hop – hope, rob – robe, rod – rode. 5. Ask students to complete Exercise B on the same page. Ensure that all students are able to f ill in the blanks correctly. 6. Conduct the following activity to help students recognise the long vowel o-e sound. • P ut the fl ash cards face down on a table. • Ask students to come forward in pairs. Invite one partner to pick a fl ash card and say both words. The other partner will write the word with the long vowel o-e sound on the board. • H elp students if they are unable to spell the words correctly. • Draw attention to how words with the long vowel o-e sound are spelt. 7. As a wrap-up activity, write the following words with blanks on the board. Ask students to complete the words using o-e and say them aloud. Give them clues if they are unable to guess the words. • f z (Answer: froze) Spelling • g b (Answer: globe) • m e (Answer: smoke) • t s (Answer: those) • s v (Answer: stove) Scholastic ™ English adopts a phonics-based • q t (Answer: quote) approach to teaching spelling so that students can © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 51 understand the basic structures of English spelling. The Spelling section in each unit focuses on one 08 SAE Rev ed TM3 Int Unit 3.indd 51 12/04/17 6:18 PM phonics-based spelling pattern. Simple rhymes or songs are suggested in the Teacher’s Manual to Period 7 Coursebook introduce spelling rules through sound patterns. Listening CB page 40 Coursebook 1. As a warm-up activity, write the names of the Exceptions to rules are provided in the Teacher’s Coursebook p42 personalities mentioned in the exercise on © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 Manual to help teachers highlight them to students. CB pages 38–39 on the board. Ask students in turns to call out the initials for each personality. Suggestions for simple activities are included in the 2. Direct students to listen attentively and match the authors’ names with the details from their Teacher’s Manual for teachers who wish to reinforce childhood. 3. Play the audio one sentence at a time. Let students learning. complete each sentence before you play the audio again. Listening N umber 1. Enid Mary Blyton was deeply In Scholastic ™ English, the listening interested in gardening. She also loved to go on nature walks with her father. exercise is either thematically or topically linked to Number 2. John Ronald Reuel Tolkien liked the unit. The Listening section provides opportunities to draw landscapes. He also loved to learn languages. for students to listen for information about real-life N umber 3. Agatha Mary Clarissa Christie situations. This will help them in their daily life. enjoyed learning Arithmetic. She also learned to play the mandolin as a child. A teacher can begin the Listening section with the N umber 4. Joseph Rudyard Kipling spent many suggested activities in the Teacher’s Manual. The hours each day reading books. He became the editor of the school newspaper. listening text is provided in the audio CD. The script N umber 5. Robert Louis Stevenson loved to of the listening text is provided in the lesson plan for write stories and would often dictate stories to his mother. His f irst book was published when the teacher’s easy reference. he was sixteen. Speaking 4. Play the audio once again and ask students to peer- check the answers. In Scholastic ™ English, the approach Answers CB page 40 to teaching speaking skills is through model 1.-c. 2.-d. 3.-a. 4.-e. 5.-b. conversations. Students are able to learn language Speaking CB pages 41–42 1. Explain the use of may, can and shall to make offers, requests or suggestions. 2. Read aloud the dialogue in the speech bubbles on CB page 41. You may ask a few students to read out the dialogue. 3. Ask students to frame questions and replies using the words given with each picture in the exercise. 4. Try it out: Ask students to work in pairs and write a dialogue using may, can and shall for similar situations as mentioned on CB page 42. Then, ask them to act out the dialogue in front of the class. This activity develops the life skill of effective communication. 5. As a wrap-up activity, give examples of situations where you would use may, and where you would use can and shall. 52 08 SAE Rev ed TM3 Int Unit 3.indd 52 12/04/17 6:18 PM 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

structures and develop speaking skills through practice Answers CB page 41 Coursebook and use them in real-life, out-of-classroom situations effectively. The speaking unit is linked to the theme. Suggested answers: the paragraph by interchanging the second Teaching tips are provided to conduct speaking 1. C an you welcome the guests who have come to and last sentences as well as the third and activities. fourth sentences. Tell them to write this the party, please? rearranged paragraph in their notebooks. Try It Out activities in the Coursebook provide Yes, I can. 3. Ask a student to read the paragraph collaborative activities and also teach important life 2. May I offer you my seat? according to the new arrangement of skills and core values. Thank you very much. sentences. 3. Shall we do the project together? 4. Ask students: Writing Yes, that’s a great idea. • Does the paragraph read better with the Scholastic ™ English adopts a highly Period 8 new arrangement of sentences? • Why do you think it is important to scaffolded approach to help students develop strong Writing CB page 42 1. Ask students the following questions. Draw out present information in the correct writing skills. Step-by-step support for writing tasks sequence? responses from every student. 5. Write the following sentences on the board helps the development of students’ creative as well • Who is your favourite player or leader? and ask students to arrange them in the • Name one quality of that person. correct order. Then, ask them to write a as functional writing skills. Suggested warm-up 2. The exercise on CB page 42 requires students to paragraph with these sentences. Remind them to follow the guidelines given on CB page 42. activities in the Teacher’s Manual include guidance for write about a famous person that they admire. a. I t was a small toy helicopter. Remind them in the previous period to choose a b. It was made of paper, bamboo and cork teachers to refer to prior learning whenever necessary. famous personality and f ind out important facts and and held together by rubber bands. events related to his or her life. They should bring c. When Wilbur was eleven years old and Teachers can help students progress from the known this information to class for the writing exercise. Orville seven, their father brought home Explain that they should describe one or more than a gift for them. to the unknown in order to make learning easy and one event related to that person in their paragraph. d. T he rubber band had to be turned many 3. Explain each step given in the table and let students times until it was tight. comfortable. Model formats and guided writing write accordingly. Move to the next step after e. Then, the person holding the toy let it students have completed the previous one. Guide go and it would rise straight up. instructions provide a template that teachers can use to students to complete the paragraph. f. I t stayed in the air for a few seconds and 4. Ask students to edit their paragraphs and make the then it fl oated down to the fl oor. help students improve their writing skills. The varied corrections in their notebooks. 53 formats include paragraph writing, poems, letters, Answers CB page 42 emails, creating different endings for a given story and Suggested answer: Steve Jobs creating picture stories. Steve Jobs was born on 24 February 1955. He is most famous as one of the founders of Apple Computer. Jobs always had a love of mechanics, even as a child. His father noticed this and gave him space in the family garage. By the time he was ten, Jobs was deeply interested in electronics. This f inally led to him setting up a company called Apple Inc along with a partner in 1976. He passed away on 5 October 2011. He is an inspiration to me and I hope to be as successful as him one day. Period 9 Writing CB page 42 1. To recap learning, ask a few students to read aloud the paragraph they wrote in the previous period. 2. Ask students to refer to the second paragraph on CB page 32. Ask them to rearrange the sentences in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 08 SAE Rev ed TM3 Int Unit 3.indd 53 12/04/17 6:18 PM W B Workbook pages provide additional practice. g. They made another one, but it was too heavy Workbook Links to the workbook are given with each lesson. to fl y. Coursebook Suggested wrap-up activities in the Teacher’s Manual help reinforce learning. h. W ilbur and Orville Wright were interested in fl ying machines since childhood. Review i. Their f irst fl ying machine failed. This section encourages students to self-assess. j. Wilbur and Orville played with their new toy Teachers can also work with students to assess their progress at the end of the unit and revise concepts till the paper tore and the rubber band broke. as necessary. (Correct order: c, a, b, d, e, f, j, g, h, i) Project Work 6. As a wrap-up activity, ask students: • Why is it important to speak and write in the The activities provided are achievable within the time frame of the period and require easily available correct order? (Expected answer: We should resources. They encourage group and pair work that speak and write in the correct order so that our extend what has been taught/learnt in the lesson. The sentences make sense and to present everything activities provide an opportunity to learn important life in a better manner.) skills and highlight values that encourage students’ all-round development. WB W B page 19 Ensure that students have written the paragraph correctly. Answers WB page 19 Suggested answer: The Greatest Muhammad Ali is the world’s most famous boxer. He was born on 17 January 1942 in Louisville, Kentucky, USA. When he was born, he was named Cassius Marcellus Clay Jr. Later, he changed his name to Muhammad Ali. Ali is nicknamed “The Greatest” and is one of the greatest boxers of all time. His f ighting style was different—he was fast and strong. The line “fl oat like a butterfl y, sting like a bee” describes his boxing style. He won the Light Heavyweight gold medal at the Rome Olympics in 1960. Period 10 Review CB page 43 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 43 1. Ask students to get into groups of three. Ask them to interview each other to f ind out the books or poems each one likes. 2. Then, ask students to make a table as shown on CB page 43. 54 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 08 SAE Rev ed TM3 Int Unit 3.indd 54 12/04/17 6:18 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 11

Grade 1 Scope and Sequence Unit Title Page Text Reading Vocabulary 8 Type Comprehension 1 Pairs Names of parts of the Poem Finding information body Two of a Kind 18 Poem Recalling details Action words 2 Things I Like What I Like 3 Keeping Healthy 28 Instructions Sequencing Days of the week How to Brush Your Teeth Personal Finding and organising Members of a family recount information 4 Families 38 Story Names of things in a Identifying the main idea playground My Neighbours and I Poem Folk tale Finding similarities and Names of things in a 5 Playing Safely 48 Story differences garden Recount Identifying the beginning, Names of fruits Safe in the Playground Story middle and end of a story Making predictions Names of colours 6 Feathered Friends 58 Poem Organising information Names of animals This Is a Bird Sequencing Words related to 7 Fast or Slow? 68 movement Finding information The Man with the Coconuts Names of clothes 8 A World of Colours 78 Sam and the Rainbow 9 A Special Day 88 Pet Day 10 Cric Crac’s Story 98 The First Day 11 Getting Dressed 108 Sock Song 12 Animal Facts 118 Information Finding similarities and Words related to report differences animal body parts The Big Cats © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work • C ommon and proper nouns Words with the Listen to identify Talk about Make sentences Make a poster • Singular and plural nouns yourself with parts of of nouns • Irregular plurals letters sh parts of the body the body • The simple present tense for: Words with the Listen to identify Greet others Write a letter Make a chart (a) repeated/regular actions of sports (b) habits letters ch verbs • C apital I • Capital letters Words with the Listen to imperative Greet others Write Draw a tube of • T he full stop instructions toothpaste and letters th sentences Introduce family write instructions • T he simple present tense for members on how to use it giving instructions Words with the Listen to identify Talk about Write a Draw a picture • Be as a full verb (am, is, are) favourite games paragraph of family letters ng family members members and • Pronouns (I, you, he, she, it, Talk about things talk about them we, they) that are near Words with the Listen to identify and far Write sentences Make a chart • The simple present tense for ay sound things in a about playing with pictures stating facts playground safely in the of playground playground equipment • A, An, The • The simple present tense for the Words with the Listen to sentences Write sentences Plan a garden ai sound with this, these, about a bird immediate present that, those • T his, These, That, Those Words with the Listen to identify Talk about Describe fruits Make a chart • Countable and uncountable favourite fruits of fruits letters wh position of fruits nouns Words with the Listen to identify Talk about your Complete a Make a colour • P repositions of position short e sound colours favourite colour story poster (on, at, in) • There is and There are • Adjectives • T he simple past tense • Pronouns (me, you, him, her, Words with the Listen to identify pets Talk about pets Write questions Make a chart it, us, them) letters c, k, ck and sentences about pets about pets • The question mark Long vowel Listen to identify Guess an action Write a story in Make a • T he present continuous tense ie words verbs in the present sequence scrapbook • T he exclamation mark continuous tense Identify a person of animal Plural es for by describing movements • can and cannot words ending Listen to identify their clothes • P ossessive adjectives (my, our, with o clothes and their Make a poem Collect wearers Talk about about clothes information your, his, her, its, their) Plural es for similarities and on clothing words ending Listen to identify differences from different • T he simple present tense for with ch, s, sh, similarities and between animals countries something that is always true ss, x differences between animals Organise Make a chart information about wild based on animals and similarities and describe each differences animal © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grade 2 Scope and Sequence Unit Title Page Text Reading Vocabulary Type Comprehension 1 The Sound of Things 8 Poem Identifying the main idea Onomatopoeic (sound) words Bells 18 Story Recalling details Names of sea animals 2 Being Friends Tiny Turtle Wants a Friend 3 The Picnic 28 Story Identifying the beginning, Names of food items middle and end of a story A Special Picnic 38 Story Drawing conclusions Words related to 4 Man’s Best Friend feelings A Friend Called Buddy 48 Information Identifying the main idea Words related to the report weather 5 The Weather 58 Story Drawing conclusions Names of kitchen What Is the Weather? items 6 Favourite Food 68 Poem Organising information Rhyming words Stone Soup 7 Shapes The Shape of Things 8 The Mice and the Cat 78 Play Making predictions Names of baby 88 Poem Finding information animals Who Will Bell the Cat? Sequencing Words with the same 9 A Special Holiday meaning Holiday Memories Words that describe a person or thing 10 A Lesson to 98 Story Remember 108 Story Drawing conclusions Words related to The Spider and the Beehive thoughts and feelings 11 The Cooking 118 Story Identifying actions and their Names of the planets Competition results A Special Dish 12 Star Tales The Dipper in the Sky © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Words with the Listen to match Talk about Complete a • N euter nouns letters bl, cl sounds with different sounds poem Make a chart • C onjunctions (and, but, or) and fl pictures with sound words • T he present continuous tense • Comparison of adjectives: Words with the Listen to identify Guess the action Write sentences Make a sea- Plan a picnic using verbs animal mobile (a) adding -r or -er th sound sea animals in the present (b) adding -st or -est continuous tense • The future tense (with going to) Words with the Listen to identify Complete a story Make a meal • Q uantifiers (some, many, long ea sound food items chart a few) Words with the Listen to match Talk about Write sentences Make a poster long i sound items to their feelings on feelings • has and have owners • T he apostrophe Words with the Listen to identify Talk about the Write a letter Make a chart (to show belonging) on the weather long ee sound the weather weather • in, during, at, on • Q uestion words • Masculine and feminine nouns Words with the Listen to identify Talk about male Complete a story Write a recipe • T he comma long oa sound kitchen items and female family members • Plurals (with -es) Words with the Listen to identify Talk about Complete and Make a picture • Nouns that stay the same in singular and long oo sound shapes shapes write a poem on with different shapes shapes plural forms Talk about future • Nouns that are always plural plans • will and shall Words with Listen to identify Complete a play Make a chart • T he apostrophe (for contractions) the long a-e baby animals on new year sound resolutions • T he simple past tense: Words with the Listen to identify Talk about a Write a letter Make a holiday (a) verbs ending with -d or -ed long i-e sound words in the dream chart (b) verbs that change completely simple past tense • A rticles (uses of the) Words with the Listen to Talk about your Write a story Relate a story short u sound sequence a birthday party with the help of in the correct • C onnectors of time picture story a story triangle sequence • A dverbs of time • T he past continuous tense Adding -s or Listen to identify Talk about what Retell a story Make a • A dverbs of manner (words ending -ing to words verbs in the past you want to be Favourite Food ending with y continuous tense when you grow book with -ly) up • may/may not and should/should Plural -ies for Listen to Ask for Make a poster Collect not words ending sequence a story permission on traffic rules information on with y about a group groups of stars • P repositions (with, for, of, to) of stars © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grade 3 Scope and Sequence Unit Title Page Text Reading Vocabulary Type Comprehension 1 We Are One World 8 Poem Identifying the main idea Nationalities and One World Finding similarities and languages differences 2 Winter Plans 20 Play Drawing conclusions Synonyms Time to Hibernate 3 Noble Professions 32 Story Sequencing Suffixes: -able and Drawing conclusions -ful Damir—Firefighter and Teacher Suffixes: -hood, -ness and -ship 4 Catching a Thief 44 Folk tale Drawing conclusions Sequencing Collective nouns The Stick That Grew Shorter Adjectives that 5 Teatime Snack! 56 Recipe Sequencing express feelings Finding information Veggie Rolls Signs and words related to recycling 6 Moving Away 68 Letter Finding information Drawing conclusions Antonyms A Letter to a Friend Verbs that describe 7 Let’s Recycle! 80 Posters/ Identifying the movement Poems main idea Trash! Making inferences Sequence of Reduce! Reuse! Recycle! adjectives 8 A Hug for a Life 92 Story Making inferences Similes Saving Grandma’s Tree Prefixes: un- and re- 9 Rumours 104 Fable Finding information Making inferences The Day the Earth Broke Apart 10 Pages from a Diary 116 Journal Sequencing The Big Ice Storm 11 The Silent Mischief-maker 128 Poem Drawing conclusions Mr Nobody 12 The First Call 140 Biography Sequencing Finding information Alexander Graham Bell © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Words ending with y Listen to identify Express opinions Write a • B oth and all in a group paragraph Draw a picture of • C onjunctions (and, or and (long ee sound) nationalities and discussion and write sentences about your favourite but) to join sentences languages sportsperson • a m/is/are + going to + Long ow words Listen for subject- Talk about future Write a script Give a presentation a verb to express plans (Part I) verb agreement plans on an animal that hibernates and one • w ill and won’t Long vowel o-e Listen to identify Make offers, Write about a that does not words facts requests and famous person • m ay/can/shall to make suggestions Make a table on a request, an offer or a favourite books and suggestion poems • Capital letters for initials • Common-gender nouns Words with the Listen to identify Talk about future Write a Research folk tales on • S ubject and predicate letters ue (long u the gender career choices sound) different way to similar themes • a few, a little, a lot of • P repositions of direction Words with the catch the thief letters ph and ff • A dverbs of frequency (same f sound) Listen for sequence Give instructions Write Write a recipe • A postrophe in contractions instructions Words with the • C onjunctions of reason letters j and g Listen for content Say goodbye Write an Make a favourite • s hould and ought to (same j sound) Listen for clues Persuade others informal letter holiday chart of invitation Long ow words (Part II) Write a set of Make a poster rules • e ach and every Long oi words Listen for opposite Perform a play Write a story Make a poster • C onjunctions of purpose meanings • m ust and must not Long oy words Listen to rules Retell a popular Write a fable Role-play the fable • Punctuation of direct speech fable • Comparison of adjectives Words with the Listen to identify Talk about an Write a journal Write a diary entry • Possessive pronouns letters br, cr and fr the correct pictures event entry as a class • Adverbs of place Words with i before Listen to identify Describe a family Write a Make a poster • e ither, neither e, except after c similes (long ee sound) member paragraph and none Words with the Listen for details Describe a famous Make a timeline Make a picture • A dverbs of duration letters ei (long ay • M uch and many sound) personality timeline © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grade 4 Scope and Sequence Unit Title Page Text Type Reading Vocabulary 8 Comprehension 1 A Clean Poem Suffixes: -ous and Neighbourhood Making inferences -al Fabulous Beast 20 Folk tale Making inferences Vocabulary related to shopping 2 An Unusual 32 Instructions Sequencing Solution Words used as nouns 44 Poem Drawing conclusions and verbs A Tumbler of Oil 56 Story Making predictions Onomatopoeic words 3 An Indoor Garden (sound words) 68 Personal recount Drawing conclusions Making a Terrarium Homonyms 80 Poem Identifying the main idea 4 Nature’s Blessings Homophones Rain in Summer Collocation (words that usually go 5 Houses and Homes together) The Prize-winning Design 6 Helping Others Project Lucy 7 Spades and Spoons Gathering Leaves 8 A Well for 92 Newspaper Identifying the main idea Abbreviations Ugandans report Acronyms Well Done, Ryan! Finding similarities and Clipped words differences Reporting words 9 More Than an Artist 104 Biography Sequencing Leonardo da Vinci 116 Play 10 A Magical Journey Making New Friends 128 Poem Drawing conclusions Prefixes: dis-, un-, im- and in- 11 My Amazing Grandmother Grandma Climbs a Tree 140 Myth Making predictions Idioms 12 A Greek Hero Perseus and Medusa © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long u sound Gap-filling Poetry recital Describe a •  N ouns used as adjectives words exercise person Reuse old things •  A dverbs of frequency •  S ubject–verb agreement Long o sound Listen for Tell a story Write an Discuss the main •  P ast continuous tense words information alternative characters ending to a of folk tales Indefinite pronouns story Grow a plant •  K inds of sentences Long vowel ew Listen to identify Talk about rules Picture •  Interjections words sequence in a composition Make a weather procedural text Talk about the chart Long vowel igh weather Write a words Listen for paragraph information Present and past participles Short oo sound Listen to identify Express goodwill Prepare a story Make a chart on words homonyms Make requests web different kinds of homes •  P resent perfect tense Words with the Listen to identify Write an email •  P resent perfect continuous tense letters rr homophones Make a chart on a tourist place •  P resent continuous tense for future Words with the Listen to identify Choral reading Write an Make a actions letters bb future plans acrostic poem scrapbook on leaves •  about to to refer to future Words with the actions letters mm Listen to identify Express thanks Write a report Make a class which action newspaper •  H elping verbs to express habits came first •  P ast perfect tense •  P ast perfect continuous tense Tag questions Words with the Listen for tag Ask questions Write a Make a letters ss questions using tag biography scrapbook •  D irect and indirect speech questions on an artist •  said and told Words beginning Listen for Make a Phrases and clauses with the letters reporting words Ask and give diary entry Perform a play sm, sn, sp directions Write a Talk about a Double the final Listen for Make or answer message poem or story t of verbs with a opposites a phone call short vowel sound Indirect speech with tense changes Double the final t of Listen to identify Relate an incident Write the Role-play verbs of more than idioms modern version one syllable when of a story the stress is on the last syllable © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grade 5 Scope and Sequence Unit Title Page Text Reading Vocabulary 8 Type Comprehension 1 My Hobby Alliteration Poem Identifying cause and effect The Collector of Sliced Bread 20 Personal Finding information Commonly confused recount words 2 The Quest for Food Building a Home 3 Our Wonderful 32 Information Identifying the main idea Twin words World report The Mystery of the Biography Nazca Lines Poem 4 Making Dreams 44 Drawing conclusions Proverbs Come True Personal recount Amelia Earhart Poem 5 Listen and Learn 56 Biography Making inferences Compound words Story The Story of Johnny Story Head-in-Air Poem Story 6 Nuclear Disaster! 68 Sequencing Words with different Drawing conclusions connotations The Ghost Town 80 Idioms 7 Do It Yourself I’m Sick of Learning Lochinvar 8 A Champion Athlete 92 Sequencing Vocabulary related to sports and games Usain Bolt 104 Making predictions Names of body parts to show action 9 A Strange Visitor The Arrival of the Monster 10 Toothbrush Thief 116 Distinguishing between fact Words of foreign and opinion origin A Crow in the House 11 Don’t Sit Still 128 Identifying the main idea Synonyms and antonyms The Camel’s Hump 140 Identifying cause and effect Words that name a quality, idea, emotion 12 The Joy of Giving or condition The Happy Prince © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long ou words Listen for Express opinion Make a poster •  N oun phrases information Organise a •  G erunds and gerund phrases show-and-tell session •  P aired conjunctions Long i words Listen for details Express Write a journal List ways one •  c an and may support and can survive in a Long au and Listen to identify provide jungle Phrasal verbs aw words phrasal verbs reassurance Edit a passage Make a chart on Prepare a news a monument or report historical place Relative pronouns Long ur and ir Listen for Make an Write a formal Act out a story words information announcement letter involving a •  A ppropriate prepositions famous pilot, •  H yphens Long or and ar Gap filling Broach a sensitive Write a narrative astronaut or words topic poem inventor Make a chart on first aid •  C oordinate clauses Long air words Listen for Conduct an Write a Action plan to •  y es/no questions comprehension interview newspaper report deal with an emergency •  w ould like and would Long ear words Listening for Be tactful Write a poem Relay story telling rather (Part I) would like and would rather •  M ain and subordinate clauses •  s o…that, Long ear words Listen to identify Respond to Write a Make a chart on such…that requests procedure a sport or game (Part II) sequence •  N egative sentences Long ure words Listen for details Discuss a book Write a book Design a book Active and passive voice review cover •  S ubordinate clauses (reason) Long eer words Listen for Discuss plans Fill a form Discuss and •  If-clause information decide on a pet •  too and very -ing verbs with Listen to identify Close a Expand a topic Make up a story •  S ubordinate clauses the letters rr the main idea conversation sentence (Part I) (time) -ing verbs with Listen to identify Give a short Write a script Make a Joy of Direct and indirect speech the letters rr words that name a performance Giving box (Part II) quality © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grade 6 Scope and Sequence Unit Title Page Text Reading Vocabulary 1 8 Type Comprehension A Coastal Community Suffixes: -less 2 18 Information Identifying the main idea and -ment Living and Working in report Bangladesh Finding similarities and Suffixes: -ial and Personal differences -ian A Strange New recount World In an English Town 3 Animal Intelligence 29 Information Identifying the main idea Suffixes -ence and report -ance Mirror Work 4 A Way with Words 39 Narrative Distinguishing between fact Humorous ideas and and opinion expressions Matilda 5 Memories of My 50 Autobiography Sequencing Words that describe Childhood Chinese Cinderella 62 Information Identifying cause and effect Connecting words 75 report and phrases 6 An Invisible Power Recount Identifying cause and effect Synonyms Earth’s Floating Plates 7 Stargazing Science Star Omar 88 Poem Identifying the author’s point Alliteration of view and purpose 8 Expressing Feelings 97 Information Identifying the main idea Paired words and Pretty Words report phrases 9 We Are the World 109 Personal Making inferences Words and recount expressions in The Global Community Distinguishing between fact context 123 Personal and opinion 10 New Beginnings recount Similes Aboard the Ship 137 Narrative Drawing conclusions Overused words 11 Family Ties My Relationship with My Father 12 An Unusual Friend A Horse Called Lightning © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Grammar/Punctuation Listening Speaking Writing Project Work • Adverbs of duration Listen to Talk about food Write a script • Gerunds and gerund phrases find specific Make a fact file information • Adverbs of frequency Listen to identify Talk about Write a paragraph Collect • Prepositional phrases adverbs of similarities and information frequency differences about a town • Connectors that emphasise and illustrate or city • Quantifying determiners Listen to identify the main idea Talk about animals Write a formal Make a poster • Subject and predicate letter • Linking verbs, action verbs and complements Listen to identify Use humorous Write a humorous Write a blurb • Time connectors paragraph • Colons facts and opinions descriptions Listen to Express opinions Write a diary entry Make a family find specific tree information • Tenses Listen to make Discuss natural Write a newspaper Give a • Subordinate clauses (adverbial clauses of time) connections disasters report presentation • Coordinating conjunctions Listen to Talk about Write a biography Make a • Semicolons find specific similarities and scrapbook information differences • Relative pronouns • Subordinate clauses (relative clauses) Listen to identify Describe scenes and Write an informal Write kennings emotions the appearance of letter • Kinds of sentences people • Apostrophe in contractions Listen to find specific Talk about a festival Make a leaflet Have a debate • Direct and indirect speech information • Punctuation of direct and indirect speech Give advice Write an informal Make a chart Listen to identify letter mood • Concrete and abstract nouns Listen to Talk about your Write a character List significant • Reflexive pronouns find specific family sketch events and their information effects • Subject and object Listen to identify Describe the Write a story Make a leaflet • Active and passive voice opposites qualities of people © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 1: W e Are One World Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to a poem. • Audio player and speakers CB pp8–9 •  Pictures of a few common flowers such as rose, Scholastic the Theme • Read aloud a poem with proper pronunciation, marigold, poppy, lily, jasmine 1. C omprehension Reading intonation and voice modulation. Strategies for • Understand the meaning of the poem by answering Success 3 Unit 3 Reading for pp25–29 Understanding questions. 2. A lpha Grammar 2 Reading • Read silently to understand the poem. CB pp9–10 and Composition 2 Unit 8 pp57–59 Comprehension • Answer questions at different comprehension levels. Related • Understand the main idea of the poem and find children’s books from similarities and differences. Scholastic 3 Vocabulary • Develop vocabulary related to nationalities •  Pictures of flags of different countries: the US, Nepal, CB p11 1. M y Sister Snores South Africa, Mexico, Australia, Malaysia, Bhutan *WB p5 by Shannon and languages. Hitchcock from •   Atlases (by students) CB pp12–13 Scholastic Active 4 Grammar • Understand the meaning of both and all. *WB p6 English Literature •  Words written on flash cards: and, or, but CB pp13–14 Reader 3 pp8–10 • Use both and all in context. (by students) *WB pp7–8 CB pp14–15 5 • Understand the use of and, but and or. •  Flash cards: dry, puppy, only, sky, baby, lady, body, party, army, clay, easy, lazy, play, pray, cry, tiny, lucky, CB p16 • Use and, but and or in joining sentences. fly, sorry, country, day, way, multiply, family, lily, stay, CB p17 toy, my, by 6 Spelling • Recognise the long ee sound made by the letter y. • Audio player and speakers • Spell words with the long ee sound correctly. 7 Listening • Listen to find specific information. Speaking • Make short sentences to express opinions. • Speak without irrelevant pauses, using correct pronunciation and intonation. 8 Writing • Write grammatically correct sentences. CB p18 • Write a short paragraph describing similarities and differences. 9 • Write grammatically correct sentences to show CB p18 *WB p9 similarities and differences. CB p19 10 Project Work • Find information about the varied culture of the • A sheet of chart paper world. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 1: We Are One World Coursebook Period 1 Coursebook Introducing the Theme CB pages 8–9 3. As a wrap-up activity, ask students to say in 1. As a warm-up activity, show the pictures of the what way flowers are the same as children. flowers one at a time and ask students to name Then, ask them to say in what way flowers them. Ask them: are different from children. • Do all the flowers have the same shape? • Do they have the same colour? 25 • Do they all grow at the same place? 2. Tell them that like flowers, people too are different. For example, they live in different parts of the world, the colour of their skin is different and some are tall while some are short. Yet they are all as beautiful as the flowers around the world. 3. Before you read: Encourage responses from various students to the questions. 4. Ask students to close their eyes as they listen to the audio of the poem. Play the audio twice. Reading Aloud 1. Have students read aloud the poem in groups of five. Ensure that each student in a group reads one stanza. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read one stanza at a time and explain its meaning. Ask the while-reading question after every stanza. • Stanza 1—Ask students: Where do Pierre and Marla live? What do both like to do? • Stanza 2—Ask them: Where does Ramon live? What do Liv and Ramon do when visiting the zoo? Tell students: Peru is in South America. • Stanza 3—Ask them: What two things do Anwar and Kim do? Do you think they do it together? Why? (Expected answer: No, because they live in different parts of the world.) • Stanza 4—Ask: Where do Jack and Karintha live? What can both do? Tell students: Chad is in Africa. • Stanza 5—Ask: Why does the poet call the world a giant ball? (Expected answer: The poet says this because the earth is round like a ball.) What does the poet convey in the last two lines? (Expected answer: Though we may live in different parts of the world and may be far away from each other, we are similar and we all belong to one world.) 2. After you read: Allow different students to express their views. This discussion helps to develop the values of diversity and tolerance. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 2 Coursebook Reading Comprehension CB pages 9–10 1. As a recap, ask students: • What is the name of the poem? • What is the name of the poet? 2. Ask them to read the poem silently. 3. The comprehension skill focus in this unit includes Identifying the Main Idea and Finding Similarities and Differences. Highlight to students that looking at the title or heading of a poem helps in identifying its main idea. Another way is by identifying the idea that is common to all the stanzas of the poem. Tell them that poets build the main idea by giving details in the different stanzas. 4. Draw the following diagram on the board to explain the main idea of the poem. Stanza 2 Stanza 3 Stanza 4 Liv and Ramon live in Anwar and Kim live in Jack and Karintha live different countries but both different countries but in different countries but laugh with the giraffe. both like running and both write poems. f lying kites. Coursebook Stanza 1 Main idea: Stanza 5 Pierre and Marla live in Children around the Children live far and different countries but world are different near but they are the both like to ride bikes. yet the same. same all over. Also, highlight to students that sometimes in order 9. As a wrap-up activity, ask students: to understand the text, they need to understand • Which activities do you like that you think how two or more things are similar or different. They should look for keywords in order to spot children in other countries also like? similarities and differences. For example, the keyword both in the poem helps to focus on the Answers CB pages 9–10 similarity between each pair of children. A. C had-6; Norway-3; Peru-4; Spain-2; the US-5; 5. For Exercise A, ask students to focus on f inding factual or literal information. For Exercise B, help Canada-1 students to arrive at the correct answers by reading the text again carefully. 6. For Exercise C, let students express themselves freely and help them in framing correct sentences. For Question 2, discuss the various things students can do with their friends before they write the answer. 7. Ensure that students have written the correct answers. 8. Exercise D focuses on the comprehension strategies for this unit. Ask students to complete them and peer-check as the answers are discussed. B. 1. Pierre 3. Anwar 26 2. Liv, Ramon 4. Jack/Karintha © 2017 Scholastic Education International (S) Pte Ltd� � ISBN 978-981-47-8125-1

C. Suggested answers: Coursebook 1. I would like to meet Ramon. I would like to ask him about the food they eat in Peru. 2. I would like to show my friend all my favourite places. D. 1. T ick: Children around the world are the same even though they may have some differences. 2. How they are different How they are the same Pierre and He lives in Canada. Both like to ride their Marla She lives in Spain. bikes along shady lanes. Liv and She lives in Norway. Both like to laugh with the Ramon He lives in Peru. giraffe at the zoo. Anwar He is Egyptian. Both run beneath the sun and Kim She is Japanese. and f ly kites in the breeze. Jack and He is from the US. Both can write a poem at Karintha She is from Chad. night upon a writing pad. 3. Suggested answers: a. Children all over the world like drawing pictures but they like to draw different things. b. C hildren all over the world love to celebrate festivals but they celebrate different festivals. Period 3 Workbook Vocabulary CB page 11 WB W B page 5 1. As a warm-up activity, show the f lag of the USA and Ensure that students have answered correctly. say: This is the flag of the United States of America. 2. Similarly, show the pictures of the f lags of the other Answers WB page 5 countries one at a time and ask students to name A. 1. Tibetan 4. Nepalese 7. Saudi Arabian them. Identify the country if students are unable to 2. Canadian 5. Brazilian 8. Sri Lankan guess it. 3. Italian 6. Malaysian 3. Refer to the examples on CB page 11. Explain that we can add -n, -an or -ese to country names to talk about the people who live there and the language they speak. Explain that in some cases, we omit the last letter before adding -an or -ese. For example, Mexico–Mexican, China–Chinese. 4. Ask students to complete the exercise given on the same page. Ensure that students have f illed in the correct words. 5. Try it out: Students should be told to bring their atlases a day before the activity. This is a pair activity. Students will point to a country on the map and their partner has to name the people of that country. 6. As a wrap-up activity, ask students to name in turn the people of these countries: • Nigeria, Singapore, Syria, Austria, Burma, Chile, Cuba, Italy Answers CB page 11 1. Japanese 3. Australian 5. Canadian 2. Korean 4. Vietnamese © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 27

B. R ussia-Russian; Korea-Korean; Mongolia-Mongolian; Coursebook Serbia-Serbian; Indonesia-Indonesian; Vietnam-Vietnamese Coursebook p13 Workbook Period 4 Grammar CB pages 12–13 1. As a warm-up activity, write the following paragraph on the board. Highlight the words as shown. J anet and Gina went out on a rainy day. They had only one umbrella between them. Another friend, Jo, joined them. All three of them tried to f it under one umbrella. Only Gina, who was in the centre, stayed dry. Both the friends on the sides got wet. Soon, Rosy joined them and she had her own umbrella. All four friends shared two umbrellas. Both pairs stayed dry. 2. Ask students: • When do we use both and all? 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the examples given on CB page 12. 5. that both is used when we talk about two things or people and all is used when there are more than two things or people. Ask students if they can tell why both and all have been used in the paragraph written on the board. 6. : Ask students to apply what they have learnt to the exercise. Point out that all is used with uncountable nouns such as food. 7. Try it out: Ask students to f ind out what they like f irst, as pairs and then, as groups of f ive. This activity helps to develop the life skills of critical thinking and self-awareness. 8. As a wrap-up activity, divide the class into two groups—Both and All. Say the given phrases one at a time. The Both group will stand if the phrase refers to two things or people and the All group will stand if it refers to more than two things or people. • two hands • fingers in a hand • five birds sitting on a branch • two birds fly away Answers CB page 12 1. Both 2. All 3. All 4. All 5. Both 6. Both WB W B page 6 Ask students to peer-check their answers. 28 © 2017 Scholastic Education International (S) Pte Ltd� � ISBN 978-981-47-8125-1

Answers WB page 6 Coursebook Coursebook A. 1. Both 2. Both 3. All 4. All 5. both 6. all B. 1. Both 2. All 3. Both 4. all 5. all 6. both Period 5 Grammar CB pages 13–14 1. As a warm-up activity, write the following poem on the board and have students recite it in a chorus. And Or But What do you like—cakes or cookies? I like both—cakes and cookies. Mother likes cakes but doesn’t like cookies. W hich f lavour do you want—vanilla or strawberry? Mother can have both vanilla and strawberry. I like vanilla but not strawberry. We use Or for choices, And for ideas and things so similar, But for things not similar. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 13 and the respective explanations. Ask students to identify the difference between the three sentences with and, or and but. Refer to the poem written on the board and explain the use of and, or and but. 4. that and is used to join words, groups of words or sentences that show a similarity; or is used when we want to show a choice between things; but is used to join words, groups of words or sentences when we want to show difference. 5. : Ask students to apply what they have learnt to complete the exercise given on CB page 14. 6. Try it out: Ask students to get into groups of three and shuff le the three f lash cards. Each student will pick a f lash card and present an idea using and, or or but. Help students in framing correct sentences. 7. As a wrap-up activity, ask students to recite the poem And Or But in a chorus. Answers CB page 14 1. or 3. and 5. but 7. and 2. but 4. but 6. or 8. but © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 29

WB W B pages 7–8 Workbook Ensure that all students have answered correctly. Coursebook Coursebook Answers WB pages 7–8 © 2017 Scholastic Education International (S) Pte Ltd� � ISBN 978-981-47-8125-1 A. 1. and 3. and/or 5. and 7. but 2. but 4. and/or 6. but 8. or/and B. 1. but 3. but 5. or 2. and 4. or 7. a. C. 1. c. 3. c. 5. a. 8. a. 2. b. 4. c. 6. b. Period 6 Spelling CB pages 14–15 1. As a warm-up activity, write the following song on the board and have students sing it in a chorus. Baby Kelly Baby Kelly has a hungry belly Baby Kelly wants a cherry jelly But the cherry jelly is so smelly Smelly cherry jelly, unhappy Kelly A one-penny candy makes Kelly jolly. 2. Read the words given in Exercise A on CB page 14. 3. Emphasise the long ee sound made by the letter y in 4. the words. Ask students to repeat the words after you. Conduct the following activity to reinforce learning. • Name two corners of the room as ‘long ee sound’ and ‘other sounds’. Put the f lash cards 5. face down on a table. Ask students to come 6. forward and pick a card. If the word ends with a y that makes a long ee sound, the student 30 will move to that corner of the room. If the word ends with a y that does not make the long ee sound, the student will move to the other corner. • Draw two columns on the board—‘long ee sound’ and ‘other sounds’. Ask each student to read out his or her word. Write the words under the respective columns. (Answers: words that make the long ee sound—puppy, only, baby, lady, body, party, army, easy, lazy, tiny, lucky, sorry, country, family, lily; words that do not make the long ee sound—dry, sky, clay, play, pray, cry, fly, day, way, multiply, stay, toy, my, by) Refer to the words written on the board and explain that in small words that end in y and words in which y comes after a vowel, the letter y does not make the long ee sound. As a wrap-up activity, ask students to sing the Baby Kelly song again.

Answers CB page 15 Coursebook 1. hungry 3. story 5. juicy 7. f luffy Coursebook 2. happy 4. country 6. sorry 8. starry • Italy, France, Mexico, Brazil, Period 7 Japan, Korea Listening CB page 16 (Answers: Italian, French, Mexican, 1. As a warm-up activity, ask different students to say Brazilian, Japanese, Korean) which languages they can speak. 6. Explain that some states and countries 2. Direct students to listen attentively as you play the have the same name for their people and language. audio. Ask students to tick the correct option for each sentence. 31 N umber 1. Hello, I am Casey. Even though I love Australia, the place where I was born, I also love travelling to other places. The f irst country I visited was Armenia. N umber 2. I went there with my best friend Kibum. He is Korean. Number 3. Kibum can speak both Korean and Mandarin f luently. N umber 4. He and I also visited France together. Number 5. There, we met Victor, a farmer from Germany. Number 6. Victor is married to Aki, a Japanese lady. N umber 7. I will be going to Malaysia next year. Luckily, I have a Malaysian co-worker named Gul. Number 8. I have asked him to teach me Malay before I leave for my trip there. 3. Play the audio once again and ask students to peer- check the answers. Answers CB page 16 1. Australian 4. France 7. Malaysian 2. Korean 5. Germany 8. Malay 3. Mandarin 6. Japan Speaking CB page 17 1. Highlight to students the use of the words and and but when giving opinions. 2. Read aloud the dialogue in the speech bubbles on CB page 17. 3. Invite students to act out the dialogues. 4. Try it out: Ask students to work in groups, select a topic about different countries and give their personal opinion about it. Encourage them to use and, but and or. This activity helps to develop the life skill of critical thinking. 5. As a wrap-up activity, ask students to name the people and language of the given countries. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 8 Coursebook Writing CB page 18 a. R obert likes rice and 1. As a warm-up activity, invite two students to come chocolate. (Answer: both) forward. Ask the other students to f ind similarities and differences between them. b. R obert Mina like rice. 2. CB page 18 lists the steps for writing a paragraph describing similarities and differences. Read the (Answer: and) steps and explain that every paragraph must have an introductory and concluding sentence. The c. M ina likes pizza Robert middle part of the paragraph must describe what the paragraph is about. does not like it. (Answer: but) 3. Ask students to use but to show differences and and to show similarities. d. the children like 4. Go around and ensure that students frame grammatically correct sentences. 5. As a wrap-up activity, ask a few students to read their paragraphs aloud. Answers CB page 18 Suggested answer: We Are One I think children all over the world are the same but we are also different in some ways. One way we are the same is that we all enjoy playing games with our friends. At the same time, we are also different from one another because we enjoy playing different games. This is why I agree that children around the world are different but the same in some ways. Period 9 chocolate. (Answer: All) Writing CB page 18 3. Ask students to go to CB page 20. Point to 1. Draw the following table on the board. Mole and Squirrel and ask students to f ind three similarities between them. 4. Ask them to f ind three differences between Rice Pizza Chocolate the two. Robert  5. Ask them to write the similarities and Mina Abby  differences using both, and and but.  6. As a wrap-up activity, ask a few students to read out one sentence that they have written. 2. Write the given sentences one by one on the board. Ask students to write the correct word to complete each sentence with the help of the information given in the table. 32 © 2017 Scholastic Education International (S) Pte Ltd� � ISBN 978-981-47-8125-1

WB W B page 9 Workbook Coursebook Ensure that students have chosen the correct options. Answers WB page 9 All the members, and, both the children, stories about dragons and magic, short f ilms about African wildlife, or, but Period 10 Review CB page 19 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 19 1. The project work helps to develop the values of international integration and respect for diversity. 2. Students should be informed about the project a week earlier. 3. Ask each student to f ind information about their favourite sportsperson who is from a different country. They can collect pictures as well. 4. Students will add their information to the class chart. Each student will also draw his/her favourite sportsperson and write three sentences about him/ her. The sentences should be about:- • H is/her name, where he/she was born, and his/ her nationality. • the languages he/she can speak. • w hat he/she likes (using the to-inf initives) 5. Display the chart on the board. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 33

Unit 2: W inter Plans Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from • Audio player and speakers Scholastic 1 Understanding • Listen to a play. CB pp20–21 1. Comprehension CB pp22–23 Strategies for the Theme • Read aloud a play with proper pronunciation, Success 3 Unit 7 pp76–80 Reading intonation and voice modulation. • Understand the meaning of the text by answering 2. Alpha Grammar and Composition 3 Unit Reading for questions. 5 pp49–50 Understanding 2 Reading • Read silently to understand the play. Comprehension • Answer questions at different comprehension levels. • Draw conclusions about the play. 3 Vocabulary • Understand the meaning of synonyms. •  Sheets of paper (by students) CB p24 *WB p10 • Use synonyms in context. •  Sets of three words written on flash cards: do, dew, CB p25 drown/clown, come, cold/bond, bow, blue/go, gown, *WB pp11–12 4 Grammar • Understand the am/is/are + going to + verb glue/how, have, help/clip, candle, cow/cry, crowd, call/ CB pp26–27 Related flower, fell, food/don’t, dry, down/fit, frown, flow/town, *WB p13 children’s construction. told, trip/big, brow, bottle/now, near, not/plum, pet, CB p27 books from powder/crown, crib, call/shoe, shower, shape/tear, to, Scholastic • Use am/is/are + going to in context. towel/trap, town, toss/wow, where, way CB p28 CB p29 1. Goose Says 5 • Understand the use of will and will not. • Audio player and speakers Goodbye by Debra CB p30 Friedland Katz from • Use will and will not in context. •  Sheet of chart paper CB p30 Scholastic Active •  Pictures of animals (by students; optional) *WB p14 English Literature 6 Spelling • Recognise the ow sound. CB p31 Reader 3 pp13–15 • Spell words with the ow sound correctly. 2. Lazy Day by Eileen Spinelli from 7 Listening • Listen to relate with visual details. Scholastic Active English Literature Speaking • Make short sentences using going to and will. Reader 3 pp22–24 • Speak without irrelevant pauses, using correct 3. Desert Doves by pronunciation and intonation. Marianne Mitchell from Scholastic 8 Writing • Complete a script. Active English Literature Reader 3 9 • Write a script. pp8–9 10 Project Work • Research two different animals. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 2: Winter Plans Period 1 Coursebook Introducing the Theme CB pages 20–21 Coursebook 1. As a warm-up activity, ask students: • What do you do when it is very cold? 6. As a wrap-up activity, ask the following • D o you feel like going out or staying in bed? questions: 2. Before you read: Ask the question and encourage • Who is lazy—Mole or Squirrel? responses from various students. • Who is fun-loving—Mole or Squirrel? 3. Play the audio twice. Ask students to close their • Who will enjoy playing winter games? • Who will see the snow and feel the eyes as they listen to the audio of the play. fresh air? Reading Aloud 1. Divide students into groups of four. Draw the 35 following table on the board. Ask students to draw this table in their notebooks. Name: 5 points 10 points 20 points Expression Volume Pauses 2. Two students in each group will read the dialogue between Mole and Squirrel. The other two students in the group will assess them. One will assess the student who reads Mole’s lines and the other student will assess the student who reads Squirrel’s lines. After the f irst pair has read the dialogue, the pair who assessed them will read the play and their partners will now assess them. Explain to students that they must assess the readers according to whether they read the text with suitable expressions, loudly and clearly and with appropriate pauses. Reading for Understanding 1. Read the dialogue on CB page 20 and explain its meaning. 2. Help students to understand the meaning of the word hibernate by asking: Where will Mole go during winter? What will Mole do in winter? When will he get up? 3. Ask the f irst while-reading question. Then, ask: What won’t Mole see if he hibernates? What won’t Mole feel if he hibernates? 4. Read the dialogue on CB page 21. Ask the second while-reading question. Then, ask: Why does Mole say, “You can tell me about it in spring, Squirrel?” (Expected answer: He says this because he will sleep in winter.) What will Mole miss if he hibernates? 5. After you read: Ask them to give reasons for their answers. Draw out responses from students. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 2 Coursebook Reading Comprehension CB pages 22–23 Coursebook 1. As a recap, ask students: • What does Squirrel like about winter? 2. N o, Mole does not want to do anything at all • What does Mole like to do in winter? in winter. I can conclude this because he is not 2. Ask them to read the play silently. interested in discussing any of the activities that Squirrel is excited about and only wants 3. The comprehension skill focus in this unit is to sleep. Drawing Conclusions. Highlight to students that conclusions are the decisions we make after © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 understanding the meaning of the facts and details given in the text. Students must read the text and underline these facts and details. These will form the basis for their conclusions. Tell students to check all possible answers before drawing conclusions. 4. For Exercises A and C, students can select the correct options and peer-check the answers. For Exercise B, ask students to look for relevant details given in the text and then write the answers. 5. Exercise D requires students to think like Squirrel to answer the questions. Draw out responses from various students. 6. Exercise E focuses on the comprehension strategy for this unit. Ask students to look for facts and details related to the questions and answer the questions. Ensure that students have been able to draw conclusions correctly. 7. As a wrap-up activity, ask students: • Which lines in the play tell us that Squirrel loves nature? Answers CB pages 22–23 A. 1. a. 2. c. 3. c. 4. d. B. 1. In spring, Mole wants Squirrel to tell him about all the things she did during winter. 2. The word “it” refers to “hibernate”. Mole says this because Squirrel asks him what it is like to hibernate. C. Tick: Squirrel: 1., 3., 4. Mole: 2., 4. D. Suggested answers: 1. I think Squirrel feels upset that Mole will be hibernating and missing out on all the fun in winter. 2. Yes, I would like to do all the things Squirrel does in winter because I love to play in the snow. E. Suggested answers: 1. I can conclude that Squirrel is going to be very active in winter because she is very excited about the cold weather and sliding around on the ice. 36

Period 3 Coursebook Workbook Vocabulary CB page 24 1. As a warm-up activity, write the following poem on the board. Ask students to recite it in a chorus. Saying the same thing If I say, “I am happy!” I can also say, “I am glad!” When I say, “I am unhappy,” I can also say, “I am sad.” If you see a road that is wide, You can say, “It is broad.” When you say, “He is a cheat,” You can say, “He is a fraud.” 2. Refer to the examples on CB page 24 to explain synonyms. Then, refer to the poem written on the board and point out the synonyms. Ask students to complete Exercises A and B. Ensure that students have written the correct synonyms. 3. Draw the grid given below on the board. Students can copy it on a sheet of paper. Ask students to pair up. Explain that each pair will think of words and their synonyms. The partner who f irst writes three words that have a similar meaning in a row, column or diagonally as shown below will be the winner. Allot 5 to 8 minutes for the game. happy merry cheerful 4. As a wrap-up activity, say the following word pairs aloud. If the words are synonyms, the class will raise their hands and say, “Synonym!” If not, they will shake their heads. • almost—nearly (synonym) • awful—beautiful • begin—start (synonym) • loyal—clever • rude—impolite (synonym) • well-known—famous (synonym) • finish—reach Answers CB page 24 WB W B page 10 A. 1. like 3. brave 5. begin Ensure that students have answered correctly. 2. chatty 4. nap Answers WB page 10 B. Suggested answers: 1. lively 4. quarrel 7. wait 9. tasty listen-hear; odd-strange; dirty-unclean; amusing-funny; 2. lovely 5. quiet 8. wonderful 10. kind quick-fast 3. away 6. celebrated © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 37

Period 4 Coursebook Workbook Grammar CB page 25 1. As a warm-up activity, write the following rhyme on the board and ask students to sing it or recite it in a chorus. Hush little baby Hush, little baby, don’t say a word, Mama is going to buy you a little bird. If that little bird won’t sing, Mama is going to buy you a diamond ring. If that diamond ring turns brass, Mama is going to buy you a looking glass. If that looking glass gets broke, Mama is going to buy you a nice strong goat. If that nice strong goat won’t pull, Mama is going to buy you a cart and bull. If that cart and bull turn over, Mama is going to buy you a dog named Rover. If that dog named Rover won’t bark, Mama is going to buy you a horse and cart. If that horse and cart fall down, You’ll still be the sweetest little baby in town. So hush little baby, don’t you cry, Daddy loves you and so do I. 2. Refer to the is going to construction in the rhyme written on the board. Ask students: • What does Mama plan to do? 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the examples given on CB page 25. 5. that the highlighted words (am/is/are + going to with the verb) show something that is planned. 6. : Ask students to apply what they have learnt to the questions given in the exercise. Ensure that all students have given the correct answers. 7. As a wrap-up activity, ask students to pair up with a classmate and share their plans for the weekend. Tell them to talk about what they will do and where they will go. Remind them to use am/is/are + going to in their sentences. 38 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Answers CB page 25 Workbook Coursebook 1. is going to help 4. am going to meet 2. are going to play 5. is going to buy 3. are going to walk WB W B pages 11–12 Ensure that students have answered correctly. Answers WB pages 11–12 A. 1. am going to leave 4. are going to sit 5. are going to wrap 2. is going to move 6. is going to buy 5. are 3. are going to study 6. am 6. is 8. are B. 1. is 3. are 7. am 2. am 4. is C. 2. are 4. is 3. are 5. is Period 5 Grammar CB pages 26–27 1. As a warm-up activity, write the following poem on the board and ask students to recite it in a chorus. What will they do? Four friends in a forest Talking about lions. One says, “I will kill it.” The other says, “I won’t yell.” The third says, “I will punch it.” The fourth says he will twist its neck. As soon as they heard the lion roar, The f irst fell on his head. The second one jumped and broke his leg. The third one jumped into a pond. The fourth one fell f lat on the ground. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the example given on CB page 26. Refer to the poem written on the board. Ask students: • What did the friends think they would do if they saw a lion? • What did they do when they heard the lion’s roar? 4. that will and won’t are used when we talk about what we want to do in the future. Point out that won’t is the short form of will not. Tell students that when we make promises for the future, we often use will. 5. : Ask students to apply what they have learnt to Exercises A and B. Ensure that students have answered correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 39

6. Try it out: This is a pair activity where students Coursebook p27 Workbook discuss a camping trip. Ensure that they use will Coursebook and won’t to make decisions about the future. This 5. Ask students to complete Exercise B. activity helps to develop the values of appreciating Ensure that they have answered correctly. the environment and responsible citizenship. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 7. As a wrap-up activity, divide the class into two groups—Will and Going to. Write the following sentences on the board one by one. If will should be used to complete the sentence, the Will team will clap once. If going to should be used to complete the sentence, the Going to team will clap once. Explain that we use will to talk about things that will happen sometime in the future. We use going to to talk about planned actions in the immediate future. • W e (go) to Jupiter one day. (will) • W e (go) learn music from next week. (are going to) • T hey (play) a cricket match tomorrow. (are going to) • Farhan (work) harder from next year. (will) Answers CB page 26 A. will, will, will, won’t, won’t B. 1.-b. 2.-e. 3.-d. 4.-a. 5.-c. WB W B page 13 Ensure that students have completed the exercises correctly. Answers WB page 13 A. 1. will 3. will 5. won’t 2. won’t 4. will 6. will B. 1. will go 3. won’t f it 5. will join 2. won’t grow 4. will reach Period 6 Spelling CB page 27 1. As a warm-up activity: • Write the word after on the board. Focus on the a sound in the word. • W rite the word rude on the board and focus on the u sound. • A sk students to make the a and u sounds one after the other. 2. Read the words given in Exercise A on CB page 27. Emphasise the ow sound. 3. Ask students to repeat the words. 4. Explain that the letters o and w when combined together make the aʊ sound. 40

6. As a wrap-up activity, place the cards or strips in Coursebook a neat pile. Ask a few students to come forward in turns, pick a card or strip and read the set of three Coursebook words written on it. The rest of the class has to write only the ow word in each set. weekend plans. Encourage them to use short simple sentences. This activity helps to Answers CB page 27 develop the life skill of communication. 5. As a wrap-up activity, ask students the B. 1. owl 2. down 3. crowd 4. growl difference between the use of will and going to. Period 7 41 Listening CB page 28 1. As a warm-up activity, read out the following sentences: • My sister is going to get married next month. • I am going to buy new shoes tomorrow. • She is going to visit her cousin on Sunday. Ask students what is common in the sentences. (Expected answer: They talk about actions that were planned before the time of speaking.) 2. Direct students to listen attentively. Students will tick the correct picture as described in the audio. N umber 1. Maria is going to f inish her painting this weekend. N umber 2. Sally and Vivian are going to decorate the cake they have baked. N umber 3. Robby is going to take a picture in his new school uniform. Number 4. Teddy is going to read out the lesson. N umber 5. Manny and I are going to put the vegetables in the fridge. 3. Play the audio once again and ask students to peer- check the answers. Answers CB page 28 1. Tick the picture on the left. 2. Tick the picture on the right. 3. Tick the picture on the left. 4. Tick the picture on the left. 5. Tick the picture on the left. Speaking CB page 29 1. Highlight to students that the words will and going to are used for future plans. 2. Read aloud the sentences in the speech bubbles on CB page 29. 3. Ask students to make sentences using the expressions given on the page. 4. Try it out: Revisit the use of will and going to. Ask students to work in pairs and talk about their © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 8 Coursebook Writing CB page 30 The emperor immediately said to the 1. As a warm-up activity: minister, “Answer the two questions • A sk students to look at CB pages 20 and 44. and if you cannot answer them, you will have to leave my court.” The minister Give them a minute. Ask them to say how the accepted the challenge. The courtier two pieces of text are different. Point out that asked him, “How many stars are there the text on page 20 is a story written in the in the sky?” The minister replied, form of a play but the text on CB page 44 “There are as many stars in the sky is a story. as there is hair on a sheep’s body. My • E xplain that a story is told by someone. The friend, you are welcome to count them person who tells the story gives details about if you like.” Then the courtier asked, what happens. In a play, the people or animals “Where is the centre of the earth?” The directly talk to each other about what happens. minister drew a couple of lines on the • R efer to the second sentence of the second f loor, placed an iron rod in the centre paragraph on CB page 44. Draw students’ and said, “This is the centre of the earth, attention to the quotation marks and how the you may measure it yourself if you have narrator describes people in the story. any doubts.” On hearing the minister’s • R efer to CB page 20 and explain that in a script answers, the courtier turned towards the we do not use quotation marks. The name of emperor, bowed his head and said, “The the speaker is written before the words spoken minister truly is as intelligent as people by him or her. say he is. I humbly accept my defeat.” 2. Ask students to imagine it is spring. Tell them Mole All the people present in the court and Squirrel are making plans about what they will cheered loudly. do all day. Ask them to complete the exercise on CB page 30. Ensure that students have used correct words and expressions to complete the lines. 3. Go around the class and ensure that students frame grammatically correct sentences. 4. As a wrap-up activity, ask a few students to read their scripts aloud. Answers CB page 30 Squirrel; Mole; slept; snow, spring, going to; will, won’t, burrow Period 9 Writing CB page 30 1. To recap learning, ask students: • W hat is a script? 2. Write the following story on a sheet of chart paper to be displayed in the class. One day, a courtier in the emperor’s court said, “If the minister can answer two questions of mine, I will accept that he is intelligent.” 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

3. Ask students to write a script based on the story. Go Workbook around the class and help students to frame correct Coursebook sentences. 4. As a wrap-up activity, ask a few students to read their scripts aloud. WB W B page 14 Ensure that students have written their scripts correctly. Answers WB page 14 Suggested answer: Ana : I am going to go on a holiday to Chicago for a week! Dave : That’s great! Who else will go with you? Ana : My parents and sisters will be going with me. Dave : Where will you be staying? Ana : We will be staying in a hotel. Dave : What will you do there? Ana : Lots of things! We are going to visit museums and parks. We will also visit the aquarium. Dave : So what won’t you do there? Ana : W ell, I won’t meet my friends. I also won’t be able to play games with them. Period 10 Review CB page 31 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 31 1. Students should be told about the project work a week earlier. 2. They can bring pictures of the animals and talk about where they are found, what they eat and what they do in winter. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 43

Unit 3: N oble Professions Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to a story. • Audio player and speakers CB pp32–33 1. Comprehension the Theme • Read aloud a story with proper pronunciation, Strategies for Reading intonation and voice modulation. Success 3 Unit 4 • Understand the meaning of the text by answering pp40–45 Reading for questions. 2. Alpha Grammar Understanding and Composition 4 p130 2 Reading • Read silently to understand the story. CB pp34–35 Comprehension • Answer questions at different comprehension levels. • Sequence details and draw conclusions about the story. 3 Vocabulary • Understand the use of the suffixes -able and -ful. •  Flash cards: wonder, care, pain, cheer, peace, forget, CB p36 *WB p15 • Use the suffixes -able and -ful in context. truth, grace, noise, power, comfort, accept, pay, read, break, accept 4 Grammar • Understand the use of may, can and shall. •  Sheet of chart paper (optional) CB pp37–38 *WB pp16–17 • Use may, can and shall in context. CB pp38–39 *WB p18 5 Punctuation • Use capital letters in initials. CB pp39–40 6 Spelling • Recognise the long vowel o-e sound. •  Flash cards: hop–hope, not–note, pop–pope, CB p40 Related CB pp41–42 children’s • Spell words with the long vowel o-e sound correctly. cop–cope, dot–dote, rot–rote, rod–rode, rob–robe books from CB p42 Scholastic 7 Listening • Listen for details. • Audio player and speakers 1. I am #4 : Martin Speaking • Use may, can and shall to make requests, offers or Luther King Jr. by Grace Norwich suggestions. • Speak without irrelevant pauses, using correct pronunciation, intonation and voice modulation. 8 Writing • Write a paragraph to describe a person and events •  List of facts and events related to a famous related to his or her life. personality (by students) 9 • Write a paragraph with the correct sequence of events. CB p42 *WB p19 10 Project Work • Make a table. CB p43 *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Unit 3: Noble Professions Coursebook Coursebook Period 1 Introducing the Theme CB pages 32–33 1. As a warm-up activity, ask students to name some professions. 2. Before you read: Draw out responses from various students. Ask them to give reasons for their answers. 3. Ask students to close their eyes as they listen to the audio of the unit and visualise the story. Reading Aloud 1. Select students to read aloud the text in turns, with each student reading one paragraph. 2. Focus on correct pronunciation, intonation and voice modulation. Reading for Understanding 1. Read each paragraph and explain its meaning. • P aragraph 1—Ask: Where did Damir live? What was Damir doing when the war broke out? Then, ask the while-reading question. • P aragraph 2—Ask: What does Damir do now? What did he do during the war? What happened during the war? • Paragraphs 3 to 6—Ask: What made the work of the firefighters more difficult? (Expected answer: There were snipers all around shooting at them.) Who does Andy refer to as “Sir”? Why did the firefighters not quit? • Paragraphs 7 and 8—Ask: Did Damir put out the fires alone? How do you know? Then, ask the while-reading question. • P aragraph 9—Ask: What kind of jobs are hard? What did Damir enjoy more—teaching or firefighting? (Expected answer: both) 2. After you read: Encourage students to think about jobs that involve risk and bravery such as rescue workers, policemen and construction workers. 3. As a wrap-up activity, ask students: How can you enjoy your job? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 45

Period 2 Coursebook Coursebook Reading Comprehension CB pages 34–35 1. As a recap, ask students: • How did Damir help his fellow citizens? 2. Ask them to read the story silently. 3. The comprehension skill focus in this unit includes Sequencing and Drawing Conclusions. Highlight to students that in order to understand what they read, they must understand the correct order in which events happened. Then, explain that conclusions are the decisions we make after understanding the meaning of the facts and details given in the text. Students must read the text and underline the facts and details. These will form the basis for their conclusions. In order to draw conclusions about a character, they must focus on the things the character does and says. 4. Instruct students to complete Exercises A and B on CB page 34. Ask students to peer-check the answers. For Exercise C, seek answers from students. Invite them to share personal opinions. 5. Exercise D focuses on the comprehension strategies for this unit. Ask students to select the correct options and peer-check the answers. For Question 3, ask students to share the reasons for their choice. 6. As a wrap-up activity, ask students: • If you were Damir’s student, what would you ask him? Answers CB pages 34–35 A. Circle: 1. b 2. c B. 1. F 2. T 3. T 4. T C. Suggested answers: 1. Yes, I would take up a dangerous job like f iref ighting. If I am a f iref ighter, I can save people who are in danger. 2. If I was Damir, I would teach my students to be brave and caring. These qualities will make them good citizens when they grow up. D. 1. 3, 4, 1, 5, 2 2. a.-ii. b.-i c.-iv d.-iii 3. If I could have any of the two qualities mentioned, I would like to be brave and wise. These qualities will give me courage and help me make tough decisions. Then, I can become a good citizen like Damir. 46 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1

Period 3 Coursebook Workbook Vocabulary CB page 36 1. As a warm-up activity, write the following words on the board: • breakable, enjoyable, readable • careful, colourful, harmful Draw a line to separate the main words from the suff ixes -able and -ful. Explain to students that when we add -able and -ful to some words, the meaning of these words changes as they become adjectives. Point out that when we remove -able and -ful from these words, the main words still make sense and have meaning as verbs. 2. Refer to the examples on CB page 36. Explain that adding -able or -ful to the words makes them into describing words. These can be used to describe people or things. 3. Draw students’ attention to the words painful, fearful and hopeful on CB page 36. Explain that we can replace -ful with -less to create new words with opposite meanings: painless, fearless and hopeless. 4. Ask students to complete the exercise given on the same page. Ensure that students have answered correctly. 5. As a wrap-up activity, keep the fl ash cards face down on a table. Name one corner of the classroom the -able corner and a second corner the -ful corner. Students will pick a card one by one and move to the corner with the suff ix that can be added to their word. Then, they will say the word written on their fl ash card as well as the new word that they form. Answers CB page 36 1. comfortable 3. delightful 5. suitable 2. respectful 4. hopeful 6. likeable WB W B page 15 Ensure that students have circled the correct words. Answers WB page 15 Circle: 5. respectful 8. hopeful 1. thoughtful 6. fearful 9. comfortable 2. readable 7. acceptable 10. suitable 3. painful 4. delightful © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 47

Period 4 Coursebook Grammar CB pages 37–38 Coursebook p38 1. As a warm-up activity, write the following poem Workbook on the board or on a sheet of chart paper to be © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8125-1 displayed in class and recited in a chorus. Shall or may I said to my friend In a friendly way, “Shall we go out?” He said to me In a friendly way, “Sure, we can!” I asked my teacher Respectfully and formally, “May I shut the door?” She said to me In a formal way, “Yes, you may!” 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 37 and refer to the poem written on the board. 4. that may, can and shall are helping verbs used to make requests, offers and suggestions. May is often used in formal situations or while talking to seniors. Can is used when we talk in a friendly way. Shall is usually used with I or we. 5. : Ask students to apply what they have learnt to complete the exercise given on the same page. Check that students have framed the correct questions. 6. Try it out: This is a pair activity in which one partner will think of situations where we make requests and offers, and the other will make sentences using may, can or shall. This activity helps to build the life skill of effective communication. 7. As a wrap-up activity, divide the class into three groups—May, Can and Shall. Read aloud the following situations one by one. Students of each group will stand up if they think that their group name should be used in the situation described. • asking the principal of your school for something (Answer: may) • offering help to your friend (Answer: can) • offering help to your father (Answer: may/can) • asking your younger brother or sister for something (Answer: can) • making a suggestion to your mother (Answer: shall) • a sking a police officer for something (Answer: may) 48