Active English Teacher's Manual 1

Revised Edition English 1Teacher’s Manual



Revised Edition English 1Teacher’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 978-981-47-8123-7

Contents Preface 4 Scholastic Active English – Instructional Pathway 7 Scope and Sequence 12 Unit 1 Pairs 24 Unit 2 Things I Like 35 Unit 3 Keeping Healthy 45 Unit 4 Families 56 Unit 5 Playing Safely 67 Unit 6 Feathered Friends 77 Unit 7 Fast or Slow? 87 Unit 8 A World of Colours 97 Unit 9 A Special Day 108 Unit 10 Cric Crac’s Story 118 Unit 11 Getting Dressed 129 Unit 12 Animal Facts 139 About Scholastic Active English Literature Reader 149 Literature Reader 1 – Answers 150 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7 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. Can you list some ways in which you are the same as your classmates and some ways you are different from them? 1. “Mole: You can tell me about it in spring, Squirrel.” What does Mole want Squirrel to tell him in spring? Reading Comprehension 2. “Mole: I’ll tell you about it in spring, Squirrel!” Varied activities A. Number the countries in the order in which they appear What does “it” refer to? Why does Mole say this? provide in the poem. Inferential: to opportunities Chad Peru the US C. Tick the correct box. assessSquirrel Mole ability to to teach 1. Who asks a lot of questions? important values Norway Spain Canada interpret or infer2. Who is not interested in winter activities? and life skills. B. Fill in the blanks with the correct words from the poem. 3. Who is looking forward to a lot of fun? answers, using 1. rides bikes in Canadian lanes. 4. Who will be spending winter doing what 2. and like looking at animals. 3. was born in Egypt. he or she loves? information from 4. is a young poet. the textD. 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. 2. 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? 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 with him or her? active in winter? 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 978-981-47-8123-7

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 Before you read • 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. • Use sound patterns to teach spelling. 6 Spelling • Develop listening skills through focused activities. 7 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 978-981-47-8123-7 7

Each unit in Scholastic ™ English has 14 SAE Rev ed TM1 Int Unit 09.indd 108 been designed to deliver 10 periods of classroom Unit 9: A Special Day 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 CB pp88–89 resources Coursebook. Thumbnails of each page of the unit 1 Understanding • Listen to visualise. • Audio player and speakers CB pp88–89 from the Theme Scholastic 1. M y World of 2 Reading • Read aloud a recount with proper pronunciation, intonation Nature Unit 2 pp10–13 are provided as easy reference for teachers. Reading and voice modulation. Comprehension • Answer questions at different comprehension levels. CB p90 • Organise information from the recount. 3 Vocabulary • Develop vocabulary related to animals. CB pp90–91 *WB p39 Scheme of Work 4 Grammar • Understand the meaning of object pronouns. Related • Apply the knowledge of object pronouns in context. CB p92 children’s The Teacher’s Manual contains a Scheme of Work *WB p40 books from which provides a map of the entire unit by period, Scholastic listing skill focus, objectives, materials and resources required. The Scheme of Work provides the teacher 5 Punctuation • Understand that a question mark is used to end a sentence CB pp93–94 1. Omar’s Favorite all the key information about the time allocation, *WB p41 from Spot On objectives and resources required for each period. that asks a question. Reading 2 Unit 7 Additional resources and a suggested reading list are CB p94 pp40–45 also provided in the table. • Use question marks in context. CB p95 2. I f You Take 6 Spelling • Recognise the k sound. a Mouse to CB p95 School by Laura • Identify the use of k, c and ck sounds in spelling. CB p96 Numeroff (Big Book) 7 Listening • Listen to find specific information. • Audio player and speakers CB p96 *WB pp42–43 3. Having a Picnic • Flash cards: dog, cat, rabbit, parrot CB p97 by Lissa Rovetch from Scholastic Speaking • Speak short sentences about pets. Active English Literature 8 Writing • Write grammatically correct questions. Reader 1 pp 28–31 • Complete a short descriptive paragraph. 9 • Write a short descriptive paragraph. 10 Project Work • Present information in the form of a table. *Workbook activities are optional and meant for additional practice. Advance preparation required. 18/04/17 3:53 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 Reading Unit 9: A Special Day 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 88–89 students’ curiosity and promote the love of reading. 1. As a warm-up activity, name different parts of The selection includes a variety of text types. The instructional design of each unit within Scholastic the classroom as Pigeons, Parrots, Cats, Dogs, Fishes and Rabbits. ™ English provides teachers with sufficient 2. Ask students: Which of these pet animals would time and opportunity to read aloud to students, to you like to be? Ask them to stand in the part of have students read for enjoyment and also to read for the classroom named for that pet animal. understanding. 3. Ask students to give reasons why they would like to be a particular pet animal. Give a chance to Before You Read questions in the Coursebook are every student in the group to answer. Then, ask intended to activate the learner’s prior knowledge or them to act like the animal they want to be. experience related to the reading text. These open- 4. Before you read: Encourage students to respond ended questions are designed for class discussion and to the questions. build speaking skills. 5. Play the audio. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the text aloud. 2. Discuss and explain the meaning of diff icult words. Refer to the glossary to explain puppy, chew, cub and purrs. 3. Read the f irst two paragraphs and ask the f irst while-reading question. 4. Read the rest of the paragraphs on CB page 88 and ask the second while-reading question. 5. Read the rest of the paragraphs. 6. Ask students to complete the last while-reading question by naming the pets in the poster. 7. As a wrap-up activity, ask students to draw and colour their pet or the pet they wish to have. Period 2 Reading for Understanding A carefully recorded reading of each text in the 1. Ask students the following questions to recap Coursebook is provided in the audio CD. Teachers are strongly encouraged to read aloud the text and/or play learning: the recording of the text in class before moving on to intensive reading of the text. • W hat are the names of the pets in the story? • Which pet did you like best and why did you like it? 2. Read aloud each paragraph of the text and explain the meaning. Revise the meaning of diff icult words. • P aragraph 1—Ask: How did the children • Paragraphs 6 to 10—Ask: Who was the last celebrate Pet Day? to introduce her pet? What did the children • Paragraphs 2 and 3—Ask: What does Justin do with the photographs of the pets? say about his pet? Who will describe their pet after Justin? • P aragraphs 4 and 5—Ask: What does Ana’s Reading aloud and explaining the meaning of pet like to do and what does she like to eat? difficult words familiarises the students with the text. The audio CD provided models correct pronunciation, © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 109 voice modulation and intonation. The while-reading questions ( ) in the Coursebook are provided to 14 SAE Rev ed TM1 Int Unit 09.indd 109 18/04/17 3:53 PM make reading an interactive process. These questions help students to pause and process information, and After You Read questions in the Coursebook are provide teachers the opportunity to develop students designed for immediate reader response. They into active readers. encourage students to respond to the text in a holistic manner. 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Reading for understanding enables teachers Period 3 Coursebook Coursebook to check for students’ comprehension levels. Vocabulary CB pages 90–91 1. As a warm-up activity, write this poem on the Carefully graded questions that are highlighted board. Recite it in a chorus. through icons in Grades 3–6 ( ) allow teachers I love you to assess students’ understanding at progressive My dog says, “Bow! Bow! I love you.” My cat says, “Meow! Meow! I love you.” levels. The comprehension questions help My fi sh swim quietly but they love me too. I say, “My friends, I love you too!” students develop the following skills: You give me happiness And company too! • : information recall 2. Refer to the words and illustrations given on • : inferential CB pages 90–91. Read aloud the names of the animals and ask students to repeat after you. • : application and evaluation Students need to use different comprehension 3. Ask students to complete the exercise on the strategies to understand different text types. Teaching same pages. Ensure that students have circled the these strategies is one of the most effective means of pet animals. helping students’ comprehension levels. Mastering comprehension strategies will help students tackle 4. Ask students to answer the questions on complex texts effectively. The strategy questions CB page 91. Ensure that they have named the provided in the Coursebook offer practice to relate correct animals. These questions broadly classify strategies to text types and enable students to animals into land and water animals understand the meaning easily. Teachers can use the and birds. Point out that land animals such as questions to assess each student’s as well as the class’s tigers and dogs can also swim. comprehension level. The suggested wrap-up activity in the Teacher’s Manual helps to consolidate learning 5. As a wrap-up activity, ask these riddles: in a meaningful way. • King of all animals am I With long hair around my face. Vocabulary I kill to eat. 111 In Scholastic ™ English, the approach to (Answer: lion) 18/04/17 3:53 PM • I roar like the lion But I have orange and black stripes And a long striped tail. (Answer: tiger) 6. After students have guessed the names of the animals, explain how a lion and tiger look different but both of them belong to the cat family. Answers CB page 90–91 Circle: cat, dog, parrot, sparrow, rabbit, goat, horse A dolphin can swim. A parrot and a sparrow can fl y. A cat, dog, elephant, lion, tiger, rabbit, goat, cow and horse can run. Suggested answer: A goldf ish and a turtle can swim. An eagle and a bee can fl y. A cheetah and a deer can run. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 14 SAE Rev ed TM1 Int Unit 09.indd 111 teaching vocabulary is thematic, so that students can develop enough vocabulary words related to the theme WB W B page 39 Workbook Ensure that students have named the animals correctly. that will be useful to help them understand, talk about Answers WB page 39 and write about the theme. In this section, the warm- 1. cat 3. f ish 5. cow 7. lion up activity suggested in the Teacher’s Manual helps 2. dog 4. bird 6. elephant 8. rabbit to introduce the theme-related vocabulary words. Period 4 Teachers can assess students’ understanding through Grammar CB page 92 1. As a warm-up activity, write this rhyme on the the exercises given. board. Recite it in a chorus. Try It Out activities in the Coursebook function as formative assessment and help to consolidate learning. Who said that? I said to you You said to me He said to him She said to her We said to them They said to us We all said “Let’s be friends.” 2. Follow the methodology of Show-Explain- Coursebook W B Workbook pages provide additional practice. Apply to teach grammar in context. Links to the workbook are given with each lesson. Suggested wrap-up activities in the Teacher’s Manual 3. : Read the examples given on CB page 92. help reinforce learning. 4. that the pronouns me, you, him, her, it, us and them are used to show who we are talking to or talking about. Refer to and highlight these pronouns used in the rhyme from the warm-up activity. Explain that these pronouns come after a verb. Ask students to underline the verbs that come before the pronouns in bold in the example sentences. Explain that the pronouns in bold answer the question “To whom?”. Grammar 5. : Ask students to apply what they have learnt to the exercise on CB page 92. In Sentence 1, point out that my is not a pronoun because it In Scholastic ™ English, the grammar topics does not take the place of a noun, but describes the noun. So it should not be circled. Similarly, explain the use of my and your in Sentences 2, and structures introduced in each unit are linked to 4, 5 and 6. Ensure that students have circled the correct pronouns. the text type focus for the unit so that students will 6. As a wrap-up activity, write the following subject pronouns in one column on the board: I, we, you, Answers CB page 92 he, she, it, they. In the second column, write the be helped to understand the reading and listening text following object pronouns: them, him, me, it, Circle: 1. him her, us, you. Ask students to match the pronouns 2. me 5. them 3. you 6. her, me better. At the same time, they will be better equipped in the two columns. Draw lines to match them on 4. it 7. us the board. to create their own texts of the same text type. 112 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 14 SAE Rev ed TM1 Int Unit 09.indd 112 18/04/17 3:53 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 9

The topics are introduced through warm-up activities WB W B page 41 Workbook in the Teacher’s Manual. Grammar topics are Ensure that students have answered correctly. introduced using a Show-Explain-Apply approach. Answers WB page 41 : Example sentences are drawn from the text to show use in context. Add question marks at the end of 1, 3, 4, 5, 7, 8. : The grammar topic is explained in simple Period 6 language. Spelling CB page 94 : The exercises provide immediate application 1. As a warm-up activity, write the following words Coursebook and practice of the grammar topic. on the board. Try It Out activities in the Coursebook include • cake, calf, can, cap, kite, kick, kid, keep, kill, topic-based activities that enable teachers to promote lock, back, brick, neck, black, duck collaborative work in the classroom. 2. Ask students to identify words that have the W B Workbook pages provide additional practice. k sound. Answers CB page 94 Links to the workbook are given with each lesson in the Coursebook. Suggested wrap-up activities in the 3. Point out that all the words have the k sound. Teacher’s Manual help reinforce learning. Ask students to identify the letters that make the k sound in these words. Spelling 1. c 5. c 4. Read the words given in Exercise A on CB page 94. 2. c, k 6. k Emphasise the k sound made by c, k and ck. Ask 3. k 7. c, k students to repeat after you. 4. c, k 8. k 5. Ask students to complete Exercise B on the same page. Ensure that students have answered correctly. 6. Say the words aloud and ask students to repeat after you. 7. Conduct this activity to reinforce learning. • D ivide the class into three teams — c, k and ck. • Draw three corresponding columns on the board. • Ask representatives from each team to write corresponding k sound words in the columns. 8. As a wrap-up activity, write this poem on the board and recite it in a chorus. Knock knock! Knock knock! Who’s there? It’s the c with the sound of k Say cupboard or car or care. Knock knock! Who’s there? It’s the k with the sound of k Now think, drink or look here. Knock knock! Who’s there? It’s the ck with the sound of k Lock the chick and duck quickly in the park. Scholastic ™ English adopts a phonics-based approach to teaching spelling so that students can 114 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 understand the basic structures of English spelling. The Spelling section in each unit focuses on one 14 SAE Rev ed TM1 Int Unit 09.indd 114 18/04/17 3:53 PM phonics-based spelling pattern. Simple rhymes or songs are suggested in the Teacher’s Manual to Period 7 Coursebook Coursebook introduce spelling rules through sound patterns. Listening CB page 95 1. As a warm-up activity, show the fl ash cards one Exceptions to rules are provided in the Teacher’s by one. Ask students to recall the name of the pet Manual to help teachers highlight them to students. and who it belonged to. 2. Direct students to listen to the text attentively and Suggestions for simple activities are included in the draw lines to match the animals with their names. 3. Play the audio of the listening text given below. Teacher’s Manual for teachers who wish to reinforce Nancy: I have a pet dog. My pet’s name learning. is Goofy. K evin: Nancy, your pet is very cute Listening and fl uffy. In Scholastic ™ English, the listening N ancy: Alex has a pet cat. His cat’s name exercise is either thematically or topically linked to is Fifi . Kevin: I have a pet rabbit. His name is Rex. the unit. The Listening section provides opportunities N ancy: Our pets have nice names — Goofy, for students to listen for information about real-life Fifi and Rex! 4. Play the audio again and have students situations. This will help them in their daily life. peer-check the answers. A teacher can begin the Listening section with the Answers CB page 95 suggested activities in the Teacher’s Manual. The 1.-b. 2.-c. 3.-a. listening text is provided in the audio CD. The script Speaking CB page 95 of the listening text is provided in the lesson plan for 1. Explain the background of the dialogue between Tara and Monica. 2. Read aloud the dialogues given in the speech bubbles on CB page 95. 3. You may ask a few students to read aloud the dialogues. 4. Try it out: Ask students to pair up with a classmate and talk about their pet or the pet they wish to have. This value-based activity teaches compassion and caring for others. 5. As a wrap-up activity, draw the given table on the board. Ask students to copy the table into their notebooks and draw lines to match the animals with their sounds. the teacher’s easy reference. 6. As a wrap-up activity, ask students to recite this rhyme. Speaking Sounds we make Dogs bark Cats purr Parrots screech In Scholastic ™ English, the approach Ducks quack Goats bleat to teaching speaking skills is through model Rabbits squeak Pigeons coo And I speak. 115 conversations. Students are able to learn language © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 14 SAE Rev ed TM1 Int Unit 09.indd 115 18/04/17 3:53 PM 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

structures and develop speaking skills through practice Period 8 Coursebook and use them in real-life, out-of-classroom situations effectively. The speaking unit is linked to the theme. Writing CB page 96 3. Explain that information can be organised Teaching tips are provided to conduct speaking 1. As a warm-up activity, ask students to recite the with the help of a diagram like this. Short activities. answers can be written by answering the Questions rhyme. questions in the diagram. Ask students Try It Out activities in the Coursebook provide to answer the questions and write a short collaborative activities and also teach important life Questions paragraph about their pet or a pet they skills and core values. would like to have. Who, what, when, where Writing Why and how 4. As a wrap-up activity, write the following All ask questions poem on the board and recite it in a Scholastic ™ English adopts a highly Remember now — chorus. Begin with a capital Animals scaffolded approach to help students develop strong End with a question mark No mistakes allowed. Some animals are pets writing skills. Step-by-step support for writing tasks Some are on the farm 2. Exercise A on CB page 96 is an open-ended Some in the forest helps the development of students’ creative as well writing exercise. Ask students to frame questions. Some on the trees But I love all of them as functional writing skills. Suggested warm-up 3. Ask students to complete Exercise B on the And let them live. same page. Ensure that students have answered activities in the Teacher’s Manual include guidance for correctly. teachers to refer to prior learning whenever necessary. 4. As a wrap-up activity, ask a few students to read aloud the paragraphs they have written. Teachers can help students progress from the known Answers CB page 96 A. Suggested answers: 1. What does Rex do when you are at school? 2. How does Rosie drink water? 3. When does Floppy wake up every day? 4. Why does Tiger sleep so much? B. Suggested answers: her Mimi, her very much, to drink milk, her many things, with them, with it Period 9 Writing CB page 96 1. As a warm-up activity, ask students. • Why do you like pets? 2. Draw the following diagram on the board. to the unknown in order to make learning easy and comfortable. Model formats and guided writing instructions provide a template that teachers can use to help students improve their writing skills. The varied formats include paragraph writing, poems, letters, emails, creating different endings for a given story and 116 creating picture stories. 14 SAE Rev ed TM1 Int Unit 09.indd 116 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 18/04/17 3:53 PM W B Workbook pages provide additional practice. WB W B pages 42–43 Links to the workbook are given with each lesson. Ensure that students have answered correctly. Workbook Suggested wrap-up activities in the Teacher’s Manual help reinforce learning. Answers WB page 42 Coursebook Review Suggested answers: 1. lion; I cannot have a lion as a pet because it is a wild This section encourages students to self-assess. Teachers can also work with students to assess their animal. It lives in the forest. It has big teeth and it can progress at the end of the unit and revise concepts bite people. as necessary. Answers WB page 43 Project Work 2. cat; I can have a cat as a pet because it is small. It can The activities provided are achievable within the live in my house. I can feed it fish. time frame of the period and require easily available resources. They encourage group and pair work that 3. bird; I can have a bird as a pet because it is small. extend what has been taught/learnt in the lesson. The It can live in a cage. I can feed it seeds. activities provide an opportunity to learn important life skills and highlight values that encourage students’ Period 10 all-round development. Review CB page 97 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 97 1. In this activity, students learn how to present information in a tabular form. 2. Ask students to collect information and organise it in the form of a table. 3. Ask students to pin their charts on the board. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 117 14 SAE Rev ed TM1 Int Unit 09.indd 117 18/04/17 3:53 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

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 978-981-47-8123-7

Unit 1: Pairs Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources 1 Understanding the • Listen to visualise. • Audio player and speakers CB p8 from Theme •  Puppet (optional) CB p8 Scholastic 2 Reading • Read aloud a poem with proper pronunciation, •  Flash cards: ship – sip, shell – sell, CB p9 1. A lpha shame – same, she – see Grammar and Reading intonation and voice modulation. CB p10 Composition 1 •  Flash cards: shoes, brush, shirt, ship, shoulder, *WB p5 Unit 2 Comprehension • Answer questions at different comprehension levels. sheep, fish, radish, wash, shell, shine, shorts, CB pp11–12 pp11–20 push, shut, she, polish, shop, shed *WB pp6–7 • Find information from the poem. Related • Audio player and speakers CB pp12–13 children’s 3 Vocabulary • Develop vocabulary related to body parts. *WB p7 books from •   Sheets of chart paper, pictures of clothes, cars, Scholastic 4 Grammar • Explain the meaning of naming words. festivals etc. (by students) CB pp13–14 5 • Differentiate between common and proper nouns. 1. H ead, 6 Spelling • Apply the knowledge of common and proper nouns in CB p14 Shoulders, CB p15 Knees and context. CB p16 Toes by Mike • Differentiate between singular and plural nouns. CB p16 Wohnoutka • Apply the knowledge of singular and plural nouns in *WB p8 CB p17 context. • Recognise the sh sound. • Identify the use of sh sound in spelling. 7 Listening • Listen to find specific information. Speaking • Talk about yourself using simple sentences. • Complete sentences. 8 Writing • Write a short descriptive paragraph. 9 10 Project Work • Work in a group. • Have meaningful discussions with peers. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 1: Pairs Coursebook Period 1 Coursebook Introducing the Theme CB page 8 4. After you read: Ask the questions and allow 1. As a warm-up activity, say aloud the names of the different students to express their views. parts of the body. Ask students to raise both hands 5. You may ask the following additional if the body part exists in pairs. If the body part is questions: not a pair, ask them to raise one hand. Call out the following body parts: • W ho is the speaker in the poem — a child • e yes, head, nose, ears, hands, neck, legs, arms, or an old person? mouth, lips and feet. • Why is the speaker glad? 2. Before you read: Help students understand that 25 different parts of the body perform different functions. We are able to do different things with the help of different body parts. For example, we can see with the help of our eyes, we can hear with the help of our ears and we can walk with the help of our legs. Ask the question given on CB page 8 and encourage students to answer. 3. Play the audio of the complete poem. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the poem aloud. 2. Discuss and explain the meaning of diff icult words. For example, help students arrive at the meaning of the word “glad” by asking them questions such as: Are you happy that you have eyes to see? What do you think “glad” means? Refer to the glossary to explain whisper and cheer. 3. Ask students the f irst while-reading question. 4. Ask students the second while-reading question. 5. As a wrap-up activity, ask students to name the parts of the body that exist in pairs. (Expected answers: eyes, ears, cheeks, nostrils, eyebrows, hands, arms, elbows, legs, knees, hips, feet and thumbs.) Period 2 Reading for Understanding 1. Ask students the following questions to recap learning: • Do you remember the name of the poem? • Who is the poet? • Which body parts were used in the poem? 2. Read the poem aloud two lines at a time and explain the meaning. Revise the meaning of diff icult words. 3. Have students recite the poem in groups. Focus on correct pronunciation, intonation and voice modulation. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Reading Comprehension CB page 9 Coursebook 1. The comprehension skill focus in this unit is Finding Information. Highlight to students that in order to fi nd information, they must underline the keywords in the question. These keywords will tell them what information they need to fi nd. Next, ask them to fi nd the keywords in the text. Have them read the information given in the text and then decide on the answer. 2. For Exercise A, guide students to understand that they should work out the answer in two steps. Ask them to f irst read the word on the left. Then, tell them to draw a line to match it with the correct picture. Next, they have to draw a line to match the picture to the function. 3. Instruct students to complete all the exercises given on CB page 9. 4. Ensure that students have answered the questions correctly. 5. As a wrap-up activity, play a game of verbal matching. Name some actions. Ask students to name the body parts for each. For example: walk – legs. Answers CB page 9 A. B. T he poet can write, catch and touch with her hands. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 She can run, hop, skip and jump with her feet. C. S uggested answer: I can paint and draw with my hands. I can kick and stamp with my feet. 26

Period 3 Coursebook Vocabulary CB page 10 1. As a warm-up activity, ask students to do the following things: • Clap their hands f ive times. • Hop on one leg. • Close their eyes. • Swing their arms. 2. Refer to the illustration on CB page 10. Ask students to point to the different body parts and read aloud the name for each. You can play a Pass the Puppet game for reinforcement. Say the name of a body part. The f irst student will point out the body part on the puppet. Then, he or she will pass it to the next student. Continue passing the puppet till all body parts have been covered. You may use a doll instead of a puppet for this activity. You can also conduct this activity with a student volunteer. Invite students to point out the body parts on the volunteer. 3. Guide students through the word maze, helping them f ind the names of different parts of the body hidden among the letters. 4. As a wrap-up activity, ask students to recall how many parts of the body they have learnt in the lesson. Ask them to say the names aloud. Answers CB page 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 27

WB W B page 5 Workbook Coursebook Ensure that students have answered correctly. Coursebook p12 Answers WB page 5 Circle: 4. hand 1. eye 5. ear 2. nose 6. foot 3. leg Period 4 Grammar CB pages 11–12 1. As a warm-up activity, point towards a few objects in the classroom, such as a book, table and chair, and ask students to name them. Nouns and Common Nouns 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 11. Relate them to the names of the objects given by students earlier. 4. that these are naming words or nouns. Highlight that these words are called common nouns. 5. : Ask students to apply what they have learnt to the exercise on CB page 11. Ensure that all students have answered correctly. 6. You can ask students to name a few more common nouns that they can see at home, in the garden and in the classroom. Proper Nouns 7. : Read the next set of examples. Point out that capital letters are used for names in these examples. Ask students if they can tell why the nouns begin with a capital letter. 8. that special names or proper nouns start with a capital letter. 9. : Ask students to apply what they have learnt to the exercise on CB page 11. Ensure that all students have answered correctly. 10. Try it out: Conduct as a pair activity. Ask each student to think of and name a common noun. His or her partner names a proper noun to match the common noun. For example, if the fi rst student says “man”, then his or her partner should say “John” (or any other proper noun that can be the name of a man). 28 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

11. As a wrap-up activity, divide the class into four Workbook teams–Name, Place, Animal and Thing. Draw Coursebook corresponding columns on the board. Invite representatives from each team to write a noun according to the team name in the respective columns on the board. Check that all special nouns begin with a capital letter. Answers CB page 11 1. eyes 3. feet 2. ears 4. hands (Accept any of these: eyes, ears, whisper, cheer, hands, feet, fun) Circle: boy, tree, fl ower Underline: Kate, May, Jamaica WB W B page 6 Ensure that students have answered correctly. Answers WB page 6 A. Underline: 3. hands, soap 1. monkey 2. mirror Period 5 Grammar CB pages 12–13 1. As a warm-up activity, show a pencil in class and ask students to name it. Then, hold a bunch of pencils and ask students to name them. Similarly, show one book and two books; one chair and two chairs. 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the pairs of examples given on CB page 12. Ask students to identify the difference between the two sentences in each pair. Point out that the difference is in the nouns. 4. that common nouns can be one or many. A noun that shows one is called a singular noun and a noun that shows more than one is called a plural noun. Point out that most plurals end with -s. 5. : Ask students to apply what they have learnt to the exercise given on CB page 12. Ensure that all students have answered correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 29

6. : Read the examples given on CB page 13. Coursebook Workbook Highlight how the noun changes from plural to singular. 7. that some nouns do not form plurals by adding -s. Point out that some nouns may have a different word for their plural form. 8. : Ask students to apply what they have learnt to the exercise on CB page 13. Ensure that all students have answered correctly. 9. Try it out: Ask students to talk about their favourite pet animal to their partner. Reinforce the use of common nouns, proper nouns, singular and plural nouns by highlighting them in their descriptions. Remind them to use the names for different parts of the body, which are nouns. Help students to frame correct sentences. 10. As a wrap-up activity, ask students to name parts of the body as singular or plural. (Expected answers: singular—nose, head, neck, stomach, mouth, forehead, back, chin, chest; plural—eyes, ears, nostrils, teeth, f ingers, hands, arms, legs, feet, toes.) Answers CB page 12 eyes, ears, mouth, nose, hands Answers CB page 13 Circle: 3. mice 1. tooth 4. women 2. geese WB W B page 7 Ensure that students have answered correctly. Answers WB page 7 B. Underline: 3. National Zoo 1. Nisa, Monday 2. Ron, Nepal 5.-d. 1.-c. 6.-a. 2.-e. 7.-b. 3.-g. 8.-f. 4.-h. 30 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 6 Coursebook Coursebook Spelling CB pages 13–14 1. As a warm-up activity, show students a mix of words beginning or ending with sh and s, one by one. Ask them to say the words aloud. Help them differentiate between the sh and s sounds. 2. Put your fi nger on your lips and make the sh sound. Ask students to imitate. 3. Read the words given in Exercises A and B on CB pages 13–14. Emphasise the sh sound. Explain that the letters s and h together make the sh sound. Ask students to repeat after you. 4. Ask students to complete Exercise C on CB page 14. Ensure that students are able to f ill in the blanks correctly. 5. Say the words aloud and ask students to repeat after you. 6. Conduct the following activity to reinforce learning. • P lace the fl ash cards face down on your desk. Ask students to come forward in pairs. Invite one partner to pick a card and say the word. Ask the other partner to write the word on the board. • Draw attention to the way the sh sound is spelt. 7. As a wrap-up activity, write the following song on the board. Ask students to sing together to any tune. She went to the shop, Hop, hop, hop She looked in the shelf Up, up, up She bought a pair of shoes To walk, walk, walk She found a brush In a rush, rush, rush She forgot the cash She had to dash, dash, dash. Answers CB page 14 1. s, h 3. s, h 2. s, h 4. s, h © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 31

Period 7 Coursebook Coursebook Listening CB page 14 1. As a warm-up activity, invite a student volunteer to come to the front of the class and talk about himself or herself. Guide him or her to name the different parts of the body. 2. Direct students to listen to the text attentively and circle the names of the body parts they hear. 3. Play the audio of the listening text given below. Head and shoulder, knee and toe, knee and toe, Head and shoulder, knee and toe, knee and toe, And eye and ear and mouth and nose, Head and shoulder, knee and toe, knee and toe. 4. Ask students: What is the rhyme about? 5. Play the audio once again and have students peer-check the answers. 6. Play the audio once again and ask students to tap each body part on themselves as they hear the rhyme. Answers CB page 14 Circle: head, shoulder, knee, toe, eye, ear, mouth, nose Speaking CB page 15 1. Explain the background of the dialogues spoken by Sally and Chris. 2. Read aloud the dialogues in the speech bubbles given on CB page 15. 3. You may ask a few pairs of students to act out the dialogues. 4. Try it out: Ask students to work in pairs and talk about themselves to each other. Encourage them to use short, simple sentences. This activity builds the life skill of effective communication. 5. As a wrap-up activity, recite the following poem in a chorus. I have ten f ingers I have ten toes I have two bright eyes And one little nose. My two little feet Go tap, tap, tap My two little hands Go clap, clap, clap. 32 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 8 Coursebook Writing CB page 16 3. Point out the use of have/has. Explain 1. As a warm-up activity, ask students the following that when we talk about someone else we use has and when we talk about ourselves questions: we use have. Mention that have is also • How many hands do you have? used with plural nouns. • How many fingers do you have? 4. Exercise B on CB page 16 gives practice • How many toes do you have? for independent thought and writing. • How many nails do you have? Ask students to draw and colour their pet 2. Write the answers on the board. monster. They may use an A4-sized sheet 3. Refer to the answers on the board and highlight of paper if required. Give them f ive to the words I have. Explain that we use have with eight minutes to complete it. I when we talk about ourselves. 4. Exercise A on CB page 16 is a guided writing 5. Ask students to describe their pet exercise that requires a two-step approach. Point monster. Encourage them to be out to students that they have to study the image imaginative and funny when describing of the monster and f ind the correct body parts to their pet monster. describe it, from the words given in the box. Also highlight that they have to use the nouns in the 6. As a wrap-up activity, divide the class singular or plural as appropriate. into three teams. Draw three columns on • Model the f irst answer. Ask: the board. Invite a representative from each team to write as many common How many eyes does Polo have? nouns and the corresponding proper nouns How many legs does Polo have? that they can think of within one minute. How many teeth does Polo have? Ensure that capital letters have been used • E xplain that the noun leg will be in the plural appropriately. form. The sentence would be: I have seven legs. If we use the noun eye the sentence Answers CB page 16 would be: I have one eye. B. Suggested answer: My monster is called 5. Ask students to complete the exercise. 6. As a wrap-up activity, write a mix of singular Jelly. It has three heads, six eyes and nouns on the board that have regular and three horns. It also has four wings and irregular plural forms. Invite students to write the a tail. plural next to each. 33 Answers CB page 16 A. 2. two eyes, two horns, two ears and two legs 3. two eyes, two arms and two legs 4. six eyes, two wings, one tail and two legs Period 9 Writing CB page 16 1. As a warm-up activity, ask students the following questions: • W hich friendly monster did you like best — Polo, Zoe, Miso or Coco? • W hat did you like best about your favourite friendly monster? 2. Draw a pet monster and talk about it to the class. • The name of my pet monster is __________. • He/She/It has __________. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B page 8 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 8 2. with my feet 5. with my ears 3. with my nose 6. with my hand 4. with my tongue Period 10 Review CB page 17 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 17 1. Students should be divided into groups and told about the project work at least f ive days before the discussion is conducted in class. 2. Ask each group to choose a theme such as clothes, cars or festivals and create a poster with all theme-related pictures on a sheet of chart paper. Ask them to give a title to their poster. 3. Each student in the group must describe at least one picture. 4. Display all the posters on the board. 5. This activity teaches the values of cooperation and teamwork. 34 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 2: Things I Like Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding the • Listen to visualise. • Audio player and speakers CB p18 CB p18 Scholastic Theme •    Flash cards: sleep, eat, CB p19 drink, drive, wash, throw, 1. M y World of 2 Reading • Read aloud a poem with proper pronunciation, intonation and voice catch, think, paint, walk, People Unit 9 jump, cut pp 38–41 Reading modulation. •   Flash cards: care, chair, 2. A Verb for Herb Comprehension • Answer questions at different comprehension levels. cat, chalk, camp, champ, cap, by Maria Fleming chap • Recall details from the poem. • A udio player and speakers 3 Vocabulary • Develop vocabulary related to action words. CB p20 •    Sheet of chart paper *WB p9 4 Grammar • Understand the meaning of doing words or verbs. (optional) CB p21 *WB p10 • Understand that the simple present tense is used for talking about •  Sheets of chart paper repeated or regular actions and about habits. • Apply the knowledge of verbs in context. 5 Punctuation • Remember that I is always written as a capital letter. CB pp22–23 Related *WB p11 children’s • Use capital letters to begin a sentence and a full stop to end a books from CB p23 Scholastic sentence. CB p24 1. We Like to Play! • Apply punctuation marks correctly. CB p25 by Ellen Tarlow CB p26 6 Spelling • Recognise the ch sound. CB p26 • Identify the use of ch sound in spelling. *WB p12 CB p27 7 Listening • Listen to find specific information. Speaking • Speak short sentences to introduce themselves. • Complete a short letter. 8 Writing • Describe someone they like using simple sentences. 9 10 Project Work • Work in a group. • Speak short sentences. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 2: Things I Like Coursebook Period 1 Coursebook Introducing the Theme CB page 18 7. You may ask the following additional 1. As a warm-up activity, play a game of Guess questions focusing on the I like to construction. the Action. Ask students to come forward individually and perform any action such as • What do you like to read? singing, dancing, reading, writing and kicking. • Which colour do you like? Ask the rest of the class to guess the action. 2. Before you read: Involve as many students as possible and ask for personal responses to the questions. 3. Play the audio of the complete poem. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the poem aloud. 2. Discuss and explain the meaning of difficult words. Refer to the glossary to explain hike and dive. 3. Ask the while-reading question. Encourage students to give personal answers. 4. As a wrap-up activity, ask students to say which vehicle they would like to drive or ride when they grow up. Encourage students to give reasons for their choice. Highlight the difference between riding, driving and flying. Period 2 Reading for Understanding 1. To recap learning, ask students: • Do you remember the name of the poem? • Who is the poet? 2. Say the names of some activities. Ask students to signal ‘thumbs up’ if the activities were liked by the child in the poem, and ‘thumbs down’ if they were not mentioned in the poem. 3. Read the poem aloud three lines at a time and explain the meaning. Revise the meaning of difficult words. 4. Ask students to match the pictures on CB page 18 with the correct actions. Ask them to circle the actions that have not been illustrated on the page. 5. Have students read aloud the poem in groups, with one student reading one line of the poem. Focus on correct punctuation, intonation and voice modulation. 6. After you read: As students make their lists, go around and help them to write with the correct spelling. 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Reading Comprehension CB page 19 Coursebook 1. The comprehension skill focus in this unit is Coursebook Recalling Details. Highlight to students that in order to recall details, they must first underline the keywords in the question. These keywords will tell them what details they need to look for. Tell them to read the information given in the text and then decide on the answer. 2. For questions 1 to 3, invite answers from various students. Help them to frame correct sentences. 3. For questions 4 and 5, allow students to give personal answers. 4. Ensure that students have answered the questions correctly. 5. As a wrap-up activity, play the two-minute game. Ask students to write down as many favourite activities as they can within two minutes. Make it more challenging and interesting by beginning a countdown. Answers CB page 19 1. T he poet likes to read, write, run and fly a kite. She also likes to walk, hike and ride her new bike. The poet also likes to swim and dive. 2. The poet can read, write and walk inside the house. 3. T he poet cannot run, fly a kite, hike, ride her new bike, swim and dive inside the house. She can run, fly a kite, hike and ride her new bike in a park. She can swim and dive in a swimming pool. 4. Suggested answer: I want to play in the playground, eat an ice cream, read a book and draw a picture. 5. S uggested answer: I can cook, work in an office and drive a car when I grow up. Period 3 Vocabulary CB page 20 1. As a warm-up activity, write the following action song on the board. Ask students to sing in a chorus, with actions. The action song This is the way I sing and dance Sing and dance, sing and dance This is the way I sing and dance When I go for an outing. This the way I eat and drink Eat and drink, eat and drink, This the way I eat and drink When I go for an outing. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 37

2. Refer to the examples on CB page 20 to explain Coursebook that some words tell us about an action. Ask Workbook students to relate the words in brackets with the words and phrases that follow and circle the correct word for each sentence. 3. Try it out: Ask students to draw a line to divide a page into two parts — Every Day and Special Day. Ask them to write some everyday activities in the Every Day column and the activities that they do on special days in the Special Day column. Students can pin up their lists on the board. 4. As a wrap-up activity, write the word Robot on the board and draw a robot. Ask students to be robots who will obey your orders. Give orders such as: • Robots stand! • Robots jump! • Robots walk! • Robots write! • Robots draw! • Robots skip! • Robots laugh! • Robots sit! Answers CB page 20 Circle: 5. hike 1. walk 6. plays 2. play 7. works 3. read 8. drinks 4. wear WB W B page 9 Ensure that students have answered correctly. Answers WB page 9 Circle: 3. run 5. drive 1. read 4. swim 6. ride 2. walk 38 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 4 Coursebook Workbook Grammar CB page 21 1. As a warm-up activity, sing this song to the class. Tidy child I wash my face I brush my teeth I take a bath I comb my hair I wear clean clothes Every day I am a tidy child. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 21. 4. that the words in bold are doing words or verbs. Explain the use of the simple present tense. 5. : Ask students to apply what they have learnt to the exercise given on CB page 21. Ensure that students have answered correctly. 6. Try it out: Ask students to talk in pairs about their morning routine using the simple present tense. 7. As a wrap-up activity, divide the class into two teams. Play Guess the Action. Place the fl ash cards face down on your desk. Ask a representative from each team to come forward and pick a fl ash card. He or she will signal the number of letters in the word and act it out. The rest of the team will guess the verb. Answers CB page 21 Circle: 4. drives 1. brush 5. talk 2. closes 3. wash WB W B page 10 Ensure that students have answered correctly. Answers WB page 10 Circle: 6. listen 1. run 7. closes 2. make 8. travels 3. comb 9. drives 4. freezes 10. visit 5. swim © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 39

Period 5 Coursebook Punctuation CB pages 22–23 Coursebook p23 1. As a warm-up activity, write the following Answers CB page 22 Circle: paragraph on the board without using capital 1. i am john 2. i live in a big city. letters and full stops. 3. My brother and i like to hike. 4. i can sing a song. once i was walking in a forest i saw a strange Answers CB page 23 1. My name is Anna. animal it had four eyes and four horns i was 2. I like to sing. 3. Manuel is at home. scared when it came near it sat down beside 4. She lives in Paris. 5. The dog is barking. me and we became friends i brought the animal home and it is my pet now 2. Read the paragraph without any pauses. Ask students if they could understand what you had read. Do not erase or explain the sentences. They will be corrected by students later. 3. Follow the methodology of Show-Explain-Apply to teach punctuation in context. 4. : Read the examples given on CB page 22. Draw attention towards I. 5. that I is used when we talk about ourselves. It is always written as a capital letter. 6. : Ask students to apply what they have learnt to the exercise given on CB page 22. Ensure that students have answered correctly. 7. : Read the next two examples given on the same page. 8. that every sentence begins with a capital letter and ends with a full stop. 9. : Ask students to apply what they have learnt to the exercise given on CB page 23. Ensure that students have answered correctly. 10. Refer to the sentences on the board. Ask students to f ind the errors and correct the sentences. Give students enough time to think and arrive at the right answers. 11. As a wrap-up activity, write the following song on the board. Ask students to sing it in a chorus. I use a capital letter when I say ‘I’. I use a capital letter To begin a sentence. I always put a full stop To end a sentence. 40 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B page 11 Workbook Ensure that students have answered correctly. Coursebook Answers WB page 11 7. A s a wrap-up activity, write the following song on the board. Ask students to sing it in a chorus. 1. i am a girl. I am a girl. The ch song 2. m y name is a my. If your cheeks are chubby, cha cha cha My name is Amy. If your chin is pretty, cha cha cha 3. i can write my name. I can write my name. If you’re charming and you know it, 4. h e can ride my bike. And you really want to show it He can ride my bike. If you’re charming and you know it, 5. e mma drives a car. Emma drives a car. cha cha cha. 41 Period 6 Spelling CB page 23 1. As a warm-up activity, show the fl ash cards with the words one by one and ask students to say the words aloud. Help them understand the difference between the ch and c sounds. 2. Join your teeth and make the ch sound. Ask students to imitate. 3. Read the words given in exercise A on CB page 23. Emphasise the ch sound. Ask students to repeat. Explain that the letters c and h together make the ch sound. 4. Ask students to complete Exercise B on the same page. Ensure that students are able to f ill in the blanks correctly. 5. Say the words aloud and ask students to repeat after you. Encourage students to think of more words with the ch sound. 6. Conduct the Tippy Tippy Tap ch game for additional practice. • Divide the class into two teams. Team A will ask Team B: Tippy tippy tap, which word do you choose … Team B has to say a word beginning with ch. • D raw three columns on the board—two for the teams and one for yourself. For every correct word, each team earns points. If Team A is unable to think of a word, then Team B gets a chance. If both teams are unable to think of a word, you say it. Write the words in the appropriate columns. (Suggested words: chalk, chicken, child, chocolate, church, cheese.) • Next, ask students to look at the words on the board. Point out that the letters c and h together make the ch sound. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Answers CB page 23 Coursebook Coursebook 1. c, h 3. c, h 2. c, h 4. c, h Period 7 Listening CB page 24 1. As a warm-up activity, ask fi ve student volunteers to come up in turns. Each student has to say what he or she likes to do. For example, I like to play. My favourite game is football. I like to watch cartoons. My favourite cartoon is Jungle Book. 2. Direct students to listen to the text attentively. Ask them to tick the correct picture which describes the action they hear. 3. Play the audio of the listening text given below. Play each sentence and pause. Number 1. I like to play. Number 2. I can write a letter. Number 3. I can ride my bike. Number 4. Tina walks to school. 4. Play the audio again and have students peer-check the answers. Answers CB page 24 Tick: 1. Tick the picture on the left. 2. Tick the picture on the left. 3. Tick the picture on the right. 4. Tick the picture on the right. Speaking CB page 25 1. Explain the background of the dialogues on CB page 25. 2. Read aloud the dialogues in the speech bubbles. 3. You may ask a few students to act out the dialogues. 4. Try it out: Ask students to work in pairs and take turns to talk about themselves. Encourage them to use short, simple sentences. This activity teaches the life skill of effective communication. 5. As a wrap-up activity, ask students to stand in two rows. The two students in the f irst row will shake hands and exchange greetings by saying Hello. Then they go back to their seats and the next pair repeats till all the students have learnt the correct manner of greeting. 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 8 Coursebook Writing CB page 26 She likes to sing songs 1. As a warm-up activity, ask these riddles: Mother likes to dance • I am a tiny dot Father likes to do it all. That says a lot. 2. Explain that we use like with I, you, they or I give meaning to a sentence And bring it to a halt. plural nouns but we use likes with he or she Can you guess my name? or the name of a person. 3. Ask students to make sentences using the (Answer: full stop) word likes. 4. Ask students to draw a picture of the person • When I’m alone, I stand tall. they like the most and describe him or her to When I’m in a word a friend. I can be small 5. Write the letter given below on the board or on With a tiny ball. a sheet of chart paper to be displayed in class. Can you guess my name? Dear _________, Hello! I like my __________________ the most. (Answer: I) His/her name is __________________. She/He is 2. Remind students that we use a capital letter to ___________ years old. _____________ likes to ___________.___________ likes to __________ begin a sentence and a full stop to end it. _______________________________________. 3. The exercise on CB page 26 is a guided writing Please tell me about the person you like the most. Love, exercise. ___________ 4. Model the f irst two blanks. Remind students to 6. Ask students to complete the letter. Go around the class and help them to frame use a capital letter to begin a proper noun. correct sentences. 5. Ask students to complete the exercise. Go around 7. As a wrap-up activity, invite a few students to come forward and read aloud their letters. and help students to frame correct sentences. 6. As a wrap-up activity, ask these questions to 43 reinforce learning: • W hen you write a letter to your friend, whose name do you write at the beginning? • Do you begin the name with a capital letter? Why do you do so? • Which word do you write after the name of your friend? (Expected answer: Hello!) • Whose name do you write when you f inish writing the letter? Answers CB page 26 Suggested answers: Sam, Jonathan, I, six, I, read story books, I, spaghetti, I, National High School, I, watch cartoons, Jonathan Period 9 Writing CB page 26 1. As a warm-up activity, write the following poem on the board or a sheet of chart paper and recite in a chorus. What do you like? I like to eat apples You like to drink milk He likes to play cricket © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B page 12 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 12 2. I like to ride 5. I like to swim 3. I like to read 6. I like to hike 4. I like to run Period 10 Review CB page 27 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 27 1. Students should be divided into groups and told about the project work at least f ive days before the activity is conducted in class. 2. Ask each group to make a chart about the sports they like. 3. Each student in a group will write his or her name and put a tick or cross in the relevant column. Ask the groups to display their charts in class. 4. Ask each member of every group to come forward and speak about what he or she and two other members of the group like. Demonstrate by giving examples: • I like to play basketball, • Pam likes to play badminton. • Tim likes to play cricket and football. 5. This activity teaches the value of cooperation. 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 3: Keeping Healthy Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources • Audio player and speakers •  Sheet of chart paper (optional) from •  Flash cards with instructions for washing hands: Scholastic First, wet your hands with water and put some soap 1 Understanding the • Listen to visualise. CB p28 1. Comprehension on them./ CB p28 Strategies for Theme Next, rub each palm over the back of the other hand./ CB pp29–30 Success Level 1 Then, rub your palms together./After that, rub Unit 2 pp16–18 2 Reading • Read aloud an instruction text with proper between the fingers and around your thumbs./Finally, 2. M y World of Reading pronunciation, intonation and voice modulation. rinse your hands and dry them using a clean towel. Words Unit 1 pp6–9 Comprehension • Answer questions at different comprehension levels. • Sequence details from the instruction text. 3 Vocabulary • Name the days of the week in the correct order. CB p30 *WB p13 • Remember that the names of the days of the week begin with a capital letter. 4 Grammar • Understand that the simple present tense is used CB p31 for giving instructions. *WB p14 5 • Understand that is, am and are are used to show •  Flash cards: CB p32 Related children’s who we are or what something is. I am a gardener./She is a doctor./He is a farmer./Mike *WB p15 books from Scholastic is a watchman./Sheena is a pilot./You are a singer. 1. Max Your Health! 6 Spelling • Recognise the th sound. •  Flash cards: thief, three, thirsty, throw, thread, CB p33 by Kimberley • Identify the use of the th sound in spelling. thousand, earth, think, thank, bath, cloth, north, McArthur teeth, mouth CB p34 7 Listening • Listen to find information. CB p35 Speaking • Greet according to the time of the day. • Audio player and speakers CB p36 8 Writing • Select the correct words to complete a process. •  Square chart paper cut into two triangles diagonally CB p36 • Write the process for making a clown hat. (depending on the number of students), glue sticks and *WB p16 colour pencils CB p37 9 • Complete a drawing by following instructions. • Identify and use sequence markers. 10 Project Work • Write simple sentences to describe a process. *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 3: Keeping Healthy Period 1 Coursebook Introducing the Theme CB page 28 Period 2 1. As a warm-up activity, write this song on the board Reading for Understanding or on a sheet of chart paper and sing it in a chorus. 1. Ask students the following questions to recap Brush your teeth learning: • What did the lesson Keeping Healthy talk Brush your teeth Brush your teeth about? Twice every day. • Why do you think rinsing is important? Up and down 2. Read the text aloud. Revise the meaning of Front and back diff icult words. Explain that the steps in a To clean them all the way. procedure must be performed in a particular Clean and shiny teeth order. Bright and white teeth 3. Have students read aloud the text in groups, Smiling all the day. Yayy! with one student reading one sentence. Focus on correct pronunciation, intonation and 2. Before you read: Ask the questions given on voice modulation. Since it is an instruction CB page 28. Build on them by asking students: text, students should not express emotion while reading the text. • How many times do you brush your teeth? 4. After you read: Ask the questions. • When do you brush your teeth? Lead students to the word dentist. This activity teaches the life skill of developing 3. Encourage students to respond. healthy habits. 4. Play the audio. Ask students to keep their books 5. You may ask the following additional closed and listen carefully. questions: • What should you do first while brushing Reading Aloud your teeth? 1. Read the text aloud. • What is the next step? • What do you do then? 2. Discuss and explain the meaning of diff icult • What is the fourth step? • What is the last step? words. For example, explain how to understand © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 the word “rinse”. Ask students to relate the word to “water” and point 6 to arrive at the meaning of Health y 3. the word. Ask students to answer the while-reading question by numbering the pictures in the correct ng your teeth? Why osrewquheynncoet.? Give enough time to students to understand what the pictures show and write the to Brush Your Teeth correct number in the circles. ee how the girl b4r. ushAess a wrap-up activity, sing the Brush your teeth t you must do to keeprhympNei ucamtugbreaesrinitnh.ethe aste on yourAtonostwhberurssh.CBoharpdpaepregtneh.a2t t8hey m teeth. 4 3 eth. d front of 1 6 with water. h sparkle! our teeth at 2 5 n do you brush your teeth? 46you don’t brush your teeth in the ? Who do you go to when you

Reading Comprehension CB pages 29–30 Coursebook 1. The comprehension skill focus in this unit Coursebook is Sequencing. Highlight to students that in order to understand what they read, they must understand the correct order in which events happen. Tell them to read the sentences and then decide their correct order. 2. Instruct students to complete all the exercises given on CB page 29. 3. Ensure that students have answered the questions correctly. 4. Try it out: Encourage students to think carefully before answering the question. Discuss why it is important to follow the correct order. 5. As a wrap-up activity, divide the class into two teams. Give each team a set of jumbled instruction slips for washing hands. Ask the teams to arrange the instructions in the correct order. (Answer: F irst, wet your hands with water and put some soap on them. Next, rub each palm over the back of the other hand. Then, rub your palms together. A fter that, rub between the f ingers and around your thumbs. Finally, rinse your hands and dry them using a clean towel.) 6. After students have completed the activity, ask them which words helped them to recognise the fi rst and the last steps. 7. You may use these additional questions to help students practise writing answers: • What will happen if you do the last step f irst? • What are the three most important steps for brushing your teeth? Answers CB page 29 A. 3, 6, 4, 5, 1, 2 3. toothpaste B. 1. toothbrush 4. dentist 2. glass © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 47

Period 3 Coursebook Vocabulary CB page 30 Answers CB page 30 1. As a warm-up activity, ask students to get A. 4, 6, 1, 3, 2, 5, 7 B. Suggested answer: Monday, Tuesday, Wednesday, into groups of seven and hold hands. Name the students in each group Sunday, Monday, Thursday, Friday, Saturday Tuesday, Wednesday, Thursday, Friday and Saturday. 2. Write this song on the board and sing it to any tune. Days of the week Sunday says take a rest Monday says wake up Tuesday says be ready Wednesday says work hard Thursday is a busy day Friday says fi nish your work Saturday is a fun day And again it’s a Sunday! 3. When the song is sung, students in each group will raise their hands according to the day that is called out. 4. Point out that the days of the week come in a certain order. 5. Ask students to complete the exercises on CB page 30. 6. For Exercise A, ask students to write the correct number against each day of the week. Ask them to tick the boxes every day after they have brushed their teeth. 7. As a wrap-up activity, draw the following table on the board. Ask students to copy it in their exercise books. Ask them to colour all Sundays blue, Mondays yellow, Tuesdays green, Wednesdays pink, Thursdays brown, Fridays purple and Saturdays red. Sunday 1 8 15 22 29 Monday 2 9 16 23 30 Tuesday 3 10 17 24 31 Wednesday 4 11 18 25 Thursday 5 12 19 26 Friday 6 13 20 27 Saturday 7 14 21 28 48 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7