Active English Teacher's Manual 1

5. After you read: Encourage students to use their Coursebook imagination to answer the question. You could Coursebook build on the question and ask students what they would like to do when it rains next. This activity builds the life skill of creative thinking. Reading Comprehension CB pages 79–80 1. The comprehension skill focus in this unit is Making Predictions. Highlight to students that, as we read, we often think of what might happen next. This gives us new ideas about the story and helps us to understand it. We can also use the skill of predicting to answer questions, especially when the answer is not provided in the text. Then, we use this skill to gather information and think about possible answers. 2. Ask students to complete Exercise A given on CB pages 79–80. Ensure that students have answered correctly. 3. For Exercise B, help students to locate the answers in the text and then frame appropriate sentences. 4. As a wrap-up activity, write this poem on the board and recite it in a chorus. Colours of life Life is short and sweet Like a rainbow. Life is full of colours Like a rainbow. So, wipe the tears And get set go Enjoy your life It is like a rainbow. Answers CB page 79 A. 1. a. Answers CB page 80 2. b. 3. b. B. 1. S am’s father told him that no one can collect the colours of a rainbow. 2. A rainbow forms when the sun shines through raindrops. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 99

Period 3 Coursebook Coursebook Vocabulary CB pages 80–81 1. As a warm-up activity, write this rhyme on the board. Recite it in a chorus. Colours The world is full of colours Red, white and green Purple, blue and yellow Colours for a queen. 2. Refer to the illustration given on CB page 80. Read aloud the names of the colours and ask students to repeat after you. 3. Ask students to complete the exercise given on CB page 81. Ensure that students have matched the colours correctly. 4. As a wrap-up activity, ask students to practise mixing colours in class. • H ave a few rags and newspapers in class to clean up spills. • D ivide the class into four groups. Name each group after one of these colours: Purple, Green, Brown or Orange. Give one sheet of chart paper to each group. • W rite this colour-mixing table on the board. blue + red = purple blue + yellow = green blue + red + yellow = brown red + yellow = orange • Ask each group to write the colour-mixing table on its sheet of chart paper. Then, have them mix paints to get the new colours. • A sk each group to draw and name two things that have the colour of their group name. For example, the Purple group has to draw and name two things which are purple (grapes, violets, aubergine). • P in the charts on the board. Answers CB page 81 1.-g. 6.-a. 2.-d. 7.-b. 3.-j. 8.-e. 4.-i. 9.-h. 5.-c. 10.-f. 100 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B pages 34–35 Workbook Ensure that students have answered correctly. Coursebook Answers WB page 34 A. describe the face as round or oval; nose as small, sharp or long and describe the colour BMRHG R U E VA E F D L I of the eyes and hair. L R Y A RY E L L OWMG R N U I YQ A X R E DMY R Z C D 101 E T L S WNMY T B L U KC I V NMG R E E N XC S Y R R G WZ N UH J L AU P BC L S O MJ EORANGEMI US EG V I O L E THC I S J YT RP Answers WB page 35 B. 3. green Suggested answers: 4. yellow 1. orange 2. blue Period 4 Grammar CB page 82 1. As a warm-up activity, stand with students in a circle, holding hands. Begin by saying a word that describes the student standing beside you. He or she will say a word that describes the student beside him or her. The game continues till every student has spoken. 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 82. 4. that adjectives are used to tell us more about or show the quality of a person or a thing. Refer to the words used by the students during the warm-up activity. Say that all the words they had used to describe each other are called adjectives. 5. : Ask students to apply what they have learnt to the questions given in the following exercise. Ensure that students have circled the adjectives in the sentences. 6. Try it out: Conduct this as a pair activity. Ask one partner of the pair to describe a classmate to the other partner. Explain that students can © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

7. As a wrap-up activity, ask students to name their Workbook favourite person and say one word that describes him or her. Coursebook Answers CB page 82 6. Try it out: Conduct this activity in pairs. Ask one partner to describe what he or Circle: 4. little she did the day before. The other partner 1. big 5. green has to pick out the verbs used in the past 2. beautiful 6. tiny tense. Ask partners to swap roles and 3. yellow continue the exercise. WB W B page 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 Ensure that students have answered correctly. Answers WB page 36 Suggested answers: 5. big 1. black 6. tall 2. long 7. cute 3. small 8. white 4. green Period 5 Grammar CB page 83 1. As a warm-up activity, write this song on the board and recite it in a chorus. What I did yesterday Yesterday at school We had a lot of fun My friend painted a cat And I circled a sun. One subtracted the numbers Another added for the sum. Some jumped up high And others were on the run. We played a game That no one won. Oh we had so much fun! 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 83. 4. that -d or -ed is added to a verb if we want to talk about actions that have happened in the past. Refer to the poem written on the board and explain that the highlighted verbs had -d or -ed because the actions happened not today but yesterday. Explain that this form of the verb is called the simple past tense. 5. : Ask students to apply what they have learnt to the exercise given on CB page 83. 102

7. As a wrap-up activity, name two corners of the room Workbook as Simple Present Tense and Simple Past Tense. Coursebook Place the fl ash cards face down on your desk. Ask each student to pick a fl ash card and stand in the correct corner according to the tense of the verb. 8. After all students have picked cards, ask students from the Simple Present Tense corner to come up one by one and read out their verb. The student who has the corresponding Simple Past Tense fl ash card will read out their verb. Both students will say if -d or -ed has been added to make the past tense of the verb. Answers CB page 83 1. looked 4. searched 2. howled 5. asked 3. lived WB W B page 37 Ensure that students have answered correctly. Answers WB page 37 1. opened 5. played 2. rained 6. baked 3. visited 7. barked 4. lived 8. painted Period 6 4. Say the words aloud and ask students to repeat after you. Spelling CB page 84 1. As a warm-up activity, write this rhyme on the board or on a sheet of chart paper to be displayed in class. Highlight the e in all the words and recite it in a chorus. Ten men and a pet Ten old men, They had a pet The pet was sitting on a red bed A red bed, ten men Ten old men Fell off the bed. 2. Read the words given in Exercise A on CB page 84. Emphasise the short e sound. Ask students to repeat after you. 3. Ask students to complete Exercise B on the same page. Ensure that students have selected the correct words. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 103

5. Conduct these activities to reinforce learning: Coursebook • Write the following words on the board: b ad, tan, fall, mat, sat, tall, pan, man, want, ball, band, wall, shall, bag. Ask students to replace the a in the words with e and write the words in their notebooks. Then, ask them to read out the words they have written and identify the sound of the vowel. • A sk students to write as many short e words as they can in one minute. Use a stopwatch to make the activity more interesting. You can start a countdown too. Have students peer-check the list. Answers CB page 84 B. b*g b*d l*g Green is the grass and the leaves of a tree. c*t p*n h*n Pink is a milkshake and the colour of my dress. Period 7 Purple are grapes and the colour of an aubergine. Listening CB page 84 Black is the night 1. As a warm-up activity, ask students to look around and my mother’s hai r. the classroom and say the names of f ive colours 4. Play the audio again and have students that they can see. peer-check the answers. 2. Direct students to listen to the text attentively and number the colours as they hear their names in Answers CB page 84 the poem. 3. Play the audio of the listening text given. Pause 1. 4 3. 2 5. 5 7. 1 after every two lines. 7 2. 6 4. 8 6. 3 8. Orange is a carrot and the orange I eat. Yellow is a lemon and yellow is a star. Red is an apple and red is a rose. Blue is the sky and blue is the sea. 104 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Speaking CB page 85 Coursebook 1. Explain the background of the dialogues on Coursebook CB page 85. all answered (answer) them. Mum clicked 2. Read aloud the dialogues in the speech bubbles. (click) pictures. I looked (look) up at the 3. You may ask a few pairs of students to act out sky. Dark clouds were forming. We got into the car quickly. Buzo also jumped the dialogues. (jump) in. It was a good picnic! 4. Try it out: Ask students to pair up with a 105 classmate to talk about their favourite colour and name two things that have that colour. 5. As a wrap-up activity, play a game of Animal, Thing, Flower. • Draw this table on the board. Animal Thing Flower • C all out the names of colours. Ask students to name animals, things and fl owers in that colour. Ask them to come up to the board and write the names in the correct columns. • T his activity focuses on colour identif ication. Help students to spell the words. Period 8 Writing CB page 86 1. As a warm-up activity, divide the class into two teams — Describing Words and Action Words. Remind students that they have learnt action words in an earlier unit. 2. Say the following words: • s kip, red, beautiful, jump, swim, tall, blue, walk, talk, thin, green, wise, cut, run. 3. Ask members from the respective teams to stand up according to the word that is spoken. 4. The exercise on CB page 86 is a cloze writing exercise. Ask students to complete it. Ensure that they have answered correctly. 5. Ask a few students to read out the paragraph. 6. Write the following paragraph on the board. Ask students to complete it using the past tense of the verbs given in brackets. We went for a picnic Dad was taking us for a picnic. We packed (pack) tasty food and some games. The place had green grass and tall trees. We played (play) catch. Buzo, our dog chased (chase) beautiful butterfl ies. I called (call) him back. Zoe, my little sister, asked (ask) questions and we © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

7. Ensure that students have answered correctly. Coursebook 8. As a wrap-up activity, ask students to underline all the adjectives in the paragraph they have completed. Answers CB page 86 stayed, helped, white, green, brown, tiny, red, picked, beautiful Period 9 Workbook Writing CB page 86 WB W B page 38 1. As a warm-up activity, write the following rhyme Ensure that students have answered correctly. on the board. Recite it in a chorus. Answers WB page 38 Beautiful world Suggested answers: 2. The happy girl is smiling. Look around the beautiful world 3. The long snake lives in a hole. To fi nd describing words. 4. I saw a big elephant at the zoo. 5. There are many tall buildings in my city. Colourful fl owers and tall trees Green grass, small ladybirds. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 Blue sky and bright sun Dark clouds that bring cool rain. Look around the beautiful world To fi nd describing words. 2. Ask students to refer to the rhyme and identify the describing words. (Expected answers: beautiful, colourful, tall, green, small, blue, bright, dark, cool) 3. Write the following paragraph and helping words on the board. Ask students to refer to the illustration on CB page 124 and select the correct describing words to f ill in the blanks. large, green, small, huge, big, blue, brown, tall We went to a park. There was a large pond. The pond had blue water. Tall grass grew around the it. There were some small stones around the pond. There was a huge leaf in the pond. A green frog was sitting on it. It had big eyes. A brown toad was sitting beside the pond. 4. As a wrap-up activity, ask students to sing the Beautiful world song again. 106

Period 10 Coursebook Review CB page 87 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 87 1. Students should be informed a week before the activity is conducted in class. Ask them to bring chart paper and crayons or colouring pencils. Ask them to choose a colour and bring pictures of things in that colour. 2. On the day of the activity, ask each student to stick the pictures on his or her chart. 3. Ask students to write the name of the colour on the chart and decorate the chart. 4. Display the charts in class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 107

Unit 9: A Special Day Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from Scholastic 1 Understanding • Listen to visualise. • Audio player and speakers CB pp88–89 1. My World of CB pp88–89 Nature Unit 2 the Theme pp10–13 2 Reading • Read aloud a recount with proper pronunciation, intonation 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 4 Grammar • Understand the meaning of object pronouns. Related • Apply the knowledge of object pronouns in context. CB p92 children’s *WB p40 books from Scholastic 5 Punctuation • Understand that a question mark is used to end a sentence CB pp93–94 1. Omar’s Favorite *WB p41 from Spot On that asks a question. Reading 2 Unit 7 CB p94 pp40–45 • Use question marks in context. CB p95 2. If 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. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 9: A Special Day Coursebook Coursebook Period 1 Introducing the Theme CB pages 88–89 1. As a warm-up activity, name different parts of the classroom as Pigeons, Parrots, Cats, Dogs, Fishes and Rabbits. 2. Ask students: Which of these pet animals would you like to be? Ask them to stand in the part of the classroom named for that pet animal. 3. Ask students to give reasons why they would like to be a particular pet animal. Give a chance to every student in the group to answer. Then, ask them to act like the animal they want to be. 4. Before you read: Encourage students to respond to the questions. 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 1. Ask students the following questions to recap learning: • 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. • Paragraph 1—Ask: How did the children • P aragraphs 6 to 10—Ask: Who was the last celebrate Pet Day? to introduce her pet? What did the children do with the photographs of the pets? • P aragraphs 2 and 3—Ask: What does Justin say about his pet? Who will describe their pet after Justin? • P aragraphs 4 and 5—Ask: What does Ana’s pet like to do and what does she like to eat? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 109

3. Have students read aloud the text in groups Coursebook of ten, each student reading one paragraph. Coursebook Focus on correct pronunciation, intonation and voice modulation. 4. After you read: Ask the questions and invite students to share their opinions. Hold a discussion on the topic. Answers CB page 89 Floppy, Rosie, Rex, Tiger Reading Comprehension CB page 90 1. The comprehension skill focus in this unit is Organising Information. Highlight to students that it is easier to understand a text and answer questions by organising the information in it. They may use diagrams or tables to organise information. 2. Instruct students to complete Exercises A and B given on CB page 90. Question 2 in Exercise B requires scaffolding and inference. Help students locate the word Floppy. Ask: What kind of ears does the rabbit have? Next, ask students to guess the meaning of floppy. Ask: Which animals have ears that hang down loosely? Now can you say why Clara called her rabbit Floppy? 3. Ensure that students have answered correctly. 4. As a wrap-up activity, ask students: Why can’t we have an elephant or a giraffe as a pet? Involve students in a discussion. Answers CB page 90 A. Type of pet Pet’s name Pet’s food Name puppy Rex milk parrot Rosie seeds Justin rabbit Floppy carrots Ana Tiger fi sh Clara cat Teacher B. 1. S he calls her cat Tiger because he has stripes like a tiger cub. 2. S he calls her rabbit Floppy because his ears hang down loosely beside his head. 110 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 3 Coursebook Coursebook Vocabulary CB pages 90–91 1. As a warm-up activity, write this poem on the 111 board. Recite it in a chorus. I love you My dog says, “Bow! Bow! I love you.” My cat says, “Meow! Meow! I love you.” My fi sh swim quietly but they love me too. I say, “My friends, I love you too!” You give me happiness And company too! 2. Refer to the words and illustrations given on CB pages 90–91. Read aloud the names of the animals and ask students to repeat after you. 3. Ask students to complete the exercise on the same pages. Ensure that students have circled the pet animals. 4. Ask students to answer the questions on CB page 91. Ensure that they have named the correct animals. These questions broadly classify animals into land and water animals and birds. Point out that land animals such as tigers and dogs can also swim. 5. As a wrap-up activity, ask these riddles: • King of all animals am I With long hair around my face. I kill to eat. (Answer: lion) • 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

WB W B page 39 Workbook Ensure that students have named the animals correctly. Answers WB page 39 1. cat 3. f ish 5. cow 7. lion 2. dog 4. bird 6. elephant 8. rabbit Period 4 Grammar CB page 92 1. As a warm-up activity, write this rhyme on the board. Recite it in a chorus. 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 Apply to teach grammar in context. 3. : Read the examples given on CB page 92. 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?”. 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 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, 4, 5 and 6. Ensure that students have circled the correct pronouns. 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 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 in the two columns. Draw lines to match them on 4. it 7. us the board. 112 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B page 40 Workbook Coursebook Ensure that students have f illed in the blanks with the Coursebook p94 correct pronouns. Answers WB page 40 1. them 3. him 5. me 7. him 2. us 4. her 6. it 8. me/us Period 5 Punctuation CB pages 93–94 1. As a warm-up activity, write this poem on the board and recite it in a chorus. Questions Who, what, when, where Why and how All ask questions Remember now— Begin with a capital End with a question mark No mistakes allowed. 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 93. 4. that we add a question mark at the end of a question. 5. : Ask students to apply what they have learnt to the exercise given on CB page 93. 6. Try it out: Ask students to pair up for this activity. Have each student f ind out f ive things about his or her partner by asking questions. This activity teaches the life skill of effective communication. 7. Conduct this activity to reinforce learning. • D ivide the class into f ive groups—Who, What, When, Why and Where. Draw f ive corresponding columns on the board. • Ask representatives from each group to come forward and write questions beginning with the name of their group. 8. As a wrap-up activity, ask students to recite the poem Questions again. Answers CB page 93 1. What did Matthew say? 2. Where did you go? 3. Why did everybody talk about their pets? 4. When did the rain stop? 5. Who lives in that house? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 113

WB W B page 41 Workbook Ensure that students have answered correctly. Coursebook Answers WB page 41 Answers CB page 94 Add question marks at the end of 1, 3, 4, 5, 7, 8. 1. c 5. c 2. c, k 6. k Period 6 3. k 7. c, k 4. c, k 8. k Spelling CB page 94 1. As a warm-up activity, write the following words on the board. • c ake, calf, can, cap, kite, kick, kid, keep, kill, lock, back, brick, neck, black, duck 2. Ask students to identify words that have the k sound. 3. Point out that all the words have the k sound. Ask students to identify the letters that make the k sound in these words. 4. Read the words given in Exercise A on CB page 94. Emphasise the k sound made by c, k and ck. Ask students to repeat after you. 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. • Divide the class into three teams — c, k and ck. • Draw three corresponding columns on the board. • A sk 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. 114 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 7 Coursebook Coursebook Listening CB page 95 1. As a warm-up activity, show the fl ash cards one by one. Ask students to recall the name of the pet and who it belonged to. 2. Direct students to listen to the text attentively and draw lines to match the animals with their names. 3. Play the audio of the listening text given below. N ancy: I have a pet dog. My pet’s name is Goofy. K evin: Nancy, your pet is very cute and fl uffy. N ancy: Alex has a pet cat. His cat’s name is Fifi . Kevin: I have a pet rabbit. His name is Rex. Nancy: Our pets have nice names — Goofy, Fifi and Rex! 4. Play the audio again and have students peer-check the answers. Answers CB page 95 1.-b. 2.-c. 3.-a. Speaking CB page 95 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. 6. As a wrap-up activity, ask students to recite this rhyme. Sounds we make Dogs bark Cats purr Parrots screech Ducks quack Goats bleat Rabbits squeak Pigeons coo And I speak. 115 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 8 Coursebook Writing CB page 96 3. Explain that information can be organised 1. As a warm-up activity, ask students to recite the with the help of a diagram like this. Short answers can be written by answering the Questions rhyme. questions in the diagram. Ask students to answer the questions and write a short Questions paragraph about their pet or a pet they would like to have. Who, what, when, where Why and how 4. As a wrap-up activity, write the following All ask questions poem on the board and recite it in a Remember now — chorus. Begin with a capital Animals End with a question mark No mistakes allowed. Some animals are pets Some are on the farm 2. Exercise A on CB page 96 is an open-ended Some in the forest writing exercise. Ask students to frame questions. Some on the trees But I love all of them 3. Ask students to complete Exercise B on the And let them live. same page. Ensure that students have answered correctly. 4. As a wrap-up activity, ask a few students to read aloud the paragraphs they have written. 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. 116 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B pages 42–43 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 42 Suggested answers: 1. lion; I cannot have a lion as a pet because it is a wild animal. It lives in the forest. It has big teeth and it can bite people. Answers WB page 43 2. cat; I can have a cat as a pet because it is small. It can live in my house. I can feed it fish. 3. bird; I can have a bird as a pet because it is small. It can live in a cage. I can feed it seeds. Period 10 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

Unit 10: Cric Crac’s Story Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to visualise. • Audio player and speakers CB pp98–99 the Theme •  For crocodiles: wooden or plastic pegs as Scholastic shown in the picture (according to the number 1. My World of more of students), strips of green chart Words Unit 14 paper, glue pp 58–61 2 Reading • Read aloud a story with proper pronunciation, CB pp98–99 Reading intonation and voice modulation. Comprehension • Answer questions at different comprehension levels. CB p100 • Sequence details from a story. 3 Vocabulary • Develop vocabulary of animal movement words. •  Flash cards: crawl, swim, fly, run CB pp100–101 * WB p44 4 Grammar • Understand the present continuous tense. •  Flash cards with sentences: CB pp101–102 Related Where is Myra, What do you like, I live in * WB p45 children’s • Use the present continuous tense in context. Cairo, Get up, Why are you looking at me, The books from sun shines brightly, Don’t push, Wake up, Go CB p102 Scholastic 5 Punctuation • Understand the use of exclamation marks. away, What are you doing * WB p46 1. My River by Shari • Use exclamation marks in context. •  Flash cards: fry – fries/try – tries/dry – dries/ Helpern fly – flies/cry – cries (Big Book) 6 Spelling • Recognise the ie sound as in i. • Audio player and speakers CB p103 CB p104 • Understand how to form verbs by dropping y. 7 Listening • Listen to find specific information. Speaking • Speak short sentences describing actions. •  Flash cards: speak, chew, yawn, whistle, sleep, CB p105 laugh, cry 8 Writing • Arrange the picture clues and write correct sentences to CB p106 •  Four sheets of chart paper retell a story. CB p106 •  Draw or collect pictures of animals (by students) * WB p47 9 • Write grammatically correct sentences using the present CB p107 continuous tense. 10 Project Work • Make a scrapbook. *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 10: Cric Crac’s Story Coursebook Period 1 Introducing the Theme CB pages 98–99 1. Ask students to get the materials a day before the activity is done in class. 2. As a warm-up activity, ask students to fold the strips of green chart paper as shown in the picture and f ix them with glue on the peg. Then, ask them to draw the eyes. 3. Press the end of the peg to open the mouth. Coursebook Ask students which animal they have made with the peg. 4. Let students play and enjoy with the crocodile for a while. 5. Before you read: Encourage students to answer the questions with examples. 6. 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 scrambles and tumbles. 3. Read the f irst paragraph and ask the f irst while-reading question. 4. Read the second paragraph and ask the second while-reading question. 5. Read the third and fourth paragraphs and ask the third while-reading question. 6. Read the next four paragraphs and ask the last while-reading question. Explain the meaning of “enemies”. 7. As a wrap-up activity, ask students what they liked the most about the story. Encourage them to give their opinions. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 119

Period 2 Coursebook Reading for Understanding Coursebook 1. Ask students the following questions to Crocodile Crocodile recap learning: Crocodile, crocodile, what do you do? • What is the name of the baby crocodile? I live in the water and look for food. • What sound do the crocodiles make when Crocodile, crocodile, what do you eat? I eat everything depending on my mood. they drop into the water? Crocodile, crocodile, how do you eat? • Who is the baby crocodile’s enemy? I snap my teeth and eat up the food. 2. Read the text aloud. Revise the meaning of diff icult words. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 • Paragraph 1—Ask: Where was Cric Crac sleeping? Build on the word “inside” by asking: Was Cric Crac covered by the eggshell from all sides? Explain that “inside” means the inner part that is covered from all sides. • Paragraph 2—Ask: Which part of the baby crocodile comes out first? What comes out next? • P aragraph 3—Ask: What did Cric Crac see after he came out? What did his mother carry in her mouth? • Paragraphs 4 to 6—Ask: What was Mum doing when the babies were playing in the warm water? • P aragraphs 7 and 8—Ask: How did Dad scare the bird? 3. Have students read aloud the text in groups of eight, with each student reading one paragraph. Focus on correct pronunciation, intonation and voice modulation. 4. After you read: Ask the question. Encourage students to come up with creative answers. Reading Comprehension CB page 100 1. The comprehension skill focus in this unit is Sequencing. Highlight to students that in order to understand what they read, they must understand the correct order in which the events happened. Explain that a story makes sense because the events happen in a certain order. Students must understand this order of events. 2. Instruct students to complete the exercise given on CB page 100. Ensure that students have arranged the sentences in the correct sequence. 3. As a wrap-up activity, write this rhyme on the board. Recite it in a chorus. 120

4. You may use these additional questions to help Coursebook students practise writing answers: Coursebook • How do you think Cric Crac feels at the end of the story? • H ow would you describe Cric Crac’s father? Answers CB page 100 2, 3, 1, 4 Period 3 Vocabulary CB pages 100–101 1. As a warm-up activity, write this poem on the board. Recite it in a chorus. Move! Move! Fishes swim Birds fl y Rabbits hop Monkeys swing Horses gallop Worms wriggle Snakes crawl But I walk. 2. Refer to the sentences and matching illustrations given on CB page 100. Read aloud the names of the animals and their movement words. Ask students to repeat after you. 3. Ask students to complete the exercise. Help students to arrive at the correct words by relating the movement of the animals in the questions to those in the examples. Ensure that students have answered correctly. 4. Try it out: Ask students to pair up for this activity. One student acts like an animal of their choice. The partner guesses which animal it is. Encourage students to take turns for this activity. 5. As a wrap-up activity, show the fl ash cards one at a time. Ask students to name an animal for each movement word. You may ask students to do actions showing the movement. Answers CB page 100 1. crawls 2. hops 3. gallops Answers CB page 101 4. swims 5. waddles 6. f lies © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 121

WB W B page 44 Workbook Coursebook Ensure that students have unscrambled the letters to form Coursebook p102 the correct words. Answers WB page 44 1. crawls 4. gallops 2. hops 5. swings 3. swims Period 4 Grammar CB pages 101–102 1. As a warm-up activity, write the following rhyme on the board. Recite it in a chorus. The i-n-g song He is going to the zoo, zoo, zoo She is going too, too, too I am going to the zoo, zoo, zoo You are going too, too, too They are going to the zoo, zoo, zoo We are going too, too, too The boy is looking at the monkeys in the zoo The girl is watching them too, too, too I am looking at the tiger in the zoo It is looking at me too The boys are watching them too They are having a picnic at the zoo The girls are having a picnic too! 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 101. 4. that am, is and are are used with a verb that ends in -ing to talk about things that are happening now. Refer to and highlight the words shown in The i-n-g Song. 5. Explain that all the singulars — he, she, it, the boy, the girl use is. I is special so it uses am. You is also special so it uses are. Are is also used with all plurals — they, we, the boys, the girls. 6. : Ask students to apply what they have learnt to the exercise on CB page 102. Ensure that students have used the correct verbs to complete the sentences. 7. Try it out: Ask students to take turns and talk about two things that are happening in class at that moment. 122 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

8. As a wrap-up activity, call out the following Workbook nouns and pronouns one at a time: he, they, the men, I, the children, the girl, you, Rex and Pia, the car, we. Ask students to make sentences using am going, is going or are going as appropriate with each noun or pronoun. Ask them to stand up in turns to make the sentences. Answers CB page 102 1. is jumping 3. are playing 2. is counting 4. are splashing WB W B page 45 Ensure that students have answered correctly. Answers WB page 45 1. is walking 5. are galloping 2. is f lying 6. are buzzing 3. is climbing 7. is crawling 4. am playing 8. is reading Period 5 Coursebook Punctuation CB page 102 1. As a warm-up activity, write the following rhyme on the board. Recite it in a chorus. Go away! Sad thoughts go away! Never come to me again! I want to dance and to play And fl y like an aeroplane! 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 102. 4. that we add an exclamation mark at the end of a sentence that shows strong feeling such as anger, surprise or excitement. Refer to the rhyme written on the board and explain that exclamation marks have been used as they show the feelings of the child. The f irst two lines of the stanza show a feeling of anger for sad thoughts. The next two lines show happiness and excitement. 5. : Ask students to apply what they have • A sk one partner to read aloud the sentence. • A sk the other to say whether the sentence learnt to the exercise given on CB page 102. should have a full stop, question mark or Remind them to add an exclamation mark only to exclamation mark. sentences that show surprise, anger or excitement. 6. Conduct this activity to reinforce learning: • Keep the f lash cards face down on your desk. Ask students to come up to you in pairs. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 123

7. As a wrap-up activity, ask the following riddles: Workbook • I am a sentence that talks about actions that happen every day. What mark will you use to Coursebook complete me? • I don’t say anything at all but always ask. page. Ensure that students have selected the How will you complete me? correct words. • I say how excited, angry, happy or sad 5. Say the words aloud and ask students to someone is. What mark will you use to repeat after you. complete me? 6. As a wrap-up activity, write the word fry on Answers CB page 102 3. Be quiet! 7. Hurry up! 5. Stop wriggling! 8. Come here! WB W B page 46 Ensure that students have given correct answers. Answers WB page 46 Add an exclamation mark at the end of 2, 3, 4, 5, 8. Period 6 Spelling CB page 103 1. As a warm-up activity, write the following poem on the board. Recite it in a chorus. Highlight the ie in the words as shown below. ie as in i The magpie Wearing a necktie Flies in the sky And tries to reach The hot burning sun. She cries out loud “Ouch! Ouch! Ouch! I will get fried!” So back she f lies Else she would die. 2. Read the words given in Exercise A on CB page 103. Emphasise that ie makes the i sound in many words. Explain that when we add -s to action words ending in y that sound like i, we usually drop the y and add ie before the -s. 3. Show the fl ash cards one by one. Explain how the y is dropped to add ie when we add -s to the words. 4. Ask students to complete Exercise B on the same 124 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

the board. Explain that when we want to show that Coursebook the action of frying has already been done, we use the word fried. Write fry fried on the board. Coursebook 7. Explain that in most action words ending in y that sound like i, the y is changed to ie when Answers CB page 104 we want to show that the action has already 1. Tick the picture on the right. been done. 2. Tick the picture on the left. 8. Conduct this activity to reinforce learning: 3. Tick the picture on the left. • D ivide the class into two teams. Draw three 4. Tick the picture on the right. columns on the board. In the f irst column, write the following words: try, cry, dry, spy, supply. • A sk representatives from the f irst team to come up in turns and write each word with an -s in the second column and representatives from the second team to write the same word with a -d in the third column. • After the students write the correct words, ask them to read them aloud. Answers CB page 103 1. tie 4. fried 2. cried 5. f lies 3. die 6. pie Period 7 Listening CB page 104 1. As a warm-up activity, write the following rhyme on the board. Recite it in a chorus. The -ing song He is going to the zoo, zoo, zoo She is going too, too, too I am going to the zoo, zoo, zoo You are going too, too, too They are going to the zoo, zoo, zoo We are going too, too, too 2. Direct students to listen to the text attentively and tick the correct pictures. 3. Play the audio of the listening text given below. Play each sentence and pause. Number 1. The children are playing football. Number 2. Carla is cooking in the kitchen. Number 3. Betty is talking on the phone. Number 4. The bird is f lying. 4. Play the audio once again and have students peer-check the answers. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 125

Speaking CB page 105 Coursebook 1. Explain the background of the dialogue between Coursebook Nick and Leo. 2. Read aloud the dialogues given in the speech 3. Ask students to describe each picture in their own words. Seek responses from various bubbles on CB page 105. students for the same picture. Help students 3. You may ask a few students to read aloud to frame correct sentences. the dialogues. 4. Try it out: Ask students to pair up with a classmate and come forward. Ask one partner to perform an action and the other to guess what the action is. Guide them to use the -ing form in their sentences. This activity teaches the skill of effective communication. 5. As a wrap-up activity, divide the class into fi ve groups — I, He/She, You, They and We. Show the fl ash cards one by one. Ask each group to use the verb in the card in its -ing form according to the name of the group and make a sentence. For example, if the fl ash card says speak, the I group will say: I am speaking; the He/She group will say: He/She is speaking; the You group will say: You are speaking; the They group will say: They are speaking; the We group will say: We are speaking. Period 8 Writing CB page 106 1. As a warm-up activity, tell students this funny story. Yesterday, my sister and her son came to visit me. This morning, we tried to get him ready for school, but he wanted to dress up by himself. He is only four years old, so my sister put out all his clothes for him. First, he put on his sweater. Then, he wore his socks and shoes. After that, he tried to wear his pants. His pants got stuck in his shoes! Then, he tried to wear his shirt, but it would not fit over the sweater. He started to cry. • A sk students: How did all the confusion happen? (Expected answer: The confusion happened because everything was not in the correct order.) • E xplain that just like in life, everything we write has to be in the correct order. 2. The exercise on CB page 106 is an open-ended writing exercise that requires a two-step understanding. Ask students to number the pictures in the order that they happened in the story. 126 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

4. As a wrap-up activity, ask a few students to read Coursebook their story aloud. Workbook Answers CB page 106 Answers WB page 47 A. 1.-4 4.-3 Josie is helping Mum mix the batter for the biscuits. 2.-6 5.-2 Mum is decorating the biscuits. 3.-1 6.-5 Mum is putting the biscuits in the oven. The biscuits smell very nice! B. Suggested answers: Cric Crac is sleeping inside his egg. He and his brothers and sisters climb out of their shells. Mum puts them in her mouth. She takes them to the river. The baby crocodiles tumble out and fall into the water. Dad snaps at the bird and eats it up. Period 9 Writing CB page 106 1. As a warm-up activity, write the following rhyme on the board. Insert blanks for the underlined words. The -ing song He is going to the zoo, zoo, zoo She is going too, too, too I am going to the zoo, zoo, zoo You are going too, too, too They are going to the zoo, zoo, zoo We are going too, too, too He is looking at the monkeys in the zoo She is watching them too, too, too I am looking at the tigers in the zoo You are watching them too, too, too They are having a picnic at the zoo We are having a picnic too! 2. Ask students to copy the rhyme into their notebooks and f ill in the blanks. 3. Divide the class into four groups. Give a sheet of chart paper to each group. Ask them to draw and describe a scene from school. Ask students to write eight sentences using -ing verbs to describe the scene in their picture. 4. As a wrap-up activity, ask a few groups to read out their descriptions. 5. Display the charts in class . WB W B page 47 Ensure that students have answered correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 127

Period 10 Coursebook Review CB page 107 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 107 1. This activity may be carried out in groups or individually. Students should be informed about the project work a week in advance. 2. Ask students to collect pictures and drawings of animals and compile them in a scrapbook. Ask them to label each picture with a suitable movement word. 128 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 11: G etting Dressed Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to visualise. • Audio player and speakers CB p108 the Theme •  Used socks for fish (by students), buttons, cotton, Scholastic • Read aloud a poem with proper pronunciation, CB p108 2 Reading intonation and voice modulation. rubber bands and fabric glue 1. My World Reading CB p109 of Words Comprehension • Answer questions at different comprehension levels. pp42–43 • Find information from the poem. CB p110 3 Vocabulary • Develop vocabulary related to clothes. *WB p48 CB p111 4 Grammar • Understand the meaning of the helping verbs can *WB pp49–50 and cannot. • Use can and cannot in context. 5 • Understand that possessive adjectives can be used CB p112 6 Spelling before nouns to show belonging. *WB pp50–51 • Use possessive adjectives in context. •  Flash cards and pictures if possible: studio, volcano, CB p113 Related video, hero, zoo, buffalo, tomato, kangaroo, potato, children’s • Spell correctly plurals of nouns ending with an o. stereo, radio, tattoo, echo, zero, cargo (singular form of CB p114 books from the words) Scholastic 7 Listening • Listen to find specific information. CB p115 • Audio player and speakers CB p116 1. O ff to the Woods Speaking • Make short sentences about clothes. •  Flash cards: shorts, skirt, trousers, socks, shoes, from Spot On CB p116 Reading 2 Unit 2 8 Writing • Understand rhyming words. dress, cap *WB pp51–52 pp10–13 CB p117 9 • Write a short poem using rhyming words. •  Flash cards: train, plane/tree, bee/dig, wig/ring, 2. T he Jumping sing/frog, dog/pear, bear/cap, tap/rat, hat/ball, wall/ Hat by Marilyn 10 Project Work • Make a poster. zero, hero/zip, lip/right, bright/chair, hair/feet, meet/ Kratz from fan, man/sun, bun Scholastic Active English Literature •  Pictures of different types of clothes (to be brought Reader 1 pp4–7 by students), chart paper for poster • Learn about clothes of different countries. *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 11: Getting Dressed Coursebook Period 1 Coursebook Introducing the Theme CB page 108 3. Have students recite the poem in groups. Focus 1. As a warm-up activity, ask students a day before on correct pronunciation, intonation and voice modulation. to get a sock from home that is not being used or a sock whose pair is lost. Show them how to make a 4. After you read: Ask the questions and allow f ish from a used sock. Stuff some cotton different students to express their views. Stress inside the sock and tie a rubber band as the importance of keeping things in their proper shown in the picture. Make two eyes places. by sticking buttons on the sock, one on each side, and the f ish is ready. Hang the f ish in a © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 corner of the class or pin it on the board. 2. Before you read: Ask students the questions in turns. Ensure that the responses include socks and shoes. 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. 3. Read the f irst two stanzas and ask the f irst while-reading question. 4. Read the next two stanzas and ask the second while-reading question. Refer to the glossary to explain line. Explain that line refers to the wire or cord used for hanging washed clothes. 5. As a wrap-up activity, ask students how they reuse old socks or socks that do not match. Period 2 Reading for Understanding 1. Ask students the following questions to recap learning: • What is the name of the poem? • What is the name of the poet? 2. Read each stanza and explain the meaning. • S tanza 1—Ask: Find two words that are opposites. Can socks find the child? What does it mean? Lead students to the conclusion that the socks will f ind the child when he f inds them. • S tanza 2—Ask: Where does the child look for the socks? • Stanza 3—Ask: When do we hang socks? (Expected answer: When we wash them and hang them to dry on the clothes line.) A sk: Find two words that are opposites. • Stanza 4—Ask: What will the child look for after he finds his socks? Do you think the child is careless? Does he keep his room neat and tidy? Why do you think so? 130

Reading Comprehension CB page 109 Coursebook 1. The comprehension skill focus in this unit is Coursebook Finding Information. Tell students that they must read the text again carefully to look for specif ic information in order to answer the questions. 2. Instruct students to complete Exercise A given on CB page 109. For Exercise B, allow students to write their own answers. 3. Ensure that students have answered the questions correctly. 4. As a wrap-up activity, write the following sentences on the board. Ask students to rearrange them in the correct order according to the poem. a. The child checks if the socks are hanging on the line. b. T he child goes upstairs and downstairs. c. T he child looks for the socks in the bathroom. d. The child looks for the socks in the bedroom. (Answer: b, d, c, a) Answers CB page 109 A. 1. b. shoes a. socks 2. Circle: a., b., d. B. Suggested answers: a. shirt b. tie c. shoes Period 3 Vocabulary CB page 110 1. As a warm-up activity, draw the following diagram on the board. Ask students to say what clothes their father or mother wears and complete the diagram. If required, make more squares. Dad/ Mum 2. Similarly, ask them to draw diagrams for their 4. Ask students to complete the exercise. Ensure sister, brother or best friend. that students have matched the clothes correctly. 3. Refer to the words and the matching illustrations 5. Try it out: Conduct as a pair activity. Ask given on CB page 110. Read aloud the names of the students to think of an item of clothing and clothes and let students repeat after you. describe it. Their partners will guess the item. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 131

6. As a wrap-up activity, ask the following riddles: Workbook • I am the opposite of shorts, Both men and women wear me. Coursebook (Answer: trousers or pants) • Wear us under your clothes have filled in the correct helping verbs in the To keep you tidy and clean. sentences. (Answer: underwear) 6. Try it out: Conduct as a group activity. Ask • I am long and thin, students to get into groups of f ive and make Y ou tie me round your neck their lists. Then, call each group in turn to share their list with the class. This activity under your collar. builds the life skills of communication and You often wear me with a suit. teamwork. (Answer: tie) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 Answers CB page 110 1.-d. 4.-e. 2.-c. 5.-a. 3.-b. WB W B page 48 Ensure that students have named the clothes correctly. Answers WB page 48 1. T-shirt 6. socks 2. skirt 7. cap 3. gloves 8. hat 4. shirt 9. pants 5. shoes 10. shorts Period 4 Grammar CB page 111 1. As a warm-up activity, ask the following questions. If the students are able to do the activity, they will stand and say: I can. If they are not able to do it, they will sit and say: I cannot. • Can you drive a car? • Can you write? • Can you repair an aeroplane? • Can you cook? • Can you pack your school bag? • Can you change a light bulb? • Can you sharpen your pencil? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 111. 4. that can and cannot are helping verbs that show if someone is able or not able to do something. 5. : Ask students to apply what they have learnt to the exercise on CB page 111. Ensure that students 132

7. Hold a class discussion on the things all students Workbook can do, things that no one can do, things that Coursebook a few students can do and things that a few students cannot do. 8. As a wrap-up activity, play the one-minute game. Use a stopwatch if possible. Ask students to write the names of all the things they can do within one minute. Start a countdown after 15 seconds to make it more exciting. Answers CB page 111 1. cannot 3. cannot 5. can 2. can 4. can 6. can WB W B pages 49–50 Ensure that students have f illed in the blanks with the correct helping verbs. Answers WB page 49 1. can 3. cannot 5. cannot 2. can 4. cannot Answers WB page 50 6. can 7. can 8. cannot Period 5 Grammar CB page 112 1. As a warm-up activity, write the following rhyme on the board. Recite it in a chorus. Whose toy? This toy belongs to me It is my toy. If it belongs to you It is your toy. If it belongs to him It is his toy. If it belongs to her It is her toy. If belongs to them It is their toy. If it belongs to us It is our toy. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 133

2. Follow the methodology of Show-Explain-Apply Coursebook to teach grammar in context. Workbook Workbook p51 3. : Read the examples given on CB page 112. 4. that we use my, your, his, her, its, their and our before nouns to show that something belongs to someone or something. Refer to the rhyme written on the board and explain how these words are used to show who owns the toy. 5. : Ask students to apply what they have learnt to the exercise given on CB page 112. Ensure that students have f illed in the correct possessive adjectives in the sentences. 6. As a wrap-up activity, write the following rhyme on the board and recite it with students. Begin by reciting the f irst two lines. Then, say the f irst part of each sentence and let students say the second part. Repeat the activity twice after changing the order of the sentences. While reciting, ensure that the words in bold are stressed to reinforce the concept of belonging. Let’s make a bunch of fl owers I have a fl ower. This is my fl ower. If I give one to you, it is your fl ower. If I give one to him, it is his fl ower. If I give one to her, it is her fl ower. W e all have fl owers, they are our fl owers. L et’s make a bunch and give it to them. It will be their bunch made with our fl owers. Answers CB page 112 1. our 5. their 2. its 6. his 3. her 7. my 4. your WB W B pages 50–51 Ensure that students have f illed in the blanks correctly. Answers WB page 50 1. her 4. My 2. his 5. his 3. your Answers WB page 51 6. its 7. Our 8. their 134 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 6 Coursebook Spelling CB page 113 Plurals of the words that 1. As a warm-up activity, write the following poem on end with o, o-o-o, o-o-o, If they don’t have a vowel before the board. Recite it in a chorus. Add es after o. For the plural of tomato, add -es. Plurals of the words that end with o for the plural of mosquito, add -es. Plurals of the words that Plurals of the words that end with o, o-o-o, o-o-o end with o, o-o-o, o-o-o If they have a vowel before Plurals of the words that Add only s after o. end with o For the plural of video, add s Let’s learn all of them. For the plural of studio, add s Plurals of the words that end with o 2. Read the words given in the table on CB page 113. Now we know all of them. Explain that we add -es to some nouns that end with Answers CB page 113 an o, to make them plural. 1. He bought tomatoes today. 2. Can you bring potatoes for me? 3. Ask students to complete the exercise on the 3. I like the film’s heroes. same page. Ensure that students have replaced the 4. He is learning about volcanoes. singular nouns with the correct plural nouns. 4. Say the words aloud and ask students to repeat after you. 5. Conduct the following activity to reinforce learning: • W rite the following words and their plurals on the board: radio – radios tomato – tomatoes • A sk students to repeat the rule they have learnt for making plurals of the words that end with an o. • Refer to the word radios and ask them if they can tell why the plural of radio does not end with -es. • A sk students to tell which letter comes before o in radio and which letter comes before o in tomato. • Point out to them that if a word has a vowel before the f inal o, we just add -s to make it plural. • Place the fl ash cards face down on your desk. Ask students to come forward in pairs. Ask one student to turn over a card and read the word aloud. His or her partner will write its plural on the board. 6. As a wrap-up activity, write the following poem on the board. Recite it in a chorus. Plurals of the words that end with o Plurals of the words that end with o Let’s learn all of them. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 135

Period 7 Coursebook Coursebook Listening CB page 114 1. As a warm-up activity, show the fl ash cards one by one and ask students to draw any three items of clothing. Ask a few students to describe each one. 2. Direct students to listen to the text attentively and select the correct picture as described in the audio. 3. Play the audio of the listening text given below. Pause after each sentence. N umber 1. Neil is wearing a blue T-shirt. N umber 2. Sally is wearing a red dress. N umber 3. Mike is wearing blue shorts. N umber 4. Ben is wearing black shoes. Number 5. Karl is wearing a green shirt. 4. Play the audio once again and have students peer-check the answers. Answers CB page 114 1. Tick the picture on the left. 2. Tick the picture on the left. 3. Tick the picture on the left. 4. Tick the picture on the right. 5. Tick the picture on the right. Speaking CB page 115 1. Explain the background of the conversation between Jean and Zara. 2. Read aloud the dialogues given in the speech bubbles on CB page 115. 3. You may ask a few pairs of students to read aloud the dialogues. 4. Try it out: Conduct as a pair activity. Each student will hide an item of clothing and describe it to his or her partner. Ask students to perform the activity at their desks and not move about in the classroom. 5. As a wrap-up activity, divide the class into two teams: Summer and Winter. Draw the diagrams given below on the board. A member of each team will write the clothes we wear during the season mentioned in the box. The other students can help their team member. Each team will get two minutes. The team that names more clothes is the winner. Ignore minor spelling mistakes. Summer Winter 136 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 8 Coursebook Writing CB page 116 4. As a wrap-up activity, ask students to draw a picture of the person they like the most and 1. As a warm-up activity, ask students to describe describe his or her clothes in four sentences. what their parents or siblings were wearing Answers CB page 116 Suggested answer: that morning. I can’t f ind my shoes Those I must not lose! 2. Conduct the following activity: Mum sees me search for my scarf I can hear her laugh and laugh! • W rite the words duck, cluck and truck on the Search everywhere for my jacket Without making a huge racket! board. I need to f ind my coat To go to the party on the boat! • W rite the following rhyme on the board below I ask Dad for his tie He says yes with a sigh! these words. I’m looking for my favourite socks Printed with colourful rocks! A duck in a truck 137 Saying cluck cluck. • Ask students to name similar-sounding words from the rhyme. Explain that these are called rhyming words and they are used while writing poems. Explain that this is a nonsense poem. • P lace the fl ash cards face down. Ask students to come forward in pairs. Each pair will turn over a fl ash card and write a short nonsense poem on a sheet of paper using the words. • A sk students to sign their names and pin up the poems on the board. 3. As a wrap-up activity, ask students to recite the poem Jack and Jill. • Write the poem on the board. Jack and Jill Went up the hill To fetch a pail of water Jack fell down And broke his crown And Jill came tumbling after. • Ask students to write down the rhyming words from the poem. Discuss the words in class. Period 9 Writing CB page 116 1. As a warm-up activity, ask students to read the poem on CB page 116. 2. Ask them to underline the rhyming words. Remind them that these words are used to write poems. 3. Ask students to complete the exercise given on CB page 116 in pairs. Invite student pairs to take turns to recite the poem they have composed. Some examples of rhymes are given below: I can’t f ind my tie Said Sally with a sigh. I can’t f ind my coat Is it on the boat? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B pages 51-52 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 51 Suggested answers: 1. Jon is wearing a red T-shirt and blue shorts. Sam is wearing a purple shirt and black pants. Answers WB page 52 2. Megan is wearing a pink top and grey pants. Tina is wearing a yellow top and orange skirt. 3. Andy is wearing a blue T-shirt and grey pants. Dora is wearing a red top and black pants. Period 10 Review CB page 117 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 117 1. Project work may be carried out in groups or pairs. Students should be informed about the project work a week in advance. 2. Ask students to collect pictures or draw the clothes that people wear in any two countries and describe them in class. 3. This value-based activity helps to build respect for diversity. 138 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 12: Animal Facts Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from Scholastic 1 Understanding • Listen to visualise. •  Audio player and speakers CB pp118–119 1. M y World of Nature the Theme Unit 14 pp58–61 2 Reading • Read aloud an information report with proper CB pp118–119 2. M y World of More CB pp119–120 Words Reading pronunciation, intonation and voice modulation. Unit 14 pp58–61 Comprehension • Answer questions at different comprehension levels. • Find similarities and differences in the information report. 3 Vocabulary • Develop vocabulary related to special body parts of CB pp120–122 animals. * WB p53 4 Grammar • Understand the use of the simple present tense for •  Flash cards: trees, sunflowers, sun, moon, CB p122 stating facts and things that are true. stars, birds, grass, dogs, frogs, lemons, tigers, • Use the simple present tense in context. fish, ice, doctor, tortoise, camels, monkeys, Related clouds, peacock, butterflies, earth, rainbow, children’s books ducks, elephant, rain, snow, old man, from Scholastic mangoes, children, cows, sheep, giraffe 5 • Apply the knowledge of the simple present tense in •  Colours, pictures of animals (by students), CB p122 1. G rrr! A Book About context. sheets of chart paper (optional) * WB p54 Big Cats by Melvin 6 Spelling • Spell correctly plurals of nouns ending with ch, s, sh, ss •  Flash cards and pictures wherever possible: CB p123 and Gilda Berger and x. box, beach, brush, dog, dish, sister, fox, six, 2. Why Do Zebras witch, cloud, dress, coach, egg, boss, branch, Have Stripes? by cross, truck, gas, glass, catch, wish, match, Gilda and Melvin watch, blanket, flower, church, peach, tax Berger 7 Listening • Listen to find specific information. • Audio player and speakers CB p124 3. A Cat’s Tale by Speaking • Speak short sentences to describe animals. CB p125 Josepha Sherman 8 Writing • Present information in a tabular form. CB p126 from 9 • Use but and both to show differences and similarities. Scholastic Active CB p126 English Literature • Frame sentences about animals to show similarities and •  Pictures of animals (by students) * WB pp55–56 Reader 1 pp34–37 differences. 4. Bears by Charles 10 Project Work • Work in a group •  Information on and pictures of wild animals, CB p127 Ghigna from • Collect information sheets of chart paper (by students) Scholastic Active English Literature Reader 1 pp16–19 *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 12: Animal Facts Coursebook Period 1 Coursebook Understanding the Theme CB pages 118–119 6. Have students read the text aloud in groups, 1. As a warm-up activity, ask students to say what each student reading one paragraph. Focus on correct pronunciation, intonation and voice they know about tigers, leopards, cheetahs, lions modulation. and cats one by one. 2. Explain that all these animals belong to the 7. After you read: Encourage students to give same cat family, but there are some differences their opinions. between all the animals. 3. Before you read: Encourage students to share their experiences. 4. Play the audio of the text. 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 coat, claws, grasslands and plains. 3. Ask the while-reading questions. 4. As a wrap-up activity, say the following words: • p urr, roar, round spots, rose-shaped spots, climb, hunt during the day, hunt at night, cubs. Ask students to say the name of the big cat associated with each word. Remind them that some words might be associated with more than two big cats. Encourage students to say the names of all the big cats. Period 2 Reading for Understanding 1. To recap learning, ask students: • Which animals are called big cats? • Are all animals in the cat family the same? 2. Read aloud each paragraph of the information text and explain the meaning. Revise the meaning of diff icult words. 3. Paragraph 1—Ask: Do leopards look like lions? 4. Paragraph 2—Ask: How are the coats of leopards and cheetahs different from each other? Which is the fastest land animal? 5. Paragraph 3—Ask: What are the places where only leopards can live but cheetahs cannot? When do cheetahs and leopards hunt? 140 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Reading Comprehension CB pages 119–120 Coursebook 1. The comprehension skill focus in this unit is Coursebook Finding Similarities and Differences. Highlight to students that in order to understand the text they need to understand how two or more things are similar or different. Explain that they can organise the available information in a table or diagram. 2. Ask students to work in pairs to complete Exercise A given on CB page 119. Ensure that students have completed the table correctly. 3. For Exercise B, guide students to frame correct sentences while answering the questions. Ask students to write the answers. Ensure that students have answered the questions correctly. 4. As a wrap-up activity, ask students to refer to the picture on CB page 124. Ask them to f ind two similarities and two differences between the frog and the toad. Answers CB page 119 A. Same: 2. have a yellow or brown coat 3. called big cats 4. have spots Different: 2. purr/roar 3. l ive only in grasslands and plains/live in forests, grasslands, deserts, mountains and plains 4. cannot climb trees/can climb trees 5. don’t have special claws/have special claws Answers CB page 120 B. 1. We can f ind leopards in forests, mountains and deserts but we cannot f ind cheetahs there. 2. The cheetah is faster than the leopard because it has longer legs. 3. L eopards have rose-shaped spots on their coats. Cheetahs have round spots. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 141

Period 3 Coursebook Vocabulary CB pages 120–122 Coursebook 1. As a warm-up activity, write the following rhyme on the board. Recite it in a chorus. Coursebook p122 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 Animals Birds have wings and a sharp beak Elephants have a trunk and two big ears Fishes have f ins to help them swim Spiders have eight legs Ducks have webbed feet Giraffes have a long neck I have hands and I have feet God is great to make us so sweet. 2. Refer to the sentences and the matching illustrations given on CB page 120. Point to the animal parts highlighted in each sentence. 3. Ask students to complete Exercise A. Ensure that students have matched the body parts to the correct animals. 4. For Exercise B, ask students to f ind the names of eight animal parts in the word grid. Ask them to name the animal parts by taking turns. 5. Try it out: Ask students to draw and colour any wild animal that they like and describe it. Ask them to mention one special part that the animal has. 6. As a wrap-up activity, ask: • What is it that birds have but we don’t? • What is it that an elephant has but we don’t? • What is it that a fish has but we don’t? • What is it that a monkey has but we don’t? • What is it that we have but animals don’t? Answers CB page 121 A. 1.-c. 3.-a. 5.-b. 2.-e. 4.-d. B. P AW J K B E A K T G H K F G J MW TYC XUKF I N R Z L L RYHMP UKAF J Z RZG N LWG T U S KV KDC F KH J L R X S C A L E J MX 142

WB W B page 53 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 53 Circle: 3. giraffe, neck 1. turtle, f lippers 4. duck, feathers 2. squirrel, paws Period 4 Grammar CB page 122 1. As a warm-up activity, ask the following questions and write the answers on the board. • When does the sun rise? • When does the sun set? 2. Underline the verbs and ask students to identify the tense. Explain that we use the simple present tense to talk about facts. 3. Follow the methodology of Show-Explain- Apply to teach grammar in context. 4. : Read the examples given on CB page 122. 5. that the simple present tense is also used to talk about facts or things that are true now and will always be true. 6. : Ask students to apply what they have learnt to the exercise on CB page 122. Ensure that students have circled the verbs in the sentences. 7. As a wrap-up activity, divide the class into two teams. Keep the f lash cards face down. Ask a student from each team to come and pick a card and state a fact about the word written on the card. Answers CB page 122 1. sets 4. are 2. is 5. is 3. love 6. eat Period 5 each group to discuss and decide which animal they would like to write about. Grammar CB page 122 • A sk each group to write the name of the 1. As a warm-up activity, write the names of animal, draw it or stick a picture of it and write f ive facts about it on the chart paper. the following animals on the board: monkey, • Display the charts on the board. elephant, lion, rabbit, cat, dog, horse, frog, f ish, donkey, pig, crocodile. Ask students to do any 143 action related to each animal. 2. Try it out: Conduct the following activity. • Ask students to get colours and pictures of animals if possible a day before the lesson. • A sk students to get into groups of three. Give a sheet of chart paper to each group. Ask © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

3. As a wrap-up activity, write the following poem Workbook on the board. Recite it in a chorus. Coursebook © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 So similar yet different Elephants have long trunks But a bear has a small tail Rabbits have furry skin A porcupine has thorns everywhere Peacocks have feathers so colourful Crows have feathers so black Crocodiles have sharp teeth Cows have horns and hooves on their feet Y et all are animals that move and breathe, So similar and yet so different. WB W B page 54 Ensure that students have answered correctly. Answers WB page 54 1. live 4. helps 2. goes 5. sets 3. forms 6. lay Period 6 Spelling CB page 123 1. As a warm-up activity, write the following poem on the board. Recite it in a chorus. Let’s make plurals To make plurals of the words that end with ch, end with sh, end with an s To make plurals of the words that end with ss, end with an x, end with an s Always add es. S o plural of church is churches, P lural of a bus is buses, P lural of a class is classes, Plural of a fox is foxes, And plural of brush is brushes Add es to them all. 2. Read the words given in Exercise A on CB page 123. Explain that we add -es to nouns that end in ch, sh, s, ss or x to make them plural. 3. Ask students to complete Exercise B on the same page. Ensure that students have replaced singular nouns with the correct plurals. 4. Say the words aloud and ask students to repeat after you. 144

5. As a wrap-up activity, divide the class into two Coursebook groups. Keep the f lash cards face down on your Coursebook desk. Ask a student from each group to pick a fl ash card and write the word and its plural on the board. Answers CB page 123 1. Did you see the f lashes of lightning? 2. Can you bring the brushes for me? 3. The farmer saw the foxes on the farm. 4. The boy hit sixes in the cricket match. 5. He packed all his belongings in boxes. Period 7 Listening CB page 124 1. As a warm-up activity, ask students to stand in a circle. Whisper the following sentence in the ear of one student: The brown cat sat on a yellow stool. Ask each student to whisper the same sentence in the ear of the next student. The last student has to speak it aloud. Write the original and f inal sentences on the board. Compare the two sentences. 2. Direct students to listen to the text attentively. Ask them to tick the sentences they hear. 3. P lay the audio of the listening text given below. Pause after each sentence. Play the audio twice. Frogs have smooth and slippery skin. Both frogs and toads lay eggs in water. Their young ones are called tadpoles. Frogs have bulging eyes. A group of toads is called a knot of toads. Toads have short legs. A group of frogs is called an army of frogs. Toads have dry and rough skin. 4. Play the audio again and have students peer-check the answers. Answers CB page 124 Tick: 2, 3, 4, 6, 7, 8, 9, 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 145

Speaking CB page 125 Coursebook 1. Explain the background of the dialogue between Coursebook Mia and Carol. 2. Read aloud the dialogues given in the speech swim in water and one should f ly in the air. To prepare for the next class, ask them to f ind bubbles on CB page 125. out different things about these animals. Ask 3. You may ask a few students to read aloud the them to collect pictures of these animals. dialogues. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 4. Try it out: Ask students to pair up with a classmate. Ask each partner to describe his or her favourite animal. Then, ask each pair to speak about the differences and similarities between the two animals. This activity teaches the life skill of critical thinking. 5. As a wrap-up activity, divide the class into two groups. Ask one group to fi nd similarities between parrots and peacocks and the other to fi nd differences between them. Period 8 Writing CB page 126 1. As a warm-up activity, write the following rhyme on the board. Recite it in a chorus. Same but different We are all the same And yet we are different Some are tall Others are small. We have the same body But we are different. 2. Refer to the table given on CB page 126. Ask students to copy the table into their notebooks and complete it with information about the animals given. Explain that they can organise information in the form of tables. Help them to fi ll in the table about sharks. Point out that some sharks lay eggs while others give birth to babies. 3. Explain that we use the word but to show differences between things, people and animals, and we use the word both to show similarities. 4. Demonstrate by framing a few sentences and writing them on the board. Some examples are given below. A tiger has four legs but an eagle has two legs. Both a tiger and an eagle eat other animals. An eagle has wings but a f ish has fi ns. Both an eagle and a f ish have a tail. 5. Ask students to choose three animals that they like. One should walk on land, one should 146

6. As a wrap-up activity, ask students to pair Coursebook up with a partner. One partner will list the similarities between the partners and the other Workbook will list the differences. Answers WB page 56 Answers CB page 126 B. Suggested answers: Suggested answers: How it moves: runs, f lies, swims 1. Owls hunt at night. Babies/eggs: babies, eggs, eggs/babies 2. Cows eat grass. 3. Birds build nests. Period 9 4. Sharks have f ins. 5. P enguins live in cold places. Writing CB page 126 1. As a warm-up activity, ask the following riddles: 147 I have four legs I hop on two I have a little pouch And two o’s as in zoo. (Answer: kangaroo) A bushy tail I have And I love eating nuts I make in a tree My small little hut. (Answer: squirrel) I once had a race With a fast-running hare He thought I would lose But he lost and I won. (Answer: tortoise) 2. Ask students to refer to the table on CB page 126. Ask them to organise the information about the three animals they have chosen in a similar table. 3. Remind them that we use the word but to show differences between things, people and animals, and we use the word both to show similarities. 4. Ask them to write two sentences each showing the similarities and differences between the animals they have chosen. 5. As a wrap-up activity, ask students to f ind the similarites and differences between a duck and a hen. WB W B pages 55–56 Ensure that students have answered correctly. Answers WB page 55 A. feet, beak, feathers, tail, trunk, ears, fur, hooves, spots, neck © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 10 Coursebook Review CB page 127 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 127 1. Students should be informed about the project work a week in advance. Ask them to collect information about and pictures of f ive wild animals. 2. Ask students to work in groups of fi ve and make a chart about the animals. 3. Ask each student to describe one animal in class. 4. Display the charts on the board. 5. This value-based activity teaches appreciation of the natural environment and cooperation. 148 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7