Active English Teacher's Manual 1

WB W B page 13 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 13 S B LHHR T NMS E F D LM URYRTHURS DAYRCO N I T U E S D AYMY R Z C N DNUE BT LNZ BLUKRD ANMA F R I D AY S Y R S A YZNUS ATURDAYLEY N J E G E DBC YM I U S UR WE DN E S DAY S J Y I L S Period 4 Grammar CB page 31 1. As a warm-up activity, play an instruction game with students. Write these instructions on the board one by one. Ask students to act accordingly. Sit straight. Look to your right. Look to your left. Raise your arms. Stand straight. Shake your legs. Sit straight again. 2. Ask a few students to come to the board and underline the verbs in the sentences. 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the examples given on CB page 31. 5. that all these sentences are used to give instructions. So, the verbs are in the simple present tense. 6. Refer to the sentences written on the board to reinforce learning. 7. : Ask students to apply what they have learnt to the exercise given on CB page 31. Ensure that students have answered correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 49

8. As a wrap-up activity, write the following song Workbook on the board. Sing it in a chorus with actions. Coursebook In and out Put your right hand in, put your right hand out Put your right hand in And shake it all about. Do the boogie woogie. And turn yourself around That’s what it’s all about. Put your left hand in, put your left hand out Put your right foot in, put your right foot out Put your left foot in, put your left foot out Put your whole self in, put your whole self out. Answers CB page 31 Circle: 5. Look 1. Write 6. Stand 2. Wash 7. Speak 3. Drink 8. Put 4. Bring WB W B page 14 Ensure that students have answered correctly. Answers WB page 14 Circle: 5. Read 1. Clean 6. Throw 2. Answer 7. Tie 3. Draw 8. Stir 4. Pick Period 5 Grammar CB page 32 1. As a warm-up activity, keep the fl ash cards face down on your desk. Ask students to come forward and pick a card, show it to the class and read the sentence. Write all the sentences on the board. 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 32. 4. that is, am and are are verbs in the simple present tense which are used to show who we 6. Try it out: Have students carry out the activity in pairs. Remind them that are or what something is. Point out that they are instructions sometimes need to be in a particular order. Monitor the progress and simple present tense forms of the verb be. Also help students to frame correct sentences. explain when to use is, am and are. 5. : Ask students to apply what they have learnt to the exercise given on CB page 32. 50 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

7. As a wrap-up activity, write the following Workbook sentences and ask students to read them out. Coursebook I am your friend. You are my friend. He is my friend. She is my friend. They are my friends. We are all friends. Answers CB page 32 1. am 4. is 2. is 5. are 3. are 6. are WB W B page 15 Ensure that students have answered correctly. Answers WB page 15 1. am 5. are 2. is 6. are 3. are 7. is 4. is 8. is Period 6 Spelling CB page 33 1. As a warm-up activity, demonstrate the correct way of making the th-[θ] sound by placing the tongue between the teeth and forcing air out. Ask students to place their hands in front of their mouths while making the sound. They should be able to feel the blow of air on their hands while making the th-[θ] sound. 2. Read the words given in Exercises A and B on CB page 33. Ask students to place their hands in front of their mouths to feel the blow of air as they repeat the words. 3. Explain that the letters t and h together make the th sound. 4. Ask students to complete Exercise C on the same page. Ensure that they are able to f ill in the blanks correctly. 5. Conduct the following activity to reinforce learning. • Put 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 that begins or ends with th. Ask the other partner to write the word on the board. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 51

6. As a wrap-up activity, ask students to sing Coursebook the following song with a focus on the words: Coursebook thunder and through. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 I hear thunder I hear thunder, I hear thunder Oh do you? Oh do you? Pitter patter raindrops, pitter patter raindrops I’m wet through, I’m wet through. (Note: The voiced sound of th will be taken up later.) Answers CB page 33 1. t, h 2. t, h 3. t, h 4. t, h Period 7 Listening CB page 34 1. As a warm-up activity, say the names of the days of the week quickly. Leave out Thursday. Ask students to identify the day that has been missed. 2. Direct students to listen to the text attentively and draw lines to join the sentences given on CB page 34. 3. Play the audio of the listening text given below. Play each sentence and pause. Number 1. Clean your room on Friday. Number 2. Relax at home on Sunday. Number 3. Watch a f ilm on Saturday. Number 4. Buy toothpaste on Tuesday. Number 5. Play tennis on Thursday. Number 6. Listen to music on Wednesday. Number 7. Go to school on Monday. 4. After the exercise has been completed, ask students to number the sentences according to the days of the week. Answers CB page 34 1. Clean your room a. on Saturday. 2. Relax at home b. on Tuesday. 3. Watch a film c. on Friday. 4. Buy toothpaste d. on Wednesday. 5. Play tennis e. on Sunday. 6. Listen to music f. on Monday. 7. Go to school g. on Thursday. 52

Speaking CB page 35 Coursebook 1. Explain the background of the dialogues on Coursebook CB page 35. 2. Read aloud the dialogues in the speech bubbles. • Place the paper on the desk with the 3. You may ask a few pairs of students to act out the longer side towards you. dialogues. • Fold in the sides of the paper to make a 4. Try it out: Ask students to work in pairs and cone. greet each other. Encourage them to use the • Fix the sides with glue. correct greeting according to the time of the day. This activity teaches the life skill of effective communication. 5. As a wrap-up activity, write this poem on the board. Recite the poem in a chorus. Greet It’s a cool morning Greet with “Good morning.” It’s a bright afternoon You say, “Good afternoon.” Now it’s night Wish “Good night.” Each time you meet Don’t forget to greet. Every time you wish in style Don’t forget to smile. Period 8 Writing CB page 36 1. As a warm-up activity, ask the following questions: • What is the first thing that you do when you wake up? • What is the last thing that you do before you go to sleep? 2. Ask students to take turns to answer. 3. Write the words first and last on the board and tell students that these words help us to understand the order of happenings in a day. 4. The exercise on CB page 36 is a guided writing exercise that requires a two-step approach. 5. Direct students to read all the steps in the instructions before attempting the exercise. 6. Ensure that students have selected the correct options. 7. As a wrap-up activity, hand out the triangular pieces of paper. Read out the following instructions. Pause after each instruction, so students can complete the action. When they have f ixed the sides with glue, cut the extra paper and ask them to colour the clown hat. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 53

8. Write the following sentences on the board. Ask Coursebook students to copy the sentences in their notebooks and f ill in the blanks to complete the instructions 3. Draw the cat step by step on the other side. for making a clown hat. 4. Read out each instruction as you draw. • First, ask a grown up to cut a sheet of paper 5. Ask students to follow the instructions and into two triangles. • Then, fold one side of the paper. draw the cat in their notebooks with you. • Fold the other side of the paper. Pause after each step so that students can • Fix the folded sides with glue. complete it. Ask them to write the instructions • Ask your teacher or parents to cut the extra on the next page. paper. 6. As a wrap-up activity, ask these questions • The clown hat is ready. after students have completed the cat: • What did you do first? Answers CB page 36 • What was the second step? • What did you do last? 1. Choose 4. Collect 2. Cut 5. Stick 3. Stick 6. Clean, Put Period 9 Writing CB page 36 1. As a warm-up activity, ask students the following questions: • What is the first step for making the clown hat? • What is the last step? 2. On one side of the board, write these instructions for drawing a cat. Drawing a cat First, draw a D and a smaller D inside the D. Next, draw three small Ds. Then, draw an O and a small o within it. Draw an I to join the two Os. After this, draw two Cs and two Vs. Draw an M on top of the O. Finally, draw an S for the tail. 54 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B page 16 Workbook Coursebook Ensure that students have matched the pictures with the correct sentences. Answers WB page 16 Monday: Feed the cat. Tuesday: Water the plants. Wednesday: Help Grandma in the kitchen. Thursday: Wash the car with Dad. Friday: Fold the clean clothes with Mum. Saturday: Clean the f ish tank with Grandpa. Sunday: Put away my toys. Period 10 Review CB page 37 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 37 1. Have students work individually. 2. Ask students to draw a tube of toothpaste and its box. Give it an interesting name. You may suggest a few names such as Smile, Sparkle, White Teeth and Clean Teeth. 3. Remind students to use the words first and last when giving instructions for using the toothpaste. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 55

Unit 4: Families Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from Scholastic 1 Understanding the Theme • Listen to visualise. • Audio player and speakers CB pp38–39 1. M y World of CB pp38–39 More Words 2 Reading • Read aloud a personal recount with proper pronunciation, Unit 6 CB p40 pp26–29 Reading intonation and voice modulation. Comprehension • Answer questions at different comprehension levels. 3 Vocabulary • Organise information from the personal recount. CB pp40–41 • Develop vocabulary related to family members. *WB p17 CB pp41–42 4 Grammar • Understand the meaning of pronouns. •  Flash cards: I, you, he, she, we, they, it *WB p18 5 • Apply the knowledge of pronouns in context. CB pp42–43 • Understand that the simple present tense is used to talk *WB p19 Related children’s about things that we know are true. CB p43 books from • Apply the knowledge of the simple present tense in context. Scholastic CB p44 6 Spelling • Recognise the ng sound. •  Flash cards: sin sing; ping pin; win 1. Families Are • Identify the use of the ng sound in spelling. wing; king kin; alone along; rang ran; CB p45 Different by sung sun; thin thing; clan clang; throne CB p46 Nina Pellegrini 7 Listening • Listen to find specific information. throng; pang pan; don dong; fang fan; CB p46 (Big Book) ban bang, gong gone *WB p20 CB p47 2. M ama Mouse’s • A udio player and speakers Birthday •  Flash card with this message: All of us Present by Eileen Spinelli should listen carefully. from Scholastic Active English Speaking • Say short sentences introducing members of the family. Literature 8 Writing • Write a short descriptive paragraph. Reader 1 9 • Write sentences using pronouns. pp10–13 10 Project Work • Introduce the family to an audience. *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 4: Families Coursebook Period 1 Introducing the Theme CB pages 38–39 1. As a warm-up activity, draw this table on the board and ask students to copy it into their notebooks. Me 2. Ask students to complete the table with the Coursebook names of students sitting in front of and behind them, as well as to the left and right of them. The way to live is love them all love them all 3. Ask: What do you call the people sitting around The way to live is love them all you or living near you? and live together merrily. Guide students to the word neighbour. 4. Before you read: Ask the questions and encourage students to respond in turns. Explain that people who live with you are your family and the people who live near you are your neighbours. 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 lonely and cheerful. 3. Read the f irst three paragraphs and ask the f irst while-reading question. 4. After reading the whole text, ask students to answer the last while-reading question. Give them enough time to understand the pictures. Help them to make the connection between the pictures and the text. Then, ask them to f ill in the boxes with the names of the children. 5. As a wrap-up activity, write the Together song on the board and sing it in a chorus. Ask students to stand in a circle, holding and swinging hands while singing. Together song Here we go around with family and friends Family and friends Here we go around with family and friends and play together merrily. We share and care for neighbours around neighbours around We share and care for neighbours around and join hands merrily. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 57

Answers CB pages 38–39 Coursebook Rory Martin Ella Eva Lily Period 2 Coursebook Reading for Understanding 2. Ask students to complete the exercises given 1. Ask students the following riddles to on CB page 40. recap learning: 3. To reinforce learning, you may ask students to • I am at number one with my parents and make the following table to organise information about the family members of each child given in grandparents. Who am I? the text. • I live with my noisy brothers. Do you know © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 at which number I live? • I have a brother and a sister. I live at number two. Who am I? • F ather died when I was a child. I live with my mother and grandma. Who am I? 2. Read aloud each paragraph and explain the meaning. Revise the meaning of diff icult words. • P aragraph 1—Ask: How many brothers or sisters does Eva have? Why doesn’t she feel lonely? • P aragraph 2—Ask: What kind of a person do you think Lily is? • Paragraph 3—Discuss the meaning of “scolds”. Ask students to read the previous sentence. Ask: How does Rory feel when his brothers make noise? • Paragraph 4—Ask: What kind of a person do you think Martin is? What does he like to do? • P aragraph 5—Ask: Why does Martin tell jokes to Ella? 3. Ask students to read the text aloud in groups of fi ve. Focus on correct pronunciation, intonation and voice modulation. 4. After you read: Encourage students to respond in turns. Ask them to give reasons for their answers. Reading Comprehension CB page 40 1. The comprehension skill focus in this unit is Organising Information. Highlight to students that to organise information, they can use pictures, diagrams or tables. Explain that organising information helps us to write paragraphs or letters and answer questions. 58

Name Father Mother Grand Grand Brother Sister Coursebook mother father Eva Lily   - - Rory Martin Ella 4. As a wrap-up activity, draw the following diagrams on the board. Ask students to copy them into their notebooks and complete them with the names of the family members of Lily and Ella. — — — Lily — Ella —— — Answers CB page 40 Coursebook A. 1. Rory 3. Ella 2. Eva 4. Lily B. Circle: grandfather, grandmother, father, mother Period 3 Answers CB page 40 Vocabulary CB pages 40–41 1. grandmother 2. sister 1. As a warm-up activity, ask students to come Answers CB page 41 forward and act like their favourite parent, grandparent or sibling. (Note: Be careful with 3. grandfather, grandmother children who have a single parent or no parents.) 2. Refer to the illustrations on CB pages 40–41. 4. mother 5. father Ask students to complete the exercise. Remind them to read the text carefully before writing the 6. brother answers. 3. As a wrap-up activity, ask these questions: • Who are the members in your family? • Who wakes you up in the morning? • Who helps you get ready in the morning? • Who goes to work? • Who tells you stories? You could talk about different kinds of families —large and small—and how they are special in their own ways. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 59

WB W B page 17 Workbook Ensure that students have answered correctly. Coursebook Answers WB page 17 • Now, point towards the board or a chair, raise the it card and say aloud it. Ask 1.-c. 4.-f. students to point towards a thing and say it. 2.-a. 5.-b. 3.-d. 6.-e. Period 4 Grammar CB pages 41–42 1. As a warm-up activity, write these sentences on the board. Mia is my neighbour. Mia is my friend. Mia is ten years old. Mia has a dog. Mia is very cheerful. Mia tells jokes. 2. Ask a student to read aloud the sentences. 3. Ask: Why do these sentences look similar and boring? Help students realise that they look similar and boring because Mia is repeated in every sentence. 4. Replace Mia with she in the second, third and fi fth sentences. Ask students if the sentences read better when we replace Mia with she. 5. Follow the methodology of Show-Explain- Apply to teach grammar in context. 6. : Read the examples given on CB page 41. Relate them to the sentences on the board, where Mia has been replaced with she. 7. that the words that take the place of naming words or nouns are other naming words called pronouns. 8. Conduct this activity to reinforce learning. • Ask students to stand in groups of f ive. • P ick up the I fl ash card. Point towards yourself and say aloud I. Ask students to point towards themselves and say I. • N ow, pick up the you card. Point towards the students and say aloud you. Ask students to point towards others and say you. • C all a few students to come forward. Stand with them, raise the we card and say aloud we. Ask students to form groups and point towards themselves and say we. • N ow, point towards another group, raise the they card and say aloud they. Ask students to point towards other groups and say they. • Point to a girl, raise the she card and say aloud she. Ask students to do the same. • Now, point towards a boy, raise the he card and say aloud he. Ask students to do the same. 60 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

9. : Ask students to apply what they have learnt Coursebook Workbook to the exercise given on CB page 42. Ensure that students have circled the correct pronouns. 10. Try it out: Ask students to form pairs for this activity. Encourage students to use pronouns. This activity teaches students to respect diversity. 11. As a wrap-up activity, write this poem on the board and recite it in a chorus with appropriate actions. Happy song If I am happy I will clap my hands C lap, clap, clap, clap I f you are happy you will clap your hands Clap, clap, clap, clap If she is happy she will clap her hands C lap, clap, clap, clap If he is happy he will clap his hands C lap, clap clap, clap If they are happy they will clap their hands Clap, clap, clap, clap If we are happy we will clap our hands Clap, clap, clap, clap. Answers CB page 42 Circle: 5. It 1. you 6. He 2. I 7. They 3. We 4. She WB W B page 18 Ensure that students have selected the correct options. Answers WB page 18 Circle: 5. They 1. We 6. I 2. It 7. you 3. She 8. It 4. He © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 61

Period 5 Coursebook Coursebook Grammar CB pages 42–43 1. As a warm-up activity, write the following sentences on the board. Ask students to read them and make the sound that the animal makes. • Lions roar. • Cats purr. • Dogs bark. • Cows moo. • Ducks quack. 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 42. 4. that verbs in the simple present tense are also used to talk about things that we know are true. Refer to the sentences on the board. Ask: Do you know why we used the simple present tense in the sentences? Guide students to answer: We used the simple present tense because we were talking about things that we know are true. 5. : Ask students to apply what they have learnt to the exercise given on CB pages 42–43. 6. Try it out: Ask students to talk about their family members. Encourage them to use verbs in the simple present tense to say what work each member does. Help students to frame correct sentences. 7. As a wrap-up activity, write this poem on the board and recite it in a chorus. When the sun rises And the birds chirp, People go out, Every day to work. As the sun sets And the birds chirp People go back To be at home. Answers CB page 42 Circle: 2. works 3. live 1. plays Answers CB page 43 Circle: 5. plays 6. walk 4. scolds 62 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B page 19 Workbook Ensure that students have answered correctly. Coursebook Answers WB page 19 Answers CB page 43 Accept any ten: Sing, song, Fong, Ring, bang, gong, 1. reads 5. goes King, Ming, Wong, sing, along 2. eats 6. plays 3. writes 7. sleeps 63 4. live 8. tells Period 6 Spelling CB page 43 1. As a warm-up activity, write the following rhyme on the board, highlighting the ng in all the words. Recite the poem line by line and ask students to recite after you. The bell has rung Ting a tong Let’s bang the gong Ping a pong Let’s sing a song Ding a dong. 2. Read the words given in Exercise A on CB page 43. Emphasise the ng sound. Ask students to repeat after you. 3. Explain that the letters n and g together make the η sound. The n and g sounds are shortened and combined. 4. Ask students to complete Exercise B on the same page. Ensure that students have f illed in the blanks correctly. 5. Say the words aloud and ask students to repeat after you. 6. Conduct this activity to reinforce learning. • Divide the class into two teams — A and B. • Put the fl ash cards face down on your desk. • A sk two students from Team A to come forward and pick a fl ash card. Ask the fi rst student to read aloud the f irst word and the second student to read the second one. • Ask Team B to identify the student who spoke the ng word. Ask one student from Team B to write the ng word on the board. • Help students if they are unable to spell the words correctly. Draw attention to how the ng sound is spelt. • Ask teams to take turns to play the game. 7. As a wrap-up activity, draw a grid with nine squares on the board. Ask students to play the game in pairs. The student who writes three ng words in a row, column or diagonally wins the game. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 7 Coursebook Coursebook Listening CB page 44 1. As a warm-up activity, ask students to stand in a circle. 2. Show the fl ash card to one student. Ask him or her to whisper the message in the ear of his or her neighbour. Continue until the last student gets the message. Ask the last student to say the message aloud. Show the original message. 3. Direct students to listen to the text attentively and draw lines to match the columns given on CB page 44. 4. Play the audio of the listening text given below. My name is Pam. I have a brother and a sister. We play football together. My mother works in a bank. My father is a teacher. Our grandparents live with us, too. My grandmother tells me stories at bedtime. My grandfather helps me with my homework. 5. Play the audio again and ask students to peer-check the answers. Answers CB page 44 1. Pam’s mother a. tells her stories at bedtime. 2. Pam’s father 3. Pam’s grandmother b. plays football. 4. Pam’s sister c. helps her with 5. Pam’s grandfather homework. d. works in a bank. e. is a teacher. Speaking CB page 45 1. Explain the background of the dialogues on CB page 45. 2. Read aloud the dialogues in the speech bubbles. 3. You may ask a few pairs of students to act out the dialogues. 4. Try it out: Ask students to get into groups of three and introduce their group members to the rest of the class. Encourage them to use short, simple sentences. This activity teaches the life skill of effective comunication. 64 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

5. As a wrap-up activity, ask the following riddles Coursebook related to members of the family. Coursebook • She is not a young girl and she is not old. She is the one who gave birth to me. Answers CB page 46 Who is she? Suggested answer: Zara, She lives, She, her mother, her brother, She, many friends, (Answer: mummy, mum, mother, mom) She, a very sweet girl • Father of my father Or father of my mother. Who is he? (Answer: grandfather) • He works hard at home and at work Loves me a lot Married to my mother. Who is he? (Answer: father, daddy, dad, papa) Period 8 Writing CB page 46 1. As a warm-up activity, ask students the following questions: • H ow many families live in your neighbourhood? • Who is your next-door neighbour? • Do you celebrate festivals with your neighbours? 2. The exercise on CB page 46 is a guided writing exercise. Explain the instructions and ask students to complete the paragraph. Ensure that students have written correct sentences. 3. As a wrap-up activity, ask students to draw the following diagram in their notebooks. Then, ask them to write answers to the questions. Explain that the answers will help them to write a short paragraph about their neighbours. 5. Why do you like your neighbours? 4. Whom do you like 1. Name of 2. What is their best in your the family house number? (Mr and neighbour’s family? Mrs__) 3. How many people are there in the family? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 65

Period 9 Workbook Coursebook Writing CB page 46 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 1. To recap learning, ask a few students to read out the paragraph they had written about their neighbours in the coursebook. 2. Draw this table on the board. Mr and Mrs Alonso We She Tamara Joseph They Cat Grandfather Tree Bicycle He It Girls Birds I Boy Child 3. Ask students to come forward in turns. Ask them to use one noun and a related pronoun from the table to make two sentences. Give this example: Mr and Mrs Alonso are our neighbours. They have a cat. 4. As a wrap-up activity, ask students to complete this paragraph about their neighbours. My Neighbours Mr and Mrs _________ are _________ neighbours. _________ have a_________. I like going to _________ house because ___________________________. WB W B page 20 Ensure that students have answered correctly. Answers WB page 20 Suggested answer: My name is Tara. There are four members in my family. Their names are Joseph, Sally and Kim. They are my father, mother and sister. My father works in a bank. My mother is an engineer. My sister goes to school. I like to go to the zoo with my family. Period 10 Review CB page 47 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 47 1. This is an individual activity. 2. Ask students to draw a family picture and label the members. Ask them to introduce their family members to the class. 66

Unit 5: Playing Safely Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from Scholastic 1 Understanding the • Listen to visualise. • Audio player and speakers CB pp48–49 1. My World of CB pp48–49 Words Unit 8 Theme pp34–37 2 Reading • Read aloud a story with proper pronunciation, •  Flash cards: see-saw, skating, cricket, football, Reading intonation and voice modulation. catch, merry-go-round, slide, swing, jungle gym, Comprehension • Answer questions at different comprehension levels. monkey bars, skipping rope, tennis, bench CB pp50 • Identify the main idea of the story. 3 Vocabulary • Develop vocabulary related to playground CB p51 * WB p21 equipment and games. CB p52 * WB p22 4 Grammar • Understand articles. •  Flash cards: eye, orange, bus, cat, apple, umbrella, • Apply the knowledge of articles in context. elephant, pencil, cup, arrow, ear, guitar, lion, owl, eagle, ant, aeroplane, lion, frog, tree, tooth, butterfly 5 • Understand that the simple present tense is used to CB p53 * WB pp23–24 talk about things as they happen. • Apply the knowledge of the simple present tense in context. 6 Spelling • Recognise the ay sound. •  Flash cards: day, spray, hay, away, stay, today, CB p54 Related children’s • Identify the use of the ay sound in spelling. holiday, okay, tray, ray, hay, always, key, play, stay, CB p55 books from CB p56 Scholastic eye, where, honey, money, pie, field, rain, hair, pain, CB p56 CB p56 1. P laying nail, wait * WB p25 by Avelyn CB p57 Davidson 7 Listening • Listen to find specific information. • Audio player and speakers 2. T he 100th Day Speaking • Speak about favourite games. of School by Angela Shelf 8 Writing • Write simple descriptive sentences. Medearis (Big Book) 9 • Use a, an and the correctly. 10 Project Work • Work in a group. •  Sheets of chart paper *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 5: Playing Safely Coursebook Period 1 Coursebook Introducing the Theme CB pages 48-49 • P aragraphs 7 and 8—Discuss the meaning 1. As a warm-up activity, ask students to draw a of tosses by asking them to read the next picture of their favourite playground equipment. sentence and asking: What does the friend do? So what does Anya do? Lead them to 2. Before you read: Ask the questions to a few the conclusion that the meaning of toss is students in turns. throw. 3. Play the audio of the text. Ask students to keep • P aragraph 9—Ask: What can happen if their books closed and listen carefully. Lee does not wait for his friend to stop? Reading Aloud © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 1. Read the text aloud. 2. Discuss and explain the meaning of diff icult words. Refer to the glossary to explain watch out, delight, tosses and belongings. 3. Ask students the while-reading questions. 4. As a wrap-up activity, write the following rhyme on the board and sing it in a chorus. In the playground In the playground don’t push and run In the playground don’t push and run Wait for your turn and do stay calm Be careful in the playground. Period 2 Reading for Understanding 1. To recap learning, write the following rhyme on the board and sing it. In the playground In the playground be careful not to run In the playground be careful not to push In the playground wait for your turn Be careful in the playground. 2. Read each paragraph and explain the meaning. Revise the meaning of diff icult words. • P aragraph 1—Discuss the meaning of the phrase watch out. Ask students to read the previous sentence. Ask: What should you do to avoid hitting your friends? Lead them to the answer: Be careful. • P aragraph 2—Ask: Why should we not run in the playground? • P aragraph 3—Ask: What happens if we get off the see-saw before our friend? • P aragraphs 4 to 6—Discuss the meaning of delight by asking: How does Ria’s friend feel when Ria waits for her? 68

• Paragraphs 10 and 11—Ask: How should we Coursebook say goodbye to our friends? Coursebook 3. Have students read the text aloud in groups of Coursebook ten, each student reading one paragraph. Focus on correct pronunciation, intonation and voice 69 modulation. Guide students to use the right tone for exclamations. 4. After you read: Ask the question and encourage students to answer from personal experience. This activity teaches the value of cooperation. Reading Comprehension CB page 50 1. The comprehension skill focus in this unit is Identifying the Main Idea. Highlight to students that in order to identify the main idea of a text, they should look at the title or heading and the fi rst and the last paragraphs. The main idea helps in understanding the text better. The writer builds on the main idea by adding details in the following paragraphs. 2. Instruct students to complete all the exercises given on CB page 50. Ensure that students have answered correctly. 3. As a wrap-up activity, ask: • Does the title tell you about the main idea? • How are Paragraphs 1 and 2 linked to the main idea? • Are Paragraphs 5 and 7 linked to the main idea? Answers CB page 50 A. 1. D o not get off the see-saw before your friend gets off. 2. Do not hit your friend with the swing. 3. Do not push your friend down the slide. B. Tick: 2 Period 3 Vocabulary CB page 51 1. As a warm-up activity, ask students to name the playground equipment described in these riddles. • Two of us on different sides One is up, the other is down. (Answer: see-saw) • I hang from above Take you up forward Then bring you down Then go up backward And come back down. (Answer: swing) • Climb up on me and come slipping downnnnn! (Answer: slide) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

2. Refer to the illustration on CB page 51. Ask Coursebook students to look at the picture carefully and Workbook complete the exercise. 3. As a wrap-up activity, play Guess the Name. Divide the class into two teams. Place the fl ash cards face down on your desk. Ask representatives from the teams to come forward and pick a f lash card. Have students signal thumbs up for playground equipment and thumbs down for games. Then, ask the representative to act out the word. The team has to guess the equipment or game. Answers CB page 51 1. monkey bars 4. see-saw 2. swing 5. bench 3. slide 6. sand pit WB W B page 21 Ensure that students have answered correctly. Answers WB page 21 Circle: 3. swing 1. monkey bars 4. see-saw 2. slide Period 4 Grammar CB page 52 1. As a warm-up activity, write the following song on the board. Sing it in a chorus. Article song An with apple, a with ball An with the words that start with a An with the words that start with e An with the words that start with i An with the words that start with o An with the words that start with u Who ate the apple? Who played with the ball? The with something you know all about. 70 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

A and An Coursebook Workbook 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 52. 4. that a and an are used with singular nouns. An is used with singular nouns that begin with a vowel. 5. : Ask students to apply what they have learnt to the exercise on CB page 52. Ensure that students have answered correctly. 6. Conduct this activity to reinforce learning. Place the f lash cards face down on your desk. Mark two corners in the class as A-corner and An-corner. Have each student pick up a f lash card. Ask him or her to stand in the A-corner if the word does not begin with a vowel or An-corner if the word begins with a vowel. When all students have picked their f lash cards, have them hold up their f lash cards and use a or an with their words. The 7. : Read the examples given on CB page 52. 8. that we use the to talk about a particular thing. We also use the when both the speaker and the listener know which object is being talked about. 9. : Ask students to apply what they have learnt to the exercise given on CB page 52. Ensure that students have used the correct articles. 10. As a wrap-up activity, write this story on the board. Ask students to complete the story by fi lling in the blanks with a, an or the. Once upon a time, an elephant saw a sparrow f lapping its wings and f lying in the sky. The elephant thought that he could use his ears to f ly. He f lapped his ears very hard, but nothing happened. The sparrow felt sorry for him. He did not believe an elephant could f ly. What do think, can an elephant f ly? Answers CB page 52 1. a 2. an 3. The 4. the 5. an WB W B page 22 Ensure that students have answered correctly. Answers WB page 22 1. an 4. an 7. an 9. an 2. a 5. a 8. an 10. an 3. the 6. the © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 71

Period 5 Coursebook Grammar CB page 53 1. As a warm-up activity, point towards a few students and ask: What does ______ do? Write the answers on the board. 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 53. 4. that verbs in the simple present tense are also used to talk about things as they happen. Refer to the answers written on the board. Ask: Do you know why we used the simple present tense in the sentences? (Expected answer: We are talking about things as they happen.) 5. : Ask students to apply what they have learnt to the exercise on CB page 53. Ensure that students have answered correctly. 6. Try it out: Ask students to pair up and talk about their favourite place in the playground and the safety rules to be followed there. Encourage them to use verbs in the simple present tense. Workbook Help students to frame correct sentences.This activity develops the life skills of building interpersonal relationships, managing feelings and understanding other’s needs. 7. As a wrap-up activity, write this rhyme on the board. Sing it in a chorus. Present tense When we talk about habits We use the present tense When we talk about facts We use the present tense When we give instructions And talk about facts And actions as they happen We use the present tense. Answers CB page 53 1. walk 3. waits 5. catches 2. play 4. tosses 6. go WB W B pages 23–24 Answers WB page 24 Ensure that students have answered correctly. Answers WB page 23 B. Circle: 1. pecks 5. carry 9. throws A. Circle: 2. plants 6. tosses 10. blows 1. sits, reads 2. build 4. goes 7. hide 10. answer 3. walk 7. play 3. buys 5. play 8. barks 11. waters 6. sleeps 9. writes 12. writes 4. paints 8. gives C. is, chirp, barks, drinks, sits, makes, 80, follows 72 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 6 Coursebook Spelling CB page 54 7. As a wrap-up activity, ask students to 1. As a warm-up activity, write the following pair up and play a game of Hello! Hello! rhyme on the board and highlight the ay in all Spell. Ask students to pretend to call their the words. Recite the rhyme and ask students partner on the phone by saying Hello! to repeat after you. Hello! Spell the word _____. The partner has to spell the word and say: Hello! Say ay Hello! Spell the word _____. All the words should have ay. Ask students to This is the way refer to CB page 54 or the f lash cards to We say ‘ay’ ‘ay’ say ‘ay’ ‘ay’ choose words for the activity. This is the way we say ‘ay’ Answers CB page 54 As in day and play. This is the way B. 3. tray, away We say ‘ay’ ‘ay’ say ‘ay’ ‘ay’ 1. day, play This is the way we say ‘ay’ 2. play, clay As in may and pay. This is the way We say ‘ay’ ‘ay’ say ‘ay’ ‘ay’ This is the way we say ‘ay’ As in clay and pray. 2. Read the words given in Exercise A on CB page 54. Emphasise the ay sound. Ask students to repeat after you. 3. Explain that the letters a and y when combined make the ay (eı) sound. 4. Ask students to complete Exercise B on the same page. Remind them to look at the pictures before selecting words from the word list. 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. • Divide the class into two teams, A and B. • Put the f lash cards face down on your desk. • Ask a student from Team A to come forward and pick a f lash card and say the word aloud. The other team has to raise their hands if the word ends with ay. Ask one student from Team B to write the ay word on the board. Both teams take turns to complete this activity. • Help students if they are unable to spell the words correctly. • Draw attention to how the ay sound is spelt. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 73

Period 7 Coursebook Coursebook Listening CB page 55 1. As a warm-up activity, have students stand in a circle to play a game. Begin the game by saying: Tippy tippy tap, What do you do? The student next to you should answer in a sentence. For example, I play in the park or I paint pictures. He or she should continue the game by asking the next student the same question: Tippy tippy tap, What do you do? Continue the game till the last student has answered. Guide students to use the simple present tense in their answers. 2. Direct students to listen to the text attentively. Ask them to colour the objects whose names they hear. 3. Play the audio of the listening text given below. Pause after each sentence. I play on the swing with my friends. My sister and I play on the slide. My brother and I take turns on the see-saw. 4. Ensure that students have coloured the correct objects. Answers CB page 55 Colour: swing, slide, see-saw Speaking CB Page 56 1. Explain the background of the sentences on CB page 56. 2. Read aloud the sentences. 3. You may ask a few students to act out the sentences. 4. Try it out: Invite students to come forward in pairs and say two sentences each about the games they like. 5. As a wrap-up activity, say the following sentences one by one. Ask students to stand when they hear the name of an activity they like to do. I like to dance. I like to sing. I like to paint. I like to talk. I like to sleep. I like to read books. I like to play. I like to watch cartoons. 74 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 8 Coursebook Coursebook Writing CB page 56 1. As a warm-up activity, refer to the illustration on 75 CB page 56. Ask students: • Name the things in the picture. • Talk about the different actions taking place in the picture. 2. Write all the answers on the board. 3. Ask students to write f ive sentences about what they see in the picture and say if the actions are right or not. 4. Help students to frame correct sentences. 5. As a wrap-up activity, ask a few students to read aloud the sentences they have written. You may ask each student to read one sentence. Answers CB page 56 Suggested answer: 1. A boy pushes his friend down the slide. This is not right. 2. A boy hits a girl with his ball. This is not right. 3. A girl pushes a boy off the see-saw. This is not right. 4. T wo children wait for their turn on the swing. This is right. 5. A girl gets off the see-saw carefully. This is right. Period 9 Writing CB page 56 1. As a warm-up activity, write this rhyme on the board. Sing it in a chorus. Gifts on my birthday Gifts on my birthday So many of them A teddy, an umbrella And an English book. Gifts on my birthday So many of them An orange ball, a cricket bat And a board of chess. 2. Write the names of these trees on the board: orange tree, apple tree, mango tree, apricot tree, papaya tree, guava tree, plum tree, cherry tree, oak tree, lemon tree. 3. Ask students to write which of these trees they would like to have and where they would like to have them (for example, in their garden, in the school playground). Remind them to use a or an with the names of the trees. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

4. Ask them to draw their favourite playground Workbook equipment and write why they like it. Write this Coursebook sentence on the board. Ask students to copy it into their notebooks and complete it: I like ___________ because ______________. You may ask students to add more details and colour the playground. 5. As a wrap-up activity, ask students: • Why should we have trees in a playground? • How will you take care of the trees? WB W B page 25 Ensure that students have written correct sentences. Answers WB page 25 Suggested answers: 1. Y es, I like going to the playground. I like playing with my friends there. 2. I go to the playground for one hour every evening. 3. I like to play on the monkey bars and the swing. 4. I play with my friends, Zara and Clara. 5. My favourite game is football. Period 10 Review CB page 57 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 57 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 paste or draw pictures of the things they see in the playground. Each group will say one thing that should be done and one thing that should not be done in the playground. List these on the board. Ask students to write these below their pictures on the poster. 3. Display the posters in class. 4. This activity teaches the value of cooperation and responsible citizenship. 76 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 6: Feathered Friends Duration: 6 ½ hrs Scheme of Work Objectives Materials Additional Resources resources from Period Skill focus Scholastic 1 Understanding • Listen to visualise. • Audio player and speakers CB p58 1. M y World of Nature the Theme •  Flash cards: beak, head, arms, ears, tail, wings, eyes, legs, Unit 3 pp14–17 trunk, hands, knees 2. My World of Nature 2 Reading • Read aloud a poem with proper pronunciation, •  Egg carton, strong thread, a few discarded bottle caps CB p58 Unit 18 pp74–77 Reading intonation and voice modulation. Comprehension • Answer questions at different comprehension levels. CB p59 • Find similarities and differences in the poem. 3 Vocabulary • Develop vocabulary related to a garden. CB p60 *WB p26 4 Grammar • Understand the use of this, that, these and those. •  Flash cards: tree, that/ flowers, these/birds, those/ CB p61 • Use this, that, these and those in context. children, these/nest, that/clouds, those/leaves, these/worm, *WB pp27–28 that/butterfly, this 5 • Understand the difference between countable and •  Flash cards: water, bottle, tea, milk, oil, butter, sugar, CB p62 Related uncountable nouns. salt, air, balloon, pencil, book, wind, blood, cheese, *WB p28 children’s books coffee, dust, food from Scholastic 6 Spelling • Recognise the ai sound. •  Flash cards: bay, bait, may, maid, way, wait, ray, rain, CB p63 1. Peacock and Crow • Understand the difference between words with ay pay, pail, hay, hail, tray, train, play, plain, laid, lay, bray, from Spot On and ai. brain, sail, say, stain Reading 5 7 Listening • Listen to find specific information. • Audio player and speakers CB p64 Unit 6 pp34–39 Speaking • Speak short sentences using this, that, these, those. CB p65 2. From Eggs to Wings CB p66 by Beth Thompson 8 Writing • Complete a short descriptive paragraph. from Scholastic 9 • Write short sentences using this, that, these, those. •  Flash cards: banana, pens, tree, girls, house, books, CB p66 Active English doll, fish, car, pencils, bottle, mangoes, tomato, apples, *WB p29 Literature Reader 1 sun, cat, balloons Unit 4 pp22–25 10 Project Work • Work in groups. CB p67 • Plan a garden. *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 6: Feathered Friends Coursebook Period 1 2. Read the poem aloud two lines at a time and explain the meaning. Revise the meaning of Introducing the Theme CB page 58 diff icult words. 1. As a warm-up activity, show the f lash cards one 3. Lines 3 and 4—Explain the meaning of at a time. Ask students to do the f lying action if swoop. Ask: What sails on the sea? Explain the word is related to a bird. that in this poem “sail” is used to explain the 2. Before you read: Encourage responses from smooth f lying movement of the bird in the sky. various students for both the questions. Allow students to express themselves freely. 4. Lines 5 and 6—Explain the difference 3. Play the audio of the complete poem. Ask students between feathers and wings. Ask: What does to keep their books closed and listen carefully. the bird do with its beak? Reading Aloud 5. Have students read the poem aloud in pairs, 1. Read the poem aloud. Discuss and explain the each student reading alternate lines. Focus on correct pronunciation, intonation and voice meaning of diff icult words. Refer to the glossary modulation. to explain swoop and bugs. 2. Read the f irst stanza and ask the f irst 6. After you read: Ask the questions. while-reading question. Encourage students to Encourage students to answer. Ask for guess the answer. reasons for their answers. This activity 3. Read the whole poem and ask the second develops the life skill of creative thinking. while-reading question. 4. As a wrap-up activity, ask the following riddles related to birds. • With straw and husk In a tree I make For my eggs to hatch And babies to play. (Answer: nest) • I can fold them Or spread them to f ly Many colours they have A treat for the eyes. (Answer: wings) • It can peck or feed Can be tiny or big I open it to sing Like the singer’s lips. (Answer: beak) • It can be long or short The peacock spreads it to dance. (Answer: tail) Period 2 Reading for Understanding 1. To recap learning, ask: • Do you remember the name of the poem? • What does the bird build in spring? 78 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Reading Comprehension CB page 59 Coursebook 1. The comprehension skill focus in this unit is Finding Similarities and Differences. Highlight to students that in order to understand the text, they need to understand how two or more things are the same or different. They should look for certain keywords in order to understand similarities and differences. 2. Ask students to complete the exercises given on CB page 59. Ensure that students have answered correctly. 3. As a wrap-up activity, guide students to make a bird feeder. • A sk students to get the materials required a day before the activity is conducted in class. • M ake holes in the carton using a pencil as shown in the picture. Thread in from one hole and thread out from the next. Tie the loose ends of the thread. Answers CB page 59 A. • B ottle caps can be used to put drinking water B. for the birds. The rest of the compartments can be used to put some grains or crumbs. The How we are 1. Me Bird bird feeder can be hung on a tree or a window. the same 2. two eyes two eyes 3. two legs two legs • Remind students that the bird feeder must be one head one head cleaned regularly and ref illed with food and 1. mouth clean drinking water. babies beak eggs 4. You may use these additional questions to help house nest students practise writing answers: hair feathers arms wings • How do its wings and tail help the bird? • Why does a bird build its nest? How we are 2. different 3. 4. 5. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 79

Period 3 Coursebook Workbook Vocabulary CB page 60 1. As a warm-up activity, write this rhyme and recite in a chorus. Out in the garden Out in the garden every day I can hear birds chirping away. Out in the garden every day I can see squirrels jumping away. Out in the garden every day I can smell f lowers colourful and gay. 2. Refer to the words and the matching illustrations given on CB page 60. Read the words aloud and ask students to repeat after you. 3. Refer to the illustration of the garden. Ask students to complete the exercise. Ensure that they have answered correctly. 4. Try it out: Talk about gardens and the things that can be seen in the garden on CB page 60. Ask students what other things they have seen or can see in a garden. 5. As a wrap-up activity, ask students to draw and colour a garden of their choice and write the names of six things that they have drawn in their garden. Answers CB page 60 WB W B page 26 Ensure that students have answered correctly. Answers WB page 26 1. bird 4. worm 2. tree 5. leaf 3. nest 6. f lower 80 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 4 Coursebook Workbook Grammar CB page 61 1. As a warm-up activity, show one pencil and ask: What is this? 2. Then, show two or three pencils and ask: What are these? 3. Point to a far-off object such as a poster or a tree outside and ask: What is that? 4. Point to a collection of far-off objects such as fl owers or trees and ask: What are those? This and These 5. Follow the methodology of Show-Explain-Apply to teach grammar in context. 6. : Read the f irst two examples given on CB page 61. 7. that this and these are used to talk about things that are near us. This is used for singular nouns and these for plural ones. That and Those 8. : Read the next two examples given on CB page 61. 9. that that and those are used to talk about things that are far away from us. That is used for singular nouns and those for plural ones. 10. : Ask students to apply what they have learnt to the exercise on CB page 61. Ensure that students have answered correctly. 11. As a wrap-up activity, divide the class into two teams to play a game about gardens. Keep the f lash cards face down on your desk. Invite a representative from one team to come forward and pick a f lash card. He or she should f irst read out the noun written on the card, for example, tree or leaves. The team members should raise one hand if the noun is singular and both hands if it is plural. Then the representative will read out both the words together, for example, that tree or these leaves. The team members will extend their hands and point outwards to indicate if the object is far away. If the object is near, they will point their hands towards their desks. As an extension activity, the representative should act out the word given on the card. The team members have to guess the word and make a sentence using WB W B pages 27–28 this/that/these/those. Both teams take turns to Ensure that students have answered correctly. complete the activity. Answers WB pages 27–28 Answers CB page 61 1. This 4. This 7. This 2. That 5. That 8. that 1. this 2. these 3. Those 4. That 3. These 6. Those © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 81

Period 5 Coursebook Workbook Grammar CB page 62 1. As a warm-up activity, write the following words one at a time on the board and ask students to say their plurals. • cup, chair, child, duck, goose, pen, foot, house, sugar, water, oil, petrol, sunshine 2. If students are unsure about forming the plurals of the last f ive words, explain that there are some nouns that cannot be counted. We cannot form the plurals of such words. Countable Nouns 3. Follow the methodology of Show-Explain-Apply to teach grammar in context. 4. : Read the f irst two examples given on CB page 62. 5. that nouns which can be counted are called countable nouns. Uncountable Nouns 6. : Read the next two examples on CB page 62. 7. that nouns which cannot be counted are called uncountable nouns. 8. : Ask students to apply what they have learnt to the exercise given on CB page 62. 9. As a wrap-up activity, name two corners of the room as Uncountable Nouns and Countable Nouns. Distribute the f lash cards to students. Ask them to stand in the correct corner according to the word written on their f lash card. Answers CB page 62 Countable nouns: kites, shoes, coins, tray, pens Uncountable nouns: milk, wind, water, snow, juice WB W B page 28 Ensure that students have answered correctly. Answers WB page 28 Countable: pencil, bag, day, baby Uncountable: rain, mud, milk, water 82 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 6 Coursebook Spelling CB page 63 7. As a wrap-up activity, play the one-minute 1. As a warm-up activity, write these sentences on game. Ask students to play in pairs. One student from the pair writes ay words and the the board, highlighting the ai in all the words. other writes ai words, as many as they can Ask students to read the sentences aloud. within one minute. The pair which writes the most words wins the game. Each pair has to The snail has a tail. write a minimum of six words each with ai A sailor drives a rail. and ay. A daisy grows in a train. Answers CB page 63 The maid wears a chain. Why does it rain? 1. pail 4. rain Can anyone explain? 2. train 5. mail 3. sail 6. tail 2. Read the words given in Exercise A on CB page 63. Emphasise the ai sound. Ask students to repeat after you. 3. Explain that the letters a and i together make the eı sound like ay. 4. Ask students to complete Exercise B on the same page. Ensure that students have f illed in the blanks correctly. 5. Say the words aloud and ask students to repeat after you. 6. Conduct the following activity to reinforce learning. • Divide the class into two teams — A and B. Draw two columns on the board, ai and ay. • Put the f lash cards face down on your table. Explain that both ay and ai have the same sound. However, the letters ai always come in the middle of a word, while the letters ay usually come at the end. • A sk students from both teams to come forward in turn, pick up a f lash card and say the word aloud. The other team has to say if the word is an ai or ay word. • W rite the word in the correct column on the board. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 83

Period 7 Coursebook Coursebook Listening CB page 64 1. As a warm-up activity, play this game in class. Have students stand in a circle. Begin the game by saying: This is Rita’s bag. That is a tree outside. The next student makes two sentences with these and those, referring to objects in the class and outside. Continue this game with each student making sentences with this/that and these/those alternately. The game continues till every student has made two sentences. 2. Direct students to listen to the text attentively and tick the correct pictures. 3. Play the audio of the listening text given below. Pause after every sentence. Number 1. These are ants. Number 2. That is a butterf ly. Number 3. This is a worm. Number 4. Those are birds. 4. Play the audio once again and have students peer-check the answers. Answers CB page 64 1. Tick the picture on the right. 2. Tick the picture on the right. 3. Tick the picture on the left. 4. Tick the picture on the left. Speaking CB page 65 1. Explain the background of the dialogues on CB page 65. 2. Read aloud the dialogues given in the speech bubbles. 3. You may ask a few students to act out the dialogues. 4. Try it out: Ask students to walk around the class in pairs. Ask them to talk to each other about the things they see. Remind them to use this/that/ these/those. 5. As a wrap-up activity, write this rhyme on the board and recite it in a chorus. This or that If it is one and it is near me, I say this. If it is more than one and near me, I say these. If it is one and it is far away, I say that. I f it is more than one and far away, I say those. 84 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 8 Coursebook Writing CB page 66 2. Place the f lash cards face down on your desk. 1. As a warm-up activity, ask students to perform 3. Divide the class into two teams. Ask a the following actions: representative from each team to choose • Chirp like a bird. a f lash card and draw and colour the thing • Make a f lying action like a bird. written on it on a piece of paper. Ask him or her to stand near or far with the paper held up 2. The exercise on CB page 66 is a guided writing to indicate this/these or that/those. Ask the exercise. Students have to imagine that they teammates to frame a sentence using the object are the bird given on the page and complete the and this/that/these/those. sentences using the words given in the box. 4. Ask students to write f ive of the sentences they have made in their notebooks. 3. Ask students to complete the exercise. Ensure 5. As a wrap-up activity, play a game. Show that students have used the correct words to a number using your f ingers. Hold your fi ll in the blanks. Have them peer-check the fi ngers close to yourself or far away from answers. you to show distance. Ask students to say the number with a noun and this/that/these/those 4. As a wrap-up activity, ask students to draw and according to your actions. Remind them that colour a peacock in their notebooks. the noun will be singular or plural depending on what you show. For example, if you hold 5. Write the following paragraph on the board and two fi ngers close to yourself, they can say: make a box with the words given below. these two books. to hurt me peacock feathers fl y in pain cruel dance to love blue I am a peacock. My neck is blue. I have colourful feathers. I often dance when it rains. I cannot fly very far. Many cruel people pluck my feathers. It hurts and I cry out in pain. I want everyone to love me and not to hurt me. 6. Ask students to copy the paragraph into their notebooks and complete it with the help of the words and phrases in the box. Discuss the answers and have students peer-check their work. Answers CB page 66 red, blue and yellow feathers, beak, garden, worms, seeds, nest, three eggs Period 9 Writing CB page 66 1. As a recap activity, write this rhyme on the board and recite it in a chorus. If it is one and it is near me, I say this. I f it is more than one and near me, I say these. If it is one and it is far away, I say that. If it is more than one and far away, I say those. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 85

WB W B page 29 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 29 1. owl, curved beak, sharp claws, rats and worms, hole of a tree 2. hen, comb, f ly, grains and insects, henhouse Period 10 Review CB page 67 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 67 1. Students should be divided into groups of four and told about the project work at least f ive days before the activity is conducted in class. 2. Ask students to draw a picture of their garden and indicate areas with plants; they should also mention if they want to have a birdhouse or a fountain in the garden and give their garden a name. 3. Ask one student from each group to talk about one feature of the garden to the class. 4. This value-based activity helps to create an appreciation of nature and the natural environment. 86 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 7: Fast or Slow? Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources 1 Understanding the • Listen to make predictions. • Audio player and speakers CB pp68–69 •  A doll or a flag CB pp68–69 from Theme CB pp69–70 Scholastic 2 Reading • Read aloud a folk tale with proper pronunciation, intonation 1. M y World of More Words Reading and voice modulation. Unit 11 pp46–49 Comprehension • Answer questions at different comprehension levels. • Identify the begining, middle and end of the folk tale. 3 Vocabulary • Develop vocabulary related to fruits. CB p71 *WB p30 4 Grammar • Understand the use of prepositions of place. Related • Use in, on and at in context. CB p72 children’s *WB pp31–32 books from Scholastic 5 • Understand the use of There is and There are. •  Printouts of grids, one for each pair of CB pp73–74 6 Spelling • Use There is and There are in context. students *WB p32 1. T he Itsy Bitsy CB p74 Spider by Iza • Recognise the wh sound. Trapani • Identify the use of the wh sound in spelling. (Big Book) 7 Listening • Listen to find specific information. • Audio player and speakers CB p75 Speaking • Speak short descriptive sentences about favourite fruit. CB p75 8 Writing • Write a short descriptive paragraph. CB p76 CB p76 9 • Write a short descriptive paragraph using There is and •  Sheets of chart paper according to the *WB p33 There are. number of students CB p77 10 Project Work • Present information in a tabular form. *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 7: Fast or Slow? Period 1 Coursebook Coursebook Introducing the Theme CB pages 68–69 1. As a warm-up activity, ask students if they know the story about the hare and the tortoise. Ask: • Who was slow? • Who was fast? • Who won the race? • D o you think being slow always makes you a winner? 2. Before you read: Ask the questions and encourage students to answer with examples. 3. 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 strange. 3. Ask the while-reading questions. Encourage students to think creatively and answer, based on what they have heard in the story. 4. As a wrap-up activity, play a game of relay storytelling. • D ivide the class into two groups. Make them stand in two circles. • Hand the doll or the f lag to a member of one team. • T he student with the doll or the f lag will narrate the f irst sentence from the story The Man with the Coconuts and hand over the doll or the f lag to the next student from his or her team. This student will narrate the second sentence in the story. The doll or the f lag will be passed to each student, who will carry on the story. When all members of one team have had a chance, the doll or the f lag will be passed on to the next team to continue the story. • Continue till the story has been completed. Period 2 by one person to another and are called folk tales. Nowadays, we have folk tales in Reading for Understanding many books.) 1. Ask students the following questions to recap • E xplain that The Man with the Coconuts is a folk tale. learning: • Do you know that many stories were told long before we learnt to write and read? • H ow did people know about such stories? (Expected answer: Such stories were told 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

2. Read each paragraph of the folk tale aloud and Coursebook explain the meaning. Revise the meaning of Coursebook diff icult words. 89 • Paragraph 1—Ask: Where did the man put the coconuts? Ask them to look at the illustration to understand what a horse cart is. • Paragraph 2—Ask: Who was clever? Who was foolish? • P aragraph 3—Ask: Did the man understand the meaning of the boy’s reply? What happened when the man tried to hurry? • Paragraph 4—Help students understand the meaning of “make up”. Ask: What happened when the man stopped again and again to pick up the coconuts? So, why did he hurry again? Lead them to arrive at the answer: To make up for the time he lost. Ask them to guess the meaning of the phrase in context. (Expected answer: to make up for the lost time) • Paragraph 5—Ask: How could the man have reached his house faster if he had gone slower? 3. Ask students to read the folk tale aloud in groups of fi ve, each student reading one paragraph. Focus on correct pronunciation, intonation and voice modulation. 4. After you read: Ask the questions. Encourage students to share their opinions and give reasons for their answers. This activity teaches the life skill of creative thinking. Reading Comprehension CB pages 69–70 1. The comprehension skill focus in this unit is Identifying the Beginning, Middle and End of a Story. Highlight to students that every story has a beginning, middle and an end. The beginning of the story usually tells the reader about the people, animals or things in the story. The middle of the story has the people or animals talking to each other or doing some important actions. The ending shows the effect of all the actions that took place in the middle of the story. The ending completes the story. 2. Instruct students to complete the exercises given on CB pages 69–70. Exercise B requires a two-step understanding. Students have to f irst understand the illustrations and relate them to the beginning, middle or ending of the folk tale. Then, they have to draw lines to match the pictures with the words. Ask students to describe how they arrived at their conclusion. Ensure that they have answered correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

3. As a wrap-up activity, remind students of the Coursebook story about the hare and the tortoise. Ask them to identify the beginning, middle and end of the story. 4. You may use these additional questions to help students practise writing answers: • Do you think the man was greedy? Why do you think so? • W hat did the man learn from his mistake? Answers CB page 69 A. Circle: 2. a. 1. a. Answers CB page 70 Circle: 4. a. 5. a. 3. b. B. 1.-c. 2.-a. 3.-b. Period 3 Vocabulary CB page 71 their favourite fruit. Students can work in 1. As a warm-up activity, sing the following song in groups to compile class books. 6. As a wrap-up activity, ask the following a chorus. riddles about fruits: • Small and round Old MacDonald had a farm Green or black or purple We grow in a bunch E-I-E-I-O Which fruit am I? On his farm grow red apples (Answer: grapes) • I am red inside and green outside E-I-E-I-O I am big and round Juicy and fresh I eat apples to get red cheeks Which fruit am I? E-I-E-I-O (Answer: watermelon) • Round and red On his farm grow sweet oranges With a f lower on my head Open to eat E-I-E-I-O The little red beads Which fruit am I? I eat oranges to be healthy (Answer: pomegranate) E-I-E-I-O Answers CB page 71 On his farm grow bananas 1. apple 4. grapes 7. coconut E-I-E-I-O 2. banana 5. watermelon 8. orange 3. mango 6. papaya I eat bananas to get strong bones E-I-E-I-O Old MacDonald had a farm E-I-E-I-O. 2. Ask students to name the fruits in the song. 3. Refer to the words and illustrations on CB page 71. Read the words aloud and ask students to repeat after you. 4. Ask students to complete the exercise on CB page 71. Ensure that students have f illed in the blanks correctly. 5. Try it out: Ask students to draw and colour 90 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

WB W B page 30 Workbook Ensure that students have answered correctly. Answers WB page 30 1. orange 6. grapes 2. apple 7. pear 3. mango 8. pineapple 4. banana 9. coconut 5. papaya 10. watermelon Period 4 Grammar CB page 72 1. As a warm-up activity, write the following poem on the board and read it in a chorus. In, on, at When do we say in, on, at? Coursebook You say in when you’re inside In a house, in a room, in a car. When do we say on, in, at? You say on when you sit on top On the table, on the f loor, on the bench. When do we say at, on, in? You say at to show the exact place At the school, at the party, at a bank. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 72. 4. that in, on and at are used to show the place where something or someone is. 5. : Ask students to apply what they have learnt to the exercise on CB page 72. Ensure that students have f illed in the blanks correctly. 6. As a wrap-up activity, play a game. Write these descriptions on the board one at a time and ask students to draw a matching picture in their notebooks. Allow a few minutes for each picture. • Fish in a tank • Fish tank on the table • Cat at the door • Flowers in a vase • Ball on the table • Mum at the park Answers CB page 72 • Tea in a cup • Cup on a saucer 1. on 4. in 2. in 5. on 7. Ask students to write the description below each 3. at picture and peer-check. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 91

WB W B pages 31–32 Workbook Ensure that students have answered correctly. Coursebook Answers WB pages 31–32 Coursebook p74 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 1. at 4. in 7. in 2. on 5. on 8. on 3. in 6. at Period 5 Grammar CB pages 73–74 1. As a warm-up activity, write this song on the board. Sing it in a chorus. Out in the garden Out in the garden each f ine day There are trees that dance and sway. They sway left and right each f ine day. Out in the garden each f ine day There is a squirrel that is happy and gay. It goes up and down each f ine day. Out in the garden each f ine day There are f lowers that bloom each day. Roses and marigolds Lilies and daisies There are many f lowers that bloom each day. Out in the garden each f ine day There is a peacock that dances all day. It dances when it rains each f ine day. 2. Highlight the use of There is and There are in the song. 3. Follow the methodology of Show-Explain- Apply to teach grammar in context. 4. : Read the examples given on CB page 73. 5. that There is is used when we talk about one person, animal or thing and There are is used when we talk about more than one person, animal or thing. 6. : Ask students to apply what they have learnt to the exercise given on CB page 73. 7. Try it out: Ask students to work in pairs. One partner makes sentences using There is and in/on/at about the things and people in the classroom. The other partner changes the sentences, using There are and in/on/at. 8. As a wrap-up activity, ask students to refer to the picture on CB page 80 and write eight sentences using There is and There are. Answers CB page 73 1. is 2. are 3. is 4. are 5. is 92

WB W B page 32 Workbook Coursebook Ensure that students have answered correctly. Answers WB page 32 1. There are 5. There are 2. There is 6. There is 3. There are 7. There is 4. There is 8. There is Period 6 Spelling CB page 74 1. As a warm-up activity, write this rhyme on the board and highlight the wh in all the words. Recite it in a chorus. The school bus Round and round go the wheels Whirling all the way Whispering, whistling, singing, dancing We reach school every day. 2. Explain that the wh sound is made by rounding the lips. Demonstrate rounding the lips and pulling them back as the wh sound is made. 3. Read the words given in Exercise A on CB page 74. Emphasise the wh sound. Ask students to repeat after you. 4. Ask students to complete Exercise B on the same page. Ensure that students are able to f ill in the blanks correctly. Say the words aloud and ask students to repeat after you. 5. As a wrap-up activity, draw a grid on the board and explain that this game is to be played in pairs. 6. Ask students to look at you when you say the words, and listen and understand. Hand out printouts of the grid. Each pair will play on one grid and take turns to write the wh words they hear. The partner who is the f irst to write three wh words in a row, column or diagonally wins the game. 7. Say the following words. • w heel, village, why, yellow, what, vote, where, vest, vase, whale, white, van, when. Pause after each word to allow students to write. Be very careful to round your lips as you speak the wh words. While speaking the v words, bite your lower lip. Answers CB page 74 1. What 3. Where 5. Why 2. When 4. Which © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 93

Period 7 Coursebook Coursebook Listening CB page 75 1. As a warm-up activity, ask students to listen attentively as you recite this poem. Fruit poem Apples and bananas Oranges and grapes Guavas and peaches Eat all these fruits Not pizzas or doughnuts. 2. Ask students to name all the fruits used in the poem in the correct order. 3. Ask students to listen to the text attentively and tick the correct options. 4. Play the audio of the listening text given below. Pause after each sentence. Number 1. There is an apple on the plate. Number 2. There are bananas on the tree. Number 3. There is a pineapple in the box. Number 4. There is a mango in the bag. 5. Play the audio once again and have students peer-check the answers. Answers CB page 75 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 75 1. Explain the background of the conversation between Gina and Andy. 2. Read aloud the dialogues in the speech bubbles. 3. You may ask a few pairs of students to act out the conversation. 4. Try it out: Ask students to pair up with a classmate to talk about their favourite fruit. 5. As a wrap up-activity, read out the names of some vegetables and fruits. Ask students to stand when they hear the name of a fruit and clap when they hear the name of a vegetable. You may say the names of these fruits and vegetables. • cherry, onion, orange, carrot, cucumber, coconut, guava, grapes, cabbage, strawberry, pineapple, pumpkin, banana, watermelon 94 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Period 8 Coursebook Writing CB page 76 3. Ask students to copy it into their 1. As a warm-up activity, ask students: Which fruit notebooks and write answers to the questions using There is/There are or do you like? in/on/at. 2. Build on the question and ask: Why do you 4. Ask them to use the information in like it? the answers to write a paragraph on 3. The exercise on CB page 76 is an open-ended My House. writing exercise. Ask students to fi rst write 5. As a wrap-up activity, divide the class the name of each fruit they see and then frame into groups of f ive or six. Give a sheet of sentences that describe their colour, shape and chart paper to each group. Ask each group size. Ask them to include their opinions. to write f ive questions to describe My 4. Demonstrate by giving the example of an apple. School. Ask them to follow the diagram Encourage students to respond and write the given. correct sentences on the board. For example: Apples are red. They are round. They are not very big. I like apples because they are sweet and juicy. 5. As a wrap-up activity, ask students to recite the Fruit poem. Answers CB page 76 Suggested answer: There are many red apples. They are big and round. The bananas are yellow. The oranges are round and juicy. They are orange in colour. There are big round watermelons. They have green stripes outside. They are red inside. The pineapples are yellow. They have green leaves on top. The coconuts are green. They have water inside. There are bunches of purple grapes. The mangoes are yellow. They smell very nice. Period 9 Writing CB page 76 1. As a warm-up activity, ask students to frame sentences using There is and There are about things in the classroom. 2. Draw the following diagram on the board. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7 95

6. If time permits, ask the groups to exchange the Workbook sheets and write answers to the questions framed Coursebook by another group. 7. Display the charts in class and discuss the questions and answers. WB W B page 33 Ensure that students have answered correctly. Answers WB page 33 Suggested answers: 1. There are two mangoes on the plate. 2. There are many apples on the tree. 3. There are ten oranges in the box. 4. There is a bunch of bananas on the table. 5. There are ten pears in the basket. Period 10 Review CB page 77 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 77 1. Ask students to work in groups and discuss their favourite fruits. 2. Ask them to make a table with the information they have. Based on the information in the table, ask them to name the favourite fruit of the class. 96 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7

Unit 8: A World of Colours 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 pp78–79 Theme CB pp78–79 from Scholastic 1. M y World of More Words Unit 8 pp35–37 2 Reading • Read aloud a story with proper pronunciation, intonation and Reading voice modulation. Comprehension • Answer questions at different comprehension levels. CB pp79–80 • Predict from the story. 3 Vocabulary • Develop vocabulary related to colours. •  4 sets of poster colours (blue, red, CB pp80–81 Related yellow) or 4 watercolour boxes, 4 sheets *WB pp34–35 children’s of chart paper, brushes, water, a few books from plastic plates, newspapers, rags Scholastic 4 Grammar • Understand the meaning of adjectives. CB p82 1. L et’s Plant 5 • Use adjectives in context. *WB p36 Colors from Spot On • Understand the simple past tense. •  Flash cards: play, played, act, acted, add, CB p83 Reading 5 • Apply the knowledge of simple past tense in context. added, agree, agreed, ask, asked, bless, *WB p37 Unit 3 pp16–21 blessed, call, called, check, checked, clean, cleaned, confuse, confused, create, created, 2. W hite Rabbit’s dance, danced, fold, folded, free, freed, help, Colour Book by helped, join, joined, laugh, laughed Alan Baker (Big Book) 6 Spelling • Recognise the short e sound. CB p84 • Identify the use of the short e sound in spelling. 3. A h-Choo 7 Listening • Audio player and speakers CB p84 Choo-Choo by Speaking • Listen to find specific information. CB p85 Carol Kasser • Speak short sentences about favourite colours. •  Sheets of chart paper, pictures, crayons or CB p86 from Scholastic 8 Writing • Complete a short descriptive paragraph. colouring pencils (by students) CB p86 Active English 9 • Complete a short descriptive paragraph. *WB p38 Literature CB p87 Reader 1 10 Project Work • Identify colours. pp40–43 *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 8: A World of Colours Period 1 Coursebook Coursebook Introducing the Theme CB pages 78–79 1. Play this game with students. Name a colour and ask them to point out something in that colour in the classroom. Be sure to name colours that are available in the classroom. 2. Before you read: Ask the questions. Invite different students to answer. Discuss why some things can be seen in the sky at certain times. Ask: Where do they go when we cannot see them? 3. 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 frightening, howled, poured, arc, willows and disappears. 3. Read the f irst two paragraphs and ask the f irst while-reading question. 4. Read the third paragraph and ask the second while-reading question. 5. Read the fourth paragraph and ask the third while-reading question. 6. Read the rest of the paragraphs. 7. As a wrap-up activity, ask students to draw and colour a rainbow. Period 2 • Paragraphs 5 and 6—Ask: What do you think Sam told his father? Reading for Understanding 1. Ask students the following question to recap 4. Ask students to read the story in groups of six, each student reading one paragraph. learning: Focus on correct pronunciation, intonation • What are the names of the colours in and voice modulation. the rainbow? 2. Write the names of the colours in a rainbow in the correct order on the board. 3. Read aloud each paragraph of the story and explain it. Revise the meaning of diff icult words. • Paragraph 1—Ask: Why did the sky turn dark? What happened before the sun shone in the sky? • Paragraph 2—Ask: What was Sam waiting for? What did Sam see? Ask the f irst while- reading question. • Paragraph 3—Ask the second while-reading question. Ask: How many colours does the rainbow have? • Paragraph 4—Ask the third while-reading question. Ask: Why didn’t Sam find anything on the ground? 98 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8123-7