Revised Edition English 4Teacher’s Manual
Revised Edition English 4Teacher’s Manual
© 2017 Scholastic Education International (Singapore) Private Limited A division of Scholastic Inc. First edition published in 2013. All rights reserved. No part of this publication may be reproduced in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise without the written permission of the publisher. This edition 2017 ISBN 978-981-47-8126-8
Contents Preface4 Scholastic Active English – Instructional Pathway 7 Scope and Sequence 12 Unit 1 A Clean Neighbourhood 24 Unit 2 An Unusual Solution 34 Unit 3 An Indoor Garden 45 Unit 4 Nature’s Blessings 57 Unit 5 Houses and Homes 69 Unit 6 Helping Others 82 Unit 7 Spades and Spoons 95 Unit 8 A Well for Ugandans 106 Unit 9 More Than an Artist 118 Unit 10 A Magical Journey 130 Unit 11 My Amazing Grandmother 143 Unit 12 A Greek Hero 154 About Scholastic Active English Literature Reader 167 Literature Reader 4 – Answers 168 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Preface Scholastic ™ English Grades 1 to 6 is an English as a Second Language (ESL) programme. This easy to teach, easy to learn programme uses an effective integrated approach to teaching and learning the key skills of reading, listening, speaking and writing. Language skills are systematically taught in a spiral progressive way, making it easy for students to learn English. Lessons are also taught in an engaging and interactive manner. The result is a comprehensive and effective approach that makes the teaching and learning of English easy and enjoyable! Why is Scholastic ™ English effective? It: Effective Integrated Approach adopts an integrated approach to learning English Listening Speaking skills skills engages students through relevant topics MECHANICS OF LANGUAGE uses a Show-Explain-Apply methodology that meets the needs LANGUAGE of ESL students SKILLS Listening Speaking PGurnactmumatairon& ComRperaedhiengnsi&on offers equal emphasis to each skill, enabling students to PhSopneilclisn&gTHEMATIC connect, transfer and build upon different skills PrPersoejnetcattiWonor&kFOCUS e ncourages practice and builds language skills and confidence Writing provides formative and summative assessment to evaluate Vocabulary students’ comprehension Writing Reading uses a systematic, progressive way of teaching English, making skills skills it easy for students to learn the language. Professional Development Embedded in Teacher’s Manual The Scholastic ™ English Teacher’s Manual has been revised in close consultation with and feedback from Heads of Department and teachers, particularly those who are users of this programme, to ensure that it is practical, useful and inspiring. It articulates the overall approach and instructional design of the programme and provides unit-by-unit, page-by-page lesson plans which have useful guidance for novice teachers and suggestions for experienced ones. Integrated Teaching Each unit facilitates the teaching of language skills in an integrated manner. Listening 11Writing Listen to the sentences. Match the columns to complete Getting DressedA. Here are some friendly monsters. Write about them the sentences. Vocabulary with the help of the words in the box. The first one has been done for you. Before you read eye tooth arm mWwoihnrognihnegl?pWs yhoaut get dressed for school in the leg horn ear tail clothes do you usually wear? My father drives a red car. I ride a bike. 1. I am Polo, the friendly monster. I have Sock Song one eye, one tooth and seven leUgsp.stairs The words in red tell us about an action. They are action words. Downstairs Circle the correct action word for each sentence. 2. Hello, my name is Zoe and I am yWouhrermeocnasntetrhey be? 1. I ( walk / write ) to the park. friend! I have I can’t find my socks 2. Mark and Kate ( play / run ) basketball together. And they can’t find me! 3. I can ( swim / read ) a book. 3. I am Miso and I want to be yourBfreiednrod!oImhave Bathroom 4. I ( wear / drive ) shorts in summer. Where have they gone? Where has the boy looked for his 5. One day, I will ( hike / fly ) up that hill. 4. My name is Coco. Will you be myI cfraienn’tdf?inIdhmavye socks socks? Where do And I need to put them on! you think he will 1. Pam’s mother a. tells her st6o.riesMayt bfreidetnimd e( .plays / eats ) the piano. look next? 2. Pam’s father 3. Pam’s grandmother b. plays footb7.all. Mia ( works / plays ) at Scholastic. B. Draw and describe your pet monster. RIensmideember to Why do you think 4. Pam’s sister give it a name. he is running out 5. Pam’s grandfather c. helps her w8.ith hSoame(wleoarkv.es / drinks ) orange juice. Outside of time? Active English Rev ed CB G1 Int.indb 44 d. works in a bank. W B Unit 2, page 9 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 4 Try it out Hanging on the line? e. is a teacher. Make lists of some things you do every day and I can’t find my socks some things that you do on special days. Share 44 your lists with the class.© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 And I’mW B runningUnit 1, page 8 out of time! 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 line: a strong cord used to hang wet clothes 12/04/17 9:51 AM 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 Active English Rev ed CB G1 Int.indb 16 12/04/17 9:51 AM 108 Active English Rev ed CB G1 Int.indb 20 12/04/17 9:51 AM Active English Rev ed CB G1 Int.indb 108 12/04/17 9:52 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Active Engagement of Students Show–Explain-Apply Methodology 9A Special Holiday A ‘Show-Explain-Apply’ methodology makes Before you read lessons more achievable, motivates students What are the places you dream of visiting? If you and boosts student confidence. had a magic wand to make your dream come true, what kind of holiday would you wish for? Holiday Memories Grammar Authentic and When I was on holiday Where did the varied texts I went to Timbuktu, poet go on engage students, holiday? exposing and I wrestled with a jaguar preparing them And boxed a kangaroo. for language in the real world. I journeyed into jungles, The mice will hold a meeting I shall put a bell around I swam the deepest sea, next week. the cat’s neck tomorrow. I climbed the highest mountain And the monkey puzzle tree. We use the helping verbs will or shall to talk about something we plan to do in the future. I chatted to a seagull, We usually use shall or will with the pronouns I and we. I met a big baboon, We use will with all nouns and the pronouns you, she, he, it and they. I floated on a moonbeam Until I reached the moon. How did the poet Fill in the blanks with will or shall. reach the moon? 1. The mice play when the cat is away. wrestled: fought with someone chatted: talked with someone in a 2. We go to buy clothes on Friday. boxed: hit with the fist friendly way journeyed: travelled 3. I be eight years old next year. moonbeam: a ray of light from the moon 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 4. You be sick if you eat too many toffees. 5. They walk in the park this evening. Active English Rev ed CB G2 Int.indb 88 12/04/17 10:42 AM W B Unit 8, page 36 2 Being Friends While-reading Try it out Before you read questions How many friends do you have? How are they encourage Imagine there is a problem in your school, such as different from you? Talk about your best friend. students to litter in the playground or taps left running in the washroom. How will you solve the problem? participate and learn, improving © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 81 retention and Active English Rev ed CB G2 Int.indb 81 12/04/17 10:42 AM fostering Tiny Turtle Wants a Friend self-confidence. Tiny Turtle is lonely. He looks under a rock and sees Crazy Crab. “I want a friend,” he says. What does Tiny Builds Language Skills and Confidence Turtle want? Why? Clear explanations and numerous examples “I can be your friend,” says the crab. give students a strong understanding of the mechanics of language and lay a strong “I am looking for a small turtle like me,” says foundation for good English. the turtle. “You can come along if you like.” Tiny Turtle and Crazy Crab see Silly Seahorse behind a bottle. “I want a friend,” says Tiny Turtle. “I can be your friend,” says Silly Seahorse. “I am looking for a turtle like me,” says Tiny Turtle. “You can come along if you like.” lonely: sad because you have no friends 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int.indb 18 12/04/17 10:41 AM Nora quickly went to She washed the fruits carefully. the kitchen. Try It Out and 3. The teacher (speak) to us yesterday. other activities 4. I (feel) scared when the lights suddenly provide opportunities for (go) out. pair and group W B Unit 9, page 40 work. Try it out She slowly peeled two She gently put layers of bananas and an orange. yogurt between the fruits. Pair up with a classmate. Take turns to tell each other about what you did in the morning before coming to Some words, such as quickly, carefully, slowly and gently, school. What verbs will you use? tell us how something is done. They usually end with -ly. I floated on a moonbeam Paul picked up an orange. Fill in the blanks by adding -ly to the words given in Until I reached the moon. The orange was sour. the brackets. 1. The deer ran away (quick). 2. Please ride your bicycle (careful). The words a, an and the are called articles. We use the to 3. The students dressed up (smart). talk about things that are only one of their kind. We also use the to talk about things mentioned earlier. 4. A snail crawls (slow). 5. I can see the rainbow (clear). W B Unit 11, page 50 Fill in the blanks with a, an or the. Try it out 1. I saw elephant, lion and Act out an action such as crawling, walking or 2. dancing. Ask your partner to say how you have monkey at the zoo. done the action. sun shines brightly in summer. 3. Wasim gave me a pretty box. I keep my earnings in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 113 box. 4. Dad bought me ice cream. ice Active English Rev ed CB G2 Int.indb 113 12/04/17 10:42 AM cream was delicious! 93 W B Unit 9, page 41 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int.indb 93 12/04/17 10:42 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 5
Formative Assessment Summative Assessment Graded exercises in Grades 3–6 assess Exercises throughout each unit progressive learning of students. allow teachers to assess and evaluate students while teaching values and Literal: to assess understanding life skills. of information mentioned explicitly in the text After you read B. Answer the following questions. Inferential: to Can you list some ways in which you are the same as your 1. “Mole: You can tell me about it in spring, Squirrel.” assess ability to classmates and some ways you are different from them? Varied activities Reading Comprehension What does Mole want Squirrel to tell him in spring? interpret or infer provide 2. “Mole: I’ll tell you about it in spring, Squirrel!” answers, using A. Number the countries in the order in which they appear opportunities in the poem. What does “it” refer to? Why does Mole say this? to teach Chad Peru the US C. Tick the correct box. Squirrel Moleinformation from important values 1. Who asks a lot of questions? the text and life skills. Norway Spain Canada 2. Who is not interested in winter activities? B. Fill in the blanks with the correct words from the poem. 3. Who is looking forward to a lot of fun? 1. rides bikes in Canadian lanes. 2. and like looking at animals. 4. Who will be spending winter doing what 3. was born in Egypt. he or she loves? 4. is a young poet. D. Answer the following questions. 1. How do you think Squirrel feels when she hears that Mole will be hibernating in winter? C. Answer the following questions. Focused questions2. Would you like to do all the things Squirrel does in winter? Give reasons for your answer. 1. Which child from the poem would you like to meet? Why? to master E. Check your understanding of Drawing Conclusions. 2. Imagine you have a friend in another part of the world and he or she has come to visit you. What would you like to do 1. How can you conclude that Squirrel is going to be very comprehension with him or her? active in winter? strategies Try it out 9 2. Does Mole want to do anything at all in winter? How can Pair up with a classmate and find out what is the same you conclude this? about both of you. For example, Both Jack and I like© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 23 mangoes. Now, get into groups of five and similarly find 12/04/17 3:36 PM Applied: to assess ability out what is the same about all of you. Active English Rev ed CB G3 Int.indb 9 Active English Rev ed CB G3 Int.indb 23 12/04/17 3:36 PM Johnny served the rice. Sheena served the curry. to analyse, synthesise and Johnny served the rice and Sheena served the curry. apply the information in different contexts We use the conjunction and to connect two ideas or pieces of information in a sentence. We can swim. We can go for a walk. Additional exercises in the workbooks We can swim or we can go for a walk. provide students reinforcement of learning and allow summative assessment We use the conjunction or to show a choice between two options for teachers. in a sentence. Dave plays the piano. Kayla cannot play any musical instrument. Dave plays the piano but Kayla cannot play any musical instrument. We use the conjunction but to join two ideas or pieces of information that have different or opposite meanings. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 13 Vocabulary Active English Rev ed CB G3 Int.indb 13 Review Mole goes into his burrow for winter. Mole goes into his tunnel for winter. Review helps What did you learn? Tick.12/04/17 3:36 PM students Mole will hibernate in winter. self-assess. Some words are used to describe groups of people, animals Mole will sleep in winter. and things. Squirrel can slide on the ice. We use adjectives such as a few, a little and a lot of to Squirrel can glide on the ice. describe the amount or quantity of something without giving the exact number or amount. Synonyms are words that mean the same or nearly the same. Words such as over, from and under tell us where someone A. Circle the correct synonym for each underlined word. or something is in relation to another person or thing, or to a 1. The children enjoy playing by the beach. ( hate / like ) place. They are called prepositions. 2. The talkative boy told his mother all about his day. The letters ph and ff make the same f sound. ( quiet / chatty ) Project Work 3. The courageous girl did not cry after she fell. ( brave / angry ) Ask a family member for a simple recipe for a snack. On a 4. Some people sleep on the bus. ( nap / read ) sheet of paper, write: 1. the title of the recipe 5. Everyone is ready, so we should start the concert soon. 2. the ingredients ( end / begin ) 3. a few simple steps to make the snack. Remember to write the steps in the correct order. B. Complete the table. Synonym You may make a drawing of the snack too. Collect all the Word recipes and make a class recipe book. listen odd dirty amusing quick © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 67 24 W B Unit 2, page 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8113-8 Active English Rev ed CB G3 Int.indb 67 12/04/17 3:36 PM Active English Rev ed CB G3 Int.indb 24 12/04/17 3:36 PM 6 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Scholastic ™ English – Instructional Pathway Scholastic ™ English follows a clear, consistent pattern of instruction that helps teachers to plan, teach and assess in a systematic and effective manner. Period Section Objectives 1 Before you read • Warm up to activate prior experience or knowledge. • Develop listening skills and engage students with the text. • Introducing the Theme • Check for fluency and correct pronunciation, intonation and voice • Reading • Audio CD modulation. 2 • Check for understanding, discuss text to encourage student participation Reading Comprehension and to enhance communication skills. • Help students to apply specific comprehension strategies to understand the reading text. 3 • Develop and apply vocabulary related to the text. Vocabulary 4-5 • Use the Show-Explain-Apply approach to teach grammar in context. Grammar • Reinforce the grammar topic through practice exercises. • Use sound patterns to teach spelling. 6 Spelling • Develop listening skills through focused activities. 7 Listening Speaking • Model speaking activities and encourage students to communicate effectively. 8-9 Writing • Follow the guided instructions to develop writing skills in different formats. 10 Review • Guide students to self-assess. Project Work • Extend learning and encourage collaborative working through the activities provided. The Scope and Sequence on pages 12–23 of the Teacher’s Manual offers a snapshot of the Scholastic ™ English programme. Teachers can refer to this to understand the scope of teaching at each grade and see the learning progression across grades. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 7
Each unit in Scholastic ™ English has 07 SAE Rev ed TM4 Int Unit 2.indd 34 been designed to deliver 10 periods of classroom Unit 2: An Unusual Solution Duration: 6 ½ hrs instruction. The Teacher’s Manual provides a Scheme of Work complete plan for teaching each page of the Period Skill focus Objectives Materials Additional Resources resources from Scholastic Coursebook. Thumbnails of each page of the unit 1 Understanding • Listen to a folk tale. • Audio player and speakers CB pp20–21 1. Comprehension CB pp21–23 Strategies for the Theme • Read aloud the folk tale with proper Success 4 Unit 9 pp94–97 are provided as easy reference for teachers. Reading pronunciation, intonation and voice modulation. Reading for • Answer questions to understand the folk tale. 2. Alpha Grammar and Composition 3 Understanding Unit 9 pp73–75; Unit 5 pp53–54 Scheme of Work 2 Reading • Read silently to understand the folk tale. Related children’s The Teacher’s Manual contains a Scheme of Work Comprehension • Answer questions at different comprehension books from which provides a map of the entire unit by period, Scholastic listing skill focus, objectives, materials and resources levels. required. The Scheme of Work provides the teacher with all the key information about the time allocation, • Make inferences about the folk tale. objectives and resources required for each period. Additional resources and a suggested reading list are 3 Vocabulary • Develop vocabulary related to shopping. CB p24 1. The Cave That also provided in the table. *WB p10 Talked retold 4 Grammar • Understand subject-verb agreement. • Sheet of chart paper (optional) CB pp25–26 by Jyoti Singh • Apply this knowledge in context. • Flash cards with the words: girl/laughs, boys/talk, *WB pp11–12 Visvanath from monkey/swings, cats/eat, bird/sings, dog/barks, woman/ Scholastic Active walks, men/read, bee/buzzes, lions/roar English Literature 5 • Understand the use of the past continuous tense CB p27 Reader 4 pp52–55 in sentences with two actions. *WB p13 2. Don’t Eat Me! • Apply this knowledge in context. by Martha L. 6 Spelling • Recognise the long o sound. • Sheet of chart paper (optional) CB p28 Crump, Ph.D from Scholastic Active • Spell words with the long o sound correctly. CB p29 English Literature CB p29 Reader 4 pp43–47 7 Listening • Listen to find specific information. • Audio player and speakers Speaking • Tell a story with appropriate expressions. 8 Writing • Making notes to identify the beginning, middle CB p30 and end of a story. CB p30 9 • Write an alternative ending to a story. *WB p14 CB p31 10 Project Work • Read a folk tale. • Book of folk tales (by students) 23/01/19 10:43 AM *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 Reading Unit 2: An Unusual Solution Coursebook The Teacher’s Manual provides a warm-up activity Period 1 2 An Unusual Solution that engages students’ attention while introducing the Before you read theme. The carefully selected reading texts stimulate Introducing the Theme CB pages 20–21 What do you do to help around the house? students’ curiosity and promote the love of reading. 1. As a warm-up activity, ask students: The selection includes a variety of text types. The • What do you do when you face a problem? A Tumbler of Oil Why did Mustafa instructional design of each unit within Scholastic Do you try to solve it yourself or go to run all the way to someone to help you solve it? Ammi called out to Mustafa to go and get her eight the market? ™ English provides teachers with sufficient • Then, ask: Have you read any folk tales? dinars’ worth of mustard oil. She handed him a time and opportunity to read aloud to students, to • What do you think folk tale means? tumbler and some money. She warned Mustafa have students read for enjoyment and also to read for Explain to students: Folk tale comes from to be careful and to not start daydreaming again. understanding. the word folk—meaning people or linked Mustafa ran all the way to the market. He would to a particular group of people, and the have wandered along, but Ammi had told him to word tale—meaning story. hurry and so he did. A folk tale is a story that has been passed on in spoken form. A spoken story changes as it On reaching the grocer’s shop, he asked Azad Bhai is told. That is why there are several versions to measure out eight dinars’ worth of mustard oil of the same story. Many of these stories have into the tumbler his mother had given him. Azad now been written down so that people can Bhai measured out the required oil from a large tin read them. and began pouring it into the tumbler. Mustafa was 2. Before you read: Encourage students to respond in a fix when Azad Bhai told him that the tumbler to the question. Ask them to name any task could hold only seven dinars’ worth of oil. He did that they are asked to do at home. Discuss the not want to disobey Ammi or she would be cross! importance of following instructions and using common sense while doing any work. Then he had a brainwave! There was a 3. Play the audio. Ask students to close their eyes as hollow space in the outer bottom of the they listen to the audio and visualise the scenes. GLQDUV DXQLWRIPRQH\\XVHGLQFRXQWULHVOLNH%DKUDLQ ҕ [ DGLIҕFXOWVLWXDWLRQ Reading Aloud -RUGDQ.XZDLWDQG0DFHGRQLD GLVREH\\ UHIXVHWRGRZKDWVRPHERG\\ 1. Have students read aloud the folk tale in groups, KDVDVNHG\\RXWR with each student reading one paragraph. WXPEOHU DGULQNLQJJODVV 2. Focus on correct pronunciation, intonation and FURVV DQJU\\ voice modulation. GD\\GUHDPLQJ WKLQNLQJRISOHDVDQWWKLQJVDQG EUDLQZDYH DVXGGHQFOHYHULGHD QRWSD\\LQJDWWHQWLRQWRVRPHWKLQJ KROORZ HPSW\\VSDFH Reading for Understanding 1. Read one paragraph at a time and explain the ZDQGHUHG URDPHGDURXQG meaning. • Paragraph 1—Ask the while-reading question. JURFHU DSHUVRQZKRVHOOVIRRGDQGVPDOOKRXVHKROGJRRGV Ask: Do you know about other kinds of money? Explain: Different countries and 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 regions use different kinds of money. Before You Read questions in the Coursebook are • Paragraph 2—Ask: Do you think Mustafa Coursebook intended to activate the learner’s prior knowledge or was scared of his mother? experience related to the reading text. These open- • Paragraph 3—Ask the while-reading question. tumbler. Mustafa happily turned the tumbler full of Why did Azad ended questions are designed for class discussion and • Paragraph 4—Ask: Why was Ammi shocked? oil upside down! He then asked Azad Bhai to pour Bhai shake his build speaking skills. 2. After you read: Encourage different students the rest of the oil into the hollow space. Azad Bhai head? to express their views and give reasons why shook his head in disbelief, but did as Mustafa had they would act in that way. Point out that we asked him to do. Mustafa held the tumbler carefully should not be angry with people when they do and hurried home. something wrong. We should help them to correct their mistakes. This value-based activity teaches Ammi was washing clothes when Mustafa arrived. empathy. She was shocked at the quantity of oil in the tumbler. Mustafa turned the tumbler the right way up to show her the rest of the mustard oil. Ammi could not believe how foolish Mustafa had been. –Anupa Lal (a retelling) After you read If you were Mustafa’s Ammi, would you laugh at his foolishness or scold him? A carefully recorded reading of each text in the 5HDGLQJ&RPSUHKHQVLRQ Coursebook is provided in the audio CD. Teachers are $ Read the sentences below. Write T for True and F strongly encouraged to read aloud the text and/or play the recording of the text in class before moving on to for False. intensive reading of the text. 1. Ammi gave Mustafa eight dinars to buy oil. 2. Ammi wanted coconut oil. 3. Mustafa hurried to the shop. 4. The grocer’s name was Azad Bhai. 5. The tumbler could hold five dinars’ worth of oil. GLVEHOLHI QRWEHOLHYLQJLQVRPHWKLQJ GRXEWIXO 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Reading aloud and explaining the meaning of © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 35 difficult words familiarises the students with the text. The audio CD provided models correct pronunciation, 07 SAE Rev ed TM4 Int Unit 2.indd 35 23/01/19 10:43 AM voice modulation and intonation. The while-reading questions ( ) in the Coursebook are provided to After You Read questions in the Coursebook are make reading an interactive process. These questions designed for immediate reader response. They help students to pause and process information, and encourage students to respond to the text in a provide teachers the opportunity to develop students holistic manner. into active readers. 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Reading for understanding enables teachers Suggested answers: Coursebook C. 1. If I were Mustafa, I would have borrowed a to check for students’ comprehension levels. 5. Why did Ammi get a shock when she saw the tumbler? small tumbler from Azad Bhai. I would have a. There was very little oil in it. Carefully graded questions that are highlighted taken the rest of the oil in that. b. There was a lot of oil in it. 2. If I were Mustafa’s mother, I would tell him to think c. There was juice instead of oil in it. through icons in Grades 3–6 ( ) allow teachers before acting. I would not scold him, but help him to understand his mistake. 6. How much oil did Ammi get in the end? to assess students’ understanding at progressive Suggested answers: a. seven dinars’ worth of oil D. 1. I think Ammi was shocked at Mustafa’s b. one dinar worth of oil levels. The comprehension questions help foolishness. c. no oil 2. obedient, daydreamer, foolish students develop the following skills: I have chosen these words because in the story, & Answer the following questions. Mustafa was a daydreamer but he was also an • : information recall obedient boy. He listened to his mother when she 1. If you were Mustafa, how would you have solved the asked him not to daydream and rushed to get some problem? • : inferential mustard oil for her. Mustafa was foolish because he wasted eight dinars’ worth of oil. 2. Imagine that you are Mustafa’s mother. What would you • : application and evaluation tell him? Students need to use different comprehension Period 3 strategies to understand different text types. Teaching ' Check your understanding of Making Inferences. these strategies is one of the most effective means of Vocabulary CB page 24 helping students’ comprehension levels. Mastering 1. As a warm-up activity, ask students: 1. How do you think Ammi felt when she saw Mustafa turn comprehension strategies will help students tackle • Who does the shopping in your family? Do the tumbler the right way up? complex texts effectively. The strategy questions you help your family with the shopping? How provided in the Coursebook offer practice to relate do you help? 2. How would you describe Mustafa? Tick the words that strategies to text types and enable students to • What would you buy at a baker’s shop? match Mustafa’s character. understand the meaning easily. Teachers can use the • What would you ask the shopkeeper before questions to assess each student’s as well as the class’s buying cookies? Then, explain why you have chosen these words. comprehension level. The suggested wrap-up activity (Expected answers: Are they fresh and crisp? in the Teacher’s Manual helps to consolidate learning What is the amount/quantity/weight/price?) obedient lazy smart in a meaningful way. • What are the differences between shops in Mustafa’s time and now? brave daydreamer foolish 2. Refer to the words in the examples. Tell students that these are words related to shopping. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 3. Ask them to complete Exercise A on their own. Then, discuss the answers and ask students to Coursebook peer-check. 4. Conduct the following activity before asking students 9RFDEXODU\\ to attempt Exercise B. Tell them that there are some Mustafa went to the grocer’s shop to buy oil. fixed ways of counting and measuring food items. Anna will meet me at the supermarket. Draw three columns on the board and name them: The words in red are related to shopping. Containers, Portions and Shapes (appearance). Divide the class into three teams. Read out the $ Match each word with the correct meaning. following one by one and ask the teams to take turns to answer which column each item belongs to. 1. supermarket a. a piece of paper that says • a box of cornflakes (Answer: container) that something has been • a head of cabbage (Explain that a cabbage grows paid for in a shape similar to a head.) (Answer: shape) • a jar of honey (Answer: container) 2. receipt b. someone who handles • a can of juice (Answer: container) payment in a shop • a slice of bread (Answer: portion) • a scoop of ice cream (Answer: portion) 3. trolley c. a label with a price • a head/bulb of garlic (Answer: shape) 5. Ask students to circle the correct answers in 4. price tag d. a large shop that sells food, drinks and things we use in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 our houses 07 SAE Rev ed TM4 Int Unit 2.indd 37 5. cashier e. a large metal basket on wheels % Circle the correct word given in the brackets. 1. a ( dozen / bunch ) eggs 2. one ( litre / kg ) of mustard oil 3. one ( litre / loaf ) of bread 4. a ( bar / bunch ) of chocolate 5. a ( unit / pair ) of scissors : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Vocabulary Exercise B. Have them peer-check the answers. 6. As a wrap-up activity, ask the class to decide on their favourite dish. Ask: What are the things required for this dish? As students name the ingredients, write them on the board. Make sure they have given a word for measuring each item. 37 In Scholastic ™ English, the approach to 23/01/19 10:43 AM teaching vocabulary is thematic, so that students can develop enough vocabulary words related to the theme Answers CB page 24 Workbook that will be useful to help them understand, talk about A. 1.-d. 2.-a. 3.-e. 4.-c. 5.-b. 3. loaf 4. bar 5. pair and write about the theme. In this section, the warm- B. 1. dozen 2. litre up activity suggested in the Teacher’s Manual helps WB W B page 10 Ensure that students have filled in the blanks correctly. Answers WB page 10 to introduce the theme-related vocabulary words. A. 1. baker 3. jeweller 5. florist 2. fishmonger 4. pharmacist Teachers can assess students’ understanding through B. 1. a head of 3. a packet of 5. a tin of 2. a bottle of 4. a pair of the exercises given. Period 4 Try It Out activities in the Coursebook function as Grammar CB pages 25–26 formative assessment and help to consolidate learning. Subject-verb agreement — 1 1. As a warm-up activity, draw two columns on the Coursebook W B Workbook pages provide additional practice. board and name them Nouns and Verbs. Write the *UDPPDU Links to the workbook are given with each lesson. following words in the Nouns column: pens, dogs, Suggested wrap-up activities in the Teacher’s Manual student, Sally, rooms. Then, write these words Ammi was shocked. help reinforce learning. in the Verbs column: writes, swim, shouts, cries, dances. Read out a word from each column one singular singular by one and ask students if it is singular or plural. subject verb 2. After all the words have been read out, point out to students that plural nouns usually have an -s The neighbours were shocked. at the end. However, unlike plural nouns, verbs with an -s are singular. plural plural 3. Write the following on the board. You can ask a subject verb group of students to copy the text onto a sheet of chart paper and hang it in class. The verb in a sentence must agree with its subject. If the subject BE: is, am, are, was, were is singular, the verb in the predicate must also be singular. If the HAVE: have, has, had subject is plural, the verb must be plural. DO: do, does, did Remind students that the underlined words are all $ Fill in the blanks with the correct form of the verbs in forms of the verbs be, have and do. the brackets. 4. Follow the methodology of Show-Explain-Apply to teach grammar in context. 1. Mustafa (was/were) a foolish boy. 5. : Read the examples given on CB page 25. Grammar 2. My uncle (has/have) two cats. 6. that the verb in a sentence must agree with its subject. If the subject in a sentence is 3. The girl wearing a pink dress (is/are) singular, the verb must also be singular; if the my sister. subject is plural, the verb must also be plural. 4. The children (plays/play) together after 7. : For Exercise A, ask students if the subjects school every day. are singular or plural in the sentence and then tell ™ English, the grammar topics them to fill in the blanks accordingly. 5. The dogs (is/are) sleeping. In Scholastic 8. For Exercise B, ask students to underline the % In each sentence, underline the subject and circle subject. The subject usually comes first and the verb. and structures introduced in each unit are linked to answers the question Who? (or What?). 1. Irina goes to the market every evening. 2. This book is very interesting. 9. Ask students to peer-check the answers. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 the text type focus for the unit so that students will Coursebook p26 be helped to understand the reading and listening text 3. Jerry cycles to school every morning. 4. The students were tired after the long journey. 5. All zebras have stripes. better. At the same time, they will be better equipped 6. The students of my class keep their books neatly. : % 8QLWSDJH John and his dog go for a walk every day. to create their own texts of the same text type. You go to the zoo every month. Your pyjamas look nice. 38 We use a plural verb when two or more subjects are joined by and. We usually use a plural verb with the pronouns I and you 07 SAE Rev ed TM4 Int Unit 2.indd 38 and with certain nouns that have no singular form. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 Circle the correct form of the verb given in the brackets. 1. Sam and Sally ( has / have ) gone to Toronto. 2. The ostrich, emu and penguin ( is / are ) all birds. 3. Molly and Amy ( is / are ) playing chess. 23/01/19 10:43 AM 4. Binoculars ( help / helps ) us to see distant objects. 5. My trousers ( was / were ) torn. 6. The man and his son ( has / have ) a red car. 9 7. You ( write / writes ) very neatly. : % 8QLWSDJH © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 Try it out Pair up with a classmate. Tell the class one thing your partner likes to do and one thing you both like to do. For example, Zara likes to dance. Zara and I like to paint. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1
The topics are introduced through warm-up activities WB W B page 13 Workbook in the Teacher’s Manual. Grammar topics are introduced using a Show-Explain-Apply approach. Ensure that students have completed the exercise correctly. : Example sentences are drawn from the text to Answers WB page 13 Frog: were swimming show use in context. Mouse: was sharpening Cow: were eating Owl: were, doing Owl: was flying Cat: was cleaning Hen: was making Dog: was counting Duck: was flying Period 6 : The grammar topic is explained in simple Spelling CB page 28 language. 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper and ask : The exercises provide immediate application one student to recite it. Coursebook and practice of the grammar topic. Sold for a bag of gold Many years ago 6SHOOLQJ I sold my piano Try It Out activities in the Coursebook include And my banjo $ Read the words below. They have the long o sound. topic-based activities that enable teachers to promote To buy a buffalo. collaborative work in the classroom. Now the buffalo I’ve sold told fold mango banjo stroll For a bag full of gold! cold ago robot yoga gold 2. Then, read the words given in Exercise A on CB page 28. Emphasise the long o sound in all sold cargo most piano buffalo the words. Ask students to repeat them after you. % Fill in the blanks with words from the word list above. 3. Tell students that usually words that end with o 1. a machine that looks and behaves like a human being: have a long o sound. 2. things that are being sent by ship, plane, train or truck: 4. Ask students to complete Exercise B on the W B Workbook pages provide additional practice. same page. Ensure that students have filled in the 3. a large musical instrument with a row of black and white Links to the workbook are given with each lesson in blanks correctly. keys: the Coursebook. Suggested wrap-up activities in the Teacher’s Manual help reinforce learning. 5. As a wrap-up activity, write the following groups 4. a metal used for making jewellery: of letters on the board: • klof, tlota, hleto, lcola. 5. a form of exercise that makes the body flexible and healthy: 6. Read out the clues given below one by one. Ask students to unscramble the letters to find the 6. an animal similar to a cow, with curved horns: word that matches the clue. Tell students that all the words have the long o sound. 7. the opposite of hot: • another name for people (Answer: folk) • what you get when you add up numbers 8. walk without hurrying: (Answer: total) • a place to stay in when you visit a city 9. a fruit with a big seed which is yellow when it is ripe and (Answer: hotel) green when it is raw: • something belonging to your area or neighbourhood (Answer: local) 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB page 28 Spelling B. 1. robot 4. gold 7. cold 8. stroll 2. cargo 5. yoga 9. mango 3. piano 6. buffalo Scholastic ™ English adopts a phonics-based approach to teaching spelling so that students can © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 41 07 SAE Rev ed TM4 Int Unit 2.indd 41 understand the basic structures of English spelling. 23/01/19 10:43 AM The Spelling section in each unit focuses on one phonics-based spelling pattern. Simple rhymes or songs are suggested in the Teacher’s Manual to Period 7 Coursebook introduce spelling rules through sound patterns. Listening CB page 29 /LVWHQLQJ 1. As a warm-up activity, read out the following Exceptions to rules are provided in the Teacher’s sentences slowly and clearly in the order given Last week Fiona went shopping for a party. Listen to her list below. and fill in the blanks. a. Yes, I do. b. How much do they cost? 1. a of cold drink c. Do you have chocolate ice-cream cones? Manual to help teachers highlight them to students. 2. Ask students to arrange them in the correct order. 2. three of bread Read out the sentences again if needed. (Answer: c., a., b.) 3. three eggs 3. Explain that when we want to buy something, we must mention clearly how much of the thing 4. two of jam we want. 4. Ask students to listen attentively as you play 5. five of plain crackers the audio. Explain that they are going to hear Suggestions for simple activities are included in the a woman talking to a shopkeeper about some 6. a of vegetable oil things that she wants to buy. 5. Play the audio of the listening text given below 6SHDNLQJ and ask students to fill in the blanks. Teacher’s Manual for teachers who wish to reinforce Shopkeeper: Good morning ma’am, how can Robert and Iqbal are sharing a few tips for telling a story. I help you? learning. Fiona: Hello, I have a party at home. Could I Remember that storytelling Change your facial expression have the following items please? gives pleasure to your and tone of voice to convey Shopkeeper: Sure ma’am. listeners and also to you. the mood of the story and the Fiona: A bottle of cold drink, three loaves feelings of the characters. of bread, three dozen eggs, two bottles of Listening jam… Speak slowly and clearly. Shopkeeper: Which jam do you want? Pause at the right places. Fiona: Any flavour and any brand will do. Let your listeners ‘see’ the Shopkeeper: Okay ma’am, anything else? story, ‘feel’ the story and Fiona: Five packets of plain crackers and a reflect on the story. litre of vegetable oil. That’s all. Try it out 6. Play the audio again and ask students to fill in the Get into groups of three to act out the story A Tumbler of Oil. blanks as they listen to the conversation. Remember to change the tone of voice and facial expression to convey the feelings of Mustafa, Ammi and Azad Bhai. 7. Discuss the answers in class. ™ English, the listening 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 In Scholastic Speaking CB page 29 1. Explain that we tell stories in a certain exercise is either thematically or topically linked to way to keep listeners interested in them. Ask two students to act out the the unit. The Listening section provides opportunities conversation between Robert and Iqbal. 2. Remind students that they must keep for students to listen for information about real-life these points in mind while telling a story. 3. Try it out: Ask students to get into situations. This will help them in their daily life. groups of three. Point out that they have to act out the story, A Tumbler of Oil, not A teacher can begin the Listening section with the just read it aloud. They should decide beforehand which portion of the story suggested activities in the Teacher’s Manual. The each is going to act out. 4. Tell students that they should read their listening text is provided in the audio CD. The script Answers CB page 29 portion clearly and slowly, changing their tone and facial expression to convey the 1. bottle 4. bottles feelings of the characters. 5. As a wrap-up activity, ask students to of the listening text is provided in the lesson plan for 2. loaves 5. packets form groups of three. One can play the role of a shopkeeper and the other two can 3. dozen 6. litre be customers. Ask the shopkeeper to sell them something. the teacher’s easy reference. 6. Go around the class asking students how much they earned/spent and what they Speaking bought/sold. In Scholastic ™ English, the approach to teaching speaking skills is through model 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 conversations. Students are able to learn language 07 SAE Rev ed TM4 Int Unit 2.indd 42 23/01/19 10:43 AM 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
structures and develop speaking skills through practice Period 8 Coursebook and use them in real-life, out-of-classroom situations effectively. The speaking unit is linked to the theme. Writing CB page 30 :ULWLQJ Teaching tips are provided to conduct speaking 1. As a warm-up activity, ask a few students: activities. • If you had to divide the story, A Tumbler of A story has a beginning, a middle and an end. Stories are often Oil, into three parts, what would you put in written in the past tense. Writers sometimes add dialogues to make Try It Out activities in the Coursebook provide the beginning, middle and end? the story more enjoyable. collaborative activities and also teach important life 2. Refer to the introduction given on CB page 30 skills and core values. and tell students that most stories have a Write a different ending to the story A Tumbler of Oil. Rewrite beginning, middle and end. the ending from the point where Mustafa turns the tumbler • In the beginning, there is usually a the right way up. description of the character(s) and the setting of the story. Before you begin to write, make notes describing what you think may • In the middle of the story, there is some have happened. You can use the points given below or write an ending problem or action involving the character(s), of your own. or something happens to the character(s). • At the end, the character(s) might change in 1. Azad Bhai’s son knocks on 2. Azad Bhai’s son has a can some way or the problem is solved. the door. Why has in his hands. What do you 3. Tell students to think of a different ending to A he come? think is in the can? Tumbler of Oil. Ask them to read the questions given on CB page 30 and make notes. They can A Tumbler even plan an ending of their own that is different of Oil from the hints given. Writing 4. Tell students to expand their notes into sentences. 4. Ammi is happy. What 3. How did the oil get into the 5. As a wrap-up activity, ask students: Would you does she say to the boy? can? (Hint: When Mustafa like to read a mystery story where the author had turned his tumbler in does not tell you who the criminal is at the end? the shop, the oil luckily…) Why or why not? : % 8QLWSDJH Period 9 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Scholastic ™ English adopts a highly Writing CB page 30 5. Have students check their story endings to 1. To recap learning, ask students: make sure that: scaffolded approach to help students develop strong • How many parts is a story usually divided • the names of the characters are spelt into? What are they? correctly and start with capital letters writing skills. Step-by-step support for writing tasks 2. Write the following sentences on the board: • the correct tenses are used a. The tortoise won the race. • appropriate vocabulary is used. helps the development of students’ creative as well b. They decided to have a running competition. c. The hare saw that the tortoise was very far 6. As a wrap-up activity, ask a few students as functional writing skills. Suggested warm-up behind and decided to sleep. to read out their story endings in class. d. A hare and a tortoise lived in a jungle. activities in the Teacher’s Manual include guidance for 3. Tell students that the sentences form a short Answers CB page 30 story. Ask them to identify the beginning, middle Suggested answer: teachers to refer to prior learning whenever necessary. and end. Ammi was shocked and Mustafa realised that (Answer: beginning – d., middle – b. and c., he had dropped all the oil. Suddenly there was Teachers can help students progress from the known end – a.) a knock on the door. Azad Bhai’s son was at the 4. Ask students to go back to their notes from door. He was holding a can in his hand. Both to the unknown in order to make learning easy and the previous class, reorganise their sentences Mustafa and Ammi were surprised. Azad Bhai’s if required and write a different ending for son said, “Here are your seven dinars’ worth of comfortable. Model formats and guided writing A Tumbler of Oil. oil!” Mustafa could not believe his eyes. Azad Bhai’s son told them that when Mustafa had instructions provide a template that teachers can use to turned the tumbler, the oil luckily had fallen into a drum that was near the table. His father then sent him to bring the oil back to them. Ammi was very happy when she heard this. She invited the boy to stay for dinner. She also advised Mustafa to be more responsible in future, like Azad Bhai’s son. help students improve their writing skills. The varied formats include paragraph writing, poems, letters, emails, creating different endings for a given story and © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 43 07 SAE Rev ed TM4 Int Unit 2.indd 43 creating picture stories. 23/01/19 10:43 AM W B Workbook pages provide additional practice. WB W B page 14 Workbook Links to the workbook are given with each lesson. Ensure that students have answered correctly. Suggested wrap-up activities in the Teacher’s Manual Coursebook help reinforce learning. Answers WB page 14 Suggested answer: 5HYLHZ Review B. Cat was sad. He thought that nobody had What did you learn? Tick. This section encourages students to self-assess. remembered his birthday. When Mouse came The verb in a sentence must agree with its subject. If the Teachers can also work with students to assess their in with a gift, Cat was surprised. He did subject is singular, the verb in the predicate must also be progress at the end of the unit and revise concepts not think that Mouse would remember his singular. If the subject is plural, the verb must be plural. as necessary. birthday. He was very happy and he promised We use a plural verb when two or more subjects are joined Mouse that he would not chase him around by and. We usually use a plural verb with the pronouns I and Project Work the house any more. This is how Cat and you and with certain nouns that have no singular form. Mouse became good friends. We use the past continuous tense to show that an action was The activities provided are achievable within the going on when a second action took place. The second action time frame of the period and require easily available Period 10 is always in the simple past tense. resources. They encourage group and pair work that Some words have the long o sound. extend what has been taught/learnt in the lesson. The Review CB page 31 activities provide an opportunity to learn important life 1. Ask students to revise the concepts taught in the 3URMHFW:RUN skills and highlight values that encourage students’ unit and tick the boxes. Bring a book of folk tales from home to share in class. What all-round development. 2. Encourage them to use the blanks to note down is the name of the main character in your book? How many of any additional points they have learnt. you have stories with the same main character? Form groups and discuss why this character is so popular. Present your Project Work CB page 31 findings to the class. 1. Students should be told about the project work at least one week before the activity is conducted in class. 2. Ask students to bring a book of folk tales from home. 3. Group them according to the main characters in their stories. If there are not enough similar characters, group the students depending on whether their character is • a king or queen • a member of the royal court • an intelligent person • a foolish character • characters such as mermaids and elves • animal characters 4. Ask each group to discuss the main character and why he/she/it is so popular. 5. Ask the groups to write down the points and have them select one of their group members to present the findings in class. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 07 SAE Rev ed TM4 Int Unit 2.indd 44 23/01/19 10:43 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 11
Grade 1 Scope and Sequence Unit Title Page Text Reading Vocabulary 8 Type Comprehension 1 Pairs Names of parts of the Poem Finding information body Two of a Kind 18 Poem Recalling details Action words 2 Things I Like What I Like 3 Keeping Healthy 28 Instructions Sequencing Days of the week How to Brush Your Teeth Personal Finding and organising Members of a family recount information 4 Families 38 Story Names of things in a Identifying the main idea playground My Neighbours and I Poem Folk tale Finding similarities and Names of things in a 5 Playing Safely 48 Story differences garden Recount Identifying the beginning, Names of fruits Safe in the Playground Story middle and end of a story Making predictions Names of colours 6 Feathered Friends 58 Poem Organising information Names of animals This Is a Bird Sequencing Words related to 7 Fast or Slow? 68 movement Finding information The Man with the Coconuts Names of clothes 8 A World of Colours 78 Sam and the Rainbow 9 A Special Day 88 Pet Day 10 Cric Crac’s Story 98 The First Day 11 Getting Dressed 108 Sock Song 12 Animal Facts 118 Information Finding similarities and Words related to report differences animal body parts The Big Cats © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Words with the Listen to identify Talk about Make sentences • C ommon and proper nouns yourself with parts of Make a poster • Singular and plural nouns letters sh parts of the body the body of nouns • Irregular plurals Words with the Listen to identify Greet others Write a letter Make a chart • The simple present tense for: of sports (a) repeated/regular actions letters ch verbs (b) habits • C apital I Words with the Listen to imperative Greet others Write Draw a tube of • Capital letters instructions toothpaste and • T he full stop letters th sentences Introduce family write instructions members on how to use it • T he simple present tense for giving instructions Words with the Listen to identify Talk about Write a Draw a picture favourite games paragraph of family • Be as a full verb (am, is, are) letters ng family members members and Talk about things talk about them • Pronouns (I, you, he, she, it, that are near we, they) Words with the Listen to identify and far Write sentences Make a chart ay sound things in a about playing with pictures • The simple present tense for playground safely in the of playground stating facts playground equipment • A, An, The Words with the Listen to sentences Write sentences Plan a garden • The simple present tense for the ai sound with this, these, about a bird that, those immediate present Words with the Listen to identify Talk about Describe fruits Make a chart • T his, These, That, Those favourite fruits of fruits • Countable and uncountable letters wh position of fruits nouns Words with the Listen to identify Talk about your Complete a Make a colour short e sound colours favourite colour story poster • P repositions of position (on, at, in) • There is and There are • Adjectives • T he simple past tense • Pronouns (me, you, him, her, Words with the Listen to identify pets Talk about pets Write questions Make a chart it, us, them) letters c, k, ck and sentences about pets about pets • The question mark Long vowel Listen to identify Guess an action Write a story in Make a • T he present continuous tense ie words verbs in the present sequence scrapbook • T he exclamation mark continuous tense Identify a person of animal Plural es for by describing movements • can and cannot words ending Listen to identify their clothes • P ossessive adjectives (my, our, with o clothes and their Make a poem Collect wearers Talk about about clothes information your, his, her, its, their) Plural es for similarities and on clothing words ending Listen to identify differences from different • T he simple present tense for with ch, s, sh, similarities and between animals countries something that is always true ss, x differences between animals Organise Make a chart information about wild based on animals and similarities and describe each differences animal © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grade 2 Scope and Sequence Unit Title Page Text Reading Vocabulary Type Comprehension 1 The Sound of Things 8 Poem Identifying the main idea Onomatopoeic (sound) words Bells 18 Story Recalling details Names of sea animals 2 Being Friends Tiny Turtle Wants a Friend 3 The Picnic 28 Story Identifying the beginning, Names of food items middle and end of a story A Special Picnic 38 Story Drawing conclusions Words related to 4 Man’s Best Friend feelings A Friend Called Buddy 48 Information Identifying the main idea Words related to the report weather 5 The Weather 58 Story Drawing conclusions Names of kitchen What Is the Weather? items 6 Favourite Food 68 Poem Organising information Rhyming words Stone Soup 7 Shapes The Shape of Things 8 The Mice and the Cat 78 Play Making predictions Names of baby 88 Poem Finding information animals Who Will Bell the Cat? Sequencing Words with the same 9 A Special Holiday meaning Holiday Memories Words that describe a person or thing 10 A Lesson to 98 Story Remember 108 Story Drawing conclusions Words related to The Spider and the Beehive thoughts and feelings 11 The Cooking 118 Story Identifying actions and their Names of the planets Competition results A Special Dish 12 Star Tales The Dipper in the Sky © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Words with the Listen to match Talk about Complete a • N euter nouns letters bl, cl sounds with different sounds poem Make a chart • C onjunctions (and, but, or) and fl pictures with sound words • The present continuous tense • Comparison of adjectives: Words with the Listen to identify Guess the action Write sentences Make a sea- Plan a picnic using verbs animal mobile (a) adding -r or -er th sound sea animals in the present (b) adding -st or -est continuous tense • The future tense (with going to) Words with the Listen to identify Complete a story Make a meal • Q uantifiers (some, many, long ea sound food items chart a few) Words with the Listen to match Talk about Write sentences Make a poster long i sound items to their feelings on feelings • has and have owners • T he apostrophe Words with the Listen to identify Talk about the Write a letter Make a chart (to show belonging) on the weather long ee sound the weather weather • in, during, at, on • Q uestion words • M asculine and feminine nouns Words with the Listen to identify Talk about male Complete a story Write a recipe • T he comma long oa sound kitchen items and female family members • P lurals (with -es) Words with the Listen to identify Talk about Complete and Make a picture • Nouns that stay the same in singular and long oo sound shapes shapes write a poem on with different shapes shapes plural forms Talk about future • N ouns that are always plural plans • will and shall Words with Listen to identify Complete a play Make a chart • T he apostrophe (for contractions) the long a-e baby animals on new year sound resolutions • T he simple past tense: Words with the Listen to identify Talk about a Write a letter Make a holiday (a) verbs ending with -d or -ed long i-e sound words in the dream chart (b) v erbs that change completely simple past tense • A rticles (uses of the) Words with the Listen to Talk about your Write a story Relate a story short u sound sequence a birthday party with the help of in the correct • Connectors of time picture story a story triangle sequence • A dverbs of time • The past continuous tense Adding -s or Listen to identify Talk about what Retell a story Make a • Adverbs of manner (words ending -ing to words verbs in the past you want to be Favourite Food ending with y continuous tense when you grow book with -ly) up • may/may not and should/should Plural -ies for Listen to Ask for Make a poster Collect not words ending sequence a story permission on traffic rules information on with y about a group groups of stars • P repositions (with, for, of, to) of stars © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grade 3 Scope and Sequence Unit Title Page Text Reading Vocabulary Type Comprehension 1 We Are One World 8 Poem Identifying the main idea Nationalities and One World Finding similarities and languages differences 2 Winter Plans 20 Play Drawing conclusions Synonyms Time to Hibernate 3 Noble Professions 32 Story Sequencing Suffixes: -able and Drawing conclusions -ful Damir—Firefighter and Teacher Suffixes: -hood, -ness and -ship 4 Catching a Thief 44 Folk tale Drawing conclusions Sequencing Collective nouns The Stick That Grew Shorter Adjectives that 5 Teatime Snack! 56 Recipe Sequencing express feelings Finding information Veggie Rolls Signs and words related to recycling 6 Moving Away 68 Letter Finding information Drawing conclusions Antonyms A Letter to a Friend Verbs that describe 7 Let’s Recycle! 80 Posters/ Identifying the movement Poems main idea Trash! Making inferences Sequence of Reduce! Reuse! Recycle! adjectives 8 A Hug for a Life 92 Story Making inferences Similes Saving Grandma’s Tree Prefixes: un- and re- 9 Rumours 104 Fable Finding information Making inferences The Day the Earth Broke Apart 10 Pages from a Diary 116 Journal Sequencing The Big Ice Storm 11 The Silent Mischief-maker 128 Poem Drawing conclusions Mr Nobody 12 The First Call 140 Biography Sequencing Finding information Alexander Graham Bell © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Words ending with y Listen to identify Express opinions Write a • Both and all in a group paragraph Draw a picture of • C onjunctions (and, or and (long ee sound) nationalities and discussion and write sentences about your favourite but) to join sentences languages sportsperson • a m/is/are + going to + Long ow words Listen for subject- Talk about future Write a script Give a presentation a verb to express plans (Part I) verb agreement plans on an animal that hibernates and one • w ill and won’t Long vowel o-e Listen to identify Make offers, Write about a that does not words facts requests and famous person • m ay/can/shall to make suggestions Make a table on a request, an offer or a favourite books and suggestion poems • Capital letters for initials • Common-gender nouns Words with the Listen to identify Talk about future Write a Research folk tales on • Subject and predicate letters ue (long u the gender career choices sound) different way to similar themes • a few, a little, a lot of • P repositions of direction Words with the catch the thief letters ph and ff • A dverbs of frequency (same f sound) Listen for sequence Give instructions Write Write a recipe • Apostrophe in contractions instructions Words with the • Conjunctions of reason letters j and g Listen for content Say goodbye Write an Make a favourite • should and ought to (same j sound) Listen for clues Persuade others informal letter holiday chart of invitation Long ow words (Part II) Write a set of Make a poster rules • each and every Long oi words Listen for opposite Perform a play Write a story Make a poster • Conjunctions of purpose meanings • must and must not Long oy words Listen to rules Retell a popular Write a fable Role-play the fable • Punctuation of direct speech fable • Comparison of adjectives Words with the Listen to identify Talk about an Write a journal Write a diary entry • Possessive pronouns letters br, cr and fr the correct pictures event entry as a class • Adverbs of place Words with i before Listen to identify Describe a family Write a Make a poster • either, neither e, except after c similes (long ee sound) member paragraph and none Words with the Listen for details Describe a famous Make a timeline Make a picture • A dverbs of duration letters ei (long ay • Much and many sound) personality timeline © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grade 4 Scope and Sequence Unit Title Page Text Type Reading Vocabulary 8 Comprehension 1 A Clean Poem Suffixes: -ous and Neighbourhood Making inferences -al Fabulous Beast 20 Folk tale Making inferences Vocabulary related to shopping 2 An Unusual 32 Instructions Sequencing Solution Words used as nouns 44 Poem Drawing conclusions and verbs A Tumbler of Oil 56 Story Making predictions Onomatopoeic words 3 An Indoor Garden (sound words) 68 Personal recount Drawing conclusions Making a Terrarium Homonyms 80 Poem Identifying the main idea 4 Nature’s Blessings Homophones Rain in Summer Collocation (words that usually go 5 Houses and Homes together) The Prize-winning Design 6 Helping Others Project Lucy 7 Spades and Spoons Gathering Leaves 8 A Well for 92 Newspaper Identifying the main idea Abbreviations Ugandans report Acronyms Well Done, Ryan! Finding similarities and Clipped words differences Reporting words 9 More Than an Artist 104 Biography Sequencing Leonardo da Vinci 116 Play 10 A Magical Journey Making New Friends 128 Poem Drawing conclusions Prefixes: dis-, un-, im- and in- 11 My Amazing Grandmother Grandma Climbs a Tree 140 Myth Making predictions Idioms 12 A Greek Hero Perseus and Medusa © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long u sound Gap-filling Poetry recital Describe a • N ouns used as adjectives words exercise person Reuse old things • A dverbs of frequency • S ubject–verb agreement Long o sound Listen for Tell a story Write an Discuss the main • P ast continuous tense words information alternative characters ending to a of folk tales Indefinite pronouns story Grow a plant • K inds of sentences Long vowel ew Listen to identify Talk about rules Picture • Interjections words sequence in a composition Make a weather procedural text Talk about the chart Long vowel igh weather Write a words Listen for paragraph information Present and past participles Short oo sound Listen to identify Express goodwill Prepare a story Make a chart on words homonyms web different kinds of homes • P resent perfect tense Words with the Listen to identify Make requests Write an email • P resent perfect continuous tense letters rr homophones Make a chart on a tourist place • P resent continuous tense for future Words with the Listen to identify Choral reading Write an Make a actions letters bb future plans acrostic poem scrapbook on leaves • about to to refer to future Words with the actions letters mm Listen to identify Express thanks Write a report Make a class which action newspaper • H elping verbs to express habits came first • P ast perfect tense • P ast perfect continuous tense Tag questions Words with the Listen for tag Ask questions Write a Make a letters ss questions using tag biography scrapbook • D irect and indirect speech questions on an artist • said and told Words beginning Listen for Make a Phrases and clauses with the letters reporting words Ask and give diary entry Perform a play sm, sn, sp directions Write a Talk about a Double the final Listen for Make or answer message poem or story t of verbs with a opposites a phone call short vowel sound Indirect speech with tense changes Double the final t of Listen to identify Relate an incident Write the Role-play verbs of more than idioms modern version one syllable when of a story the stress is on the last syllable © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grade 5 Scope and Sequence Unit Title Page Text Reading Vocabulary 8 Type Comprehension 1 My Hobby Alliteration Poem Identifying cause and effect The Collector of Sliced Bread 20 Personal Finding information Commonly confused recount words 2 The Quest for Food Building a Home 3 Our Wonderful 32 Information Identifying the main idea Twin words World report The Mystery of the Biography Nazca Lines Poem 4 Making Dreams 44 Drawing conclusions Proverbs Come True Personal recount Amelia Earhart Poem 5 Listen and Learn 56 Biography Making inferences Compound words Story The Story of Johnny Story Head-in-Air Poem Story 6 Nuclear Disaster! 68 Sequencing Words with different Drawing conclusions connotations The Ghost Town Idioms 7 Do It Yourself 80 I’m Sick of Learning Lochinvar 8 A Champion Athlete 92 Sequencing Vocabulary related to sports and games Usain Bolt 9 A Strange Visitor 104 Making predictions Names of body parts to show action The Arrival of the Monster 116 Distinguishing between fact Words of foreign and opinion origin 10 Toothbrush Thief A Crow in the House 11 Don’t Sit Still 128 Identifying the main idea Synonyms and antonyms The Camel’s Hump 12 The Joy of Giving 140 Identifying cause and effect Words that name a quality, idea, emotion The Happy Prince or condition © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long ou words Listen for Express opinion Make a poster • N oun phrases information Organise a • G erunds and gerund phrases show-and-tell session • P aired conjunctions Long i words Listen for details Express Write a journal List ways one • c an and may support and can survive in a Long au and Listen to identify provide jungle Phrasal verbs aw words phrasal verbs reassurance Edit a passage Make a chart on Prepare a news a monument or report historical place Relative pronouns Long ur and ir Listen for Make an Write a formal Act out a story words information announcement letter involving a • A ppropriate prepositions famous pilot, • Hyphens Long or and ar Gap filling Broach a sensitive Write a narrative astronaut or words topic poem inventor Make a chart on first aid • C oordinate clauses Long air words Listen for Conduct an Write a Action plan to • yes/no questions comprehension interview newspaper report deal with an emergency • w ould like and would Long ear words Listening for Be tactful Write a poem Relay story telling rather (Part I) would like and would rather • M ain and subordinate clauses • s o…that, Long ear words Listen to identify Respond to Write a Make a chart on such…that requests procedure a sport or game (Part II) sequence • N egative sentences Long ure words Listen for details Discuss a book Write a book Design a book Active and passive voice review cover • S ubordinate clauses (reason) Long eer words Listen for Discuss plans Fill a form Discuss and • If-clause information decide on a pet • t oo and very -ing verbs with Listen to identify Close a Expand a topic Make up a story • S ubordinate clauses the letters rr the main idea conversation sentence (Part I) (time) -ing verbs with Listen to identify Give a short Write a script Make a Joy of Direct and indirect speech the letters rr words that name a performance Giving box (Part II) quality © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grade 6 Scope and Sequence Unit Title Page Text Reading Vocabulary 1 8 Type Comprehension A Coastal Community Suffixes: -less 2 18 Information Identifying the main idea and -ment Living and Working in report Bangladesh Finding similarities and Suffixes: -ial and Personal differences -ian A Strange New recount World In an English Town 3 Animal Intelligence 29 Information Identifying the main idea Suffixes -ence and report -ance Mirror Work 4 A Way with Words 39 Narrative Distinguishing between fact Humorous ideas and and opinion expressions Matilda 5 Memories of My 50 Autobiography Sequencing Words that describe Childhood Chinese Cinderella 62 Information Identifying cause and effect Connecting words 75 report and phrases 6 An Invisible Power Recount Identifying cause and effect Synonyms Earth’s Floating Plates 7 Stargazing Science Star Omar 88 Poem Identifying the author’s point Alliteration of view and purpose 8 Expressing Feelings 97 Information Identifying the main idea Paired words and Pretty Words report phrases 9 We Are the World 109 Personal Making inferences Words and recount expressions in The Global Community Distinguishing between fact context 123 Personal and opinion 10 New Beginnings recount Similes Aboard the Ship 137 Narrative Drawing conclusions Overused words 11 Family Ties My Relationship with My Father 12 An Unusual Friend A Horse Called Lightning © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Grammar/Punctuation Listening Speaking Writing Project Work • Adverbs of duration Listen to Talk about food Write a script • Gerunds and gerund phrases find specific Make a fact file information • Adverbs of frequency • Prepositional phrases Listen to identify Talk about Write a paragraph Collect adverbs of similarities and information • Connectors that emphasise and illustrate frequency differences about a town • Quantifying determiners or city Listen to identify • Subject and predicate the main idea Talk about animals Write a formal Make a poster • Linking verbs, action verbs and complements letter • Time connectors Listen to identify Use humorous Write a humorous Write a blurb • Colons paragraph facts and opinions descriptions Listen to Express opinions Write a diary entry Make a family find specific tree information • Tenses Listen to make Discuss natural Write a newspaper Give a • Subordinate clauses (adverbial clauses of time) connections disasters report presentation • Coordinating conjunctions Listen to Talk about Write a biography Make a • Semicolons find specific similarities and scrapbook information differences • Relative pronouns • Subordinate clauses (relative clauses) Listen to identify Describe scenes and Write an informal Write kennings emotions the appearance of letter • Kinds of sentences people • Apostrophe in contractions Listen to find specific Talk about a festival Make a leaflet Have a debate • Direct and indirect speech information • Punctuation of direct and indirect speech Give advice Write an informal Make a chart Listen to identify letter mood • Concrete and abstract nouns Listen to Talk about your Write a character List significant • Reflexive pronouns find specific family sketch events and their information effects • Subject and object Listen to identify Describe the Write a story Make a leaflet • Active and passive voice opposites qualities of people © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 1: A Clean Neighbourhood Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to a poem. • Audio player and speakers CB pp8–9 1. C omprehension CB pp9–10 Strategies for the Theme • Read aloud the poem with proper pronunciation, Success 4 Unit 9 pp88–93 Reading intonation and voice modulation. Reading for • Answer questions to understand the poem. 2. A lpha Grammar and Composition 4 Understanding Unit 1 pp19–21; Unit 6 pp75–76 2 Reading • Read silently to understand the poem. Comprehension • Answer questions at different comprehension levels. • Make inferences about the poem. 3 Vocabulary • Develop vocabulary related to suffixes. CB p11 *WB p5 4 Grammar • Understand how to use nouns as adjectives. CB pp12–13 *WB pp6–7 • Use nouns as adjectives in context. CB pp13–14 *WB p8 5 • Understand adverbs of frequency. CB p15 • Use adverbs of frequency in context. CB p16 6 Spelling • Recognise the long u sound made by the letters • Dictionary (by students) CB p17 Related children’s u-e. CB p18 books from Scholastic • Spell words with the long u sound correctly. CB p18 *WB p9 1. F rogs at School 7 Listening • Listen to find specific information. • Audio player and speakers CB p19 by George Cooper from Scholastic Speaking • Recite a poem with expressions. • Poems for recitation Active English Literature Reader 4 8 Writing • Write grammatically correct sentences. pp34–37 9 • Write a paragraph. 10 Project Work • Learn to reuse and recycle. • Used sheets of paper with one blank side to make a scrapbook (by students) *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 1: A Clean Neighbourhood Period 1 Coursebook Introducing the Theme CB pages 8–9 1 A Clean Neighbourhood 1. As a warm-up activity, tell students: A garbage Before you read What kinds of things do you reuse at home? What kinds dump is a place where waste collected from of things could you reuse in the classroom? Why is it various parts of a town or city is collected. Ask: important to recycle and reuse things? • What do “reuse” and “recycle” mean? (Expected answer: When we “reuse” Fabulous Beast Who is the human There’s a fabulous beast in my neighbourhood— in the beast’s head? something we use that thing again, like using It’s called the Garbage Truck. plastic bags for different purposes. When It arrives every morning and gobbles up we “recycle” something, we change waste Everything that we call yuck! into new objects that we can use again, like melting cans to make new ones.) Its mouth is in its rear end • Do you know what waste segregation is? And it’s always gaping wide. (Expected answer: It is separating waste into In its head it’s got a human dry/wet, recyclable/non-recyclable.) Who takes it for a ride. • Why should we segregate our waste? Encourage students to express their views. When it’s done its rounds you’ll see 2. Before you read: Encourage students to respond Stuck between its pointy teeth to the questions. Curls of peel and plastic bags 3. Play the audio. Ask students to close their eyes Fish bones and shreds of meat. as they listen to the audio of the poem. JDUEDJH UXEELVKRUKRXVHKROGZDVWH JDSLQJZLGH ZLGHRSHQ Reading Aloud JREEOHV HDWVTXLFNO\\DQGQRLVLO\\ VKUHGV ORQJQDUURZSLHFHV 1. Have students read aloud the poem in groups of UHDU WKHEDFNSDUW 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 four, with each student reading one stanza. 2. Focus on correct pronunciation, intonation and Coursebook voice modulation. And when it’s full, it spits it out— What does the Wack-thhoo—onto a garbage dump. Garbage Truck Reading for Understanding And that’s why this monstrous beast spit out? 1. Explain the title of the poem. Ask: When you first Never gets fat or even plump! read the title, what did you think the poem was –Sampurna Chattarji about? 2. Read one stanza at a time and explain the After you read meaning. Point out that the poet is describing a non-living thing as if it were alive. What would happen to the neighbourhood if the Garbage • Stanza 1—Ask: What does “fabulous” Truck did not arrive every morning? mean? Do you think it is strange that the 5HDGLQJ&RPSUHKHQVLRQ poet calls the beast “fabulous” (wonderful)? • Stanza 2—Draw students’ attention to the $ Circle the correct answer. comparison between the Garbage Truck and a beast. Point out the features that are similar 1. Where does the Garbage Truck arrive every morning? (head, mouth, teeth). Ask the while-reading question. a. the neighbourhood b. the garbage dump • Stanza 3—Explain to students that “do its rounds” means that the Garbage Truck 2. What does “yuck” refer to? b. the garbage moves along a fixed route every day as part a. the neighbourhood of its job. Point out the difference between it’s (short form for of it is/has) and its 3. Who takes whom for a ride? (possessive form, for example its tail). a. The Garbage Truck takes the human for a ride. b. The human takes the Garbage Truck for a ride. 4. When does the beast spit out the yuck? a. when it is full b. when it is angry 5. Why does the Garbage Truck never get fat? a. It eats very little. b. It spits out its food when it is full. PRQVWURXV YHU\\ODUJHDQGIULJKWHQLQJ 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Ask: What can you find in the Garbage Truck at the end of its rounds? • Stanza 4—Ask the while-reading question. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 25
3. After you read: Encourage different students Coursebook to express their views. Discuss: What things does the Garbage Truck do? Does it have an And when it’s full, it spits it out— What does the important role? This activity develops the life Wack-thhoo—onto a garbage dump. Garbage Truck skill of critical thinking. And that’s why this monstrous beast spit out? Never gets fat or even plump! 4. As a wrap-up activity, ask: • In what special way has the poet described –Sampurna Chattarji the Garbage Truck? After you read What would happen to the neighbourhood if the Garbage Truck did not arrive every morning? Period 2 5HDGLQJ&RPSUHKHQVLRQ $ Circle the correct answer. Reading Comprehension CB pages 9–10 1. Where does the Garbage Truck arrive every morning? a. the neighbourhood b. the garbage dump 1. Ask students the following questions to recap 2. What does “yuck” refer to? b. the garbage a. the neighbourhood learning: 3. Who takes whom for a ride? • Do you remember the name of the poem? a. The Garbage Truck takes the human for a ride. b. The human takes the Garbage Truck for a ride. • Who is the poet? 2. Ask students to read the poem silently. 4. When does the beast spit out the yuck? 3. The comprehension skill focus in this unit is a. when it is full b. when it is angry Making Inferences. Highlight to students that 5. Why does the Garbage Truck never get fat? a. It eats very little. inferring means looking at the information b. It spits out its food when it is full. available and deciding what is most likely to be PRQVWURXV YHU\\ODUJHDQGIULJKWHQLQJ 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 true. The answers are not found directly in the text but there is information in it to help us arrive at our Coursebook % Look at the pictures of the Garbage Truck’s morning decisions. Ask students to look for the clues and routine. Complete the sentences. find the most appropriate one to support the answer. 4. Ask: When do we gobble our food? What does this action tell us about the Garbage Truck? (Expected answer: We gobble food when we are hungry or if we are greedy. It is hungry but not First, it Then, it collects Finally, greedy, because it spits out its food when it is full.) .. . 5. For Exercises A and B, tell students to focus & Answer the following questions. on finding factual or literal information. For 1. Does the speaker like what the Garbage Truck eats? How can you tell? Exercise C, students need to read the text 2. The word “fabulous” has three meanings as given below. carefully for clues. For Question 2, discuss a. extremely good c. very large the various meanings before students write the b. existing only in stories, not real answer. Encourage students to give reasons Which do you think describes the Garbage Truck the best? ' Name these vehicles. What work does each do? for their answers. For Exercise D, discuss the names and roles of each vehicle before students answer the question. Exercise E focuses on the comprehension strategy for the unit. Recap ( Check your understanding of Making Inferences. 1. The Garbage Truck is called a beast. What features of a the discussion from the previous period before beast does it have? 2. Do you think the speaker likes the Garbage Truck? Give students begin to write. reasons for your answer. 6. As a wrap-up activity, ask students: • How does the garbage from your home 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 reach the garbage dump? • Why is it important to reduce and separate Finally, it takes all the garbage to the garbage dump. our garbage? C. 1. N o, the speaker does not like what the Answers CB pages 9–10 Garbage Truck eats. We know this because she uses the word “yuck” to describe the A. 1. a. 2. b. 3. b. 4. a. 5. b. garbage that it eats. B. F irst, it arrives in the neighbourhood. 2. a./c. Then, it collects garbage from each house. 26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
D. 1. fire engine; It is used by firefighters to put out fires. Coursebook 2. school bus; It is used by school children to travel to 9RFDEXODU\\ and from school. 3. earth mover; It is used to move earth and soil. And that’s why this monstrous beast never gets fat or even plump! (monster—monstrous) E. Suggested answers: Global warming will lead to floods in many places. (globe—global) 1. The Garbage Truck is large, has a big mouth and A suffix is a letter or group of letters that is added to the end of a pointed teeth and eats a lot of food, like a beast. word to form a new word. 2. Yes, the speaker likes the Garbage Truck because We usually add suffixes such as -ous and -al to some words to form describing words. The spelling changes in some cases. she says it is “fabulous”. She also says that the Garbage Truck eats up and takes away all the Here are some more examples of such words. garbage humans throw away. So, she likes it because it does an important job. Suffix Meaning Examples -ous full of or having poisonous, courageous -al relating to musical, natural Period 3 Fill in the blanks with describing words formed from the words given in the brackets. Use a dictionary if needed. 1. Fabulous Beast is a (humour) poem. Vocabulary CB page 11 2. The (nation) flag of Canada 1. As a warm-up activity, explain that a suffix is has two colours. added at the end of a root or main word. Write 3. It is (danger) to stand so close to the river. the following words on the board and ask students to identify the suffixes and root words. 4. Lionel Messi is a (fame) footballer. • careful (care + ful) • comfortable (comfort + able) 5. Do you like (tradition) Thai food? 2. Explain how the suffixes -al and -ous can be added to some root words to form describing words. 6. It is (nature) to be afraid sometimes. • When adding -ous to words ending in : % 8QLWSDJH our, the u from our is dropped. (humour humorous) 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 • The final e in some words is also dropped. (adventure adventurous) Workbook 3. Explain that if we know the meaning of suffixes, we can read and understand unfamiliar words without referring to a dictionary and improve our vocabulary. 4. Ask students to complete the exercise given on CB page 11. Ask them to peer-check their answers. 5. As a wrap-up activity, ask students to form groups of five. Ask each group to make five words with each of the suffixes -al and -ous. Answers CB page 11 1. humorous 4. famous 2. national 5. traditional 3. dangerous 6. natural WB W B page 5 B. 1. ambitious 4. personal 7. natural 2. continuous 5. musical 8. carnivorous Ensure that students have answered correctly. 3. mountainous 6. global Answers WB page 5 27 A. 1. ambitious 4. global 7. mountainous 8. continuous 2. musical 5. carnivorous 3. personal 6. natural © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 4 Coursebook Grammar CB pages 12–13 *UDPPDU 1. As a warm-up activity, write the following fish bones a garbage truck a strawberry cake sentences on the board. The words fish, garbage and strawberry are nouns. They tell us • She has a jealous sister. more about the nouns bones, truck and cake. • There is a prosperous shopkeeper in my When a noun is placed in front of another noun to describe it, the locality. first noun acts like an adjective. • Virat Kohli is a famous cricketer. 2. Ask: Which words do the underlined words A noun used as an adjective is usually singular. describe? (Answer: sister, shopkeeper, cricketer) $ Underline the nouns that are used as adjectives. 3. Ask: What part of speech are sister, shopkeeper 1. The Maths teacher is absent today. 2. This picture frame is perfect for our room. and cricketer? (Answer: nouns) 3. Please wait for me at the bus station tomorrow morning. 4. Ask: What are words that describe nouns 4. Susan always wears a gold necklace around her neck. 5. Chocolate biscuits are loved by one and all. known as? (Answer: adjectives) 6. The thief jumped over the stone wall. 5. Follow the methodology of Show-Explain- 7. Daniel Radcliffe is a popular English actor. 8. We want to watch the boat race at the rowing club. Apply to teach grammar in context. 6. : Read the examples given on CB page 12. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 7. that sometimes a noun is also used as an Coursebook p13 adjective when it is placed in front of another noun. % Fill in the blanks with words from the box. Then, make 8. : Ask students to apply what they have learnt sentences with each pair of words in your notebook. to Exercises A and B. Ensure that students have paper fire picture glue water underlined the correct option in Exercise A and added the correct word in Exercise B. 1. book 9. Try it out: Ask students to pair up for this activity. Ask one partner to look around the 2. alarm classroom and name some objects. Ask the other partner to describe these objects with the help of 3. stick nouns. (Expected answers: pencil box, ceiling fan, window frame, water bottle, lunch box) 4. bottle This activity develops the life skill of creative thinking. 5. plates 10. As a wrap-up activity, ask students to make sentences using the words in the box on : % 8QLWSDJHV± CB page 13 as adjectives. Try it out Pair up with a classmate. Look around the classroom and name some objects. Ask your partner to use a suitable noun to describe each. Answers CB pages 12–13 Workbook Alice usually eats Alice often eats apples. apples. Alice always eats apples. A. Underline: 1. Maths 3. bus 5. Chocolate 7. football Alice sometimes Alice rarely eats Alice never eats 6. stone 8. boat eats apples. apples. apples. 2. picture 4. gold B. 1. picture 3. glue 5. paper 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 2. fire 4. water WB W B pages 6–7 Ensure that students have answered correctly. Answers WB pages 6–7 A. 1. toy 2. bus 3. tennis 4. fruit B. 1. pencil 3. paper 5. apple 2. computer 4. diamond 6. brick 28 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
C. 2. a hair dryer 4. a bank robber Coursebook 3. a tennis player 5. a vegetable peeler % Fill in the blanks with words from the box. Then, make D. 1. vegetable; vegetables 3. pot; pots sentences with each pair of words in your notebook. 2. mosquito; mosquitoes 4. car; cars paper fire picture glue water Period 5 1. book 2. alarm Grammar CB pages 13–14 3. stick 1. As a warm-up activity, draw the following figure 4. bottle on the board and write the words as shown. Tell students that 100% means that something always 5. plates happens and 0% means that something never happens. : % 8QLWSDJHV± never sometimes usually always Try it out Pair up with a classmate. Look around the classroom and name some objects. Ask your partner to use a suitable noun to describe each. Alice always eats Alice usually eats Alice often eats apples. apples. apples. 0% 100% Alice sometimes Alice rarely eats Alice never eats eats apples. apples. apples. rarely often 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Then, ask students to answer these questions using the words on the board. Coursebook • How often do you go to the park? Words such as always, usually, often, sometimes, rarely and • How often do you exercise? never tell us how often an action takes or does not take place. • How often do you forget to do your They are called adverbs of frequency. homework? $ Fill in the blanks with words from the table below. • How often do you get angry? 2. Follow the methodology of Show-Explain- Kieran Wears Listens to Eats Plays Sammy shoes music fruit football Apply to teach grammar in context. Austin 3. : Read the examples given on CB page 13. never never often always 4. that adverbs of frequency answer the Tina sometimes always rarely often question How often? Explain how different adverbs of frequency tell us how often something often rarely never sometimes happens or does not happen. Point out that an adverb of frequency usually comes before the verb. rarely sometimes often never 5. : Ask students to apply what they have learnt to the exercises given on CB page 14. For 1. Kieran plays football. Exercise B, remind students to change the form 2. Sammy eats fruit. of the verb as shown in the example. 3. Austin plays football. 6. As a wrap-up activity, write the following 4. Tina listens to music. sentences on the board: 5. Tina wears shoes. • I drink water. • I wash my hands before eating. % Answer the following questions in your notebook. The • I listen to my parents. first one has been done for you. • We stand when we hear the national anthem. • I throw stones at stray dogs. 1. How often does Kieran wear shoes? Ask a few students to come up in turns and underline the verb in each sentence. Then, ask a Kieran never wears shoes. few other students to add always or never in the correct places. 2. How often does Tina play football? 3. How often does Austin eat fruit? 4. How often does Kieran listen to music? 5. How often does Sammy listen to music? : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB page 14 4. sometimes A. 1. always 5. rarely 2. rarely 3. sometimes © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 29
B. Suggested answers: Workbook 2. Tina never plays football. 3. Austin never eats fruit. 4. Kieran never listens to music. 5. Sammy always listens to music. WB W B page 8 Ensure that students have answered correctly. Answers WB page 8 4. never A. Circle: 5. always 1. never 2. rarely 3. always B. Suggested answers: 1. Matthew often goes swimming. 2. Children should never enter the kitchen alone. 3. Melanie always eats apples for lunch. Period 6 Spelling CB page 15 Coursebook 1. As a warm-up activity, write the following words 6SHOOLQJ on the board. • hug, cub, tub, cut $ Read the words below. The letters u-e make the 2. Ask students to read them out loud. Then, add an same sound as the letters ew in few. e at the end of each word. Now, ask students to volume cube excuse fume reduce read the words out again. Point out the difference in the u sound. dune refuse tube huge mute 3. Read the words given in Exercise A on CB page 15. Emphasise the long u sound made by the letters u-e confuse perfume costume tune mule in the words. Ask students to repeat the words after you. % Fill in the blanks with words from the word list above. 4. Ask students to complete Exercise B on the same page. Encourage them to use the 1. to release gas or vapour: f dictionary if needed. 5. Ask students to peer-check the answers. 2. a mound of sand formed by the wind, 6. As a wrap-up activity, ask students to make especially in a desert: d sentences with the words in the word list. 3. an animal used for carrying loads: m Answers CB page 15 5. perfume B. 1. fume 6. refuse 4. make something more difficult or complicated to 2. dune 7. huge understand: c 3. mule 8. costume 4. confuse 5. a liquid used to give a pleasant smell to one’s body: p 6. to say no: r 7. very large: h 8. clothes that an actor wears: c 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 30 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 7 Coursebook Listening CB page 16 /LVWHQLQJ 1. As a warm-up activity, ask a few students in turns Listen to the conversation and fill in the blanks with the to tell the class what they usually do on weekends. correct words. 2. Ask questions to the others about what the Marie : Leo, what do you like to do in your free time? students have said. Tell them that listening is important not only to understand what is being Leo : Well, Marie, I like to play the guitar. I play in a band and we said, but also to improve our vocabulary. 3. Direct students to read the conversation on practise every afternoon. CB page 16 before they listen to the listening text. Then, ask them to listen attentively as you Marie : I didn’t know that. How do you play? play the audio. 4. Ask students to fill in the blanks as they listen to Leo : . I also enjoy cooking. the audio. Marie: Leo, what do you like to do in your Marie : Really? Are you good at it? free time? Leo : Not too bad. I make Leo: Well, Marie, I like to play the guitar. salad for the family. What do you like to do as a hobby? I play in a band and we practise every Saturday afternoon. Marie : Well, I go rock climbing. Marie: I didn’t know that. How often do you play? Leo : That sounds dangerous! Aren’t you scared? Leo: Sometimes. I also enjoy cooking. Marie: Really? Are you good at it? Marie : Not at all. It’s very exciting. Everything is so beautiful from Leo: Not too bad. I usually make fruit salad for the family. What do you like to do as a the top. You should try it . hobby? M arie: Well, I often go rock climbing. Leo : Wow! Do you think I could? Leo: That sounds dangerous! Aren’t you scared? Marie : Sure, how about this weekend? I’ll arrange everything and M arie: Not at all. It’s very exciting. let you know the details later. Everything is so beautiful from the top. You should try it sometimes. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Leo: Wow! Do you think I could? Marie: Sure, how about this weekend? I’ll Coursebook arrange everything and let you know the details later. 6SHDNLQJ 5. Play the audio once again and ask students to peer-check the answers. Here are a few tips on how to recite a poem. Answers CB page 16 1. Read the poem aloud. Saturday, often, Sometimes, usually, fruit, often, Start your recitation with the title of the poem and the poet’s sometimes name. Be sure to say each word clearly. Decide how long to stop at the end of each punctuation mark. Recite words/lines quickly Speaking CB page 17 or slowly depending on the words or meaning. Pay attention 1. Read out the tips for reciting a poem. to the rhyming words and rhythm of the poem. Do not recite 2. Read Fabulous Beast again, with appropriate rhymes in a sing-song manner. For example, What are some of the rhyming words in expressions. Fabulous Beast? 3. Point out that the speaker should say each word 2. Understand the poem. clearly and pause at each punctuation mark. Ask Be sure to know the meaning of each word and every line in your students to identify the rhyming words in the poem. Be attentive to the message and meaning in your poem. If poem. Caution them to not recite the rhyming you don’t understand, you will not be able to recite confidently. words in a sing-song manner. For example, what does yuck mean? Does the poet like what the Garbage Truck eats? What message is the poet trying to convey? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 3. Imagine the scenes or the things described in the poem. Pay attention to the verbs and comparisons in the poem. For example, how does the poet describe the Garbage Truck? How does it eat its food? 4. Have a physical presence. Stand straight. Look at the audience while reciting. Act out some of the words if possible. Relax and enjoy the poem. Try it out Pair up with a classmate. Take turns to recite the poem Fabulous Beast. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 4. Try it out: Ask students to form pairs and recite Fabulous Beast to each other, keeping the tips in mind. 5. As a wrap-up activity, organise a poetry recitation competition in class. Three days before the activity is conducted, provide students with some poems. You may want to use the poems given on the next page. 31
Ask them to take the poems home and rehearse. Coursebook Remind them to keep the tips for recitation in mind. The action song :ULWLQJ This is the way I sing and dance Sing and dance, sing and dance When you want to describe a person, you should: This is the way I sing and dance include a general statement that introduces the person. When I go for an outing. describe the person’s general appearance. This the way I eat and drink describe other features. Eat and drink, eat and drink, add a personal comment about the person’s character. This the way I eat and drink When I go for an outing. Here is a short description of a girl. Gifts on my birthday !( 4 Gifts on my birthday So many of them 0\\VLVWHU1LQDLVHLJKW\\HDUVROG6KHLVTXLHWDQGVK\\ A teddy, an umbrella EXWYHU\\PLVFKLHYRXV6KHLVYHU\\WKLQEHFDXVHVKHQHYHU And an English book. ҕQLVKHVKHUIRRG6KHKDVEULJKWEODFNH\\HVDQGVKLQ\\ Gifts on my birthday EODFNKDLUZKLFKVKHRIWHQWLHVZLWKDUXEEHUEDQG:HDUH So many of them DPXVLFDOIDPLO\\1LQDOLNHVYRFDOPXVLFDQGFDQVLQJYHU\\ An orange ball, a cricket bat ZHOO6KHXVXDOO\\VLQJVDWDOORXUIDPLO\\IXQFWLRQV,WKLQN And a board of chess. VKHLVWKHEHVWVLQJHULQWKHZRUOG Think of a person you know well. Make notes about his or her appearance. Then, write a few lines about that person. Make sure to use at least three of these words in your writing: usually, never, humorous, adventurous. : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Out in the garden • Note down what the person likes or Out in the garden every day dislikes and any other point that you I can hear birds chirping away. want to make: (Answer: She likes Out in the garden every day vocal music and can sing very well.) I can see squirrels jumping away. Out in the garden every day • Add a personal comment about the I can smell flowers colourful and gay. person’s character: (Answer: I think she is the best singer in the world.) Period 8 5. Draw the diagram given below on the Writing board. Tell students that this diagram can 1. As a warm-up activity, ask students to turn to CB be used to make notes about any topic. Ask them to copy the diagram into their page 128 and look at the picture given there. Ask notebooks, think about a person they them to say what they feel about the person. Ask: know well and fill in the information. • Is the person old or young? • What can you say about the person’s 1. Who is the person? Write a sentence appearance and clothes? • D oes the person look active? How do you to introduce him/her. know? 4. What do you The person 2. What does he or 2. Read the points given on CB page 18. Tell think is the most special I know she look like? quality this person has? students that we should include these points when we want to describe a person. Why do you like him or her? 3. Read the description of the girl given on the 3. Think about what the person wears, same page. likes or dislikes. Include any other point 4. Ask students to answer the following questions with you want to make about that person. the help of the information given in the paragraph: • Who is the person? (Answer: My sister Nina) 6. As a wrap up activity, ask: • How old is she? (Answer: She is eight • W hat are the points that you years old.) should keep in mind while describing • What does he/she look like? (Answer: She is a person? very thin, has bright black eyes and shiny black © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 hair which she often ties with a rubber band.) 32
Period 9 Workbook Writing CB page 18 Coursebook 1. To recap learning, ask students to describe the 5HYLHZ person they have chosen to write about, in one or two word(s). Tell them that they can use this/ What did you learn? Tick. these word(s) as a title for their description. A suffix is a letter or group of letters that is added to the end 2. Remind students that a good description should have of a word to form a new word. an introduction (introducing the person they are When a noun is placed in front of another noun to describe it, writing about), some interesting details about that the first noun acts like an adjective. person and a personal comment about the person. Words such as always, usually, often, sometimes, rarely and 3. Ask students to refer to the diagram and notes they had never tell us how often an action takes or does not take place. made in the previous class and write a few lines about They are called adverbs of frequency. the person they had chosen. They should include any Some words with the letters u-e make the same sound. three of the words mentioned on CB page 18. 4. As a wrap-up activity, ask a few students to read 3URMHFW:RUN aloud their paragraphs. Answers CB page 18 Make a scrapbook showing how you can reuse some of your Suggested answer: old things and other items you might have thrown away. Share My Mother your ideas with your friends. My mother’s name is Carol and she is forty years old. She Here are some ideas to help you make your scrapbook. is hard-working and honest. She is also very humorous. Decorate an empty bottle with coloured paper and beads and Her jokes make us laugh. She is never tired even though turn it into a vase or a pencil holder. she works a lot. She has brown eyes and she usually wears Donate clothes that don’t fit anymore. jeans. She also tells us lots of stories from her childhood. Reuse newspapers, interesting magazines and other paper I think I am lucky to have such a wonderful mother. products by using them as wrapping paper. Reuse bags by bringing these along when we go shopping. WB W B page 9 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Ensure that students have answered correctly. 2. Ask students to make scrapbooks about how Answers WB page 9 to reuse and recycle waste and old things. Suggested answers: A. a cheerful boy 3. Tell students that they could circulate their scrapbooks among their neighbours to very tall raise awareness. loves playing basketball meet every day in school 4. This value-based activity focuses on the preservation of the environment. B. My friend Ian is cheerful and tall He loves playing basketball 33 Especially in rainy weather, After school we have a nice time together. Period 10 Review CB page 19 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 19 1. Inform students about the project work a week in advance. Before conducting the activity in class, discuss why recycling and reusing have become so important. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 2: An Unusual Solution Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to a folk tale. • Audio player and speakers CB pp20–21 1. C omprehension Strategies for the Theme • Read aloud the folk tale with proper Success 4 Unit 9 pp94–97 Reading pronunciation, intonation and voice modulation. Reading for • Answer questions to understand the folk tale. 2. Alpha Grammar Understanding and Composition 3 2 Reading • Read silently to understand the folk tale. CB pp21–23 Unit 9 pp73–75; Unit 5 pp53–54 Comprehension • Answer questions at different comprehension Related levels. children’s books from • Make inferences about the folk tale. Scholastic 3 Vocabulary • Develop vocabulary related to shopping. CB p24 1. T he Cave That *WB p10 Talked retold 4 Grammar • Understand subject-verb agreement. • Sheet of chart paper (optional) CB pp25–26 by Jyoti Singh • Flash cards with the words: girl/laughs, boys/talk, *WB pp11–12 Visvanath from • Apply this knowledge in context. Scholastic Active CB p27 English Literature monkey/swings, cats/eat, bird/sings, dog/barks, woman/ *WB p13 Reader 4 pp52–55 walks, men/read, bee/buzzes, lions/roar CB p28 2. Don’t Eat Me! by Martha L. 5 • Understand the use of the past continuous tense Crump, Ph.D from Scholastic Active in sentences with two actions. • Apply this knowledge in context. 6 Spelling • Recognise the long o sound. • Sheet of chart paper (optional) • Spell words with the long o sound correctly. English Literature Reader 4 pp43–47 7 Listening • Listen to find specific information. • Audio player and speakers CB p29 CB p29 Speaking • Tell a story with appropriate expressions. 8 Writing • Making notes to identify the beginning, middle CB p30 and end of a story. CB p30 9 • Write an alternative ending to a story. *WB p14 CB p31 10 Project Work • Read a folk tale. • Book of folk tales (by students) *Workbook activities are optional and meant for additional practice. Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 2: An Unusual Solution Coursebook Period 1 2 An Unusual Solution Before you read Introducing the Theme CB pages 20–21 What do you do to help around the house? 1. As a warm-up activity, ask students: • What do you do when you face a problem? A Tumbler of Oil Why did Mustafa run all the way to Do you try to solve it yourself or go to Ammi called out to Mustafa to go and get her eight the market? someone to help you solve it? dinars’ worth of mustard oil. She handed him a • Then, ask: Have you read any folk tales? tumbler and some money. She warned Mustafa • What do you think folk tale means? to be careful and to not start daydreaming again. Explain to students: Folk tale comes from Mustafa ran all the way to the market. He would the word folk—meaning people or linked have wandered along, but Ammi had told him to to a particular group of people, and the hurry and so he did. word tale—meaning story. A folk tale is a story that has been passed on On reaching the grocer’s shop, he asked Azad Bhai in spoken form. A spoken story changes as it to measure out eight dinars’ worth of mustard oil is told. That is why there are several versions into the tumbler his mother had given him. Azad of the same story. Many of these stories have Bhai measured out the required oil from a large tin now been written down so that people can and began pouring it into the tumbler. Mustafa was read them. in a fix when Azad Bhai told him that the tumbler 2. Before you read: Encourage students to respond could hold only seven dinars’ worth of oil. He did to the question. Ask them to name any task not want to disobey Ammi or she would be cross! that they are asked to do at home. Discuss the importance of following instructions and using Then he had a brainwave! There was a common sense while doing any work. hollow space in the outer bottom of the 3. Play the audio. Ask students to close their eyes as they listen to the audio and visualise the scenes. GLQDUV DXQLWRIPRQH\\XVHGLQFRXQWULHVOLNH%DKUDLQ ҕ [ DGLIҕFXOWVLWXDWLRQ -RUGDQ.XZDLWDQG0DFHGRQLD GLVREH\\ UHIXVHWRGRZKDWVRPHERG\\ Reading Aloud KDVDVNHG\\RXWR 1. Have students read aloud the folk tale in groups, WXPEOHU DGULQNLQJJODVV FURVV DQJU\\ with each student reading one paragraph. GD\\GUHDPLQJ WKLQNLQJRISOHDVDQWWKLQJVDQG EUDLQZDYH DVXGGHQFOHYHULGHD 2. Focus on correct pronunciation, intonation and QRWSD\\LQJDWWHQWLRQWRVRPHWKLQJ KROORZ HPSW\\VSDFH voice modulation. ZDQGHUHG URDPHGDURXQG Reading for Understanding JURFHU DSHUVRQZKRVHOOVIRRGDQGVPDOOKRXVHKROGJRRGV 1. Read one paragraph at a time and explain the 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 meaning. • Paragraph 1—Ask the while-reading question. Coursebook Ask: Do you know about other kinds of tumbler. Mustafa happily turned the tumbler full of Why did Azad money? Explain: Different countries and oil upside down! He then asked Azad Bhai to pour Bhai shake his regions use different kinds of money. the rest of the oil into the hollow space. Azad Bhai head? • Paragraph 2—Ask: Do you think Mustafa shook his head in disbelief, but did as Mustafa had was scared of his mother? asked him to do. Mustafa held the tumbler carefully • Paragraph 3—Ask the while-reading question. and hurried home. • Paragraph 4—Ask: Why was Ammi shocked? 2. After you read: Encourage different students Ammi was washing clothes when Mustafa arrived. to express their views and give reasons why She was shocked at the quantity of oil in the they would act in that way. Point out that we tumbler. Mustafa turned the tumbler the right way should not be angry with people when they do up to show her the rest of the mustard oil. Ammi something wrong. We should help them to correct could not believe how foolish Mustafa had been. their mistakes. This value-based activity teaches empathy. –Anupa Lal (a retelling) After you read If you were Mustafa’s Ammi, would you laugh at his foolishness or scold him? 5HDGLQJ&RPSUHKHQVLRQ $ Read the sentences below. Write T for True and F for False. 1. Ammi gave Mustafa eight dinars to buy oil. 2. Ammi wanted coconut oil. 3. Mustafa hurried to the shop. 4. The grocer’s name was Azad Bhai. 5. The tumbler could hold five dinars’ worth of oil. GLVEHOLHI QRWEHOLHYLQJLQVRPHWKLQJ GRXEWIXO 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 35
3. As a wrap-up activity, ask students to form tumbler. Mustafa turned the tumbler the right way groups of five. Ask: up to show her the rest of the mustard oil. Ammi could not believe how foolish Mustafa had been. • What did you think of Mustafa’s solution? Do you have a better solution? What would you –Anupa Lal (a retelling) have done if you were in his place? After you read E ncourage students to discuss in their groups and share their answers with the class. If you were Mustafa’s Ammi, would you laugh at his foolishness Courseboor sockoldph2im1? Period 2 5HDGLQJ&RPSUHKHQVLRQ $ Read the sentences below. Write T for True and F for False. 1. Ammi gave Mustafa eight dinars to buy oil. 2. Ammi wanted coconut oil. 3. Mustafa hurried to the shop. 4. The grocer’s name was Azad Bhai. 5. The tumbler could hold five dinars’ worth of oil. GLVEHOLHI QRWEHOLHYLQJLQVRPHWKLQJ GRXEWIXO 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Reading Comprehension CB pages 21–23 Coursebook 1. Ask the following questions to recap learning: • Name the people in the folk tale A Tumbler % Circle the correct answer. 1. Why was Mustafa in a fix when Azad Bhai told him of Oil. that the tumbler could contain only seven dinars’ worth • What had Ammi asked for? of oil? • How much oil did she get in the end? a. He did not have any space to hold the rest of the oil. 2. Ask students to read the story silently. b. He realised that Azad Bhai had made a mistake. 3. The comprehension skill focus in this unit is c. He forgot what Ammi had asked him to do. 2. What was the problem in A Tumbler of Oil? Making Inferences. Highlight to students that a. Mustafa had only seven dinars. inferring means looking at the information available b. Mustafa’s tumbler was not big enough. and deciding what is most likely to be true. The c. There was a hole in the tumbler. answers are not found directly in the text but there is information in it to help us arrive at our decisions. 3. Why did Mustafa not wander along on his way to Ask students to look for the clues and find the most the market? appropriate one to support the answer. a. He wanted to come back home soon. 4. Ask students to complete Exercise A. Ensure that b. It had started to rain. students have answered correctly. c. He was a good son who did as he was told. 5. For Exercise B, ask students to attempt the exercise individually. You may ask them to 4. What did Azad Bhai think of Mustafa’s idea? peer-check the answers. a. He thought it was a good idea. 6. For Question 1 of Exercise C, ask students to b. He thought it was a foolish idea. recollect the ideas they had exchanged as a c. He thought it was a clever idea. wrap-up for the previous class. For Question 2, ask students to recollect their responses to the 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 After you read question. Tell them that they may include those responses in this answer. Coursebook 7. Exercise D focuses on the comprehension strategy for this unit. For Question 1, ask 5. Why did Ammi get a shock when she saw the tumbler? students to think of Ammi’s reaction to Mustafa’s a. There was very little oil in it. actions or re-read that part before they answer. b. There was a lot of oil in it. 8. As a wrap-up activity, ask: c. There was juice instead of oil in it. • Do you think this is a true story? Why do you 6. How much oil did Ammi get in the end? think so? a. seven dinars’ worth of oil • Which part of the world do you think this b. one dinar worth of oil c. no oil story is from? How can you tell? & Answer the following questions. 1. If you were Mustafa, how would you have solved the problem? 2. Imagine that you are Mustafa’s mother. What would you tell him? Answers CB pages 21–23 ' Check your understanding of Making Inferences. A. 1. T 3. T 5. F 1. How do you think Ammi felt when she saw Mustafa turn the tumbler the right way up? 2. F 4. T 2. How would you describe Mustafa? Tick the words that B. 1. a. 3. c. 5. a. match Mustafa’s character. 2. b. 4. b. 6. c. Then, explain why you have chosen these words. obedient lazy smart brave daydreamer foolish 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 36 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Suggested answers: Coursebook C. 1. If I were Mustafa, I would have borrowed a 5. Why did Ammi get a shock when she saw the tumbler? small tumbler from Azad Bhai. I would have a. There was very little oil in it. taken the rest of the oil in that. b. There was a lot of oil in it. 2. If I were Mustafa’s mother, I would tell him to think c. There was juice instead of oil in it. before acting. I would not scold him, but help him to understand his mistake. 6. How much oil did Ammi get in the end? Suggested answers: a. seven dinars’ worth of oil D. 1. I think Ammi was shocked at Mustafa’s b. one dinar worth of oil foolishness. c. no oil 2. obedient, daydreamer, foolish I have chosen these words because in the story, & Answer the following questions. Mustafa was a daydreamer but he was also an obedient boy. He listened to his mother when she 1. If you were Mustafa, how would you have solved the asked him not to daydream and rushed to get some problem? mustard oil for her. Mustafa was foolish because he wasted eight dinars’ worth of oil. 2. Imagine that you are Mustafa’s mother. What would you tell him? Period 3 ' Check your understanding of Making Inferences. Vocabulary CB page 24 1. As a warm-up activity, ask students: 1. How do you think Ammi felt when she saw Mustafa turn • Who does the shopping in your family? Do the tumbler the right way up? you help your family with the shopping? How 2. How would you describe Mustafa? Tick the words that do you help? match Mustafa’s character. • What would you buy at a baker’s shop? • What would you ask the shopkeeper before Then, explain why you have chosen these words. buying cookies? (Expected answers: Are they fresh and crisp? obedient lazy smart What is the amount/quantity/weight/price?) • What are the differences between shops in brave daydreamer foolish Mustafa’s time and now? 2. Refer to the words in the examples. Tell students 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 that these are words related to shopping. 3. Ask them to complete Exercise A on their own. Coursebook Then, discuss the answers and ask students to peer-check. 9RFDEXODU\\ 4. Conduct the following activity before asking students to attempt Exercise B. Tell them that there are some Mustafa went to the grocer’s shop to buy oil. fixed ways of counting and measuring food items. Anna will meet me at the supermarket. Draw three columns on the board and name them: The words in red are related to shopping. Containers, Portions and Shapes (appearance). Divide the class into three teams. Read out the $ Match each word with the correct meaning. following one by one and ask the teams to take turns to answer which column each item belongs to. 1. supermarket a. a piece of paper that says • a box of cornflakes (Answer: container) that something has been • a head of cabbage (Explain that a cabbage grows paid for in a shape similar to a head.) (Answer: shape) • a jar of honey (Answer: container) 2. receipt b. someone who handles • a can of juice (Answer: container) payment in a shop • a slice of bread (Answer: portion) • a scoop of ice cream (Answer: portion) 3. trolley c. a label with a price • a head/bulb of garlic (Answer: shape) 5. Ask students to circle the correct answers in 4. price tag d. a large shop that sells food, drinks and things we use in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 our houses 5. cashier e. a large metal basket on wheels % Circle the correct word given in the brackets. 1. a ( dozen / bunch ) eggs 2. one ( litre / kg ) of mustard oil 3. one ( litre / loaf ) of bread 4. a ( bar / bunch ) of chocolate 5. a ( unit / pair ) of scissors : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Exercise B. Have them peer-check the answers. 6. As a wrap-up activity, ask the class to decide on their favourite dish. Ask: What are the things required for this dish? As students name the ingredients, write them on the board. Make sure they have given a word for measuring each item. 37
Answers CB page 24 Workbook A. 1.-d. 2.-a. 3.-e. 4.-c. 5.-b. B. 1. dozen 2. litre 3. loaf 4. bar 5. pair WB W B page 10 Ensure that students have filled in the blanks correctly. Answers WB page 10 A. 1. baker 3. jeweller 5. florist 2. fishmonger 4. pharmacist B. 1. a head of 3. a packet of 5. a tin of 2. a bottle of 4. a pair of Period 4 Grammar CB pages 25–26 Coursebook Subject-verb agreement — 1 *UDPPDU 1. As a warm-up activity, draw two columns on the Ammi was shocked. board and name them Nouns and Verbs. Write the following words in the Nouns column: pens, dogs, singular singular student, Sally, rooms. Then, write these words subject verb in the Verbs column: writes, swim, shouts, cries, dances. Read out a word from each column one The neighbours were shocked. by one and ask students if it is singular or plural. 2. After all the words have been read out, point out plural plural to students that plural nouns usually have an -s subject verb at the end. However, unlike plural nouns, verbs with an -s are singular. The verb in a sentence must agree with its subject. If the subject 3. Write the following on the board. You can ask a is singular, the verb in the predicate must also be singular. If the group of students to copy the text onto a sheet of subject is plural, the verb must be plural. chart paper and hang it in class. BE: is, am, are, was, were $ Fill in the blanks with the correct form of the verbs in HAVE: have, has, had the brackets. DO: do, does, did Remind students that the underlined words are all 1. Mustafa (was/were) a foolish boy. forms of the verbs be, have and do. 4. Follow the methodology of Show-Explain-Apply 2. My uncle (has/have) two cats. to teach grammar in context. 5. : Read the examples given on CB page 25. 3. The girl wearing a pink dress (is/are) my sister. 6. that the verb in a sentence must agree with its subject. If the subject in a sentence is 4. The children (plays/play) together after singular, the verb must also be singular; if the school every day. subject is plural, the verb must also be plural. 5. The dogs (is/are) sleeping. 7. : For Exercise A, ask students if the subjects are singular or plural in the sentence and then tell % In each sentence, underline the subject and circle them to fill in the blanks accordingly. the verb. 1. Irina goes to the market every evening. 8. For Exercise B, ask students to underline the 2. This book is very interesting. subject. The subject usually comes first and answers the question Who? (or What?). 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 9. Ask students to peer-check the answers. Coursebook p26 3. Jerry cycles to school every morning. 4. The students were tired after the long journey. 5. All zebras have stripes. 6. The students of my class keep their books neatly. : % 8QLWSDJH John and his dog go for a walk every day. You go to the zoo every month. Your pyjamas look nice. 38 We use a plural verb when two or more subjects are joined by and. We usually use a plural verb with the pronouns I and you and with certain nouns that have no singular form. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 Circle the correct form of the verb given in the brackets. 1. Sam and Sally ( has / have ) gone to Toronto.
WB W B page 11 Workbook Ensure that students have completed the exercises correctly. Answers WB page 11 A. Circle: 1. is 3. was 5. do 2. have 4. are B. 1.-d. 3.-f. 5.-a. 2.-e. 4.-b. 6.-c. Subject-verb agreement — 2 10. As a warm-up activity, ask students: • Would you say a pair of scissor or a pair of scissors? (Expected answer: a pair of scissors) • Can you name any other nouns that are only in the plural? (Expected answers: pyjamas, binoculars, trousers, pants, clothes) • Explain to students that certain nouns have no singular form. 11. Follow the methodology of Show-Explain- Apply to teach grammar in context. 12. : Read the examples given on CB page 26. Coursebook 13. that we use a plural verb in the following 3. Jerry cycles to school every morning. cases: 4. The students were tired after the long journey. • when two or more subjects are joined by and • with the pronouns I and you 5. All zebras have stripes. • with certain nouns that have no singular forms. 14. : Ask students to apply what they have learnt 6. The students of my class keep their books neatly. to the exercise given on the same page. : % 8QLWSDJH 15. Have students peer-check the answers. 16. Try it out: Ask students to pair up for this John and his dog go for a walk every day. activity and discuss their likes and dislikes. Each You go to the zoo every month. student of a pair will tell the class one thing only he or she likes to do and one thing that they both Your pyjamas look nice. like to do. This activity develops the life skill of effective communication. We use a plural verb when two or more subjects are joined by 17. As a wrap-up activity, ask students to pair up. and. We usually use a plural verb with the pronouns I and you Ask one student from each pair to collect a flash card. He or she makes a sentence with the set of and with certain nouns that have no singular form. words given on the flash card. If the noun given is singular, his or her partner makes a sentence Circle the correct form of the verb given in the brackets. with the corresponding plural noun and plural verb. If the noun given is plural, the partner 1. Sam and Sally ( has / have ) gone to Toronto. makes a sentence with the corresponding singular noun and singular verb. 2. The ostrich, emu and penguin ( is / are ) all birds. 3. Molly and Amy ( is / are ) playing chess. 4. Binoculars ( help / helps ) us to see distant objects. 5. My trousers ( was / were ) torn. 6. The man and his son ( has / have ) a red car. 7. You ( write / writes ) very neatly. : % 8QLWSDJH Try it out Pair up with a classmate. Tell the class one thing your partner likes to do and one thing you both like to do. For example, Zara likes to dance. Zara and I like to paint. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB pages 25–26 4. play 5. are B. 1. subject: Irina; verb: goes A. 1. was 2. has 3. is 2. subject: This book; verb: is 3. subject: Jerry; verb: cycles 4. subject: The students; verb: were tired 5. subject: All zebras; verb: have 6. subject: The students of my class; verb: keep © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 39
Page 26 Workbook Circle: 4. help 6. have 1. have 5. were 7. write 2. are 3. are WB W B page 12 Ensure that students have completed the exercises correctly. Answers WB page 12 A. 1. have 3. are 5. are 2. open 4. listen B. Circle: 4. are 6. look 1. are 5. eat 7. think 2. have 3. have Period 5 Grammar CB page 27 Coursebook 1. As a warm-up activity, write the following Ammi was washing clothes when sentences on the board: Mustafa arrived. • The girl was reading a book when the lights We were locking the front door when we went off. heard a strange noise. • They were eating when the doorbell rang. 2. Ask students: Had the girl finished reading the We use the past continuous tense to show that an action was going on at a time in the past when a second action took place. book when the lights went off? Had the people The second action is always in the simple past tense. finished eating when the doorbell rang? 3. Remind students that the past continuous tense Fill in the blanks with the correct tense of the verbs given in consists of was/were + -ing form of a verb. It is the brackets. used to talk about something that was happening at a certain time in the past. Ask them to identify 1. I (pack) my bags in my room when my sister the words in the past continuous tense in the (call) me. sentences written on the board (Answer: was reading, were eating). 2. Mr Barry (speak) to the teacher when the 4. : Read the examples given on CB page 27. principal (walk) in. Point out that the words was washing and were locking are in the past continuous tense and the 3. Mike (watch) television when his friend words in black and bold are in the simple past (enter) the room. tense. 5. that we use the past continuous tense to show 4. My neighbour, Mrs Damon, (water) her plants that an action was going on when a second action when the postman (arrive). took place. The second action is always in the simple past tense. In most sentences with when, 5. Peter (buy) fruits in the market when he the word when comes before the second action. (see) a man trying to steal a car. 6. : Ask students to apply what they have learnt to the exercise given on the same page. Ask 6. The students (exercise) when the fire alarm students to peer-check the answers. (ring). 7. While Liam (sleep), his uncle came in quietly and (leave) him a gift. : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB page 27 1. was packing, called 5. was buying, saw 2. was speaking, walked 6. were exercising, rang 3. was watching, entered 7. was sleeping, left 4. was watering, arrived 40 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
WB W B page 13 Workbook Ensure that students have completed the exercise correctly. Answers WB page 13 Frog: were swimming Mouse: was sharpening Cow: were eating Owl: were, doing Owl: was flying Cat: was cleaning Hen: was making Dog: was counting Duck: was flying Period 6 Spelling CB page 28 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper and ask one student to recite it. Sold for a bag of gold Coursebook Many years ago I sold my piano And my banjo To buy a buffalo. Now the buffalo I’ve sold For a bag full of gold! 2. Then, read the words given in Exercise A on 6SHOOLQJ CB page 28. Emphasise the long o sound in all the words. Ask students to repeat them after you. $ Read the words below. They have the long o sound. 3. Tell students that usually words that end with o told fold mango banjo stroll have a long o sound. cold ago robot yoga gold 4. Ask students to complete Exercise B on the same page. Ensure that students have filled in the sold cargo most piano buffalo blanks correctly. % Fill in the blanks with words from the word list above. 5. As a wrap-up activity, write the following groups 1. a machine that looks and behaves like a human being: of letters on the board: 2. things that are being sent by ship, plane, train or truck: • klof, tlota, hleto, lcola. 6. Read out the clues given below one by one. Ask 3. a large musical instrument with a row of black and white keys: students to unscramble the letters to find the word that matches the clue. Tell students that all 4. a metal used for making jewellery: the words have the long o sound. • another name for people (Answer: folk) 5. a form of exercise that makes the body flexible and • what you get when you add up numbers healthy: (Answer: total) 6. an animal similar to a cow, with curved horns: • a place to stay in when you visit a city 7. the opposite of hot: (Answer: hotel) • something belonging to your area or 8. walk without hurrying: neighbourhood (Answer: local) 9. a fruit with a big seed which is yellow when it is ripe and green when it is raw: 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB page 28 B. 1. robot 4. gold 7. cold 8. stroll 2. cargo 5. yoga 9. mango 3. piano 6. buffalo © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 41
Period 7 Coursebook Listening CB page 29 /LVWHQLQJ 1. As a warm-up activity, read out the following Last week Fiona went shopping for a party. Listen to her list sentences slowly and clearly in the order given and fill in the blanks. below. a. Yes, I do. 1. a of cold drink b. How much do they cost? c. Do you have chocolate ice-cream cones? 2. three of bread 2. Ask students to arrange them in the correct order. Read out the sentences again if needed. 3. three eggs (Answer: c., a., b.) 3. Explain that when we want to buy something, 4. two of jam we must mention clearly how much of the thing we want. 5. five of plain crackers 4. Ask students to listen attentively as you play the audio. Explain that they are going to hear 6. a of vegetable oil a woman talking to a shopkeeper about some things that she wants to buy. 6SHDNLQJ 5. Play the audio of the listening text given below and ask students to fill in the blanks. Robert and Iqbal are sharing a few tips for telling a story. Shopkeeper: Good morning ma’am, how can Remember that storytelling Change your facial expression I help you? gives pleasure to your and tone of voice to convey Fiona: Hello, I have a party at home. Could I listeners and also to you. the mood of the story and the feelings of the characters. have the following items please? Shopkeeper: Sure ma’am. Speak slowly and clearly. Fiona: A bottle of cold drink, three loaves Pause at the right places. Let your listeners ‘see’ the of bread, three dozen eggs, two bottles of story, ‘feel’ the story and jam… reflect on the story. Shopkeeper: Which jam do you want? Fiona: Any flavour and any brand will do. Try it out Shopkeeper: Okay ma’am, anything else? Fiona: Five packets of plain crackers and a Get into groups of three to act out the story A Tumbler of Oil. litre of vegetable oil. That’s all. Remember to change the tone of voice and facial expression 6. Play the audio again and ask students to fill in the to convey the feelings of Mustafa, Ammi and Azad Bhai. blanks as they listen to the conversation. 7. Discuss the answers in class. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Answers CB page 29 Speaking CB page 29 1. Explain that we tell stories in a certain 1. bottle 4. bottles way to keep listeners interested in 2. loaves 5. packets them. Ask two students to act out the conversation between Robert and Iqbal. 3. dozen 6. litre 2. Remind students that they must keep these points in mind while telling a story. 3. Try it out: Ask students to get into groups of three. Point out that they have to act out the story, A Tumbler of Oil, not just read it aloud. They should decide beforehand which portion of the story each is going to act out. 4. Tell students that they should read their portion clearly and slowly, changing their tone and facial expression to convey the feelings of the characters. 5. As a wrap-up activity, ask students to form groups of three. One can play the role of a shopkeeper and the other two can be customers. Ask the shopkeeper to sell them something. 6. Go around the class asking students how much they earned/spent and what they bought/sold. 42 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Period 8 Coursebook Writing CB page 30 :ULWLQJ 1. As a warm-up activity, ask a few students: • If you had to divide the story, A Tumbler of A story has a beginning, a middle and an end. Stories are often written in the past tense. Writers sometimes add dialogues to make Oil, into three parts, what would you put in the story more enjoyable. the beginning, middle and end? 2. Refer to the introduction given on CB page 30 Write a different ending to the story A Tumbler of Oil. Rewrite and tell students that most stories have a the ending from the point where Mustafa turns the tumbler beginning, middle and end. the right way up. • In the beginning, there is usually a description of the character(s) and the setting Before you begin to write, make notes describing what you think may of the story. have happened. You can use the points given below or write an ending • In the middle of the story, there is some of your own. problem or action involving the character(s), or something happens to the character(s). 1. Azad Bhai’s son knocks on 2. Azad Bhai’s son has a can • At the end, the character(s) might change in the door. Why has in his hands. What do you some way or the problem is solved. he come? think is in the can? 3. Tell students to think of a different ending to A Tumbler of Oil. Ask them to read the questions A Tumbler given on CB page 30 and make notes. They can of Oil even plan an ending of their own that is different from the hints given. 4. Ammi is happy. What 3. How did the oil get into the 4. Tell students to expand their notes into sentences. does she say to the boy? can? (Hint: When Mustafa 5. As a wrap-up activity, ask students: Would you had turned his tumbler in like to read a mystery story where the author the shop, the oil luckily…) does not tell you who the criminal is at the end? Why or why not? : % 8QLWSDJH 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Period 9 5. Have students check their story endings to Writing CB page 30 make sure that: 1. To recap learning, ask students: • How many parts is a story usually divided • the names of the characters are spelt correctly and start with capital letters into? What are they? 2. Write the following sentences on the board: • the correct tenses are used a. The tortoise won the race. • appropriate vocabulary is used. b. They decided to have a running competition. 6. As a wrap-up activity, ask a few students c. The hare saw that the tortoise was very far to read out their story endings in class. behind and decided to sleep. d. A hare and a tortoise lived in a jungle. Answers CB page 30 3. Tell students that the sentences form a short Suggested answer: Ammi was shocked and Mustafa realised that story. Ask them to identify the beginning, middle he had dropped all the oil. Suddenly there was and end. a knock on the door. Azad Bhai’s son was at the (Answer: beginning – d., middle – b. and c., door. He was holding a can in his hand. Both end – a.) Mustafa and Ammi were surprised. Azad Bhai’s 4. Ask students to go back to their notes from son said, “Here are your seven dinars’ worth of the previous class, reorganise their sentences oil!” Mustafa could not believe his eyes. Azad if required and write a different ending for Bhai’s son told them that when Mustafa had A Tumbler of Oil. turned the tumbler, the oil luckily had fallen into a drum that was near the table. His father then sent him to bring the oil back to them. Ammi was very happy when she heard this. She invited the boy to stay for dinner. She also advised Mustafa to be more responsible in future, like Azad Bhai’s son. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 43
WB W B page 14 Workbook Ensure that students have answered correctly. Coursebook Answers WB page 14 5HYLHZ Suggested answer: B. Cat was sad. He thought that nobody had What did you learn? Tick. The verb in a sentence must agree with its subject. If the remembered his birthday. When Mouse came subject is singular, the verb in the predicate must also be in with a gift, Cat was surprised. He did singular. If the subject is plural, the verb must be plural. not think that Mouse would remember his We use a plural verb when two or more subjects are joined birthday. He was very happy and he promised by and. We usually use a plural verb with the pronouns I and Mouse that he would not chase him around you and with certain nouns that have no singular form. the house any more. This is how Cat and We use the past continuous tense to show that an action was Mouse became good friends. going on when a second action took place. The second action is always in the simple past tense. Period 10 Some words have the long o sound. Review CB page 31 3URMHFW:RUN 1. Ask students to revise the concepts taught in the Bring a book of folk tales from home to share in class. What unit and tick the boxes. is the name of the main character in your book? How many of 2. Encourage them to use the blanks to note down you have stories with the same main character? Form groups and discuss why this character is so popular. Present your any additional points they have learnt. findings to the class. Project Work CB page 31 1. Students should be told about the project work at least one week before the activity is conducted in class. 2. Ask students to bring a book of folk tales from home. 3. Group them according to the main characters in their stories. If there are not enough similar characters, group the students depending on whether their character is • a king or queen • a member of the royal court • an intelligent person • a foolish character • characters such as mermaids and elves • animal characters 4. Ask each group to discuss the main character and why he/she/it is so popular. 5. Ask the groups to write down the points and have them select one of their group members to present the findings in class. 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Unit 3: An Indoor Garden Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to an instruction text. • Audio player and speakers CB pp32–33 1. Comprehension the Theme • Read aloud the instruction text with proper Strategies for Reading pronunciation, intonation and voice modulation. Success 4 • Answer questions to understand the instruction Unit 4 pp40–44 Reading for Understanding text. 2 Reading • Read silently to understand the instruction text. CB pp34–35 Comprehension • Answer questions at different comprehension levels. • Sequence instructions. 3 Vocabulary • Develop vocabulary to understand that the same • Dictionary (by students) CB p36 word can be used as a noun and a verb. • Flash cards or strips of paper with the words: answer, flood, *WB p15 milk, rain, watch, tie, shop, brush, paint, joke, fish, smile 4 Grammar • Understand the use of indefinite pronouns. CB pp37–38 *WB p16 • Use indefinite pronouns in context. 5 • Understand that singular verbs are used with CB pp38–39 *WB p17 indefinite pronouns. • Understand that plural pronouns are used to refer back to indefinite pronouns. • Use this knowledge in context. 6 Spelling • Recognise the oo and ue sounds made by the • Dictionary (by students) CB pp39–40 Related children’s letters ew. books from Scholastic • Spell words with the letters ew correctly. 7 Listening • Listen to find specific information. • Audio player and speakers CB p40 1. H arry’s House CB p41 by Angela Shelf Speaking • Say the rules of a park. CB p42 Medearis 8 Writing • Understand the use of sequencing words. • Arrange pictures in a sequence. 9 • Write a story. CB p42 *WB p18 10 Project Work • Grow a plant. • Empty container with a hole at the bottom, chilli seeds/tomato CB p43 seeds/cuttings of common herbs/peas/gram (by students) *Workbook activities are optional and meant for additional practice. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 Advance preparation required.
Unit 3: An Indoor Garden Coursebook Period 1 3 An Indoor Garden Before you read Introducing the Theme CB pages 32–33 If you had a garden of your own, what kind of plants and 1. As a warm-up activity, ask students if they have flowers would you grow in it? ever seen an indoor garden. Making a Terrarium 2. Ask them in what ways an indoor garden would Everybody likes to be surrounded by plants and be different from an outdoor one. flowers. Some plants need very little water, sunlight 3. Before you read: Encourage students to respond and soil and can be grown indoors. Such plants can be grown in a terrarium. A terrarium is a small indoor freely to the question. garden that can be grown in a glass jar. Clear, smooth 4. Play the audio. Ask students to close their eyes as glass offers the best view of the plants inside. Here is an easy way to make a terrarium. they listen to the audio of the text and visualise the steps. Things you need colourful a large, clear jar stones for Reading Aloud decorating 1. Tell students that they are going to read a text that charcoal and pebbles bright green moss gives instructions to make something. soil for planting 2. Have students read aloud the instruction text in a small funnel two or more plants groups. (choose a short plant) 3. Focus on correct pronunciation, intonation, voice VXUURXQGHG WRKDYHVRPHWKLQJDOODURXQG PRVV DVPDOOJUHHQSODQWWKDW modulation and pauses. JURZVLQJURXSVLQGDPSSODFHV LQGRRUV LQVLGHDEXLOGLQJRUDURRP Reading for Understanding IXQQHO DWXEHWKDWLVZLGHDWWKH 1. Read the text and explain the meaning. FKDUFRDO DEODFNVXEVWDQFHXVXDOO\\IRUPHG WRSDQGQDUURZDWWKHERWWRP 2. Draw students’ attention to the format of the text. E\\EXUQLQJZRRG Ask: SHEEOHV VPDOOVWRQHV • Does the numbering help you understand the 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 text better? • What words can you use instead of numbers Coursebook to show the order of steps? What to do What does the (Expected answers: first, second, next, after 1. Fill the jar with a layer of charcoal charcoal do? that, finally.) and pebbles. This will keep the Why do 3. Explain the two sections: “Things you need” and soil from getting too damp. we need to add moss? “What to do”. Say that the first lists the items we 2. Add a layer of soil. Make need and the second includes the instructions. holes in the soil about 4. Explain to students that a “terrarium” is a glass or one inch apart. transparent container in which plants are grown. Ask: Why is a clear, smooth glass container the 3. Place the plants in the soil. best for a terrarium? (Expected answer: We can clearly see the plants inside.) 4. Gently tap the soil down • Step 1—Ask the while-reading question. over the roots of the plants. • Step 2—Ask: What should you put over the 5. Place the moss and colourful stones layer of charcoal and pebbles? around the plants. The moss stops the • Steps 3 and 4—Ask: Which part of the plant water from evaporating quickly and the stones make the terrarium beautiful. goes under the soil? • Step 5—Ask the while-reading question. 6. Water the plant with the help of a • Step 6—Ask: What should you do to take small funnel. Water only when the soil feels dry. care of the plant? (Expected answer: We should water it only when the soil is dry.) Place the terrarium in a well-lit area, but not in direct sunlight. • Last paragraph—Encourage students to You can keep it in a room or gift this pretty garden to a friend. clarify any doubts about the procedure. Ask: Will you be able to make a terrarium with the After you read help of the text? Is caring for a plant the same as caring for a pet? Why do you 46 think so? ZHOOOLWDUHD DSODFHZKHUHWKHUHLVHQRXJKOLJKW 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 5. After you read: Encourage different students to express their views. This activity develops the life skill of critical thinking. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
6. As a wrap-up activity, ask students: Coursebook • Why is it important to follow the order of 5HDGLQJ&RPSUHKHQVLRQ instructions exactly in any text? $ Circle the correct word given in the brackets. Period 2 1. A terrarium is a ( glass / stone ) container used for growing plants. Reading Comprehension CB pages 34–35 1. Ask students the following question to recap 2. ( Charcoal / Colourful stones ) and pebbles keep the soil from getting too damp. learning. • What did the text give instructions for? 3. We should choose ( tall / short ) plants for a terrarium. (Answer: making a terrarium) 2. Ask students to read the instruction text silently. 4. Terrariums ( need / do not need ) a lot of water. 3. The comprehension skill focus for this unit 5. Terrariums ( should / should not ) be kept in direct sunlight. is Sequencing. Highlight to students that in order to understand what they read, they must % Circle the correct answer. understand the correct order in which the events happened. Tell them to read the sentences and 1. The first step in making a terrarium after all the material then decide their correct order. 4. Instruct students to complete all the exercises has been collected is . given on CB pages 34–35. Exercise A and B can be completed by the students and peer-checked. a. filling the jar with pebbles and charcoal For Exercise C, encourage different students to answer verbally, before they begin to write. b. adding dark soil Tell them to read the text carefully for clues to the answers. For Questions 6 and 7, guide the 2. What should you do after adding a layer of soil? discussion towards the idea that growing plants is good for the environment. Point out that it is a. Make holes in the soil. also nicer to give a handmade gift to a friend. Exercise D focuses on the comprehension b. Water the soil. strategy for the unit. Ask students to complete the exercise. Ensure that students have numbered the 3. Which happens first? sentences correctly. 5. As a wrap-up activity, ask students: a. The terrarium is watered. • What else can be kept in a glass container b. Colourful stones and moss are placed in the jar. inside the house? What do you call the container in which pet fish are kept? 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 Coursebook & Answer the following questions. 1. Why should we use a clear container for the terrarium? 2. What kind of plants can be grown in a terrarium? Why? 3. Why are holes made in the soil? 4. Why should we use a funnel to water the plants? 5. What will happen if a terrarium is kept in direct sunlight? 6. Why do you think gardening is a good hobby for children? 7. Would you like to give a terrarium as a birthday gift to your friends? Give reasons for your answer. ' Check your understanding of Sequencing. Read the instructions for making a terrarium again. Number the sentences in the correct order. Water the plants with the help of a small funnel. [] Answers CB pages 34–35 Add a layer of soil. [] A. 1. glass 4. do not need Fill a large, clear container with a layer of charcoal [] and pebbles. 2. Charcoal 5. should not Make holes in the soil. [] 3. short Gently tap the soil down over the roots of the plants. [] B. 1. a. 2. a. 3. b. Place some bright green moss and colourful rocks [] around the plants. Place the plants in the soil. [] 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8 47
C. 1. We should use a clear container for the terrarium so Coursebook that we can see the plants inside clearly. 9RFDEXODU\\ 2. Small plants can be grown in a terrarium. This is because they need very little water, I want a garden as a gift. sunlight and soil to grow. Also, they will fit You can gift this pretty garden to a friend. inside the terrarium easily. Some words can be used as both nouns and verbs. 3. H oles are made for putting the plants in the soil. 4. We should use a funnel so that extra water gift J,IW QRXQgifts gift J,IW YHUE A gift is something that you give to someone. When you gift something to somebody, you is not added to the soil. · This bike is a gift for my son. give a present to him or her. 5. The plants may dry up and die. · I am going to gift a bike to my son. 6. Suggested answer: It helps them appreciate $ Read the sentences below and say whether the words in nature and teaches them to be responsible. bold are used as nouns or verbs. Write N for Noun and V Growing plants is also good for the for Verb. Use a dictionary if needed. environment. 1. He gave her a present. 7. Suggested answer: Yes, because it is a The chief guest will present the award. beautiful gift and it would be nice to give a 2. Please brush your teeth. gift that I had made myself. Sheela wants a new brush. 3. The twins fight very often. D. 7, 2, 1, 3, 5, 6, 4 The man got hurt in a fight. 4. My favourite colour is green. Period 3 Draw a picture of a flower and colour it. Vocabulary CB page 36 % Refer to a dictionary and make sentences with the words 1. As a warm-up activity, write the following poem below. Use them first as nouns and then as verbs. on the board and ask students to recite it in a 1. plant 2. water 3. rain chorus. : % 8QLWSDJH The swing song I swing on the swing 6FKRODVWLF(GXFDWLRQ,QWHUQDWLRQDO 6 3WH/WG,6%1 I jump up high My jump makes me cry In the poem given in the warm-up, the A crowd hears my cry verbs have been underlined and the nouns They crowd all around circled for easy reference. And give me a drink 3. Read the sentences given on CB page 36. I drink and then I sleep Tell students that in the first sentence, gift In my sleep I dream names something, so it is a noun. In the A dream of two giants second sentence, the word expresses the That swing on a swing . action of giving a gift, so it is a verb. 4. Ask students to read the sentences in 2. Read out Line 1. Ask students which swing Exercise A before marking the words as shows an action (verb) and which refers to a nouns and verbs. Let them peer-check the thing (noun). Help them to identify the verb and answers. noun correctly. Underline the first swing and 5. Ask students to use a dictionary to find write V above it. Circle the second swing and out how the words given in Exercise write N above it. Follow the same procedure for B can be used as nouns and verbs. Ask each set of words. Remind students that to check them to frame sentences to bring out the if a word is a noun, they can check if it answers differences. the questions Who? or What?. For example, 6. As a wrap-up activity, divide the class What makes me cry? The jump makes me cry. into two teams: Team A and Team B. Ask Who hears my cry? A crowd hears my cry. So a member of Team A to pick a flash card. jump and crowd are nouns in these sentences. Team A should use the word as a noun in a sentence and Team B should use it as a verb. For the next word, a member of Team B picks a flash card and uses the word as a noun. Team A uses the same word as a verb. Continue till all the words have been used. 48 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8126-8
Search
Read the Text Version
- 1
- 2
- 3
- 4
- 5
- 6
- 7
- 8
- 9
- 10
- 11
- 12
- 13
- 14
- 15
- 16
- 17
- 18
- 19
- 20
- 21
- 22
- 23
- 24
- 25
- 26
- 27
- 28
- 29
- 30
- 31
- 32
- 33
- 34
- 35
- 36
- 37
- 38
- 39
- 40
- 41
- 42
- 43
- 44
- 45
- 46
- 47
- 48
- 49
- 50
- 51
- 52
- 53
- 54
- 55
- 56
- 57
- 58
- 59
- 60
- 61
- 62
- 63
- 64
- 65
- 66
- 67
- 68
- 69
- 70
- 71
- 72
- 73
- 74
- 75
- 76
- 77
- 78
- 79
- 80
- 81
- 82
- 83
- 84
- 85
- 86
- 87
- 88
- 89
- 90
- 91
- 92
- 93
- 94
- 95
- 96
- 97
- 98
- 99
- 100
- 101
- 102
- 103
- 104
- 105
- 106
- 107
- 108
- 109
- 110
- 111
- 112
- 113
- 114
- 115
- 116
- 117
- 118
- 119
- 120
- 121
- 122
- 123
- 124
- 125
- 126
- 127
- 128
- 129
- 130
- 131
- 132
- 133
- 134
- 135
- 136
- 137
- 138
- 139
- 140
- 141
- 142
- 143
- 144
- 145
- 146
- 147
- 148
- 149
- 150
- 151
- 152
- 153
- 154
- 155
- 156
- 157
- 158
- 159
- 160
- 161
- 162
- 163
- 164
- 165
- 166
- 167
- 168
- 169
- 170
- 171
- 172
- 173
- 174
- 175
- 176
