Active English Teacher's Manual 2

Revised Edition English 2 Teacher’s Manual



Revised Edition English 2Teacher’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 978-981-47-8124-4

Contents Preface4 Scholastic Active English – Instructional Pathway 7 Scope and Sequence 12 Unit 1 The Sound of Things 24 Unit 2 Being Friends  35 Unit 3 The Picnic 45 Unit 4 Man’s Best Friend 54 Unit 5 The Weather 63 Unit 6 Favourite Food 73 Unit 7 Shapes 82 Unit 8 The Mice and the Cat 92 Unit 9 A Special Holiday 102 Unit 10 A Lesson to Remember  112 Unit 11 The Cooking Competition 121 Unit 12  Star Tales  130 About Scholastic Active English Literature Reader 140 Literature Reader 2 – Answers  141 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Preface Scholastic ™ English Grades 1 to 6 is an English as a Second Language (ESL) programme. This easy to teach, easy to learn programme uses an effective integrated approach to teaching and learning the key skills of reading, listening, speaking and writing. Language skills are systematically taught in a spiral progressive way, making it easy for students to learn English. Lessons are also taught in an engaging and interactive manner. The result is a comprehensive and effective approach that makes the teaching and learning of English easy and enjoyable! Why is Scholastic ™ English effective? It: Effective Integrated Approach adopts an integrated approach to learning English Listening Speaking skills skills engages students through relevant topics MECHANICS OF LANGUAGE uses a Show-Explain-Apply methodology that meets the needs LANGUAGE of ESL students SKILLS Listening Speaking PGurnactmumatairon& ComRperaedhiengnsi&on offers equal emphasis to each skill, enabling students to PhSopneilclisn&gTHEMATIC connect, transfer and build upon different skills PrPersoejnetcattiWonor&kFOCUS encourages practice and builds language skills and confidence Writing provides formative and summative assessment to evaluate Vocabulary students’ comprehension Writing Reading uses a systematic, progressive way of teaching English, making skills skills it easy for students to learn the language. Professional Development Embedded in Teacher’s Manual The Scholastic ™ English Teacher’s Manual has been revised in close consultation with and feedback from Heads of Department and teachers, particularly those who are users of this programme, to ensure that it is practical, useful and inspiring. It articulates the overall approach and instructional design of the programme and provides unit-by-unit, page-by-page lesson plans which have useful guidance for novice teachers and suggestions for experienced ones. Integrated Teaching Each unit facilitates the teaching of language skills in an integrated manner. Listening 11Writing Listen to the sentences. Match the columns to coVmopclaebteulary Getting DressedA. Here are some friendly monsters. Write about them the sentences. with the help of the words in the box. The first one has been done for you. Before you read eye tooth arm Who helps you get dressed for school in the leg horn ear mwoinrgning? What clothes do you usually wear? tail My father drives a red car. I ride a bike. 1. I am Polo, the friendly monster. I have Sock Song one eye, one tooth and seven leUgsp.stairs The words in red tell us about an action. They are action words. Downstairs Circle the correct action word for each sentence. 2. Hello, my name is Zoe and I am yWouhrermeocnasntetrhey be? 1. I ( walk / write ) to the park. friend! I have I can’t find my socks 2. Mark and Kate ( play / run ) basketball together. And they can’t find me! 3. I can ( swim / read ) a book. 3. I am Miso and I want to be yourBfreiednrod!oImhave Bathroom 4. I ( wear / drive ) shorts in summer. Where have they gone? Where has the boy looked for his 5. One day, I will ( hike / fly ) up that hill. 4. My name is Coco. Will you be myI cfraienn’tdf?inIdhmavye socks socks? Where do And I need to put them on! you think he will 1. Pam’s mother a. tells her st6o.riesMayt bfreidetnimd e( .plays / eats ) the piano. look next? 2. Pam’s father 3. Pam’s grandmother b. plays footb7.all. Mia ( works / plays ) at Scholastic. B. Draw and describe your pet monster. RIensmideember to Why do you think 4. Pam’s sister give it a name. he is running out 5. Pam’s grandfather c. helps her w8.ith hSoame(wleoarkv.es / drinks ) orange juice. Outside of time? Active English Rev ed CB G1 Int.indb 44 d. works in a bank. W B Unit 2, page 9 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 4 Try it out Hanging on the line? e. is a teacher. Make lists of some things you do every day and I can’t find my socks some things that you do on special days. Share 44 your lists with the class.© 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 And I’mW B runningUnit 1, page 8 out of time! 16 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 line: a strong cord used to hang wet clothes 12/04/17 9:51 AM 20 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8111-4 Active English Rev ed CB G1 Int.indb 16 12/04/17 9:51 AM 108 Active English Rev ed CB G1 Int.indb 20 12/04/17 9:51 AM Active English Rev ed CB G1 Int.indb 108 12/04/17 9:52 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Active Engagement of Students Show–Explain-Apply Methodology 9A Special Holiday A ‘Show-Explain-Apply’ methodology makes Before you read lessons more achievable, motivates students What are the places you dream of visiting? If you and boosts student confidence. had a magic wand to make your dream come true, what kind of holiday would you wish for? Holiday Memories Grammar Authentic and When I was on holiday Where did the varied texts I went to Timbuktu, poet go on engage students, holiday? exposing and I wrestled with a jaguar preparing them And boxed a kangaroo. for language in the real world. I journeyed into jungles, The mice will hold a meeting I shall put a bell around I swam the deepest sea, next week. the cat’s neck tomorrow. I climbed the highest mountain And the monkey puzzle tree. We use the helping verbs will or shall to talk about something we plan to do in the future. I chatted to a seagull, We usually use shall or will with the pronouns I and we. I met a big baboon, We use will with all nouns and the pronouns you, she, he, it and they. I floated on a moonbeam Until I reached the moon. How did the poet Fill in the blanks with will or shall. reach the moon? 1. The mice play when the cat is away. wrestled: fought with someone chatted: talked with someone in a 2. We go to buy clothes on Friday. boxed: hit with the fist friendly way journeyed: travelled 3. I be eight years old next year. moonbeam: a ray of light from the moon 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 4. You be sick if you eat too many toffees. 5. They walk in the park this evening. Active English Rev ed CB G2 Int.indb 88 12/04/17 10:42 AM W B Unit 8, page 36 2 Being Friends While-reading Try it out Before you read questions How many friends do you have? How are they encourage Imagine there is a problem in your school, such as different from you? Talk about your best friend. students to litter in the playground or taps left running in the washroom. How will you solve the problem? participate and learn, improving © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 81 retention and Active English Rev ed CB G2 Int.indb 81 12/04/17 10:42 AM fostering Tiny Turtle Wants a Friend self-confidence. Tiny Turtle is lonely. He looks under a rock and sees Crazy Crab. “I want a friend,” he says. What does Tiny Builds Language Skills and Confidence Turtle want? Why? Clear explanations and numerous examples “I can be your friend,” says the crab. give students a strong understanding of the mechanics of language and lay a strong “I am looking for a small turtle like me,” says foundation for good English. the turtle. “You can come along if you like.” Tiny Turtle and Crazy Crab see Silly Seahorse behind a bottle. “I want a friend,” says Tiny Turtle. “I can be your friend,” says Silly Seahorse. “I am looking for a turtle like me,” says Tiny Turtle. “You can come along if you like.” lonely: sad because you have no friends 18 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int.indb 18 12/04/17 10:41 AM Nora quickly went to She washed the fruits carefully. the kitchen. Try It Out and 3. The teacher (speak) to us yesterday. other activities 4. I (feel) scared when the lights suddenly provide opportunities for (go) out. pair and group W B Unit 9, page 40 work. Try it out She slowly peeled two She gently put layers of bananas and an orange. yogurt between the fruits. Pair up with a classmate. Take turns to tell each other about what you did in the morning before coming to Some words, such as quickly, carefully, slowly and gently, school. What verbs will you use? tell us how something is done. They usually end with -ly. I floated on a moonbeam Paul picked up an orange. Fill in the blanks by adding -ly to the words given in Until I reached the moon. The orange was sour. the brackets. 1. The deer ran away (quick). 2. Please ride your bicycle (careful). The words a, an and the are called articles. We use the to 3. The students dressed up (smart). talk about things that are only one of their kind. We also use the to talk about things mentioned earlier. 4. A snail crawls (slow). 5. I can see the rainbow (clear). W B Unit 11, page 50 Fill in the blanks with a, an or the. Try it out 1. I saw elephant, lion and Act out an action such as crawling, walking or 2. monkey at the zoo. dancing. Ask your partner to say how you have done the action. sun shines brightly in summer. 3. Wasim gave me a pretty box. I keep my earnings in © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 113 box. 4. Dad bought me ice cream. ice Active English Rev ed CB G2 Int.indb 113 12/04/17 10:42 AM cream was delicious! 93 W B Unit 9, page 41 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8112-1 Active English Rev ed CB G2 Int.indb 93 12/04/17 10:42 AM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 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 978-981-47-8124-4

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 978-981-47-8124-4 7

Each unit in Scholastic ™ English has 13 SAE Rev ed TM2 Int G2 Unit 8.indd 92 been designed to deliver 10 periods of classroom Unit 8: The Mice and the Cat 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 Coursebook. Thumbnails of each page of the unit Scholastic 1 Understanding • Listen to visualise. • Audio player and speakers CB pp78–79 1. C omprehension the Theme Strategies for are provided as easy reference for teachers. • An old sock, cotton or old rags, thick thread, glue, two ear Success 2 Unit 6 pp49–52, pp53–55 cut-outs, red and black markers (by students) 2. Alpha Grammar 2 Reading • Read aloud a script with proper pronunciation, CB p79 and Composition 3 Unit 5 pp49–50 Reading intonation and voice modulation. 3. A lpha Grammar Scheme of Work Comprehension • Answer questions at different comprehension and Composition 2 levels. Unit 11 pp70–71 The Teacher’s Manual contains a Scheme of Work which provides a map of the entire unit by period, • Make predictions. Related listing skill focus, objectives, materials and resources children’s required. The Scheme of Work provides the teacher 3 Vocabulary • Learn the names of baby animals. • Sheet of chart paper (optional) CB p80 books from with all the key information about the time allocation, • Pictures of four animals and their babies (optional), *WB p35 Scholastic objectives and resources required for each period. 4 Grammar • Understand the use of will and shall. 1. Mouse in the Additional resources and a suggested reading list are sheets of chart paper, coloured pens (by students) CB p81 House by also provided in the table. • Use will and shall in context. • Sheet of chart paper (optional) *WB p36 Jacqueline Daniels CB p82 from Scholastic 5 Punctuation • Understand the use of the apostrophe. • Audio player and speakers *WB p37 Active English • Use the apostrophe to make contractions. CB p83 Literature Reader 2 • Sheet of chart paper pp52–53 6 Spelling • Recognise the long a-e sound. • Sheets of chart paper (by students) CB p84 CB p85 • Spell words with the long a-e sound correctly. CB p86 *WB p38 7 Listening • Listen to identify the names of baby animals. CB p86 CB p87 Speaking • Talk about future plans. 8 Writing • Complete a script. • Use the apostrophe correctly. 9 • Write a script. 10 Project Work • Work in a group. • Make a chart. *Workbook activities are optional and meant for additional practice. Advance preparation required. 04/05/17 3:48 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 Reading Unit 8: The Mice and the Cat Coursebook The Teacher’s Manual provides a warm-up activity Period 1 that engages students’ attention while introducing the theme. The carefully selected reading texts stimulate Introducing the Theme CB pages 78-79 students’ curiosity and promote the love of reading. 1. As a warm-up activity, ask students to make a The selection includes a variety of text types. The instructional design of each unit within Scholastic mouse using an old sock. Ask them to stuff the sock with cotton or old rags and tie the open end ™ English provides teachers with sufficient with a thick thread. Then, ask them to fi x the ears time and opportunity to read aloud to students, to in place with glue. Tell them to draw the eyes have students read for enjoyment and also to read for using a red marker and the nose and whiskers understanding. using a black marker. You may also draw a picture of the stuffed mouse on the board to help students make their mice. Let students enjoy playing with their mice for a couple of minutes. Before You Read questions in the Coursebook are 2. Before you read: Ask the question and allow Coursebook intended to activate the learner’s prior knowledge or students to express themselves freely. experience related to the reading text. These open- 5. Read the dialogue on CB page 79 and ended questions are designed for class discussion and 3. Play the audio of the complete script. Ask explain its meaning. Ask: What do the build speaking skills. students to keep their books closed and listen mice think of the young mouse’s idea? Do carefully. you think the wise old mouse was really A carefully recorded reading of each text in the wise? Why do you think so? Why were the Coursebook is provided in the audio CD. Teachers are Reading Aloud other mice quiet? strongly encouraged to read aloud the text and/or play 1. Read the script aloud. the recording of the text in class before moving on to 2. Discuss and explain the meaning of diffi cult words. 93 intensive reading of the text. Refer to the glossary to explain nasty, miserable, Reading aloud and explaining the meaning of sneaks, run for cover and bell the cat. difficult words familiarises the students with the text. 3. As a wrap-up activity, ask students: The audio CD provided models correct pronunciation, • When you face a problem, who do you go to? voice modulation and intonation. The while-reading questions ( ) in the Coursebook are provided to Period 2 make reading an interactive process. These questions help students to pause and process information, and Reading for Understanding provide teachers the opportunity to develop students 1. As a recap, ask students: into active readers. • How many mice were having a meeting? (Answer: fi ve) • What did the cat say? (Answer: He did not say anything. The mice talked about him.) 2. Read the dialogue on CB page 78 and explain its meaning. Revise the meaning of diffi cult words. Ask questions to make teaching interactive. 3. Read the fi rst line and explain that it introduces us to the characters in the play. Ask the fi rst while-reading question. Then, ask: What do you think the cat had done to make the lives of the mice miserable? How does the cat catch the mice? 4. Read the lines describing the scene. Ask the second while-reading question. Then, ask: Do you think the young mouse will give a good suggestion? Why do you think so? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 13 SAE Rev ed TM2 Int G2 Unit 8.indd 93 04/05/17 3:48 PM After You Read questions in the Coursebook are designed for immediate reader response. They encourage students to respond to the text in a holistic manner. 8 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Reading for understanding enables teachers 6. Have students read aloud the script in groups. Coursebook Assign roles to students in each group. Focus to check for students’ comprehension levels. on correct pronunciation, intonation and voice Coursebook modulation. Carefully graded questions that are highlighted © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 7. After you read: Allow various students to 04/05/17 3:48 PM through icons in Grades 3–6 ( ) allow teachers express their views. This activity helps to develop the life skills of critical thinking and Coursebook to assess students’ understanding at progressive decision-making. Workbook levels. The comprehension questions help Reading Comprehension CB page 79 1. The comprehension skill focus in this unit is students develop the following skills: Making Predictions. Highlight to students that, • : information recall as we read a text, we often think of what might happen next. This gives us new ideas about the • : inferential text and helps us to understand it. We can also use the skill of predicting to answer questions, • : application and evaluation especially when the answer is not provided in the Students need to use different comprehension text. Then, we use this skill to gather information strategies to understand different text types. Teaching and think about all the possible answers before these strategies is one of the most effective means of choosing the most suitable one. helping students’ comprehension levels. Mastering 2. Ask students to complete Exercise A and comprehension strategies will help students tackle peer-check the answers. complex texts effectively. The strategy questions 3. For Exercise B, seek answers from various provided in the Coursebook offer practice to relate students and help them frame the correct answers. strategies to text types and enable students to 4. Ensure that students have answered correctly. understand the meaning easily. Teachers can use the 5. As a wrap-up activity, ask students the following questions to assess each student’s as well as the class’s question. Encourage them to think creatively to comprehension level. The suggested wrap-up activity fi nd a solution. in the Teacher’s Manual helps to consolidate learning • What could be a solution to the problem in a meaningful way. faced by the mice? Answers CB page 79 A. 1. a. 2. a. B. 1. The young mouse’s idea was to tie a bell around the cat’s neck. 2. T he other mice thought that the young mouse’s idea was brilliant. Period 3 Vocabulary CB page 80 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper and have students recite it in a chorus. School in the jungle The animals in the jungle S et up a school for their little ones. Next they brought to the school, A ll their daughters and sons. T he wise old owl got his baby — The owlet — to school. Vocabulary 94 In Scholastic ™ English, the approach to 13 SAE Rev ed TM2 Int G2 Unit 8.indd 94 teaching vocabulary is thematic, so that students can develop enough vocabulary words related to the theme The cat meowed to her baby — P recious kitten, don’t jump into the pool. that will be useful to help them understand, talk about The hen fl apped its wings and said to its baby — and write about the theme. In this section, the warm- D ear chick, don’t cry, you are in school now. up activity suggested in the Teacher’s Manual helps T he old goat nodded wisely and said to its baby — to introduce the theme-related vocabulary words. Sweet kid, when you see the teacher, remember to bow. Teachers can assess students’ understanding through A nd this is how all the animal babies got together T o play and learn to live with each other. the exercises given. Ask students to fi nd the names of animals and their babies in the poem written on the board. Try It Out activities in the Coursebook function as formative assessment and help to consolidate learning. 2. Read the examples given on CB page 80. 3. Explain that the highlighted words are names of W B Workbook pages provide additional practice. Links to the workbook are given with each lesson. baby animals. Suggested wrap-up activities in the Teacher’s Manual 4. Ask students to complete the exercise given help reinforce learning. on the same page. Ensure that students have Grammar matched the animals to the correct babies. 5. Try it out: Students should be informed a week earlier about this activity. Ask students to draw the animals and their babies or paste their pictures on a sheet of chart paper. Display their charts on the board. 6. As a wrap-up activity, say the following animal and baby names. If it is the name of an animal, ask students to raise one hand and say the name of its baby. If it is the name of a baby, students should raise both hands and say the name of the animal. • chick (Answer: animal name — chicken) • goat (Answer: baby name — kid) • piglet (Answer: animal name — pig) • lamb (Answer: animal name — sheep) Answers CB page 80 1.-c. 3.-e. 5.-f. In Scholastic ™ English, the grammar topics 2.-a. 4.-b. 6.-d. and structures introduced in each unit are linked to WB W B page 35 Ensure that students have written the correct names of the baby animals. the text type focus for the unit so that students will Answers WB page 35 1. duckling 3. fawn 5. cub 7. joey 6. puppy 8. kitten be helped to understand the reading and listening text 2. calf 4. foal better. At the same time, they will be better equipped to create their own texts of the same text type. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 95 13 SAE Rev ed TM2 Int G2 Unit 8.indd 95 04/05/17 3:48 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 9

The topics are introduced through warm-up activities Period 6 Coursebook in the Teacher’s Manual. Grammar topics are introduced using a Show-Explain-Apply approach. Spelling CB page 83 Coursebook 1. As a warm-up activity, write the following : Example sentences are drawn from the text to N umber 2. A baby sheep is called show use in context. poem on the board and ask students to recite it a lamb. in a chorus. : The grammar topic is explained in simple Number 3. A baby elephant is called language. My dream cake a calf. What would it take, : The exercises provide immediate application For a strawberry cake to be baked? N umber 4. A baby duck is called and practice of the grammar topic. One that has my name a duckling. Written inside a blue cream frame. Try It Out activities in the Coursebook include Number 5. A baby lion is called a cub. topic-based activities that enable teachers to promote 2. Revise the concept of consonants and vowels Number 6. A baby cow is called a calf. collaborative work in the classroom. with the students. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 W B Workbook pages provide additional practice. 3. Ask students to say the letter a aloud. Point out Links to the workbook are given with each lesson in that the long a-e sound is similar to the sound the Coursebook. Suggested wrap-up activities in the made when we say a. Explain that if the letters Teacher’s Manual help reinforce learning. a and e are included in a word and there is a consonant between the two letters, the sound made is the same as the letter a. 4. Read aloud the words given in Exercise A and ask students to repeat them after you. Draw students’ attention to the words with the long a-e sound in the poem written on the board. 5. Ask students to complete Exercise B on the same page. Ensure that students have fi lled in the blanks correctly. 6. As a wrap-up activity, say the following words aloud. Ask students to write only the words with the long a-e sound in their notebooks. • b ack, bake, sack, track, sake, tap, man, take, tape, mall, male, ram, frame, came, lack, mat, ban, cap, cane, rat, rate ( Answers: bake, sake, take, tape, male, frame, came, cane, rate) Answers CB page 83 B. 1. game 3. plane 5. grape 2. cake 4. tape 6. snake Period 7 Spelling Listening CB page 84 1. As a warm-up activity, say the following rhyme Scholastic ™ English adopts a phonics-based and ask students to repeat it after you. approach to teaching spelling so that students can • A duck and her duckling went to the park. A dog and his puppy started to bark. Ask students to name the animals and their babies in the rhyme. 2. Play the audio of the listening text. Direct students to listen attentively and write the correct number for each picture. Number 1. A baby hen is called a chick. understand the basic structures of English spelling. 98 The Spelling section in each unit focuses on one 13 SAE Rev ed TM2 Int G2 Unit 8.indd 98 04/05/17 3:48 PM phonics-based spelling pattern. Simple rhymes or songs are suggested in the Teacher’s Manual to 3. Play the audio once again and have students Coursebook peer-check the answers. Coursebook introduce spelling rules through sound patterns. Answers CB page 84 Exceptions to rules are provided in the Teacher’s 1. 3 3. 6 5. 2 Manual to help teachers highlight them to students. 2. 4 4. 1 6. 5 Suggestions for simple activities are included in the Speaking CB page 85 1. Explain that we use the helping verbs will and Teacher’s Manual for teachers who wish to reinforce shall when we talk about our plans for the future. learning. 2. Read aloud the dialogue in the speech bubbles on Listening CB page 85. 3. Ask a few students to come forward in pairs to In Scholastic ™ English, the listening read the dialogue. exercise is either thematically or topically linked to 4. Try it out: Ask students to work in pairs and the unit. The Listening section provides opportunities talk about what they plan to do on the weekend. Remind them to use the verbs will and shall. for students to listen for information about real-life 5. As a wrap-up activity, ask various students: • W hat will you do as soon as you reach home situations. This will help them in their daily life. after school today? A teacher can begin the Listening section with the Period 8 suggested activities in the Teacher’s Manual. The Writing CB page 86 listening text is provided in the audio CD. The script 1. As a warm-up activity, write the following word of the listening text is provided in the lesson plan for pairs on the board and ask students to write the short forms in their notebooks. Then, ask them to the teacher’s easy reference. make sentences using any three short forms. • he is Speaking • let us • I am In Scholastic ™ English, the approach • you are • I shall • we will 2. Ask students to read the dialogue given on CB pages 78–79. 3. Explain to students that the dialogue given on CB page 86 is based on the dialogue given on CB pages 78–79. Point out that since the mice could not fi nd a solution to their problem in the previous meeting, they have gathered together again for another meeting. 4. Ask students to complete the dialogue using the words given in the box. 5. As a wrap-up activity, ask a student to read aloud the completed dialogue. Answers CB page 86 Let’s tie the bell; He’s too quick; I shall stand, he’s sleeping, will creep up, he will see me fi rst; You’re so clever, I’m sure this plan to teaching speaking skills is through model 99 conversations. Students are able to learn language © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 13 SAE Rev ed TM2 Int G2 Unit 8.indd 99 04/05/17 3:48 PM 10 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

structures and develop speaking skills through practice WB W B page 38 Workbook and use them in real-life, out-of-classroom situations Ensure that students have completed the dialogue Coursebook effectively. The speaking unit is linked to the theme. correctly. Teaching tips are provided to conduct speaking activities. Answers WB page 38 Try It Out activities in the Coursebook provide I’m going out, I will, Don’t open; It’s me; You’re not; I’m collaborative activities and also teach important life your mother; we will believe; I shall; You’re not; You’re, skills and core values. Let’s shout, He will Writing Period 9 Scholastic ™ English adopts a highly Writing CB page 86 1. As a recap, write the following lines on the board. scaffolded approach to help students develop strong Ask students to choose the correct way of writing skills. Step-by-step support for writing tasks writing a dialogue. You may tell them to refer to CB pages 78–79. helps the development of students’ creative as well • First kid: Who is it? • First kid who is it? as functional writing skills. Suggested warm-up • First kid, Who is it? (Answer: The fi rst option is correct.) activities in the Teacher’s Manual include guidance for 2. Write the following story on a sheet of chart paper and display it in class. Ask students to read teachers to refer to prior learning whenever necessary. the story. One day a bird catcher came to a great king’s Teachers can help students progress from the known court. He had a very colourful bird. The bird to the unknown in order to make learning easy and catcher said to king, “This is a magical bird. It is has all the colours of the world in it.” comfortable. Model formats and guided writing The king said, “I like the bird. Please take fi fty gold coins and leave the bird with me.” instructions provide a template that teachers can use to When the bird catcher had gone, the wise minister said to the king, “O king, this bird is not magical. It does not have all the colours of the world in it.” The king was surprised. He asked, “Can you prove this?” The wise minister replied, “Let me give it a bath.” When the minister gave the bird a bath, everybody was surprised. One courtier said, “It is just a pigeon and not a magical bird.” Another courtier said, “Look! Its colour is fading.” The wise minister then said, “I saw colours on the nails of the bird catcher and knew immediately that he was a liar.” The bird catcher was caught and punished. The money that had been given to the bird catcher was now given to the minister for his wisdom. help students improve their writing skills. The varied formats include paragraph writing, poems, letters, emails, creating different endings for a given story and 100 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 04/05/17 3:48 PM creating picture stories. 13 SAE Rev ed TM2 Int G2 Unit 8.indd 100 Coursebook W B Workbook pages provide additional practice. 3. Briefl y discuss the events in the story. Explain Links to the workbook are given with each lesson. that a courtier is someone who has an important Suggested wrap-up activities in the Teacher’s Manual position in the court of a king or a queen. Then, help reinforce learning. write the following outline of a dialogue based on the story on the board. Tell students to copy Review the words said by each person to complete the dialogue. This section encourages students to self-assess. One day a bird catcher came to a great Teachers can also work with students to assess their king’s court. He had a very colourful bird. progress at the end of the unit and revise concepts He showed the bird to the king. as necessary. Bird catcher : Project Work The King : The activities provided are achievable within the The bird catcher goes away. time frame of the period and require easily available The Wise Minister : resources. They encourage group and pair work that The King : extend what has been taught/learnt in the lesson. The The Wise Minister : activities provide an opportunity to learn important life skills and highlight values that encourage students’ The wise minister gives the bird a bath and all-round development. everybody is surprised. First courtier : Second courtier : The Wise Minister : The bird catcher was caught and punished. The money that had been given to the birdcatcher was now given to the minister as a reward. 4. As a wrap-up activity, ask six students to come forward in a group and read the script aloud. Assign a character to each student. Period 10 Review CB page 87 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 87 1. Students should be informed about the project work a day earlier. 2. Ask students to make a chart and write three things they plan to do in the coming year. Ask groups to compare their charts. Point out which plans are common to them. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 101 13 SAE Rev ed TM2 Int G2 Unit 8.indd 101 04/05/17 3:48 PM © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 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 978-981-47-8124-4

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work • C ommon and proper nouns Words with the Listen to identify Talk about Make sentences Make a poster • Singular and plural nouns yourself with parts of of nouns • Irregular plurals letters sh parts of the body the body • The simple present tense for: Words with the Listen to identify Greet others Write a letter Make a chart (a) repeated/regular actions of sports (b) habits letters ch verbs • C apital I • Capital letters Words with the Listen to imperative Greet others Write Draw a tube of • T he full stop instructions toothpaste and letters th sentences Introduce family write instructions • T he simple present tense for members on how to use it giving instructions Words with the Listen to identify Talk about Write a Draw a picture • Be as a full verb (am, is, are) favourite games paragraph of family letters ng family members members and • Pronouns (I, you, he, she, it, Talk about things talk about them we, they) that are near Words with the Listen to identify and far Write sentences Make a chart • The simple present tense for ay sound things in a about playing with pictures stating facts playground safely in the of playground playground equipment • A, An, The • The simple present tense for the Words with the Listen to sentences Write sentences Plan a garden ai sound with this, these, about a bird immediate present that, those • T his, These, That, Those Words with the Listen to identify Talk about Describe fruits Make a chart • Countable and uncountable favourite fruits of fruits letters wh position of fruits nouns Words with the Listen to identify Talk about your Complete a Make a colour • P repositions of position short e sound colours favourite colour story poster (on, at, in) • There is and There are • Adjectives • T he simple past tense • Pronouns (me, you, him, her, Words with the Listen to identify pets Talk about pets Write questions Make a chart it, us, them) letters c, k, ck and sentences about pets about pets • The question mark Long vowel Listen to identify Guess an action Write a story in Make a • T he present continuous tense ie words verbs in the present sequence scrapbook • T he exclamation mark continuous tense Identify a person of animal Plural es for by describing movements • can and cannot words ending Listen to identify their clothes • P ossessive adjectives (my, our, with o clothes and their Make a poem Collect wearers Talk about about clothes information your, his, her, its, their) Plural es for similarities and on clothing words ending Listen to identify differences from different • T he simple present tense for with ch, s, sh, similarities and between animals countries something that is always true ss, x differences between animals Organise Make a chart information about wild based on animals and similarities and describe each differences animal © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

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 978-981-47-8124-4

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 • Conjunctions (and, but, or) and fl pictures with sound words • T he present continuous tense • Comparison of adjectives: Words with the Listen to identify Guess the action Write sentences Make a sea- Plan a picnic using verbs animal mobile (a) adding -r or -er th sound sea animals in the present (b) adding -st or -est continuous tense • The future tense (with going to) Words with the Listen to identify Complete a story Make a meal • Q uantifiers (some, many, long ea sound food items chart a few) Words with the Listen to match Talk about Write sentences Make a poster long i sound items to their feelings on feelings • h as 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 • Plurals (with -es) Words with the Listen to identify Talk about Complete and Make a picture • Nouns that stay the same in singular and long oo sound shapes shapes write a poem on with different shapes shapes plural forms Talk about future • Nouns that are always plural plans • w ill and shall Words with Listen to identify Complete a play Make a chart • T he apostrophe (for contractions) the long a-e baby animals on new year sound resolutions • T he simple past tense: Words with the Listen to identify Talk about a Write a letter Make a holiday (a) verbs ending with -d or -ed long i-e sound words in the dream chart (b) verbs that change completely simple past tense • A rticles (uses of the) Words with the Listen to Talk about your Write a story Relate a story short u sound sequence a birthday party with the help of in the correct • C onnectors of time picture story a story triangle sequence • Adverbs of time • The past continuous tense Adding -s or Listen to identify Talk about what Retell a story Make a • A dverbs of manner (words ending -ing to words verbs in the past you want to be Favourite Food ending with y continuous tense when you grow book with -ly) up • m ay/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 978-981-47-8124-4

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 978-981-47-8124-4

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 • may/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 978-981-47-8124-4

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 978-981-47-8124-4

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long u sound Gap-filling Poetry recital Describe a •  N ouns used as adjectives words exercise person Reuse old things •  A dverbs of frequency •  S ubject–verb agreement Long o sound Listen for Tell a story Write an Discuss the main •  P ast continuous tense words information alternative characters ending to a of folk tales Indefinite pronouns story Grow a plant •  K inds of sentences Long vowel ew Listen to identify Talk about rules Picture •  Interjections words sequence in a composition Make a weather procedural text Talk about the chart Long vowel igh weather Write a words Listen for paragraph information Present and past participles Short oo sound Listen to identify Express goodwill Prepare a story Make a chart on words homonyms Make requests web different kinds of homes •  P resent perfect tense Words with the Listen to identify Write an email •  P resent perfect continuous tense letters rr homophones Make a chart on a tourist place •  P resent continuous tense for future Words with the Listen to identify Choral reading Write an Make a actions letters bb future plans acrostic poem scrapbook on leaves •  about to to refer to future Words with the actions letters mm Listen to identify Express thanks Write a report Make a class which action newspaper •  H elping verbs to express habits came first •  P ast perfect tense •  P ast perfect continuous tense Tag questions Words with the Listen for tag Ask questions Write a Make a letters ss questions using tag biography scrapbook •  D irect and indirect speech questions on an artist •  said and told Words beginning Listen for Make a Phrases and clauses with the letters reporting words Ask and give diary entry Perform a play sm, sn, sp directions Write a Talk about a Double the final Listen for Make or answer message poem or story t of verbs with a opposites a phone call short vowel sound Indirect speech with tense changes Double the final t of Listen to identify Relate an incident Write the Role-play verbs of more than idioms modern version one syllable when of a story the stress is on the last syllable © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Grade 5 Scope and Sequence Unit Title Page Text Reading Vocabulary 8 Type Comprehension 1 My Hobby Alliteration Poem Identifying cause and effect The Collector of Sliced Bread 20 Personal Finding information Commonly confused recount words 2 The Quest for Food Building a Home 3 Our Wonderful 32 Information Identifying the main idea Twin words World report The Mystery of the Biography Nazca Lines Poem 4 Making Dreams 44 Drawing conclusions Proverbs Come True Personal recount Amelia Earhart Poem 5 Listen and Learn 56 Biography Making inferences Compound words Story The Story of Johnny Story Head-in-Air Poem Story 6 Nuclear Disaster! 68 Sequencing Words with different Drawing conclusions connotations The Ghost Town 80 Idioms 7 Do It Yourself I’m Sick of Learning Lochinvar 8 A Champion Athlete 92 Sequencing Vocabulary related to sports and games Usain Bolt 104 Making predictions Names of body parts to show action 9 A Strange Visitor The Arrival of the Monster 10 Toothbrush Thief 116 Distinguishing between fact Words of foreign and opinion origin A Crow in the House 11 Don’t Sit Still 128 Identifying the main idea Synonyms and antonyms The Camel’s Hump 140 Identifying cause and effect Words that name a quality, idea, emotion 12 The Joy of Giving or condition The Happy Prince © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Grammar/ Spelling Listening Speaking Writing Project Punctuation Work Long ou words Listen for Express opinion Make a poster •  N oun phrases information Organise a •  G erunds and gerund phrases show-and-tell session •  P aired conjunctions Long i words Listen for details Express Write a journal List ways one •  c an and may support and can survive in a Long au and Listen to identify provide jungle Phrasal verbs aw words phrasal verbs reassurance Edit a passage Make a chart on Prepare a news a monument or report historical place Relative pronouns Long ur and ir Listen for Make an Write a formal Act out a story words information announcement letter involving a •  A ppropriate prepositions famous pilot, •  H yphens Long or and ar Gap filling Broach a sensitive Write a narrative astronaut or words topic poem inventor Make a chart on first aid •  C oordinate clauses Long air words Listen for Conduct an Write a Action plan to •  y es/no questions comprehension interview newspaper report deal with an emergency •  w ould like and would Long ear words Listening for Be tactful Write a poem Relay story telling rather (Part I) would like and would rather •  M ain and subordinate clauses •  s o…that, Long ear words Listen to identify Respond to Write a Make a chart on such…that requests procedure a sport or game (Part II) sequence •  N egative sentences Long ure words Listen for details Discuss a book Write a book Design a book Active and passive voice review cover •  S ubordinate clauses (reason) Long eer words Listen for Discuss plans Fill a form Discuss and •  If-clause information decide on a pet •  too and very -ing verbs with Listen to identify Close a Expand a topic Make up a story •  S ubordinate clauses the letters rr the main idea conversation sentence (Part I) (time) -ing verbs with Listen to identify Give a short Write a script Make a Joy of Direct and indirect speech the letters rr words that name a performance Giving box (Part II) quality © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

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 978-981-47-8124-4

Grammar/Punctuation Listening Speaking Writing Project Work • Adverbs of duration Listen to Talk about food Write a script • Gerunds and gerund phrases find specific Make a fact file information • Adverbs of frequency Listen to identify Talk about Write a paragraph Collect • Prepositional phrases adverbs of similarities and information frequency differences about a town • Connectors that emphasise and illustrate or city • Quantifying determiners Listen to identify the main idea Talk about animals Write a formal Make a poster • Subject and predicate letter • Linking verbs, action verbs and complements Listen to identify Use humorous Write a humorous Write a blurb • Time connectors paragraph • Colons facts and opinions descriptions Listen to Express opinions Write a diary entry Make a family find specific tree information • Tenses Listen to make Discuss natural Write a newspaper Give a • Subordinate clauses (adverbial clauses of time) connections disasters report presentation • Coordinating conjunctions Listen to Talk about Write a biography Make a • Semicolons find specific similarities and scrapbook information differences • Relative pronouns • Subordinate clauses (relative clauses) Listen to identify Describe scenes and Write an informal Write kennings emotions the appearance of letter • Kinds of sentences people • Apostrophe in contractions Listen to find specific Talk about a festival Make a leaflet Have a debate • Direct and indirect speech information • Punctuation of direct and indirect speech Give advice Write an informal Make a chart Listen to identify letter mood • Concrete and abstract nouns Listen to Talk about your Write a character List significant • Reflexive pronouns find specific family sketch events and their information effects • Subject and object Listen to identify Describe the Write a story Make a leaflet • Active and passive voice opposites qualities of people © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 1: The Sound of Things Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to visualise. • Audio player and speakers CB pp8–9 1. Comprehension the Theme • Glass bottle, plastic mug, empty tin can Strategies for • A4-sized sheets of paper, coloured pens (by students) Success 2 Unit 3 2 Reading • Read aloud a poem with proper pronunciation, CB pp9–10 pp19–22 2. Alpha Grammar Reading intonation and voice modulation. and Composition 2 Comprehension • Answer questions at different comprehension Unit 9 pp58–59 levels. • Identify the main idea of a poem. 3 Vocabulary • Identify sound words that represent objects or CB pp10–11 actions. *WB p5 • Use sound words in context. 4 Grammar • Understand the meaning of neuter nouns. • Flash cards: telephone, soap, clothes, watch, chair, CB pp11–12 • Use neuter nouns in context. mirror, bag, see-saw, television, fan, book, door, aeroplane, *WB p6 lipstick, shoes 5 • Understand the use of the conjunctions and, but • Flash cards: CB pp12–13 and or. a. Mary likes ice cream. Gina likes ice cream. *WB p7 • Use the conjunctions and, but and or in b. Mary likes vanilla ice cream. Gina likes strawberry context. ice cream. c. Mary can eat vanilla ice cream. Mary can eat chocolate ice cream. d. My sister will buy a gift for Mum. My brother will buy a gift for Mum. e. My sister wants to buy a book. My brother wants to buy a painting. f. T hey can buy a book. They can buy a painting. g. Mum wants to paint the house blue. Dad wants to paint the house blue. h. Mum prefers light blue. Dad prefers dark blue. i. T hey can choose light blue paint. They can choose dark blue paint. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period Skill focus Objectives Materials Resources Related children’s 6 Spelling • Recognise the sounds made by bl, cl and fl. • Audio player and speakers CB p13 books from CB p14 Scholastic • Spell words with the bl, cl and fl sounds • Two sets of flash cards: Set 1 — bell, call, right, fan, pen, CB p15 cry, duck, fat, down, brick, rain, sad, cake, came, can, fit, CB p16 1. T he Noise by correctly. clap, far, rest, neat, nice, bill, tin; Set 2 — tell, fall, bright, Rebecca A. Mathis man, den, fry, pluck, cat, town, prick, gain, mad, take, name, CB p16 from Scholastic 7 Listening • Listen to number pictures correctly. ban, bit, flap, car, best, meat, mice, fill, win *WB p8 Active English Literature Reader 2 Speaking • Talk about sounds heard at night. • A4-sized sheets of paper, coloured pens (by students) CB p17 pp10–11 • Sets of five words written on flash cards: set, get, wet, 8 Writing • Understand rhyming words. let, pet/pay, say, may, stay, way/mail, tail, pail, fail, sail/ 9 • Complete a poem using rhyming words. row, grow, low, flow, show/rug, mug, jug, hug, plug/bun, • Write a poem using a set of rhyming words. fun, run, sun, nun/hot, cot, lot, not, forgot/brown, crown, drown, down, town/bow, glow, slow, crow, low/moon, 10 Project Work • Work in a group. noon, balloon, spoon, soon/skip, hip, trip, ship, sip/bring, • Make a chart. string, king, thing, wing/fine, mine, nine, line, shine/fill, chill, bill, hill, bill/eat, treat, cheat, seat, heat *Workbook activities are optional and meant for additional practice. • Sheets of chart paper, coloured pens, pictures of people,  Advance preparation required. animals or objects (by students) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 1: The Sound of Things Coursebook Period 1 Coursebook Introducing the Theme CB pages 8–9 sound. Ask: What kind of bells does 1. As a warm-up activity, get a glass bottle, a plastic the poet describe in this stanza? • S tanza 3—Ask: Which bells are mug and an empty tin can. Ask a few students to described in this stanza? What do hit all three one by one with their pencils. Ask they tell us? students in turns: • Which sound do you like the best? Why? 2. Before you read: Ask the questions and encourage students to answer. 3. Play the audio of the poem. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the poem aloud. 2. Discuss and explain the meaning of diff icult words. Refer to the glossary to explain tangle, sprinkle, chime, hum and scream. 3. As a wrap-up activity, ask students: • What kind of bells do you usually see or hear? (Expected answers: cow bells, anklets, prayer bells, dancing bells, temple bells, school bells) Ask students to draw and colour any bells that they like. Pin up the drawings on the board. Period 2 Reading for Understanding 1. As a recap, ask students: • W hat is the name of the poem? • Who is the poet? 2. Read the poem aloud one stanza at a time and explain its meaning. Revise the meaning of diff icult words. Ask questions to make teaching interactive. • S tanza 1—Explain the meanings of the words “jingle” (a light ringing sound such as the sound made by small metal bells) and “jangle” (a loud ringing sound of metal objects that does not sound sweet to the ears). Ask: Are the bells hanging by the window all at the same height? (Expected answer: They hang high and low.) • S tanza 2—Ask the while-reading question. Explain the meaning of the word “tinkle” by asking: What word does the poet use to describe “tinkle”? Is the sound of salt or pepper being sprinkled very loud or gentle? Explain that “tinkle” refers to a light, clear 26 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

• S tanza 4—Ask: Whom do some bells call? Coursebook Explain that “one and all” means everyone. Then, ask: What do some other bells tell? Coursebook p10 Finally, ask the while reading question. 5. As a wrap-up activity, ask the following • S tanza 5—Ask: How do bells help the riddles: ice-cream seller? Where do some bells call • Hung near a window or door, girls and boys? When do bells sound sad? I make a musical sound (Expected answer: They sound sad when they When the wind blows. ring to tell others that someone is in trouble, What am I? like the siren of an ambulance or a f ire (Answer: a wind chime) engine.) When do bells sound happy? Allow • A noisy bell students to express their thoughts freely. I say — Get out of my way! 3. Have students recite the poem in groups. Focus What bell am I? on correct pronunciation, intonation and voice (Answer: siren or emergency bell) modulation. Answers CB pages 9–10 4. After you read: Encourage students to share A. 1. The poem is about bells. their opinions and give reasons for their answers. 2. The church and temple bells say that it is time This activity helps to develop the value of creative thinking. to come and sing and hum. 3. The poet says that some bells are sad because Reading Comprehension CB pages 9-10 1. The comprehension skill focus in this unit is they ring only when all is not well. B. 1.-c. 2.-a. 3.-b. Identifying the Main Idea. Highlight to students that identifying the main idea of a poem helps them 27 to understand it better. Tell them that in order to identify the main idea of a poem, they should f irst look at the title. Point out that poets often build on the main idea by giving details in the different stanzas. 2. Draw the following diagram on the board to show how each stanza is linked to the main idea of the poem. Stanza 1: bells hanging by the window Stanza 5: bells Bells Stanza 2: showing bells happiness and chiming in sadness the wind Stanza 4: Stanza 3: sirens and church and warning temple bells bells 3. For Exercise A, ask various students to answer the same question. Help students to frame correct sentences. 4. Instruct students to complete Exercise B on CB page 10. Ensure that students have matched the columns correctly. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 3 Coursebook Vocabulary CB pages 10–11 Coursebook p11 1. As a warm-up activity, get students to do the Workbook following actions: • clap their hands f ive times • stamp their feet four times Ask students: Do the words “clap” and “stamp” sound the same as the actions of clapping and stamping? 2. Read the examples given on CB page 10. 3. Explain that some words sound like the object or action they talk about. Read the words and meanings given in the table on the same page. 4. Ask students to fi ll in the blanks using the correct words. 5. Try it out: Conduct as a pair activity. Ask students to write down f ive more sound words. Partners will try and guess the name of the object that makes each sound. 6. As a wrap-up activity, write the following words one by one on the board and say them aloud. If the word sounds like the action or thing it talks about, students will raise both their hands, otherwise they will raise just one hand. • ahchoo, spit, mix, sit, slap, whoosh, wish, zoom, run, chop, calendar, brush, buzz, cup, bang, book, bird, ding-dong, bell, tick-tock, clock, watch, woof-woof, witch, zip, fish, cluck, pencil, hiss, plop, tie, plant, crunch (Answers: ahchoo, spit, slap, whoosh, zoom, chop, buzz, bang, ding-dong, tick-tock, woof- woof, zip, cluck, hiss, plop, crunch) Answers CB page 10 1. pop 3. moo 5. pitter-patter 2. beep 4. splash WB W B page 5 Ensure that students have completed the workbook exercise. Answers WB page 5 1. tinkle 4. Moo 7. Splash 8. beep 2. Achoo 5. crash 3. pitter-patter 6. pop 28 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 4 Coursebook Grammar CB pages 11–12 Coursebook p12 Workbook 1. As a warm-up activity, write the following words on the board and ask students to say in turn whether each is a male or a female. • rain, thunder, kitchen, sink, room, cabin 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 11. Refer to the highlighted words in the poem written on the board. 4. that all these things are non-living things. They don’t have any gender, that is, they are neither male nor female. Explain that such words are called neuter nouns. 5. : Ask students to apply what they have learnt to the exercise given on CB pages 11–12. Ensure that they have underlined the correct words. 6. Try it out: Ask students to look around the classroom and take turns to name all the neuter nouns that they see. 7. As a wrap-up activity, divide the class into two teams. Ask members from each team to take turns to pick up a f lash card and act out the neuter noun written on it. The other team will try and guess the neuter noun. Answers CB pages 11–12 Underline: 1. bells, wind 3. bag 5. taps, kitchen 2. grass 4. book WB W B page 6 Ensure that students have underlined the correct words. Answers WB page 6 Underline: 3. leaves 5. room 7. cards 1. beach 4. window 6. bags 8. crayons 2. uniforms © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 29

Period 5 Coursebook Grammar CB pages 12–13 Coursebook p13 Workbook 1. As a warm-up activity, write the following © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 sentences on the board: • Dahlia likes biscuits and milk. • R osy bought a swimming costume and a beach towel. Ask students to focus on the words in bold. Then, ask them why they are used. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 12. Refer to the sentences written on the board. 4. that and, but and or are words that join different words, groups of words or sentences together. And is used to join two similar words or ideas. But is used to join opposite or different ideas. Or is used to show a choice between two things or ideas. 5. : Ask students to apply what they have learnt to the exercise given on CB pages 12–13. Ensure that students have given the correct answers. 6. Place the f lash cards face down on a table. Divide the class into two teams. Ask teams to take turns to pick a f lash card and read out the sentences on it. The other team will use and, but or or to join the sentences. 7. As a wrap-up activity, ask students to identify the conjunction that will be used in each situation given below. • to show difference (Answer: but) • to show similarity (Answer: and) • to show choice (Answer: or) Answers CB pages 12–13 1. My pet is friendly and loving. 2. You can have coffee or tea. 3. My brother is tall but my sister is short. 4. We can watch a f ilm or go out to play. WB W B page 7 Ensure that students have answered correctly. Answers WB page 7 1. My mother is gentle and kind. 2. He was the best speaker but didn’t win the prize. 3. You can have lemonade or milk. 4. Greg passed me the ball and I threw it into the basket. 5. You can go by train or bus. 6. Is this an old or a new house? 7. We will buy cakes and biscuits. 8. My uncle is short but my aunt is tall. 30

Period 6 Coursebook Spelling CB page 13 Answers CB page 13 1. As a warm-up activity, write the following on B. 1. blue/clean 3. block 5. clap the board and read it out loud. In the case of 6. f lame the blends bl, cl and fl, remember to make the 2. clock 4. f lag combined letter sounds and not those of the individual letters. b + l makes the bl sound As in blow and bless. c + l makes the cl sound As in clip the cloth. f + l makes the fl sound As in fly the flag. 2. Make the b and l sounds separately. Then, combine them to make the bl sound. Similarly, make the cl and fl sounds. Ask students to repeat each sound after you. 3. Read the words given in Exercise A on CB page 13. Then, refer to the poem written on the board. Emphasise the bl, cl and fl sounds. Ask students to repeat the words after you. 4. Ask students to complete Exercise B on the same page. Ensure that students have f illed in the blanks correctly. 5. Conduct the following activity to reinforce learning: • D ivide the class into three teams—Bl, Cl and Fl. Ask teams to take turns to say words beginning with their team name. Members of the next team will write the word on the board. 6. As a wrap-up activity, write the following poem on the board and have students recite it in a chorus. Ask students to identify all the words with the bl, cl and fl sounds. Click-clack Click-clack, Climb up the rack. Blink and blow, A fl ake of snow. Fly and f loat, A fl ower in a boat. (Answers: click-clack, climb, blink, blow, blade, fl y, fl oat, f lower) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 31

Period 7 Coursebook Coursebook Listening CB page 14 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 1. As a warm-up activity, divide the class into two teams. Say the names of the following animals. Ask the teams to take turns to say what sound these animals make. • cows (Answer: moo) • bees (Answer: buzz) • hens (Answer: cluck) • dogs (Answer: bow-wow or woof) • ducks (Answer: quack) • snakes (Answer: hiss) • mice (Answer: squeak) • sheep (Answer: baa) 2. Play the audio of the listening text. Direct students to listen attentively and write the correct number for each picture. Number 1. Knock! Knock! Who’s there? Number 2. Quack! Quack! says the duck. Number 3. Hush! The baby is sleeping. Number 4. Clip clop! goes the horse. Number 5. Miaow! My pet cat wants to come in. N umber 6. The hens go Cluck! Cluck! around their chicks. 3. Play the audio once again and have students peer-check the answers. Answers CB page 14 1. 6 3. 4 5. 2 2. 1 4. 3 6. 5 Speaking CB page 15 1. Explain to students that when we speak, we often use words that sound like the object or thing they talk about. 2. Read aloud the text in the speech bubbles on CB page 15. 3. You may ask a few students to role-play the conversation. 4. Try it out: Ask students to work in pairs and talk about the sounds they hear at night. This activity helps to develop the life skill of effective communication. 5. As a wrap-up activity, ask students to say what sounds are made by the following: • clock (Expected answer: tick-tock) • rain (Expected answer: pitter-patter) • car (Expected answer: vroom) 32

Period 8 Coursebook Writing CB page 16 the word that does not rhyme with the 1. As a warm-up activity, divide the class into two other words in each group. • school, stool, tell, cool (Answer: tell) teams. Distribute the f lash cards with the f irst • b ook, back, cook, crook (Answer: back) set of words among students in the f irst team. • catch, latch, blot, batch (Answer: blot) Distribute the second set of f lash cards among • cot, pot, hot, trot (Answer: All the students in the second team. Ask students from both teams to take turns to read aloud the words words are rhyming words.) written on their f lash cards. Students from the 3. Ask students to complete the poem given other team will read aloud the words with the same ending sound. on CB page 16. Ensure that students have 2. Explain that pairs of words that have similar written the correct rhyming words. Then, sounds are called rhyming words. help them to add two lines to complete the 3. Ask students to make a list of the rhyming words poem. used in the poem Bells on CB pages 8–9. 4. As a wrap-up activity, ask students to get 4. As a wrap-up activity, draw the following word into pairs. Ask each pair to pick a f lash wheels on the board. Ask students to copy them card and write a short poem using any four in their notebooks. Explain that the letters in words from the set of rhyming words. Then, the centre of each wheel can be added to the they will write the poem on the A4-sized surrounding letters to make rhyming words. sheet of paper and draw picture to decorate Ask students to form words using the letters the poem. given in the wheel. 5. Ask a few students to read aloud the poems they have written. Display the hl tb poems in class. it ake Answers CB page 16 tell; clock; room; bee sp cm Suggested answers: f f Bow-wow, says the dog. I like to sit near the log. pc jb an ug rm hm f r Period 9 Writing CB page 16 1. Students should be informed about the activity a day before the class. 2. As a warm-up activity, write the following sets of words on the board and ask students to identify © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 33

WB W B page 8 Workbook Coursebook Ensure that students have used rhyming words in the poem. Answers WB page 8 tinkle; rustle; crash, splash Suggested answer: Hear the rain fall pitter-patter, On the f lowers and the leaves. Hear the small insects chatter, In the shadow of the trees. Period 10 Review CB page 17 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 17 1. Students should be divided into groups of four and told about the project work a week before the class. 2. Ask students to paste the pictures or draw them and write the sound words against each picture. 3. Display the charts in class. 34 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 2: Being Friends Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to visualise. • Audio player and speakers CB pp18–19 1. Alpha Grammar the Theme and Composition 1 2 Reading • Read aloud a story with proper pronunciation, CB p19 Unit 6 pp43–44 Reading intonation and voice modulation. 2. Alpha Grammar and Composition 2 Comprehension • Answer questions at different comprehension levels. Unit 5 pp33–34 • Recall details from a given text. 3 Vocabulary • Learn the names of sea animals. • Sheet of chart paper (optional) CB pp20–21 3. Alpha Grammar *WB p9 and Composition 3 Unit 4 pp37–38 4 Grammar • Understand the present continuous tense. • Thick sheet of chart paper, drawing pin, black marker CB p21 • Use the present continuous tense in context. *WB p10 5 • Understand the different degrees of comparison of • Pictures of different sea animals (by students) CB pp22–23 adjectives. • Flash cards: colder, weakest, taller, shortest, closer, *WB pp11–12 • Use adjectives of comparison in context. bravest, brighter, cheapest, quieter, deepest, longer, slowest 6 Spelling • Recognise the th sound. • Small sheet of paper (by students) CB p23 Related children’s • Spell words with the th sound correctly. CB p24 books from CB p25 Scholastic 7 Listening • Listen to find information. • Audio player and speakers Speaking • Describe actions using the present continuous tense. 8 Writing • Write sentences using the present continuous tense. CB p26 1. Jelly Beans by 9 • Answer questions using the present continuous tense. • Flash cards: write, sing, play, drive, dance, give, find, CB p26 Bonnie Highsmith leave, keep, move, change, watch, read, create, walk, eat, *WB p13 Taylor from Scholastic Active drink, draw, grow English Literature Reader 2 pp24–25 10 Project Work • Work in a group. • Coloured sheets of chart paper, child-friendly CB p27 • Make a mobile. scissors, strings (by students) *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 2: Being Friends Coursebook Period 1 Coursebook Introducing the Theme CB pages 18–19 • P aragraphs 9 to 12—Ask: Whom do 1. As a warm-up activity, ask students to make a Tiny Turtle, Crazy Crab and Silly Seahorse meet? Why doesn’t Tiny rough sketch of their friend. Ask them: Turtle accept Crazy Crab and Silly • Does your friend look like you? Seahorse as his friends at first? S pend a few minutes to discuss how each person is different. 3. Have students read aloud the story in 2. Before you read: Ask the questions and groups. Focus on correct pronunciation, encourage students to talk about their friends. intonation and voice modulation. 3. Play the audio of the complete story. Ask students to keep their books closed and listen carefully. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 Reading Aloud 1. Read the story aloud. 2. Discuss and explain the meaning of diff icult words. Refer to the glossary to explain lonely and wisely. 3. As a wrap-up activity, write the following poem on the board and have students recite it in a chorus. Briefl y discuss the qualities of a true friend. Friends are friends Fair or dark, Tall or short, Thin or fat, A friend is a friend. Whatever they are, Wherever they are, Strong or weak, A friend is a friend. However far we may scatter, It’s only love that matters. Period 2 Reading for Understanding 1. As a recap, ask students: • Which animals does Tiny Turtle meet in the story? 2. Read the story aloud a line at a time and explain the meaning. Revise the meaning of diff icult words. Ask questions to make teaching interactive. • P aragraphs 1 to 8—Ask the while-reading question. Then, ask: In the second line, the word “crab” begins with a capital C but in the fourth line it begins with a small c. Why? (Expected answer: In the second line, Crazy Crab is the special name of a crab but in the fourth line, it is the common word for a kind of animal with a shell found mainly on seashores.) Similarly, you may refer to the names of the other animals in the story. 36

4. After you read: Allow different students to Coursebook express their views. This activity helps to develop the values of tolerance and appreciation Coursebook of diversity. 2. Read the names of the sea animals given Reading Comprehension CB page 19 on CB page 20. Draw students’ attention 1. The comprehension skill focus in this unit is to the pictures given on the same page. Recalling Details. Highlight to students that in 3. Ask students to complete the poem using order to recall details, they must f irst underline the names of sea animals. Tell them the keywords in the question. These keywords that the pictures next to each blank will will tell them what details they need to look for. help them. Next, ask them to f ind the same keywords in the text. Tell them to read the information given in 37 the text and decide on the answer. 2. Instruct students to complete Exercise A and peer-check the answers. 3. Ask various students to answer the questions given in Exercise B. Help students arrive at the correct answers. 4. Ensure that students have answered the questions correctly. 5. As a wrap-up activity, ask students to guess the names of the following sea animals: • I am the largest animal. I live in water. Often you see me with a fountain on my top. (Answer: whale) • I have two large eyes on a big head and eight wavy arms. (Answer: octopus) • I look like a seal. My name is the same as that of the king of the jungle but I live in the sea. (Answer: sea lion) Answers CB page 19 A. 1. b. 2. b. B. 1. Tiny Turtle wanted a small turtle like himself for a friend. 2. The old turtle told him that his friends are not those who look like him, but those who stay with him. 3. Tiny Turtle had two friends. Period 3 Vocabulary CB pages 20–21 1. As a warm-up activity, say the names of the following animals one by one. Ask students to raise their hands if the animal belongs to the sea or cross their arms if it is a land animal. • crab, turtle, lion, sea lion, horse, seahorse, whale, rabbit, catfish, octopus, bear, dolphin ( The names of the sea animals are in bold.) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

4. Try it out: Ask students to make lists of other sea Coursebook p21 animals that they can think of. Then, have students Workbook come forward in turns and share his or her list with the class. Coursebook 5. As a wrap-up activity, ask students to name © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 sea animals other than the ones mentioned in the poem. Answers CB page 20 whales, Seals, fl atf ish WB W B page 9 Ensure that students have written the correct names of the animals shown in the pictures. Answers WB page 9 1. shark 3. whale 5. eel 2. crab 4. octopus 6. sea lion/seal Period 4 Grammar CB page 21 1. As a warm-up activity, as you pick up a book, ask students: • What am I doing? (Expected answer: You are picking up a book.) Now, point to two different students in the class one by one and ask: • What is he/she doing? (Students say what those students are doing.) Then, name two students in the class who are doing the same thing, such as raising their hands, and ask: • What are ______ and ______ doing? (Students say what both students are doing.) 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 21. Focus on the highlighted words. 4. that we use the -ing form of the verb to show an action that is continuing and hasn’t ended. For any action that is happening at the time of speaking, we use is, am and are with the -ing form of the verb. Tell students that is is used with words for one, am is used with I and are is used with you and words for more than one. Point out that in the case of words ending with e, we remove the e before we add -ing. 5. : Ask students to apply what they have learnt to the exercise on the same page. Ensure that students have f illed in the blanks correctly. 38

6. For the wrap-up activity, make a word wheel on Workbook a thick sheet of chart paper as shown below. Use Coursebook a drawing pin to f ix the centre of the wheel on a board. Ask students to come forward one by one, close their eyes and rotate the wheel. Next, tell them to place their foref inger on any part of the wheel and make a sentence in the present continuous using the word or words they have selected. I They The boys We You It She He Birds The girls Answers CB page 21 1. is chasing 3. am reading 5. are leaping 2. are moving 4. is crawling WB W B page 10 Ensure that students have written the correct form of the verbs in the blanks. Answers WB page 10 1. is teaching 4. are sailing 7. am reading 2. is crawling 5. am helping 8. are building 3. is looking 6. is waiting Period 5 Grammar CB pages 22–23 Comparative adjectives 1. As a warm-up activity, write the following sentences on the board: • This bus is fast. • The train is faster than the bus. Ask: Which word does fast describe? (Answer: bus) Then, ask: Which two things do the words faster than compare? (Answer: train and bus) 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the f irst two examples given on CB page 22. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 39

4. that when we use describing words or Coursebook Coursebook adjectives to compare two or more people, animals or things, we add -r or -er to the adjective. When a word ends with a vowel (a, e, i, o, u), we add only -r to the adjective but when it does not end in a vowel, we add -er. Point to the word fast on the board. Explain that since fast does not end in a vowel, we add -er when we use it to compare the bus and the train. Similarly, explain the examples given on the page. 5. Refer to the two examples again and explain that when we use adjectives to compare two or more people, animals or things, we also use the word than. We usually place it immediately after the adjective in a sentence. Superlative adjectives 6. : Read the next two examples. Add the following sentence to the sentences already on the board. • The aeroplane is the fastest among the three. 7. that when we compare more than two people, animals or things, we add -st or -est to the adjectives. When a word ends with a vowel (a, e, i, o, u), we add -st to the adjective, but when the adjective does not end in a vowel, we add -est to the adjective. 8. Explain that when adjectives compare more than two people, animals or things, we usually place the word the before the adjective. 9. : Ask students to apply what they have learnt to the exercise given on CB page 22. Ensure that students have used the correct adjectives. 10. Try it out: Inform students three days in advance about the activity. Ask them to share their pictures with their partners and compare the size and shape of the animals. 11. As a wrap-up activity, divide the class into two teams. Place the fl ash cards face down on a table. Ask students from both teams to take turns to pick a fl ash card. If the word is used for comparing two people, animals or things, they will show two f ingers, otherwise they will show three. Ask a few students in turns to make sentences with some of the adjectives given on the fl ash cards. Answers CB page 22 1. wiser 2. brightest 3. shorter 4. bravest 40 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

WB W B pages 11–12 Workbook Coursebook Ensure that students have used the correct adjectives. Answers WB page 11 1. smaller 3. neater 5. faster 7. smarter 2. wider 4. cheaper 6. taller 8. larger Page 12 3. nearest 5. strangest 7. lightest 4. tallest 6. highest 8. wisest 1. fastest 2. wisest Period 6 Spelling CB page 23 1. As a warm-up activity, ask students to hold a small sheet of paper in front of their mouths as they say the following words: • thin, think, thank Explain that the th sound in these words is made by placing the tongue between the teeth and blowing air outwards. This is why, when we say these words, the paper shakes. Now, ask them once again to hold the piece of paper in front of their mouths and say the following words: • their, those, mother Point out to students that when we say these words, the sound made by th does not cause the paper to shake. 2. Read the words given in Exercise A on CB page 23. Say the words aloud and ask students to repeat them after you. Draw students’ attention to the fact that the letters th in these words are pronounced in the same way as the second set of words in the warm-up activity. 3. Ask students to complete Exercise B on the same page. Ensure that students have f illed in the blanks correctly. 4. As a wrap-up activity, jumble up and write the following words on the board. Ask students to say in turn each word aloud. Ensure that they use the correct th sound for each word. • th sound as in thin — think, mouth, three, thief, thumb, thorn • th sound as in the — those, father, gather, feather, smooth, together Answers CB page 23 B. 1. The 3. That 5. This 7. these 2. They 4. with 6. There 8. than © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 41

Period 7 Coursebook Listening CB page 24 Coursebook 1. As a warm-up activity, ask students to form four 4. Try it out: Ask students to work in pairs. circles. Whisper the f irst sentence given below Partners will take turns to talk about what in the ear of any one student in the f irst circle. the other children in the class are doing. Similarly, whisper the other sentences in the This activity helps to develop the life skill ears of a student in each of the other circles. Ask of effective communication. students to whisper the sentence in the ear of the person standing next to them. The last student in 5. As a wrap-up activity, perform some each circle will say the sentence out loud. Check if actions and ask students to guess what the sentence is the same as the f irst one. you are doing. • Dolphins and sharks are never seen in parks. • Seahorses and eels are out looking for meals. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 • Turtles and tortoises don’t ride on buses. • Crabs and sea snails don’t get any mails. 2. Play the audio of the listening text. Direct students to listen attentively and tick the pictures of the sea animals they hear in the audio. Number 1. F ive little sea animals On the ocean fl oor; The sea snail went away Now there are four. Number 2. F our little sea animals Living in the sea; The octopus crept away Now there are three. Number 3. T hree little sea animals Wondering what to do; “Goodbye,” said the starf ish Now there are two. Number 4. Two little sea animals Not having much fun; Off swam the eel Now there is one. Number 5. O ne little crab Lonely as you can see, Waiting for his friends All out in the sea. 3. Play the audio once again and have students peer-check the answers. Answers CB page 24 Tick: sea snail, octopus, starf ish, eel, crab Speaking CB page 25 1. Explain to students that when we talk about actions as they are happening, we use the present continuous tense. 2. Read aloud the lines in the speech bubbles on CB page 25. 3. You may ask a pair of students to act out the lines. 42

Period 8 Coursebook Workbook Writing CB page 26 1. As a warm-up activity, divide the class into two teams. Members of both teams will take turns to act out three different action words. The other team has to guess each word. 2. Ask students to frame sentences using the -ing form of the verbs to answer the questions given on CB page 26. 3. Ensure that students have written the correct answers. 4. As a wrap-up activity, ask students to refer to the picture given on CB page 28. Write the following questions on the board. Ask students to copy the questions and write the answers in their notebooks. • What is the bird doing? • What are the baby birds doing? • What are the children doing? Answers CB page 26 1. Tiny Turtle is swimming in the sea. 2. The boys are playing basketball. 3. Alisha is reading a book. 4. Sam’s mother is buying apples. 5. The children are going to school by bus. Period 9 Writing CB page 26 1. As a warm-up activity, divide the class into two teams. Place the fl ash cards face down on a table. Members from both teams will come forward in turns, pick up a fl ash card and read the word written on it. Members of the other team will write the -ing form of the word on the board. 2. Ask students to go to CB page 58 and write f ive sentences describing the picture using the -ing form of the verb. 3. As a wrap-up activity, ask a few students to read aloud the sentences they have written. WB W B page 13 Ensure that students have framed correct sentences. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 43

Answers WB page 13 Coursebook Suggested answers: 2. Mrs Cole is painting a picture. 3. The man is selling fruits. 4. The boys are playing football. 5. The girl is holding a toy. Period 10 Review CB page 27 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 27 1. Students should be divided into groups of f ive and told about the project work at least four days before the class. 2. Ask students to draw pictures of any f ive sea animals. Then, tell them to cut out the pictures and attach strings to them to make mobiles. 3. Supervise students carefully as they cut out their pictures. 4. Hang the mobiles in class. 44 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 3: The Picnic Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from Scholastic 1 Understanding • Listen to visualise. • Audio player and speakers CB pp28–29 1. Comprehension the Theme •   Light snack to share in class (by students) Strategies for 2 Reading • Read aloud a story with proper pronunciation, CB p29 Success 2 Unit 4 pp31–34 Reading intonation and voice modulation. 2. Alpha Grammar and Composition 3 Comprehension • Answer questions at different comprehension Unit 4 pp33–34 levels. • Identify the beginning, middle and end of a story. 3 Vocabulary • Learn the names of different types of foods. • Sheets of chart paper, pictures of healthy food items CB p30 (optional), coloured pens (by students) *WB p14 4 Grammar • Understand the am/is/are + going to + verb CB p31 construction. *WB p15 • Use am/is/are + going to + verb in context. 5 • Understand the use of the words some, many CB p32 and a few. *WB p16 • Use the words some, many and a few in context. 6 Spelling • Recognise the long ea sound. • Sheet of chart paper CB p33 Related CB p34 children’s • Spell words with the long ea sound correctly. books from Scholastic 7 Listening • Listen to find information. • Audio player and speakers Speaking • Talk about something that will take place in the CB p35 1. P uddle Play by Shelly Becker from future. CB p36 Scholastic Active CB p36 English Literature 8 Writing • Complete a picture story. *WB p17 Reader 2 pp44–45 CB p37 9 • Complete a paragraph. 2. L ights Out! by Radha HS from • Write a paragraph. Scholastic Active English Literature 10 Project Work • Make a meal chart. •   A4-sized sheets of paper (by students) Reader 2 pp4–7 *Workbook activities are optional and meant for additional practice.  Advance preparation required. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 3: The Picnic Coursebook Coursebook Period 1 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 Introducing the Theme CB pages 28–29 1. As a warm-up activity, get students to sit in a circle. Ask them to share their snack with each other. Encourage them to include students who haven’t brought a snack. Ask: • W hat are the times when you eat together as a group? (Expected answer: lunch, dinner, parties) • D o you always share your food with your friends? • W hen do you have such activities outdoors? (Expected answer: when we are on a picnic) 2. Before you read: Ask the questions and encourage students to share their personal views. 3. Play the audio of the complete story. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the story aloud. 2. Discuss and explain the meaning of diff icult words. Refer to the glossary to explain picnic and nest. 3. As a wrap-up activity, ask students: • Who would you like to take with you on a picnic? • Which games would you play at a picnic? Period 2 Reading for Understanding 1. As a recap, ask students: • Why was Maria and John’s picnic a special one? (Expected answer: They had their picnic indoors.) 2. Read the story aloud one paragraph at a time and explain its meaning. Revise the meaning of diff icult words. Ask questions to make teaching interactive. • P aragraph 1—Ask: Where did Maria and John go for a picnic? • P aragraph 2—Ask: When did the children hear a noise? What did the children think at first? Who was making the noise? Then, ask the while-reading question. • Paragraph 3—Ask: Why did Maria and John return to the house? Do you think it is fun to have a picnic inside the house? 3. Have students read aloud the story in groups. Focus on correct pronunciation, intonation and voice modulation. 4. After you read: Allow various students to express their views. This activity helps to develop the value of empathy. 46

Reading Comprehension CB page 29 Coursebook 1. The comprehension skill focus in this unit is Identifying the Beginning, Middle and End of Coursebook a Story. Highlight to students that they should be able to identify the beginning, middle and end of a 3. Ask them to complete the exercise given story in order to understand it. The beginning tells on the same page using the correct words. us what and who the story is about. The middle tells us what happens in the story and the end tells us the 4. Try it out: Inform students about the result of the events that took place in the story. activity a day before the class. Remind them to bring pictures of healthy food. 2. Ask students to read the story again and identify They can bring coloured pencils to its beginning, middle and end. draw pictures. 3. Ask them to complete Exercise A and peer-correct 47 the answers. 4. For Exercise B, ask students to read the beginning of the story that they have identif ied in their books and select the words in the box that are related to it. Then, ask them to use the words to write what happened in the beginning of the story. Similarly, ask them to read the middle and end, and f ind related words in the box to describe the middle and end of the story. Tell them to write a sentence for each using these words. 5. Ensure that students have written correct sentences. 6. As a wrap-up activity, ask students: • Do you think Maria and John had a picnic in their own garden? How do you know this? (Expected answer: Yes, because there was no grown-up with them and when they saw the bird was scared, they immediately went back inside the house.) • What did John and Maria see when they looked up? Answers CB page 29 A. 1. c. 2. b. B. Beginning: Maria and John went for a picnic under the big tree. Middle: They heard a loud noise and looked up. They saw a mother bird. She was afraid that Maria and John would hurt her babies. End: Maria and John had their picnic inside their house. Period 3 Vocabulary CB page 30 1. As a warm-up activity, ask students who originally come from other parts of the world to stand up. Next, ask each one of them to name two types of food their country is known for. Discuss the food items that are common. 2. Read the names of the food items given on CB page 30. Ask students to repeat them after you. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

5. As a wrap-up activity, play a guessing game with Workbook students. Tell them that you will describe a food and they have to guess the name. Say: Coursebook • I am white in colour. You have to boil me what they think will happen next, using in water. You eat me with curry. (Answer: rice) am/is/are + going to and a suitable verb. • I can hear thunder. • I am a fruit. I can be red or green or yellow. • Bobby broke his sister’s favourite toy. My name starts with the first letter of the • Sheila is cycling too fast. alphabet. (Answer: apple) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 Answers CB page 30 1. noodles 2. bread 3. fruit/fruits 4. rice WB W B page 14 Ensure that students have written the correct names of the food items shown in the pictures. Answers WB page 14 1. sandwich 3. fruit/fruits 5. bread 2. noodles 4. rice 6. vegetables Period 4 Grammar CB page 31 1. As a warm-up activity, write the following sentences on the board: • K aren worked very hard. She is going to win the competition. • I can see the dark clouds. It is going to rain. • He is talking on the phone while driving. I am afraid he is going to have an accident. Ask students to read the sentences carefully. Then, ask: • W hat is common in all the sentences? (Expected answer: They tell us that something is going to happen.) 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 31. Focus on the highlighted words. Then, refer to the am/is/are + going to + verb construction in the sentences written on the board. 4. that we use am/is/are + going to + verb to talk about something that we think will happen in the future. Tell students that we use am/is/are with the following words: • am with I • is with singular nouns and pronouns • are with plural nouns, you and other pronouns. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have fi lled in the correct words. 6. As a wrap-up activity, read out the following sentences one by one. Ask students to say in turn 48