Active English Teacher's Manual 2

Answers CB page 31 Workbook 1. is going to snow 4. is going to fall Coursebook 2. are going to be 5. is going to lose 3. am going to miss • D o you have many sugar? (Answer: wrong. We cannot count sugar so we WB W B page 15 cannot use the word many.) Ensure that students have made meaningful sentences. • I have many toys. (Answer: right) Answers CB page 32 Answers WB page 15 1. some/a few 2. some 3. many 4. a few 1. is going to be 4. am going to have 49 2. are going to miss 5. is going to fall 3. is going to rain 6. is going to be Period 5 Grammar CB page 32 1. As a warm-up activity, ask students the following riddle: • If I have many books and a few pencils, can you tell exactly how many books I have? (Expected answer: No.) 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 32. 4. that the words some, many and a few tell us whether the quantity or number of something is large or small. However, they do not tell us the exact number or quantity of that thing. Point out that some is used for things that can be counted as well as for things that cannot be counted. Many and a few are used only for things that can be counted. Draw students’ attention to the answers to the question asked in the warm-up activity. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Tell them that the picture given beside each sentence will help them answer correctly. Ensure that students have used the correct words. 6. Try it out: Ask students to imagine that they will be having a class party. Ask them to take turns to talk about what they will bring to the party. Encourage them to use the words some, many and a few to show the quantity or number of each thing. 7. As a wrap-up activity, write the following sentences on the board. Ask students to say whether each sentence is wrong or right. If a sentence is wrong, ask them to give the reason why. • There were a few water in the bottle. (Answer: wrong. We cannot count water so we cannot use the words a few.) • C an you please give me some rice? (Answer: right) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

WB W B page 16 Workbook Coursebook Ensure that students have used the correct words. Answers WB page 16 1. some 5. many 2. many/a few 6. a few/some 3. a few/many/some 7. a few/many 4. many 8. some Period 6 Spelling CB page 33 1. As a warm-up activity, write the following poem on the board and ask students to recite it in a chorus. The beach Standing on the beach, Looking at each wave Increase and decrease, I wondered — What does the sea teach? 2. Read the words given in Exercise A on CB page 33. Focus on the sound made by the letters ea in these words. Say the words aloud and ask students to repeat them after you. 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, write the words given below on a sheet of chart paper. Divide the class into two teams. Put up the chart on the board for two minutes. Ask students to look at the words carefully and memorise as many as they can. Remove the chart from the board. Now, give both teams a minute to write down all the words that they can remember. Next, ask members from each team to take turns to read out one word at a time from their list. If both teams have written the same word, they will cross it out. In the end, the team with the most words remaining on its list wins. • wheat, lead, jeans, clean, dream, cream, read, teach, each, beak, leak, peak, bead, leap, leave, mean, speak, treat, leaf, seat, seal, least Answers CB page 33 B. 1. beak 3. leaf 5. read 2. peas 4. tea 6. jeans 50 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 7 Coursebook Coursebook Listening CB page 34 1. As a warm-up activity, say the names of the following food items. Tell students to clap if the food item is healthy and shake their heads if it is unhealthy. • Pizza, spinach, burgers, apples, beans, carrots, crisps, pineapples, bagels 2. Play the audio of the listening text. Direct students to listen attentively and tick the pictures of the food items they hear in the audio. Number 1. Please come in and have some juice. N umber 2. Sam likes to have beans every day. N umber 3. Vegetables are good for health. Number 4. May I have some rice, please? Number 5. I ate a sandwich for lunch. Number 6. Mina bought many fruits from the fruit seller this morning. 3. Play the audio once again and have students peer-check the answers. Answers CB page 34 Tick: juice, beans, vegetables, rice, sandwich, fruits Speaking CB page 35 1. Explain that when we want to talk about something that we think will happen in the future, we use am/is/are with going to and a verb. 2. Read aloud the lines in the speech bubbles on CB page 35. 3. Ask a few students to read the conversation in groups of three. 4. Try it out: Ask students to work in groups of f ive. Each group will plan a surprise birthday party for their teacher. Students have to say what they are going to bring for the party. This activity helps to develop the life skills of decision-making and teamwork. 5. As a wrap-up activity, ask students to choose any one festival and say in one sentence how they plan to celebrate it. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 51

Period 8 Coursebook Writing CB page 36 Workbook 1. As a warm-up activity, recap the grammar rules order _____ snacks and we will make learnt earlier in the unit. Write the following the rest of the food. My sister will make sentences on the board and ask students to say _____ lasagna. My brother will bring whether each is right or wrong. _____ bottles of juice. We _____ going • I am going to eat many candy. (Answer: wrong) to have a wonderful time at the party! • She is going to play in the park. (Answer: right) • A some girls will visit the fair. (Answer: wrong) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 2. Recap the use of am/is/are with going to and a verb in the sentences. Highlight the use of some, many and a few. 3. Ask students to read the story given on CB page 36 and complete the sentences using the words given in the box. 4. Ensure that students have written the correct answers. 5. As a wrap-up activity, write the following sentences on the board one by one. Students will hold both their thumbs up if the statement is true or put both thumbs down if it is false. • Many is used when there is a small amount of something. (thumbs down) • A few and many have the same meaning. (thumbs down) • Am is used with I. (thumbs up) • Is is used with you. (thumbs down) • Are is used with they. (thumbs up) Answers CB page 36 many, are going to, are going to, is going to, a few, are not going to Period 9 Writing CB page 36 1. As a warm-up activity, say the following words one by one and ask students in turns to say if some, many or a few should be used with them: water, milk, toothbrushes, pens, juice, books. 2. Write the following paragraph and set of words on the board. Ask students to complete the sentences using the correct words. many a few some are We are planning a surprise party for my mother’s birthday. Only _______ people know about the plan. We will invite _____ people. My father will 52

3. As a wrap-up activity, ask a few student pairs to Coursebook read aloud the paragraphs they have written. WB W B page 17 Ensure that students have answered correctly. Answers WB page 17 Suggested answers: Jake; birthday party, start, some, cake, many, sandwiches, noodles, going to have, Percy Period 10 Review CB page 37 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 37 1. Inform students about the activity a day in advance. 2. Students will complete the meal chart with the names of the food they eat at different mealtimes and compare it with the meal charts of their classmates. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 53

Unit 4: Man’s Best Friend 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 pp38–39 1. Alpha Grammar and Composition 1 the Theme • A4-sized sheets of paper, coloured pens (by students) Unit 6 pp45–46 2 Reading • Read aloud a story with proper pronunciation, CB pp39 2. Alpha Grammar and Composition 2 Reading intonation and voice modulation. Unit 2 pp15–16 Comprehension • Answer questions at different comprehension Related levels. children’s books from • Draw conclusions about characters based on Scholastic facts and details. 1. T he Hero by Betty Erickson from 3 Vocabulary • Learn different words related to feelings. • Five word cards (by students) CB p40 Scholastic Active *WB p18 English Literature • Sheet of chart paper (optional) Reader 2 pp40–41 4 Grammar • Understand the use of has and have. CB p41 • Use has and have in context. *WB p19 5 • Understand the use of the apostrophe to show CB p42 belonging. *WB p20 • Use the apostrophe in context. 6 Spelling • Recognise the long i sound made by the letter y. CB p43 • Spell y words with the long i sound correctly. 7 Listening • Listen to find information. • Audio player and speakers CB p44 Speaking • Talk to express feelings. CB p45 8 Writing • Complete sentences describing a parent. CB p46 • Write four words describing your best friend. 9 • Write a short paragraph describing your CB p46 best friend. *WB p21 • Write a short paragraph describing a pet. 10 Project Work • Make a poster. • Sheets of chart paper, pictures of faces showing different CB p47 feelings (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 4: Man’s Best Friend Coursebook Period 1 Coursebook Introducing the Theme CB pages 38–39 • Paragraph 4—Ask the while-reading 1. As a warm-up activity, ask students to draw question. Then, ask: Why do you think Ricky named the dog “Buddy”? and colour the animal they would like to have as a pet. Then, ask them why they chose that • Paragraph 5—Ask: What did Ricky particular animal. bring? What did Ricky do when it was 2. Before you read: Ask the questions and his turn to bat? encourage various students to answer. 3. Play the audio of the complete story. Ask 55 students to keep their books closed and listen carefully. Reading Aloud 1. Read the text aloud. 2. Discuss and explain the meaning of diff icult words. Refer to the glossary to explain limping, swung and wagging. 3. As a wrap-up activity, ask students: • What will you do if you see a stray animal on the road? • Who takes care of a sick or wounded animal? (Expected answer: a vet) A llow students to share their thoughts freely. At the end of the discussion, tell them that it is not safe to make friends with stray dogs as they may be carrying diseases. Point out that if they see a dog or any other animal that is sick and suffering, they should immediately tell an adult about it. Period 2 Reading for Understanding 1. As a recap, ask students: • Where did Ricky meet Buddy? • What two things did Ricky give Buddy to eat? 2. Before you begin, explain to students that dogs are known as man’s best friend. Then, 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. • Paragraph 1—Ask: Why did Ricky go to the park every evening? What do you think made the dog sad? Then, ask the while-reading question. • Paragraph 2—Ask: What did Kevin do when he saw the dog? Why did he do so? • Paragraph 3—Ask: What did Ricky do? What did the dog do? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

• Paragraph 6—Ask the while-reading Coursebook question. Coursebook • Paragraph 7—Ask: Where was the ball? • Paragraph 8—Ask: Could Ricky study? Why? • Paragraph 9—Ask: Where was Buddy? What was he doing? Why did he wag his tail? 3. Have students read aloud the story in groups. Focus on correct pronunciation, intonation and voice modulation. 4. After you read: Allow different students to express their views. This activity helps to develop the value of compassion for all living things. Reading Comprehension CB page 39 1. The comprehension skill focus in this unit is Drawing Conclusions. Highlight to students that conclusions are the decisions we make after understanding the text. They must read the text and underline the facts and details given in it. These will form the basis for their conclusions. In order to draw conclusions about a character, they must focus on the things the character does and says. 2. Ask students to complete Exercise A and peer-check the answers. 3. For Exercise B, seek answers to the questions from various students. For Question 1, draw students’ attention to the difference in the way Ricky and Kevin treated the dog. Then, ask students to say why Kevin acted the way he did. Help students frame correct sentences to answer both questions. 4. Ensure that students have answered the questions correctly. 5. As a wrap-up activity, ask students: • Who do you think did the right thing when he saw Buddy — Kevin or Ricky? Why? Answers CB page 39 A. 1. b. 2. a. B. Suggested answers: 1. I think Kevin shouted at the dog because he wasn’t a very kind boy. 2. B uddy brought back the ball because Ricky was kind to him. This tells us that Buddy liked Ricky and wanted to help him. 56 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 3 Coursebook Workbook Vocabulary CB page 40 1. As a warm-up activity, ask the following questions. Encourage responses from various students. Ask: • H ow do you feel when you hear the sound of thunder? • H ow do you feel just before a test? Encourage students to express their feelings freely. Let them use different words to describe their feelings. 2. Read the feeling words and their similar words given in the table on CB page 40. 3. Ask students to complete the exercise on the same page by f illing in the blanks using the correct words. 4. Try it out: Ask students to work in pairs and write a different feeling word on each of the f ive cards. They will keep the cards in a pile. Tell each pair to take turns to pick a card and make a sentence using the word on that card. 5. As a wrap-up activity, write the following riddles on the board and ask the students to f ill in the blanks. Tell them that all the answers are related to feelings. • When you don’t know what to do, you are c _o__ _n__f _u__ s __e_ d. • When there is no one at home, I feel l __o_ __n_ e __l_ y. • When he is reading a book in bed, he feels r _e__ l __a_ x __e_ d. • When I see a snake, I feel s _c__ _a__ r _e__ d. Answers CB page 40 Suggested answers: 1. scared 2. happy 3. sad 4. angry WB W B page 18 Ensure that students have answered correctly. Answers WB page 18 1W 2 S 3H O 4A N G R Y 5A F R A I D PR PI YE D © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 57

Period 4 Coursebook Grammar CB page 41 1. As a warm-up activity, write the following poem on the board. Leave out the arrows for now. Have students focus on the sentence pairs. Has and have I have a ball. The ball belongs to me. You have a bat. The bat belongs to you. She has a doll. The doll belongs to her. They have a car. The car belongs to them. We have a library. Workbook The library belongs to us. Let us share what we have And make others happy. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 41. 4. that we use has and have to show that something belongs to someone or something else. We use the verb has with singular nouns and the words he and she. We use the verb have with plural nouns and the words I, we, they and you. Refer back to the poem on the board. Draw the arrows to connect the sentence pairs. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have f illed in the correct words. 6. Try it out: Conduct as a pair activity. Ask partners to talk about their favourite cartoon characters and what they look like using has and have. 7. As a wrap-up activity, ask various students to look around the classroom and describe what WB W B page 19 belongs to them or their classmates using has or Ensure that students have used has and have correctly. have with the words I, we, she, he or they. Answers CB page 41 Answers WB page 19 1. have 3. have 5. have 1. has 3. have 5. has 7. have 2. has 4. has 2. has 4. have 6. has 8. has 58 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 5 Coursebook Workbook Grammar CB page 42 1. As a warm-up activity, write the following pairs of sentences on the board. Leave out the arrows for now. Ask students to focus on the sentence pairs. Neena has a dog. It is Neena’s dog. Paul has a pen. It is Paul’s pen. John has a daughter. She is John’s daughter. My brother has a bicycle. It is my brother’s bicycle. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 42. Refer back to the sentences written on the board. Draw the arrows to connect the sentence pairs. 4. that we can also show who owns something by adding an apostrophe followed by an s to a noun. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have used the apostrophe correctly. 6. Try it out: Conduct as a pair activity. Ask students to take turns to ask questions about who owns things in the classroom. Partners will answer by adding an apostrophe followed by an s to their classmates’ names. 7. As a wrap-up activity, ask students to say what belongs to whom in the sentence pairs on the board. Answers CB page 42 1. Monica’s 3. Lisa’s 5. Amir’s 7. Victor’s 2. bird’s 4. owl’s 6. sun’s 8. tiger’s WB W B page 20 Ensure that students have f illed in the blanks correctly. Answers WB page 20 2. king’s 6. bag’s 3. principal’s 7. Mr Ross’s 4. grandfather’s 8. toy’s 5. monkey’s © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 59

Period 6 Coursebook Spelling CB page 43 Coursebook 1. As a warm-up activity, write the following N umber 5. Have you seen Paul’s poem on the board and ask students to recite it teddy bear anywhere? in a chorus. N umber 6. Terry’s book is on the The month of July table. It was the month of July Dark clouds were in the sky. Number 7. Maya’s cookies are We wanted to fl y delicious. Or at least give it a try. Our happiness did multiply N umber 8. Ray’s computer is not When we saw geese fl ying by. working. 2. Read out the words given in Exercise A on © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 CB page 43 and ask students to repeat after you. 3. Focus on the highlighted letter and explain that sometimes when the letter y comes at the end of a word, it makes the long i sound. Also refer to the words ending with y in the poem on the board. 4. Ask students to complete Exercise B on the same page. Ensure that students f ill in the blanks correctly. 5. As a wrap-up activity, write the following words on the board. Ask students to copy only those words that end with the long i sound in their notebooks. • J uly, reply, slowly, dry, sky, carelessly, equally, spy, fl y, breezy, try, lucky, fry, lazy, multiply, apply, why, my, shy ( Answers: July, reply, dry, sky, spy, fl y, try, fry, multiply, apply, why, my, shy) Answers CB page 43 1. My 2. sky 3. by 4. dry 5. try 6. cry Period 7 Listening CB page 44 1. As a warm-up activity, ask students to stand in a circle. Whisper the following sentences in the ear of the f irst student, who will whisper them in the ear of the next student and so on. Ask the last student to say both the sentences aloud. • R ina’s car is red. Ronny’s bicycle is green. 2. Play the audio of the listening text. Direct students to listen attentively and circle the object that belongs to each person. N umber 1. Karen’s house is at the end of the road. N umber 2. We all played with Sally’s toy car. Number 3. Mahi’s bicycle is parked outside. Number 4. Let us all look for Farhan’s pen. 60

3. Play the audio once again and have students Coursebook peer-check the answers. Coursebook Answers CB page 44 2. Then, ask them to draw a picture of their Circle: 3. bicycle 5. teddy bear 7. cookies pet or the animal they would like to have 1. house as a pet and write f ive words describing it. 2. toy car 4. pen 6. book 8. computer Ask students to complete Exercise B on CB page 46 using the describing words. Speaking CB page 45 1. Explain to students that we use different words to 3. As a wrap-up activity, ask a few students to read aloud the sentences they have express our feelings. written. 2. Read aloud the dialogue in the speech bubbles on 61 CB page 45. 3. Ask a few students to read the dialogue in pairs and talk about their feelings on their f irst day at school. 4. Try it out: Ask students to work in pairs and discuss how they felt on their f irst day at school. This activity helps to develop the life skills of effective communication and coping with emotions. 5. As a wrap-up activity, ask students how they feel when they are scolded for a mistake they made. Help them realise that they are scolded to make them aware that what they did was wrong so that they don’t make the same mistake again. Period 8 Writing CB page 46 1. As a warm-up activity, ask students to take turns to say one word that describes the kind of person their partner is. 2. Highlight to students that when we describe people, we use special words such as loving and kind. 3. Ask students to complete Exercise A on CB page 46 using the words given in the boxes. 4. Ensure that students have answered correctly. 5. As a wrap-up activity, ask students to draw a picture of their best friend in their notebooks and write four words describing him or her in boxes as shown on CB page 46. Answers CB page 46 Suggested answers: A. mother’s, Sarah, caring, she is kind and gentle, strict, I do not study Period 9 Writing CB page 46 1. As a recap, ask students to write a short paragraph about their best friend using the words that they had noted down in the previous class. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Answer CB page 46 Workbook Coursebook Suggested answer: B. clever, lazy, friendly, soft, perfect I have a pet cat named Tom. He is a very clever cat. He can be quite lazy too. Tom is very friendly. People like to touch him because his fur is very soft. He is the best pet in the world. WB W B page 21 Ensure that students have f illed in the blanks with the correct words. Answers WB page 21 Suggested answer: friend’s, Robert, He, kind, he helps everybody and is never rude, Robert, good at sports, He, funny, he is in a good mood Period 10 Review CB page 47 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 47 1. Students should be informed about the project work a week in advance. 2. Ask them to stick the pictures on sheets of chart paper and write the feeling words below them. Display the posters in class. 62 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 5: The Weather 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 pp48–49 1. Comprehension the Theme Strategies for CB pp49–50 Success 2 Unit 3 2 Reading • Read aloud an information report with proper pp23–25 CB p51 Reading pronunciation, intonation and voice modulation. *WB p22 2. Alpha Grammar CB p52 and Composition 3 Comprehension • Answer questions at different comprehension *WB p23 Unit 7 pp67–68 levels. CB p53 3. Alpha Grammar • Identify the main idea of a text. *WB p24 and Composition 2 CB p54 Unit 10 pp65–66 3 Vocabulary • Learn words related to the weather. CB p55 4. Alpha Grammar 4 Grammar • Understand the use of the words in, during, at and Composition 3 CB p55 Unit 10 pp76–77 and on. CB p56 *WB p25 Related • Use the words in, during, at and on in context. CB p56 children’s CB p57 books from 5 • Understand the use of question words. Scholastic • Use question words in context. 1. G ood Morning, 6 Spelling • Recognise the long ee sound. •  Sheet of chart paper (optional) Good Night by Maggie Murphy • Write words with the long ee sound correctly. from Scholastic Active English 7 Listening • Listen to identify the type of weather. • Audio player and speakers Literature Reader 2 pp48–49 Speaking • Talk about the weather. 8 Writing • Understand the format of an informal letter. • Complete sentences descirbing the weather. 9 • Write an informal letter. 10 Project Work • Work in a group. •  Sheets of chart paper, coloured pens, pictures of the weather (by students) • Make a chart. *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 5: The Weather Coursebook Period 1 Coursebook Introducing the Theme CB pages 48–49 What kind of clothes do we wear when 1. As a warm-up activity, ask the following riddles: it is cold? What kind of clothes do we wear when it rains? • What is the weather like when the sun • Paragraph 2—Ask: What do insects shines brightly, you switch on the fans and air do when it rains? Then, ask the conditioners and enjoy cold water and ice? while-reading question. (Expected answer: hot) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 • When the sky is dark with clouds everywhere, and you need a raincoat or an umbrella to go out, what weather is it? (Expected answer: rainy) 2. Before you read: Ask the questions and let students express themselves freely. 3. Play the audio of the complete information report. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the text aloud. 2. Discuss and explain the meaning of diffi cult words. Refer to the glossary to explain chilly, shiver and shelter. 3. As a wrap-up activity, ask students: • What kind of weather do you like best and why? Period 2 Reading for Understanding 1. As a recap, say the following words and ask students to identify the weather they are linked to: • raincoat, muffler, hot sun, paper boats, cold wind, pitter-patter, gloves (Answers: rainy weather — raincoat, paper boats, pitter-patter; cold weather — muffl er, cold wind, gloves; hot weather — hot sun) 2. Before reading the text, ask students: How do you feel in summer? How do you feel in winter? Explain that when we feel hot on a particular day, we say that the weather is hot. When there is a long period of hot days, we call it the summer season. The weather changes every day but seasons change every few months. 3. Read the text aloud one paragraph at a time and explain its meaning. Revise the meaning of diffi cult words. Ask questions to make teaching interactive. • Paragraph 1—Ask the while-reading question. Then, ask: What do people say when they are talking about the weather? What happens when the wind is chilly? 64

• Paragraph 3—Ask: Which animals love the Coursebook rain? What kind of weather do giraffes and camels like? When are polar bears and seals Coursebook the happiest? 5. Ensure that students have answered the • Paragraph 4—Read the following statements questions correctly. aloud one by one and ask students to say whether each statement is right or wrong: 6. As a wrap-up activity, ask students: o The weather is not the same all around • Why is it important to know about the world. (Answer: right) the weather? (Expected answers: to o The weather is always the same on a plan for activities such as a picnic single day. (Answer: wrong) beforehand, for fl ights and train Ask: Who is a “weatherman”? journeys) 4. Have students read aloud the information report 65 in groups. Focus on correct pronunciation, intonation and voice modulation. 5. After you read: Allow different students to express their views. This activity helps to develop the life skill of critical thinking. Reading Comprehension CB pages 49–50 1. The comprehension skill focus in this unit is Identifying the Main Idea. Highlight to students that identifying the main idea of a text helps them to understand it better. Point out that looking at the title or heading of a text helps to identify its main idea. Another way is to look for the common idea that fl ows through all the paragraphs of the text. Tell them that writers build on the main idea by giving details in the different paragraphs. 2. Draw the following diagram and explain how each paragraph of the text is linked to the main idea. Paragraph 1: Different types of weather Paragraph 4: Main idea: Paragraph 2: Weather around Weather How weather affects insects the world; Introduction to a weatherman Paragraph 3: How animals react to weather 3. A sk students to complete Exercises A and B and peer-check the answers. 4. Y ou may ask students to write answers to the following questions in their notebooks: • Why do we wear different clothes in different types of weather? • How does the weatherman help us? © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Answers CB pages 49–50 Coursebook Workbook A. 1. a. 2. b. 3. c. B. 1. T 2. F 3. F 4. F 5. T Period 3 Vocabulary CB page 51 Answers WB page 22 4.-b. 5.-c. 1. As a warm-up activity, ask the following 1.-d. 2.-e. 3.-a. questions: • What kind of clothes do we wear in hot weather? • What kind of clothes do we wear in cold weather? • What kind of clothes do we wear in rainy weather? 2. Read the words that tell us about the weather on CB page 51. Explain to students that the word sunny is used when the sun shines brightly. Point out that the sun can also shine brightly in winter. Tell them that we use the word hot to describe the weather when there is so much heat that we have to switch on fans or air conditioners. 3. Ask students to complete the exercise given on the same page by fi lling in the blanks with the correct words. 4. Try it out: Ask students to work in pairs and tell their partners about the weather they like and what they like to do in that weather. 5. As a wrap-up activity, write the following poem on the board. Ask students to say in one line what the poem is about. Weather Hot or cold, Warm or cool, Windy or still, Rainy or snowy. Changing weather Is welcome As it brings change. (Expected answer: It is about the changes in weather.) Answers CB page 51 1. rainy 2. windy 3. hot 4. cloudy 5. cold WB W B page 22 Ensure that students have matched the pictures with the words about the weather correctly. 66 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 4 Coursebook Workbook Grammar CB page 52 1. As a warm-up activity, write the following sentences on the board: • We visit our grandmother during the summer break. • We wake up at six even on Sundays. Ask students: • When do they visit their grandmother? (Expected answer: during the summer break) 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 52. 4. that we use in, during, at and on to say when something happens. Refer to the use of these words in the sentences on the board. Explain that we use in with months, years, seasons and other long periods of time. Point out that on is used with days and dates, at is used when referring to a specifi c time of the day and during is used when referring to something that happened over a period of time. 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 the following words aloud. Students will say whether in, during, at or on should be used in each case. • the month of May (Answer: in) • Christmas eve (Answer: on) • five o’clock (Answer: at) • winter break (Answer: during) • 1991 (Answer: in) • winter (Answer: in/during) • Monday (Answer: on) Answers CB page 52 1. in 3. at 5. in 2. in 4. on 6. during WB W B page 23 Ensure that students have used the correct words to complete the sentences. Answers WB page 23 1. in 3. at 5. during 7. at 2. on 4. in 6. on 8. during © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 67

Period 5 Coursebook Grammar CB page 53 1. As a warm-up activity, write the following sentences on the board: • How did he go? • Who came to the house? • What was he wearing? • When did he come? • Where did he keep his bag? • Which room did he enter? • Why did he come? Ask students : • W hat is common in all the sentences? (Expected answers: All of them are questions./ All of them end with a question mark./All words except how start with wh.) 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 53. 4. that how, who, what, when, where, which and why are question words. We use them to ask questions. Explain that: Workbook • How is used for questions related to the way in which something is done. • Who is used for questions related to people. • What is used for questions related to things. • When is used for questions related to time. • Where is used for questions related to places. • Which is used when there is a choice between two or more things. • Why is used for questions related to reason. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have used the correct words. 6. Try it out: Conduct as a pair activity. Ask each pair to pretend that they are meeting for the fi rst time. They will take turns to ask and answer questions to know more about each other. This activity helps to develop the value of understanding and respecting diversity. 7. As a wrap-up activity, write the following poem on the board. Ask various students to say which word should be used to fi ll each blank. The way it is done Answers CB page 53 4. When Who for people; 1. What 2. Where 3. Who What for things; When for time; WB W B page 24 Where for places; Which for choices; Ensure that students have used the correct words. Why for reasons; How for processes; Answers WB page 24 This is the way 1. How 3. What 5. Who 7. Why 6 8 It is done. 2. Where 4. When 6. How 8. Which © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 6 Coursebook Spelling CB page 54 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper and ask students to recite it in a chorus. Happy Free is the bee Flying in the breeze. Many are the seeds That grow on trees. Geese in glee Look just like queens. The spotted cheetah, Often it fl ees. They make us feel happy Without any fee. 2. Read the words given in Exercise A on CB page 54 and ask students to repeat them after you. Focus on the highlighted letters and draw students’ attention to the sound made by the letters ee in these words. Also refer to the ee words in the poem on the board. 3. Explain that words with the long ee sound are usually spelt with the letters ee. 4. Ask students to complete Exercise B on the same page. Ensure that students have fi lled in the blanks correctly. 5. As a wrap-up activity, read out the following word pairs slowly. Ask students to write only the words ending with the long ee sound in their notebooks. • deep – dip, breed – bread, cheek – check, grin – green, fill – feel, near – knee, red – reed, reel – real, wed – weed, wept – weep, ship – sheep (Answers: deep, breed, cheek, green, feel, knee, reed, reel, weed, weep, sheep) Answers CB page 54 B. 1. feet 3. green 5. seed 2. tree 4. bee 6. cheese © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 69

Period 7 Coursebook Listening CB page 55 5. As a wrap-up activity, write the following 1. As a warm-up activity, say the names of any six words on the board one at a time. Ask students to identify the words related days of the week in random order. Ask students to the weather and say them aloud in to spot the day that has been missed out. a chorus. Remind them that the weather • Monday, Wednesday, Thursday, Tuesday, refers to a particular day while seasons refer to longer periods of time. Saturday, Friday (Answer: Sunday) • summer, warm, cool, cold, winter, • Thursday, Monday, Tuesday, Saturday, monsoon, rainy, autumn, sunny, breezy, windy, hot Friday, Sunday (Answer: Wednesday) • Wednesday, Tuesday, Monday, Saturday, (Answers: warm, cool, cold, rainy, sunny, breezy, windy, hot) Sunday, Friday (Answer: Thursday) 2. Play the audio of the listening text. Direct students to listen attentively and put a tick in the box that describes the weather on a particular day. It was windy on Monday. It was hot on Tuesday. It was a cloudy day on Wednesday. It was a rainy day on Thursday. It was sunny on Friday. 3. Play the audio once again and have students peer-check the answers. Answers CB page 55 Monday Sunny Rainy Cloudy Hot Windy Tuesday √ √ Wednesday √ Thursday √ √ Friday Speaking CB page 55 1. Remind students about the words that tell us about the weather. 2. Read aloud the dialogue in the speech bubbles on CB page 55. 3. Ask a few students to read the dialogue in pairs. 4. Try it out: Ask students to work in pairs and discuss the day’s weather as well as that of the previous day. 70 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 8 Coursebook Workbook Writing CB page 56 1. As a warm-up activity, ask students: • If you wanted to tell something to a friend who lived in another city or country and you didn’t have a phone or the Internet, what would you do? • What do you usually talk about in letters? 2. Explain the format of a letter as given on CB page 56. Point to the beginning of the letter and explain that when we write a letter to a friend, we begin by writing the word Dear and the fi rst name of the friend. Next, we write one or two paragraphs about the things we want to say. Then, ask students to look at the ending of the letter. Explain that we usually end a letter to a friend by writing the words Your friend, and our fi rst name below it. 3. Ask students to complete the letter using the words given in the box. Tell them to write the name of a friend in the fi rst blank and their own name in the last one. 4. Ensure that students have used the correct words. 5. As a wrap-up activity, ask a few students to read their letters aloud. Answers CB page 56 Sam; rained all night, During, rains nearly every day, the roads are wet and muddy, at 6 o’clock, computer games, fried snacks; What, When, How, the weather in New York; Judy WB W B page 25 Ensure that students have answered correctly. Answers WB page 25 warm and sunny, light clothes, cool, very hot, lots of water; cold and windy, thick woollen clothes, chilly wind, hot soups Suggested answer: summer, I like playing outdoors with my friends. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 71

Period 9 Coursebook Coursebook Writing CB page 56 1. As a recap, ask students: • Whose name comes first in a letter to a friend? • Whose name comes at the end? 2. Ask students to write a letter to a friend describing the weather in their city. 3. Write the following words on the board and tell students that they can use the words in their letters. • very hot, sweat, drink cold water, have a bath many times in the day, wear light cotton clothes, play indoor games 4. Allow students to use relevant sentences from the letter given on CB page 56. Ensure that they begin and end the letter in the correct manner. 5. As a wrap-up activity, ask a few students to read aloud the letters they have written. Period 10 Review CB page 57 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 57 1. Students should be informed about the project work three days in advance. 2. Ask students to work in groups of four to make a chart on the weather. Tell them to stick or draw pictures to decorate it. Display the charts in class. 72 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 6: Favourite Food Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Resources Additional resources from 1 Understanding • Listen to visualise. • Audio player and speakers CB pp58–59 CB p60 Scholastic the Theme CB p61 1. Alpha Grammar and 2 Reading • Read aloud a story with proper pronunciation, *WB p26 Composition 1 Unit CB pp62–63 2 pp21–22 Reading intonation and voice modulation *WB p27 2. Alpha Grammar and Comprehension • Answer questions at different comprehension Composition 2 Unit levels. 2 pp13–14 • Draw conclusions based on facts and details. 3. Alpha Grammar and Composition 3 Unit 3 Vocabulary • Learn words related to the kitchen. 11 pp84–85 4 Grammar • Understand masculine and feminine nouns. •  Sheet of chart paper (optional) • Use masculine and feminine nouns in context. •  Flash cards: cow, mare, girl, grandmother, wife, mother, lady, bride, headmistress, landlady, nun, daughter, aunt, witch, vixen, bull, horse, boy, grandfather, husband, father, gentleman, bridegroom, headmaster, landlord, monk, son, uncle, wizard, fox 5 Punctuation • Understand the use of the comma. CB p63 *WB p28 • Use the comma in context. CB p64 6 Spelling • Recognise the long oa sound. •  Flash cards: bought–boat, clock–cloak, sock–soak, CB p65 Related CB p65 children’s • Spell words with the long oa sound correctly. foam–form, load–lord, cot–coat, got–goat, call–coal, CB p66 books from Scholastic cost–coast, room–roam, rod–road, laugh–loaf, oak–okay, CB p66 *WB p29 1. T ug, Tug, Tug: An flat–float CB p67 African Folk Tale by Linda Yoshizawa. 7 Listening • Listen to identify kitchen items. • Audio player and speakers Speaking • Talk about family members. 8 Writing • Understand the use of transition words. •  Flash cards: first, second, finally • Understand process writing. 9 • Write a short paragraph describing a process. 10 Project Work • Write a recipe. •  A4-sized sheet of paper (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 6: Favourite Food Coursebook Period 1 Coursebook Introducing the Theme CB pages 58–59 (Expected answer: He wanted the 1. As a warm-up activity, divide the class into two people to share what they had.) • Paragraphs 13, 14 and 15—Do you teams—Healthy Food and Unhealthy Food. Both think the stone made the soup tastier? teams will take turns to name a food that matches Why did the people like the stone soup? their team name. 2. Before you read: Ask the questions and let © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 students express themselves freely. 3. Play the audio of the complete story. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the text aloud. 2. Discuss and explain the meaning of diff icult words. Refer to the glossary to explain visitor, sniffed, broth and delicious. 3. As a wrap-up activity, ask students: • Would you like to have stone soup? Why? Period 2 Reading for Understanding 1. As a recap, ask students: • What did the visitor add to the soup? • How did the people of the village show their happiness after having the soup? 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. • Paragraph 1—Ask the while-reading question. • Paragraph 2—Ask: Who came to the village? What did he ask for? • Paragraph 3, 4, 5 and 6—Ask: What did the visitor use to make the broth? Why did he keep sniffing the broth? (Expected answer: He was trying to fool the people into thinking that he was actually making soup.) • Paragraph 7—Ask: Why did the visitor say that stone soup with cabbage was even better? (Expected answer: He hoped someone would get him some cabbage.) • Paragraphs 8, 9 and 10—Ask: How did the visitor manage to get cabbage and carrots for the soup? Who brought carrots for the soup? Then, ask the while-reading question. • Paragraphs 11 and 12—Ask: Who brought corn for the soup? Why did the visitor ask for cabbage, carrots and corn? 74

3. Have students read aloud the story in groups. Coursebook Focus on correct pronunciation, intonation and Coursebook voice modulation. Coursebook 4. After you read: Allow different students to express their views. This activity emphasises 75 the value of sharing with others. Reading Comprehension CB page 60 1. The comprehension skill focus in this unit is Drawing Conclusions. Highlight to students that conclusions are the decisions we make after understanding the meaning of the facts and details given in the text. Students must read the text and underline these facts and details. These will form the basis for their conclusions. Tell students to check all possible answers before drawing conclusions. 2. Ask students to complete Exercise A and peer-check the answers. 3. For Exercise B, seek answers from students and help them frame correct sentences. Ensure that students have written the correct answers. 4. As a wrap-up activity, ask students to talk about a time when they shared what they had with others. Answers CB page 60 A. 1. b. 2. c. B. Suggested answers: 1. t hey did not like to share 2. h e wanted to teach the villagers that it is good to share 3. they learnt that sharing made them happy Period 3 Vocabulary CB page 61 1. As a warm-up activity, ask these riddles. Tell students that all answers are related to the kitchen. • I have a long handle and two or more pointed ends. What am I? (Answer: fork) • I am flat and round with a long handle. You use me for frying food. (Answer: frying pan) 2. Read the names of the kitchen items given on CB page 61. 3. Ask students to complete the exercise given on the same page. 4. Try it out: Ask students to work in pairs. They will make a list of at least f ive other kitchen items and then use them in sentences. 5. As a wrap-up activity, ask students to say how they can help in the kitchen. Remind them to avoid going near f ire, using electrical appliances and using sharp tools. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Answers CB page 61 Workbook Coursebook 1. cooking pot 2. knife 3. frying pan 4. bowl WB W B page 26 Ensure that students have written the names of the kitchen items given in the picture. Answers WB page 26 Suggested answers: 1. bowls 3. fridge 5. frying pan 7. forks 6. spoons 8. plates 2. knives 4. toaster Period 4 Grammar CB pages 62–63 1. As a warm-up activity, write the following lines on the board or on a sheet of chart paper. One day, all the wives of the husbands got lost. The rooster cried, “I lost my hen.” “Oh dear! I lost my cow,” the bull said. The tiger was looking for his tigress. The lion – the king, ran around to f ind his queen – the lioness. The gander was hunting for his goose. The sheep started crying for its ewe. The females were lost and the males had no clue. Ask students : • Which animals were lost? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 62. 4. that nouns for people or animals can refer to either males or females. Nouns that are used for males are called masculine nouns. Nouns that are used for females are called feminine nouns. Draw students’ attention to the table given on CB page 62. Refer back to the poem on the board and ask students to form correct pairs of the masculine and feminine nouns. (Answers: wives-husbands, hen-rooster, cow-bull, tigress-tiger, lioness-lion, queen-king, goose-gander, ewe-sheep, females-males) 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have circled the correct nouns. 76 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

6. Try it out: Ask students to pair up for this Coursebook p63 activity. Tell them to add masculine and feminine Workbook nouns to the table on CB page 62. Then, ask them to make sentences with each noun that they Coursebook add. They will take turns to do this activity. 7. For the wrap-up activity, set two corners in the classroom as the Masculine Corner and the Feminine Corner. Distribute the f lash cards among students. Ask them to read the nouns written on their f lash cards and stand in their respective corners. Then, ask a student from one corner to read out the noun on his or her f lash card. The student in the other corner who has the matching pair will step forward and read his or her noun aloud. Ask the teams to take turns to do this activity. Answers CB page 62 Circle: 3. peacock 5. lioness 1. daughter 4. husband 2. king WB W B page 27 Ensure that students have used the correct nouns to f ill in the blanks. Answers WB page 27 1. man 3. waitress 5. prince 7. father 2. queen 4. wife 6. grandfather 8. daughter Period 5 Punctuation CB page 63 1. As a warm-up activity, ask the following riddles about punctuation marks: • I am a dot that says, “Stop”. Who am I? (Answer: full stop) • I am a dot with a tail that says, “Pause for a short time”. Who am I? (Answer: comma) 2. Follow the methodology of Show-Explain- Apply to teach grammar in context. 3. : Read the examples given on CB page 63. 4. that when we write three or more words in a list, we use a comma to separate them. All the words in the list have to be of the same kind—nouns, verbs or adjectives. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have used commas in the correct places. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 77

6. As a wrap-up activity, write the following Coursebook sentences on the board one at a time. If only the Workbook word and should be used to separate the same type of words, ask students to keep sitting. If a comma as well as the word and should be used to separate the words, ask students to stand. For sentences that require commas, ask various students to come forward and insert commas in the correct places. • Jimmy Ronnie are neighbours. • I like lilies roses pansies. • We play cricket badminton tennis football. • The children were singing dancing playing in the rain. • The birds chirped f lew above. • Bonnie has a red shirt blue pants. • Mina loves eating ice creams chocolate cakes. Answers CB page 63 1. Shawn plays cricket, tennis, football, hockey and badminton. 2. We study English, Maths and Science at school. 3. Turtles, crabs, shrimp and jellyf ish live in the sea. 4. The show is on Monday, Tuesday, Wednesday and Thursday. 5. Violet, indigo, blue, green, yellow, orange and red are the colours of the rainbow. WB W B page 28 Ensure that students have used commas in the correct places. Answers WB page 28 1. She is drawing cats, dogs, parrots and rabbits on her poster. 2. M en, women, boys and girls stood around and watched the visitor making stone soup. 3. We packed sandwiches, crisps, juice and biscuits for the picnic. 4. I have pencils, pens and erasers in my pencil case. 5. Cats, dogs, rabbits and parrots are kept as pets. 6. Caulif lower, beans and carrots are my favourite vegetables. 78 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 6 Coursebook Spelling CB page 64 Coursebook 1. As a warm-up activity, write the following poem Number 5. The man cut the apples on the board and ask a few students to recite it. with a sharp knife. The coach 3. Play the audio once again and have The coach in the boat students peer-check the answers. Soaked his cloak Answers CB page 65 And washed it with soap. Tick: stove, oven, fork, cooking pot, knife He scrubbed so hard That the foam 79 Made a hill On the coast. 2. Make the o sound with rounded lips and ask students to do the same. Read the words given in Exercise A on CB page 64 and ask students to repeat them after you. Focus on the highlighted letters and emphasise the sound made by the letters oa in these words. Also refer to the oa words in the poem. 3. Ask students to complete Exercise B on the same page. Ensure that students f ill in the blanks with the correct words. 4. As a wrap-up activity, divide the class into two teams. Place the f lash cards face down on a table. Ask two students, one from each team, to come forward at a time. One student will pick up a f lash card and read the two words written on it aloud. The second student will write the word with the long oa sound on the board. Teams will take turns to pick the f lash cards. Answers CB page 64 B. 1. boat 3. goal 5. coat 2. loaf 4. road 6. f loat Period 7 Listening CB page 65 1. As a warm-up activity, say the names of the following items. Tell students to stand up if the item is related to the kitchen. • bed, spoon, stone, chair, fork, cooking pan, sofa 2. Play the audio of the listening text. Direct students to listen attentively and tick the kitchen items that are mentioned in the audio. N umber 1. Nate’s uncle cooked the rice on the stove. N umber 2. My mother bakes cakes in the oven. N umber 3. Can you pick up peas with a fork? Number 4. Please pass me the cooking pot. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Speaking CB page 65 Coursebook 1. Remind students that masculine nouns are used Coursebook to refer to males and feminine nouns are used to refer to females. Period 9 2. Read aloud the lines in the speech bubbles on CB page 65. Writing CB page 66 3. Ask a few students to form pairs and read the lines. 1. As a warm-up activity, ask students in turns 4. Try it out: Ask students to work in pairs and talk about their family members with their to say how stone soup is made. Each student partners. Point out the masculine and feminine should recount one step in the process. nouns they use. 2. Explain to students that a recipe is a list 5. As a wrap-up activity, ask the following riddles: of instructions that tell you how to make • What do you call your father’s mother or your a particular dish. Write the recipe of chocolate biscuit pudding on the board in mother’s mother? (Answer: grandmother) mixed order as given below. • What do you call your father’s sister’s • W hen the biscuit pudding is set, daughter? (Answer: cousin. Point out that we take it out and ask an adult to cut do not use the words sister or brother with it into pieces. cousin.) • Pour some chocolate syrup on it. • What does your mother’s father call you? • Crush ten sweet biscuits. (Answer: grandson/granddaughter) © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 Period 8 Writing CB page 66 1. As a warm-up activity, invite three students to come forward and pick up a f lash card each. Ask students to read aloud the words written on the fl ash cards and stand in the order in which the words would appear in a text. 2. Ask students to complete the paragraph on CB page 66 using the correct words. Ensure that students have written the correct words in the blanks and inserted commas where necessary. 3. Then, ask students to read the paragraph silently. Ask them: • Which word tells you that it is the beginning? • When would you use the word then? 4. As a wrap-up activity, ask students to look at the picture on CB page 58 and write the recipe of stone soup using the words given below. • cooking pot, soup, spoon, stone, cabbage, carrots, corn, bowl Answers CB page 66 First, we made a vegetable soup. I poured some water in a cooking pot and my mother put it on the stove to boil. My father chopped some carrots, tomatoes, potatoes and caulif lower with a knife and dropped these into the pot. Then, we baked a cake. I put some eggs, f lour and sugar in a big bowl and stirred the mixture with a fork. I added some baking powder with a spoon and mixed it well. We put the cake in the oven to bake. My sister fried some cutlets in the frying pan and dinner was ready! 80

• P lace some crushed walnuts on top and put Workbook the dish in the fridge for two hours. Coursebook • S pread the crushed biscuits at the bottom of a 81 fl at container using a large spoon. • Spread another layer of biscuits. • Pour some more chocolate syrup over the biscuits and spread it smoothly with a spoon. 3. Ask students to read each step of the recipe carefully. Then, ask them to number the steps in the correct order. 4. Explain that we use words such as first, next, then and finally to indicate the correct order in which something should be done. 5. Ask students to write the recipe of chocolate biscuit pudding in their notebooks. Remind them to use the words first, then, next and finally to show the order of steps. 6. As a wrap-up activity, ask a few students to read aloud the recipes that they have written. WB W B page 29 Ensure that students have used the correct words. Answers WB page 29 Nina and Dad are making a surprise birthday treat for Mum. Dad pours some milk into a cooking pot, adds sugar and puts it on the stove to boil. As the milk boils, he mixes a little custard powder in water and puts it in the milk. He stirs the milk with a spoon until it is thick. Then, he keeps it aside to cool. Next, Nina opens the refrigerator and takes out some apples, bananas, grapes and pears on a plate. Dad cuts these up into small pieces with a knife and puts them in the custard. Finally, Nina f ills a pretty bowl with the fruit custard and places it on the table. Period 10 Review CB page 67 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 67 1. Students should be informed about the project work three days in advance. 2. Ask students to fi nd out the recipe for making lemonade. Each student will write his or her recipe on an A4-sized sheet of paper and share it with the class. 3. The project work helps to develop the life skills of creative thinking and effective communication. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 7: Shapes Duration: 6 ½ hrs Scheme of Work Period Skill focus Objectives Materials Additional Resources resources from • Audio player and speakers Scholastic 1 Understanding • Listen to visualise. CB pp68–69 1. Alpha Grammar the Theme CB p69 and Composition 1 Unit 2 pp17–18 2 Reading • Read aloud a poem with proper pronunciation, 2. Alpha Grammar Reading intonation and voice modulation. and Composition 3 Unit 1 pp9–10 Comprehension • Answer questions at different comprehension levels. • Organise information given in a text. 3 Vocabulary • Learn about rhyming words. • Two sets of flash cards: Set 1 — book, sail, by, mist, low, CB p70 hip, there, sit, full, top, fat, pot, fin, ox, light, well, keep, *WB p30 4 Grammar • Make plurals by adding -es. feed, spoon, glass, spin, make; Set 2 — shook, tail, try, list, Related flow, chip, where, fit, bull, shop, mat, hot, spin, box, fight, CB p71 children’s 5 • Understand that some nouns stay the same in bell, peep, read, moon, class, win, bake *WB p31 books from CB p72 Scholastic • Sheet of chart paper (optional) *WB pp32–33 • A4-sized sheets of paper (by students) their plural form. • Understand that some nouns are always plural. 6 Spelling • Recognise the long oo sound. CB p73 1. A Home in the Woods by Chris • Spell words with the long oo sound correctly. CB p74 Chilcote from CB p75 Scholastic Active 7 Listening • Listen to identify shapes. • Audio player and speakers CB p76 English Literature *WB p34 Reader 2 pp18–21 Speaking • Talk about shapes. 8 Writing • Identify different shapes. • Understand rhyming words. • Write a poem on shapes. 9 • Write a poem. • Large paper cut-outs of any shape (by students) CB p76 CB p77 10 Project Work • Make a picture using different shapes. • Two A4-sized sheets of paper, coloured pens, child-safe scissors (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 7: Shapes Coursebook Coursebook Period 1 Introducing the Theme CB pages 68–69 1. As a warm-up activity, ask students to look at the pictures on CB page 68 and say what shapes they can see. 2. Before you read: Ask the questions and let students express themselves freely. 3. Play the audio of the complete poem. Ask students to keep their books closed and listen carefully. Reading Aloud 1. Read the poem aloud. 2. Discuss and explain the meaning of any diff icult words. Refer to the glossary to explain checker. 3. As a wrap-up activity, ask students: • Which two capital letters in the English alphabet form circles? (Answers: O and Q) • Which capital letter in the English alphabet forms a triangle? (Answer: A) Period 2 Reading for Understanding 1. As a recap, ask students: • What is the name of the poem? • What is the name of 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. • Stanza 1—Ask the while-reading question. • Stanza 2—Ask students to look at the picture of the checker board and f ind another shape in it. • Stanza 3—Ask the while-reading question. • Stanzas 4 and 5—Draw a square on the board. Then, draw a diagonal line across the centre as shown below. Ask: What shape will you get if a square is cut as shown? 3. Have students read aloud the poem in groups. 83 Focus on correct pronunciation, intonation and voice modulation. 4. After you read: Allow different students to express their views. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Reading Comprehension CB page 69 Coursebook 1. The comprehension skill focus in this unit is © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 Organising Information. Highlight to students that in order to organise information, they can use diagrams and tables. Explain that organising information helps us to write paragraphs and letters and answer questions. Ask them to look for keywords in the questions that will tell them what information they need to f ind. Next, ask them to f ind the keywords in the text. Tell them to read the information and then decide on the answer. 2. Ask students to complete Exercise A and peer-check the answers. 3. For Exercise B, ask them to make a table as given in Exercise A in their notebooks and write f ive more things each that are shaped like circles, squares, rectangles and triangles. Ensure that students have written the correct answers. 4. Ask students to identify a few more shapes. Ask them to write the names of two other shapes in their notebooks. 5. Ensure that students have answered the questions correctly. 6. As a wrap-up activity, ask the following questions: • How many sides does a square have? (Answer: four) • How many sides does a triangle have? (Answer: three) • How many sides does a rectangle have? (Answer: four) • How many sides does a circle have? (Answer: no sides) Answers CB page 69 A. Square Rectangle Triangle checker game loaf of bread piece of pie Circle cheese slice slice of pizza coin table napkin door moon mattress balloon wheel B. Suggested answers: Circle Square Rectangle Triangle carpet sandwich clock biscuit ice-cream cone picture frame ring cushion pencil box hanger book tent arm-band box table Christmas tree sun chess board CD-ROM fl oor tiles C. Suggested answers: oval, star 84

Period 3 Coursebook Vocabulary CB page 70 Workbook 1. As a warm-up activity, keep the f irst set of f lash B. Suggested answers: 7. small cards face down on a table. Display the second 1. bat 3. pin 5. coat 8. hot set on another table. Ask students to come 2. den 4. shut 6. hair forward in pairs. The f irst student will pick a fl ash card and read the word written on it. The second student will pick a f lash card from the displayed set that rhymes with it. 2. Read the examples given on CB page 70. 3. Explain that the highlighted words have the same ending sound. These words are called rhyming words. Refer to the warm-up activity and tell students that the word pairs they formed are pairs of rhyming words. 4. Write the following words on the board: • high, f ly Ask students if the words rhyme. Explain that rhyming words can have the same sound but different spellings. 5. Ask students to complete the exercise given on the same page. Ensure that students have written the correct rhyming words. 6. Have a few students read out the rhyming words they have written. Draw students’ attention to the different rhyming words they have written for the same word. 7. Try it out: Ask students to work in pairs and underline the rhyming words in the poem The Shape of Things. Then, ask them to think of two more words that rhyme with each pair of rhyming words. Ask students to write a two-line poem using any one pair of rhyming words that they have written. This activity helps to develop the life skill of creative thinking. 8. As a wrap-up activity, ask a few students to read aloud the poems they have written. Answers CB page 70 Suggested answers: 1. fall 3. cat 5. pot 7. rub 2. pen 4. stick 6. clown 8. bin WB W B page 30 Ensure that students have underlined and written the correct rhyming words. Answers WB page 30 A. tall, ball; jar, star; wide, slide © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 85

Period 4 Coursebook Grammar CB page 71 Workbook 1. As a warm-up activity, write the following poem WB W B page 31 on the board or on a sheet of chart paper and have students recite it in a chorus. Ensure that students have answered correctly. Answers WB page 31 What we have beach-beaches; bus-buses; guess-guesses; He has one brush, I have many brushes. box-boxes; branch-branches; brush-brushes; You have a toy bus, she has three toy buses. address-addresses We have a box, they have ten boxes. You have one cross, I have f ive crosses. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 They have a bench, we have two benches. We all have something, Sometimes less, sometimes more. 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 71. 4. that we add -es to nouns that end in ss, x, sh, ch and s to make them plural. Refer to the words in the poem to highlight this point. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have used the correct plural nouns. 6. For the wrap-up activity, draw the following grid on the board and ask students to copy it in their notebooks. benches boxes passes T ell students that you will be saying some nouns aloud. If the plural of the noun is formed by adding -es, they will write it on a square. The student who f irst writes three such plural nouns horizontally, vertically or diagonally wins the game. An example is given in the grid above. • pear, bunch, book, doll, dish, flower, paint, bottle, dress, door, toy, fox, carrot, eye, wish, cup, pencil, branch ( Answers: bunches, dishes, dresses, foxes, wishes, branches) Answers CB page 71 1. sandwiches 3. glasses 5. gases 2. Foxes 4. bushes 86

Period 5 Coursebook Grammar CB page 72 8. Try it out: Ask students to make two columns named Always singular and Nouns that stay the same in their plural form Always plural on an A4-sized sheet 1. As a warm-up activity, sing the following rhyme of paper and write the nouns given on CB page 72 under the correct headings. and ask students to repeat it after you. 9. As a wrap-up activity, fi rst ask this riddle: Old MacDonald • Sometimes you hear me on the radio Old MacDonald had a farm, ee-i-ee-i-o or TV. Sometimes you read me in a And on that farm he had some dogs, ee-i-ee-i-o paper. Who am I? (Answer: news) With a bow-wow here, and a bow-wow there, Here a bow, there a bow Tell students that the word news is always Everywhere a bow-wow! used in the plural form. Old MacDonald had a farm, ee-i-ee-i-o • T hen, draw the following pictures on And on that farm he had some cows, ee-i-ee-i-o the board. With a moo-moo here, and a moo-moo there, Here a moo, there a moo fish fishes Everywhere a moo-moo! A sk students why the word fishes has been Old MacDonald had a farm, ee-i-ee-i-o And on that farm he had some sheep, ee-i-ee-i-o used to describe the second picture but not With a baa-baa here, and a baa-baa there, the f irst one. (Answer: This is because if Here a baa, there a baa all the f ish are of the same type, we use the Everywhere a baa-baa! word fish but if there is more than one type of f ish, we use the word fishes.) Ask students: Was there one dog, cow and sheep on the farm or many? 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the f irst set of nouns given on CB page 72. 4. that some singular nouns do not change in the plural form. Point out that even though Old MacDonald had more than one sheep on his farm, together they were still called sheep. Nouns that are always plural 5. : Read the second set of nouns given on the same page. Ask students: How many legs do trousers have? How many blades does a pair of scissors have? 6. that some nouns are always used in the plural form because they are made up of more than one thing, such as the two legs of a pair of trousers. Draw students’ attention to the picture of clothes on CB page 72. Point out that when we use the word clothes, it means that we are referring to different items of clothing together. 7. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have circled the correct words. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 87

Answers CB page 72 Workbook Coursebook Circle: 3. bread 5. deer 1. scissors 4. jeans 2. clothes WB W B pages 32–33 Ensure that students have circled the correct words. Answers WB page 32 Circle: 3. chalk 5. bread 1. fish 4. sheep 6. aircraft 2. deer Page 33 3. jeans 5. clothes 4. glasses 6. trousers Circle: 1. shorts 2. scissors Period 6 Spelling CB page 73 1. As a warm-up activity, write the following poem on the board and ask students to recite it in a chorus. Have you seen these? Have you ever seen, The roof of a pool, A spoon on the moon, A room in a balloon, Or a goose with a tooth? 2. Make the long oo sound with rounded lips that are pushed out and ask students to do the same. Read the words given in Exercise A on CB page 73 and ask students to repeat them after you. Focus on the highlighted letters and emphasise the sound made by the letters oo in these words. Refer to the long oo words in the poem. 3. Ask students to complete Exercise B on the same page. Ensure that students have filled in the blanks correctly. 4. As a wrap-up activity, ask students to think of more words that have the long oo sound and write them on the board.  Answers CB page 73 B. 1. pool 3. boot 5. moon 2. stool 4. spoon 6. cartoon 88 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 7 Coursebook Listening CB page 74 Coursebook 1. As a warm-up activity, read aloud the following 5. As a wrap-up activity, ask students: groups of words. Ask students to identify the • What would happen if balls were item that is different in shape from the rest in shaped like squares? each group. • ball, fridge, sun (Answer: fridge) 89 • slice of pizza, bicycle seat, door (Answer: door) 2. Play the audio of the listening text. Direct students to listen attentively and write the number of the riddle next to the shape it describes. Riddle 1. I’m in a wheel But not in a car, I’m in the moon, But not in a star. Riddle 2. I’m in a sandwich, Three sides have I, Find me in a pastry Or in a slice of pie. Riddle 3. I’m a very common shape, You see me everywhere, In computer screens and the books you read, Remember, I’m not a square! Riddle 4. I’m in a handkerchief, And in a board game, I have four sides, Can you guess my name? 3. Play the audio once again and have students peer-check the answers. Answers CB page 74 1. Riddle 1: 8 2. Riddle 2: 3 3. Riddle 3: 6 4. Riddle 4: 1 Speaking CB page 75 1. Explain to students that there are different shapes all around us. 2. Read aloud the sentences in the speech bubble on CB page 75. 3. Ask a few students to read out the sentences in turns. 4. Try it out: Ask students to work in pairs and talk about the shapes they can see in the classroom. This activity helps to develop the life skill of creative thinking. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 8 Coursebook Workbook Writing CB page 76 1. As a warm-up activity, divide the class into four groups—Circle, Square, Rectangle and Triangle. Ask members of each group to hold hands and form the same shape as their group name. 2. For Exercise A, ask students to complete the poem on shapes given on CB page 76. Tell them to look at the pictures for clues. 3. For Exercise B, ask students to use rhyming words to write a poem on any shapes that they like. Help them to f ind rhyming words. 4. As a wrap-up activity, ask students to read aloud the poems they have written. Answers CB page 76 A. triangle; square; circle; rectangle Suggested answer: B. I am round like a ball, I have no sides at all. I am a circle like the moon, And like a big blue balloon. WB W B page 34 Ensure that students have answered correctly. Answers WB page 34 circle; square; triangle; rectangle Period 9 Writing CB page 76 1. Ask students to choose a shape they like and get a large paper cut-out of that shape a day before the class. 2. As a recap, ask students: • Which shape do you like best? • Name a few things that have the shape you like. 3. Write the following shape descriptions on the board and draw shapes around them as shown. I am The shape of A funny clown’s cap And the roof of a little hut. Think hard now — do you know me? 90 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Coursebook I am round Like a ball on the ground. Catch me or roll me Or just hold me. What am I? I have four sides. Guess my name. All my four sides Are just the same. 4. Ask students to write a shape description, poem or riddle on the cut-outs they have brought. It should be about the shape they have chosen. 5. As a wrap-up activity, ask a few students to read what they have written. Display all the cut-outs in class. Period 10 Review CB page 77 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. Project Work CB page 77 1. Students should be informed about the project work three days in advance. 2. Ask them to cut out a circle, square, rectangle and triangle from one sheet of paper. Help them to draw the outline of each shape correctly. You can draw the hut given below as an example of how the cut-outs can be used. 3. Then, ask them to colour the cut-outs and use 91 them to make an animal, bird, plant or any object on the second sheet of paper. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 8: The Mice and the Cat 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 pp78–79 1. Comprehension the Theme • An old sock, cotton or old rags, thick thread, glue, two ear CB p79 Strategies for Success 2 Unit 6 cut-outs, red and black markers (by students) pp49–52, pp53–55 2 Reading • Read aloud a script with proper pronunciation, 2. Alpha Grammar and Composition 3 Reading intonation and voice modulation. Unit 5 pp49–50 Comprehension • Answer questions at different comprehension 3. Alpha Grammar levels. and Composition 2 Unit 11 pp70–71 • Make predictions. Related 3 Vocabulary • Learn the names of baby animals. • Sheet of chart paper (optional) CB p80 children’s • Pictures of four animals and their babies (optional), *WB p35 books from 4 Grammar • Understand the use of will and shall. Scholastic sheets of chart paper, coloured pens (by students) CB p81 • Use will and shall in context. • Sheet of chart paper (optional) *WB p36 1. M ouse in the CB p82 House by 5 Punctuation • Understand the use of the apostrophe. • Audio player and speakers *WB p37 Jacqueline Daniels • Use the apostrophe to make contractions. CB p83 from Scholastic • Sheet of chart paper Active English 6 Spelling • Recognise the long a-e sound. • Sheets of chart paper (by students) CB p84 Literature Reader 2 CB p85 pp52–53 • 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. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Unit 8: The Mice and the Cat Coursebook Period 1 Introducing the Theme CB pages 78-79 1. As a warm-up activity, ask students to make a mouse using an old sock. Ask them to stuff the sock with cotton or old rags and tie the open end with a thick thread. Then, ask them to fi x the ears in place with glue. Tell them to draw the eyes using a red marker and the nose and whiskers 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. 2. Before you read: Ask the question and allow Coursebook students to express themselves freely. 5. Read the dialogue on CB page 79 and 3. Play the audio of the complete script. Ask explain its meaning. Ask: What do the 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 wise? Why do you think so? Why were the Reading Aloud other mice quiet? 1. Read the script aloud. 2. Discuss and explain the meaning of diffi cult words. 93 Refer to the glossary to explain nasty, miserable, sneaks, run for cover and bell the cat. 3. As a wrap-up activity, ask students: • When you face a problem, who do you go to? Period 2 Reading for Understanding 1. As a recap, ask students: • 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

6. Have students read aloud the script in groups. Coursebook Assign roles to students in each group. Focus Coursebook on correct pronunciation, intonation and voice © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 modulation. 7. After you read: Allow various students to express their views. This activity helps to develop the life skills of critical thinking and decision-making. Reading Comprehension CB page 79 1. The comprehension skill focus in this unit is Making Predictions. Highlight to students that, as we read a text, we often think of what might happen next. This gives us new ideas about the text and helps us to understand it. We can also use the skill of predicting to answer questions, especially when the answer is not provided in the text. Then, we use this skill to gather information and think about all the possible answers before choosing the most suitable one. 2. Ask students to complete Exercise A and peer-check the answers. 3. For Exercise B, seek answers from various students and help them frame the correct answers. 4. Ensure that students have answered correctly. 5. As a wrap-up activity, ask students the following question. Encourage them to think creatively to fi nd a solution. • What could be a solution to the problem faced by the mice? Answers CB page 79 A. 1. a. 2. a. B. 1. T he 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 Set up a school for their little ones. N ext they brought to the school, All their daughters and sons. T he wise old owl got his baby — The owlet — to school. 94

The cat meowed to her baby — Coursebook Precious kitten, don’t jump into the pool. Workbook The hen fl apped its wings and said to its baby — D ear chick, don’t cry, you are in school now. T he old goat nodded wisely and said to its baby — S weet kid, when you see the teacher, remember to bow. And this is how all the animal babies got together To play and learn to live with each other. Ask students to fi nd the names of animals and their babies in the poem written on the board. 2. Read the examples given on CB page 80. 3. Explain that the highlighted words are names of baby animals. 4. Ask students to complete the exercise given on the same page. Ensure that students have 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. 2.-a. 4.-b. 6.-d. WB W B page 35 Ensure that students have written the correct names of the baby animals. Answers WB page 35 1. duckling 3. fawn 5. cub 7. joey 6. puppy 8. kitten 2. calf 4. foal © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 95

Period 4 Coursebook Grammar CB page 81 1. As a warm-up activity, write the following poem on the board or on a sheet of chart paper. Ask students to recite it in a chorus. Going camping The holidays are here! We shall go camping tomorrow. You will bring the blankets. He will bring the stove. They will bring the plates. She will bring the ball. And I shall bring the tent To shelter us all. Ask students: What is the poem about? (Expected answer: It is about plans for the next day.) 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 81. 4. that we use the helping verbs will and shall Workbook to talk about something we plan to do in the future. Will is used with the pronouns you, he, she, it and they. Both shall and will are used with I and we. Refer to the poem written on the board and draw attention to the use of will and shall to talk about future actions. 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have used will and shall correctly. 6. Try it out: Ask students to have a discussion in class about solving the problem. This activity helps to develop the value of responsible citizenship and encourages students to appreciate and protect the environment. 7. As a wrap-up activity, tell students to imagine they are going on a camping trip with their friends. Ask them to make three sentences about what they will do, using will and shall. Answers CB page 81 1. will 3. shall/will 5. will 2. shall/will 4. will Answers WB page 36 WB W B page 36 1. will 3. shall/will 5. shall/ will 7. shall/will Ensure that students have used will and shall correctly. 2. will 4. will 6. shall/ will 8. will 96 © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4

Period 5 Coursebook Punctuation CB page 82 1. As a warm-up activity, write the following poem on the board and have students recite it in a chorus. A party at the zoo Let’s have a party. Let us go to the zoo. You’re getting the tickets. You are also getting the food. He’s choosing the games to play, And he is getting them too. Now, draw arrows as shown above. Ask students what is common between each pair of words. Workbook 2. Follow the methodology of Show-Explain-Apply to teach grammar in context. 3. : Read the examples given on CB page 82. Refer to the highlighted words. Also draw students’ attention to the highlighted words in the poem written on the board. 4. how short forms are formed. Write the following word pairs on the board one by one. Cross out the relevant letters in each pair of words. Then, insert the apostrophe as shown below. Explain that we make short forms of words by adding the apostrophe in place of missing letters. • she is = she is = she’s • it is = it is = it’s • I am = I am = I’m 5. : Ask students to apply what they have learnt to the exercise given on the same page. Ensure that students have used the correct short forms of the words. 6. As a wrap-up activity, read the following word pairs aloud and ask a few students to come up and write their short forms on the board. WB W B page 37 • let us Ensure that students have formed the correct short form of the words. • he is • you are • they will Answers WB page 37 Answers CB page 82 1. He’s 3. I’m 5. They’re 7. She’s 2. We’re 1. We’re 3. It’s 5. Let’s 4. You’re 6. It’s 8. Let’s 2. I’m 4. He’s © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 97

Period 6 Coursebook Spelling CB page 83 Coursebook 1. As a warm-up activity, write the following N umber 2. A baby sheep is called poem on the board and ask students to recite it a lamb. in a chorus. Number 3. A baby elephant is called My dream cake a calf. What would it take, For a strawberry cake to be baked? Number 4. A baby duck is called One that has my name a duckling. Written inside a blue cream frame. N umber 5. A baby lion is called a cub. 2. Revise the concept of consonants and vowels N umber 6. A baby cow is called a calf. with the students. © 2017 Scholastic Education International (S) Pte Ltd ISBN 978-981-47-8124-4 3. Ask students to say the letter a aloud. Point out that the long a-e sound is similar to the sound made when we say a. Explain that if the letters 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 Listening CB page 84 1. As a warm-up activity, say the following rhyme and ask students to repeat it after you. • 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. 98