English Teacher's Guide Grade 2

A joint publication of National Institute of Education, Maldives and Cambridge University Press, India Exploring English Teacher’s Guide 2

2nd Floor, 4843/24, Ansari Road, Daryaganj, Delhi 110 002 Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org © Cambridge University Press 2015 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2015 Printed in India by Chennai Micro Print (P) Ltd., Chennai–600029 A catalogue record for this publication is available from the British Library ISBN 978-93-84463-82-3 Paperback Additional resources for this publication at www.cambridgeindia.org Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. notice to teachers in the uk The photocopy masters in this publication may be photocopied or distributed [electronically] free of charge for classroom use within the school or institution that purchased the publication. Worksheets and copies of them remain in the copyright of Cambridge University Press, and such copies may not be distributed or used in any way outside the purchasing institution. Every effort has been made to trace the owners of copyright material included in this book. The publishers would be grateful for any omissions brought to their notice for acknowledgement in future editions of the book.

Preface Exploring English Teacher’s Guide 2, is a full guide for teachers on how to use the Exploring English Student Book 2. The book contains detailed activities and step-bystep explanations on how to carry out the activities in the student book. The methodology used in the book reflects the communicative approach of language teaching and learning. Therefore, the suggested activities in the book give ample opportunity for students to communicate and use the target language in real and authentic contexts. Additionally, the book provides a balanced programme for developing the skills of language with a focus on developing students’ understanding and ability to use different types of texts. This is done through an interesting mix of fun-filled stimulating activities which will both engage and motivate the students. Another feature of the teacher’s book is that each unit in the book defines the assessment focus of the particular unit and provide suggestions to carry out assessment tasks in the classrooms. It is hoped that the book helps the teachers to create well-balanced learning opportunities for the students and experience the enjoyment of teaching English language. Fathimath Shaheema Curriculum Developer Co-ordinator

1. Family Album 1 2. Homes 29 Table of Contents

1 Unit 1: Family Album Unit 1: Family Album Unit Overview This is a 3-week unit in which students will learn/talk about their families through descriptive texts and recounts. Learning Outcomes & Indicators: Listening & Speaking SL.CP. 1 Use speaking and listening to interact with others for a variety of purposes. a. Participates in shared language experiences (e.g., conversations, puppet plays, singing, storytelling, choral speech activities). e. Engages in conversations for specific purposes by offering ideas and information (e.g., complete a web, think-pair-share activity) f. Asks questions to solve problems and imaginatively explore situations in their immediate context (e.g., who? How? Why?) SL.CP.2 Listen and respond appropriately to demonstrate comprehension. f. Shows understanding of texts heard using different strategies (e.g., traffic lights - red = don’t understand, green = totally get it etc.) SL.CP. 3 Use speaking to express, present information, ideas and feelings. b. Give informal spoken presentations to small and large groups (e.g., performing action songs and rhymes, telling about a personal experiences and reporting on a known topic c. Introduces self and exchanges personal information (ask and respond to questions about name, age, family, likes and dislikes) Reading & Viewing RV.CP.1 Read grade appropriate literary texts with purpose and comprehension. b. Re-tells a sequence of events or stories using beginning, middle, and end e. Demonstrates comprehension by capturing aspects of texts through different strategies (e.g., completing a cloze passage, drawing a story map or acting out the text) RV.CP.4 View and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters). c. Interprets illustrations, photographs, diagrams, maps, graphs, and other visual texts

Unit 1: Family Album 2 WR.SS. 2 Practise effective skills and strategies during writing and representing. d. Presents information and ideas with several logically sequences ideas based on writing frames provided by the teacher Writing & Representing WR.CP.1 Create personal and imaginative writing and representations for a variety of purposes. a. Creates writings and representations to express feelings, ideas, likes and dislikes (e.g., create a thank you card for a classmate or family member) b. Recounts personal experiences and events (e.g., A visit to the park ) WR.CP.2 Write and create representations of a wide range of information texts for a variety of purposes. a. Writes personal descriptions (e.g., family members, friends, familiar places) WR.LSF. 1 Uses some features and conventions of language to express meaning through writing and representing. a. Writes simple, complete sentences and begins to use compound sentences b. Uses some nouns with irregular plural form appropriately (butterfly/butterflies) c. Begins to adopt paragraph structures (i.e. Writes sentences in a paragraph but there may be some inconsistencies in paragraph division Target vocabulary: mother father parents grandfather grandmother grandparents aunt uncle cousin pet(s) family member(s) sister brother birthday calendar relatives Language structures: • Nouns • Simple present tense • Affirmative and negative sentences Phonics & word study • Recognise words with the ‘magic e’ spelling pattern • Understand and use words with consonant digraph ‘th’

3 Unit 1: Family Album Activity 1: Introduction - What is a family? (45 minutes) Aim: To define a family What you need Teacher Resource 1 Procedure 1. Circle time - Class discussion (10 minutes) • Ask the question – What is a family? – from the pupils. • Give them time to think and answer this question. • Accept all answers. • Applaud students for their efforts. 2. Make finger puppets (30 minutes) • Photocopy the Teacher Resource 1 and distribute it to the pupils. Each resource sheet has six puppets. • Explain that these are finger puppets with blank faces and they need to draw: - The expressions in the faces; - Colour them nicely; and, - Cut along the lines. • Show them how to fold the puppet around their fingers. • Ask them to make puppets that are equal in number to their immediate family, i.e. their parents and siblings. • Allow them time to finish their task. 3. Ending (5 minutes) • Tell them that - A family is a group of people, made of father, mother and their children who live together as a unit. - Model the structure: /I am ………….This is my… / Activity 2: Reading the text - Aisha’s Family (45 minutes) Aim: To talk about family What you need Student Book - unit on ‘Family Album’ Procedure Reading ‘Family Album’ 1. Circle time - Revision (10 minutes) • Revise the definition of a family.

Unit 1: Family Album 4 • Ask pupils to say how many members are there in their family. • Ensure that everyone gets a chance to speak. • Applaud them for their efforts. 2. Reading from the Student Book Starter section and Activity 1 (10 minutes) • Read the introduction and explain what it is about. • Ask pupils to name the people shown in the picture. They will give verbal answers. • Ask them to write those names in the corresponding boxes. • Explain them further to: - make a drawing of their family - write their names - take help of the beginning phrases and write a sentence about their family • Tell them to finish their task within the stipulated time. Text in the Students’ Book (20 minutes) Student’s book – Pages 3 and 4 • Read aloud one extract at a time slowly and clearly but only up to the part “Aisha’s brother”. • Ask pupils to listen carefully because they will have to read it later. • Have them read the text. Each pupil can read 1 or 2 lines of the text. • Continue until all have had a chance to read the text. 3. Ending (5 minutes) • Talk about the words in focus on these pages - A family is a group of people, made of father, mother and their children who live together as a unit. - Reinforce the structure: /I am ………….This is my… / • Explain the homework task to pupils - write about their parents. Activity 3: Continuation of Reading (45 minutes) Aim: To recap the story so far and continue with other family members. What you need Teacher Resource 1 Student Book - unit on ‘Family Album’ for shared reading Procedure Reading ‘Family Album’ Student’s book – Pages 1 and 2

5 Unit 1: Family Album 1. Circle time – Recap (5 minutes) • Ask pupils about the homework task of the previous day. Ask a few to talk about their immediate family. • Introduce the words grandparents and uncle and aunt. • Ask some of them to tell the class about their grandparents/uncles/aunts. Make finger puppets (15 minutes) • Distribute the Teacher Resource 1 to the pupils. • Ask them to make finger puppets of their grandparents/uncles/aunts. • Tell them to finish their task within the stipulated time. 2. Reading from the Student Book, beginning from “Aisha’s grandparents” (20 minutes) Student’s book – Pages 3 to 5 • Read aloud one extract at a time slowly. • Ask questions like the following after each extract: - Who is Hassan? - Razan is Aisha’s ______________. - What is the name of Aisha and Zain’s uncle? - Who is Aunt Rifa? What does she do all day? • Pupils listen to the story and answer the above questions as best as they can. • Accept all answers. • Applaud them for their efforts. Extension activity • Have the pupils read the text. Each pupil can read 1 or 2 lines of the text. • Continue until all have had a chance to read the text. 3. Ending (5 minutes) • Talk about the words in focus so far. • Have pupils practise introducing their family according to the following example – He is Nisal. He is my uncle. • Reinforce the structure: /I am…This is my… He is… She is… They are…/ • Explain the homework task to pupils – introduce their relatives by writing about them. Activity 4: Continuation of Reading (45 minutes) Aim: To talk about birthdays. To learn to read a calendar. To learn ordinal numbers. Student’s book – Pages 3 and 5

Unit 1: Family Album 6 What you need Teacher Resource 1 Student Book - unit on ‘Family Album’ for shared reading Calendar Procedure Reading ‘Family Album’ 1. Circle time – Recap (5 minutes) • Ask a few pupils to share their homework with the rest of the class. • Appreciate and applaud their efforts. Calendar (15 minutes) • Show a calendar to the pupils and ask the following questions: - What is it? - What is it used for? • Accept all answers from them before you tell them it’s utility. 2. Reading from the Student Book Text in the Students’ Book, beginning from “All together!” (20 minutes) Student’s book – Pages 6 and 7 • Read aloud one extract at a time slowly. • Ask questions like the following after each extract: - Why is Aisha so happy? - What is the best gift that she ever got? • Pupils listen to the story and answer the above questions as best as they can. Ordinal numbers • Ask if anyone can tell you why we use the form 15th (or 1st, 2nd, 3rd and so on). • Allow some time for pupils to reflect. • Explain that an ordinal number is used to show order in a series of numbers, like 1st, 5th, 15th and so on. • Inform them that these numbers can also be written in words - first, fifth, fifteenth. 3. Ending (5 minutes) • Talk about the words in focus so far. • Reinforce the structure: /I am…This is my… He is… She is… They are…/ • Explain the homework task to pupils – write the birth dates of their family members in their notebook. Student’s book – Pages 6 and 7

7 Unit 1: Family Album Activity 5: Comprehension (45 minutes) Aim: To consolidate reading comprehension What you need Student Book - unit on ‘Family Album’ for shared reading Stationery items like pencil, sharpener, eraser etc. Procedure 1. Circle time – Recap (10 minutes) • Ask a few pupils to share their homework with the rest of the class. • Ensure that they are not the same as the day before. • Appreciate and applaud their efforts. 2. Answering questions from the Student Book Comprehension exercises in the Students’ Book (30 minutes) • Explain the exercises in the section Understanding the Story. They should be able to identify if the sentences you read out are true or false. • Do the exercises 3, 4 and 5 verbally with the pupils. • They can write the answers later as class work. 3. Ending (5 minutes) • Recap the lesson by asking some more comprehension questions based on the text. • Reinforce the structures done so far. • Explain the homework task to pupils – do the exercises 2 and 6. Answers: 1. a. T; b. F; c. T; d. T; e. F; f. T; g. T; h. F; i. F; j. F 2. c 3. b 4. 2 5. a. house; b. four; c. relatives Activity 6: Assessment task for comprehension (35 minutes) Aim: To assess pupils’ comprehension of the text What you need Teacher Resource 2 Comprehension worksheet Student’s book – Pages 8 and 9

Unit 1: Family Album 8 Procedure 1. Circle time – Recap (10 minutes) • Recap the lesson done so far. • Give answers to the exercises 2 and 6, given as homework on the previous day. • Ask pupils to put a tick (✓) mark on the correct answer to check their own work. • Appreciate and applaud their efforts. 2. Assessment task (20 minutes) • Photocopy the Teacher Resource 2 and distribute among the pupils. • Explain the task to them. • If needed read aloud the passage once to scaffold the reading ability of the pupils. • Tell them to finish their task within the stipulated time. • Remind them to complete the work when 5 minutes are left for the stipulated time to be over. 3. Ending (5 minutes) • Ask them to stop writing. • Collect the worksheet from them. • Explain the homework task to pupils – do a careful reading of the lesson. Answers: 1. Part of the answer will vary since it depends on the pupils. Name Leena My name is Age 5 years Birthday 20th August Lives in Male School Near her home Class 1 Likes To read and listen to stories To eat different things Favourite colour Blue Dislikes Seeing people crying and hurting animals

9 Unit 1: Family Album Activity 7: Vocabulary (45 minutes) Aim: To understand and use words related to family To understand and use naming words What you need Teacher Resource 3 Student Book - unit on ‘Family Album’ Procedure 1. Circle time (10 minutes) • Talk about the assessment task of the previous day. • Tell the maximum and the minimum marks scored in the test without revealing the individual marks in front of the entire class. • Appreciate and applaud their efforts. 2. Vocabulary from the Student Book Vocabulary exercises in the Students’ Book (30 minutes) • Use the Teacher Resource 3 to introduce more words related to family. Note: - You may also cut the pictures and make flashcards with the names written on one side and the pictures on the other. • Speak the words aloud and ask students to repeat after you. The words are: parents children grandfather grandmother brother sister son daughter baby family • Proceed to the exercise in the student book. • Explain the task to the pupils – that they have to match the words with the pictures. • Speak each word aloud clearly and explain their meanings one more time. • Ask the pupils to complete the exercise in class. • Ask them to exchange their book with their partner. • Give the answers and ask them to check the work in the book they have in front of them. • Appreciate and applaud the pupils for their work. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Run through all the vocabulary related to family done so far. • Write the following words on the board and ask them to copy in their notebooks. family grandparents parents baby • Explain the homework task to pupils – make simple sentences with the words written on the board and revise the lesson done so far. Student’s book – Pages 10

Unit 1: Family Album 10 Answer relatives  office  grandparents chores house uncle and aunt Activity 8: Spelling and Pronunciation (45 minutes) Aim: To understand and learn spellings. To understand and use the magic ‘e’. What you need Student Book - unit on ‘Family Album’ CD Procedure 1. Circle time (10 minutes) • Ask the pupils to read aloud 1 sentence that they made to complete the homework of the previous day. • Appreciate and applaud their efforts. 2. Spelling and Pronunciation from the Student Book Spelling exercise in the Students’ Book (15 minutes) • Play the list of words in the section Spell it out! and ask the pupils to listen attentively. • Replay the audio and have them repeat each word after listening to it. • Explain how the ‘magic e’ functions by using the text in the student book. • Ask them work in pairs. Student’s book – Pages 11

11 Unit 1: Family Album • Have them complete the relevant exercise given in the book. • Appreciate and applaud them for their effort. Extension activity • Have the pupils read words in the exercise after completing it. Pronunciation exercise in the Students’ Book (10 minutes) • Speak the words in the section Say it out! aloud and ask students to repeat after you. • Inquire if anyone can identify the common things the words have. • Direct them towards the sound of ‘soft D’ if none are forthcoming with any answer. • Talk about the sound of the letters ‘t’ and ‘h’ when used together. Play the audio CD with the recording of the following words and ask the pupils to listen carefully. them they other clothes feather these their bathe another bother • Replay the audio and have them repeat the words. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Recap the spellings and the pronunciation from the student book. Answers: at mad hop tap on made tape one ate hope Activity 9: Listening to a story on Family (45 minutes) Aim: To listen to a story To express personal preferences What you need Teacher Resource 4 Procedure 1. Circle time – Recap (5 minutes) • Recap the lesson done so far by asking various questions on family. • Pupils reply to the best of their ability and understanding. • Appreciate and applaud their efforts. Student’s book – Pages 11 and 12

Unit 1: Family Album 12 2. Teacher resource 4 Storytelling (35 minutes) • Divide the class in three groups. • Make three photocopies of the Teacher Resource 4 and distribute them to the groups. • Ask pupils to observe the pictures in the comic strip and discuss the story. • Allow about 5 minutes for this activity. • Read aloud the story as given in the comic strip and ask them to listen attentively. • You may have to repeat the reading another time so that the pupils can understand better. • Ask if that is how they had predicted the story. • Call each group to the front and ask what would they do if they were in the place of: - Mamma Bear - Papa Bear - Baby Bear • Appreciate and applaud the pupils for their work. 3. Ending (5 minutes) • Inquire if the pupils liked the story. • Talk about how the Bear Family was angry, but forgave Goldilocks because she said sorry and offered to mend the chair. Values explored Support children to: • recognise own role in creating a secure and caring family and environment. • show care and compassion towards oneself and others Activity 10: Role-playing a story (45 minutes) Aim: To role-play a story To reinforce the language structure /I am…This is my… He is… She is… They are…/ What you need Teacher Resource 4 Procedure 1. Circle time – Recap (5 minutes) • Recap the previous day’s activity by calling one pupil and having him tell the story of Goldilocks and the Three Bears in his/her own words.

13 Unit 1: Family Album 2. Role-play the story in Teacher Resource 4 (35 minutes) • Divide the class in groups of 4 pupils each. • Assign the roles of Goldilocks and the Three Bears to the members of each group. • Explain the task to them. they will: - observe the pictures carefully. - read the story as best as they can - practise to role-play their version of the story • Give them sufficient time for the preparation. • Call them one by one and ask them to role-play the story in the class. • Appreciate and applaud the pupils for their work. Note: - this task may take 2 class periods. 3. Ending (5 minutes) • Talk about their feelings when they were role-playing the story. Did they enjoy it? • Explain the homework task to pupils – write a few lines about their family in order to prepare for the next day’s task. Values explored Support children to: • recognise own role in creating a secure and caring family and environment. • show care and compassion towards oneself and others Activity 11: Speaking about the Family (45 minutes) Aim: To describe one’s family To reinforce the language structure /I am…This is my… He is… She is… They are…/ To change affirmative sentences into negative ones. What you need Student Book - unit on ‘Family Album’ Procedure 1. Circle time – Reinforce language structures /I am…This is my… He is… She is… They are…/ (5 minutes) • Reinforce the language structures done in this unit by giving examples. • Ask the pupils to give some examples, too. 2. Speaking task from the Student Book (20 minutes) Student’s book – Pages 12 and 13

Unit 1: Family Album 14 • Explain the task given in the section Let’s talk. • Have them write words about their family in the stars to complete the word web. • Give them sufficient time to complete this task. • Tell them that now they have to: - use the language structures done so far along with - the word web they have just completed, and - the callouts from the student book, to - describe and talk about their family. • Give them sufficient time to prepare for the task. • Call them one by one and ask them to describe their families. Note: - this task may take 2 class periods; it will depend upon the number of pupils in the class. Changing affirmative sentences into negative ones (10 minutes) • Explain to pupils that the simplest way of changing an affirmative sentence into a negative one is to use the word not right after the verb. • Give examples like I am happy I am not happy; I am eating a fruit I am not eating a fruit and so on. • Invite them to suggest some similar examples. • Have them do the exercise from the student’s book in class. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Explain the homework task to pupils – give a demonstration at home of how they described their families in the class. Answers: 3. 1. Aisha is a not little girl. 2. Zain is not her brother. 3. Catty is not Aisha’s pet kitten. 4. Everyone is not very happy today. Activity 12: Listening (45 minutes) Aim: To listen to a poem and do a gap fill activity, and To read it with gestures and expressions What you need Student Book - unit on ‘Family Album’ CD Student’s book – Pages 14

15 Unit 1: Family Album Procedure 1. Circle time – Class discussion (5 minutes) • Start a brief class discussion on how the pupils’ parents reacted at their demonstration. • Invite them to share their reactions with the class. 2. Listening task from the Student Book (30 minutes) • Explain the task given in the section Let’s listen. • Tell them that they have to listen to a poem and fill the gaps to complete the sentences as they hear. • Play the CD once and have them listen to it attentively. The transcript of the audio is given below: Some families are big, some families are small Some have kids, some don’t at all Some have pets, some don’t Some may be disabled or different colors In Allah we are all the same, just turn out the light or close your eyes What do you hear- a simple voice We all have one, we are all family. • Replay the CD and ask them to fill the gaps in the exercise given in the student book. • Give them sufficient time to complete this task. • Ask them to exchange their books with their partners. • Give the answers and ask them to check the work in the book they have in front of them. Extension activity • Write the poem on the board. • Ask pupils to write it down in their notebook. • Have them work in pairs and ask them to read it together. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Explain the homework task to pupils – learn the poem on family. Answers: 1.b; 2. c; 2. A Student’s book – Pages 14 and 15

Unit 1: Family Album 16 Activity 13: Grammar – nouns (45 minutes) Aim: To understand and use the naming words. What you need Teacher Resource 5 Student Book - unit on ‘Family Album’ Procedure 1. Circle time – Poetry recitation (10 minutes) • Review the homework by doing the following task. - divide the class in 4 groups. - ask them to recite the poem ‘Family’. • Call one group at a time and have the recite the poem as instructed. • Appreciate and applaud their efforts. 2. Grammar from the Student Book (30 minutes) Task 1 • Ask a pupil to read the sentences from the section Grammar. • Have the pupils underline the words Aisha, house, father, Farhan, mother, Sana, home and day. • Talk about naming words by using the text from the student book. Task 2 • Photocopy the Teacher Resource 5 and distribute it among the pupils. • Ask them to read aloud the poem ‘Grandma’s Spectacles’ as a class. • Tell them that underlined words are naming words, or nouns. • Have them label the picture by writing the naming words in the callouts. Task 3 • Explain the task of Name-Place-Animal-Thing to the pupils. • Tell them that you will call out a letter from the alphabet and they will have to write the name of a person, place, animal and thing. • Show them the example from the book. • Have them write the words in correct columns as class work. Task 4 • Verbally discuss the nouns in the second exercise in the same section. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Explain the homework task to pupils – do the exercise 2, on page 16, in the Grammar section. Student’s book – Pages 15 and 16

17 Unit 1: Family Album Answers: 1. Answer will vary since it depends on the pupils. 2. a. family; b. brother; c. house; d. grandparents, uncle, aunt; e. mother, aunt, house Activity 14: Guided writing (30 minutes) Aim: To write sentences by using correct words. What you need Student Book - unit on ‘Family Album’ 1. Circle time – Review homework (5 minutes) • Review the homework by: - giving answers - asking pupils t check their own work 2. Writing task from the Student Book (20 minutes) Task 1 • Jumble words like HELLO, GOOD, FOOD and write them on the board • Ask pupils to guess the real word. • Ensure that everyone participates in this guessing game. • When the words have been identified proceed with the task in the student book. • Proceed to the exercise in the student book. Task 2 • Assist the pupils in solving the jumbled word puzzle. • Ask them to write the correct words in their notebooks. • Instruct them to complete the sentences using the most suitable word from this list. • Give them sufficient time to complete this task. • Have them to exchange their book with their partner. • Give the answers and ask them to check the work in the book they have in front of them. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Recap the lesson on family by talking about the members, relatives etc. with them. Answers: 1. My family is very good. 2. Aisha is my sister. Student’s book – Pages 17

Unit 1: Family Album 18 3. Our father goes to the shop. 4. We live in a very big house. 5. Farhan and Sana are Aisha’s parents. 6. Zain loves to play football. Activity 14: Time for fun (30 minutes) Aim: To mark dates on a calendar. To write ordinal numbers. What you need Student Book - unit on ‘Family Album’ Calendar Procedure 1. Marking a calendar (15 minutes) • Reinforce how to read a calendar one more time. • Ask them to ask four classmates for their birthday and mark the dates on the calendar. • Revise the concept of ordinal numbers. • Have them write the dates in ordinal numbers. 2. Ending (5 minutes) • Appreciate and applaud them for their work. Answers: Answer will vary since it depends on the pupils. Activity 15: Reading poetry (20 minutes) Aim: To use the finger puppets and read/recite a poem. What you need Finger puppets made by students Student Book - unit on ‘Family Album’ Procedure 1. Reading and reciting a poem using props (15 minutes) • Ask the pupils to use the finger puppets they had made earlier in the lesson. Student’s book – Pages 18 Student’s book – Pages 19

19 Unit 1: Family Album • Have them read the poem ‘This is a Family’. The poem is given below: This is a family Let’s count them and see, How many there are, And who they can be This is the mother Who loves everyone And this is the father Who is lots of fun. This is my sister She helps and she plays, And this is the baby • He’s growing each day. • Tell them to put on the finger puppets and read it aloud one more time. They can do so as a class. • Allow them to experiment with different ways of reading/reciting the poem. • Accept all modes of expressions. 2. Ending (5 minutes) • Appreciate and applaud them for their performance. • Explain the homework task – prepare the lesson for the assessment task the next day. Activity 16: Assessment task (45 minutes) Aim: To assess pupils’ vocabulary, grammar and writing skills. What you need Teacher Resource 6 Procedure 1. Circle time – Revision (10 minutes) • Revise the lesson by asking questions about family members and relatives. • Remind the pupils that they will complete an assessment task in the next part of this session. 2. Assessment task (30 minutes) • Photocopy the Teacher Resource 6 and distribute among the pupils. • Explain the different tasks to them.

Unit 1: Family Album 20 • Tell them to they would be marked for the exercise so they should complete the worksheet carefully. • Tell them to finish their task within the stipulated time. • Remind them to complete the work when 5 minutes are left for the stipulated time to be over. 3. Ending (5 minutes) • Ask them to stop writing. • Collect the worksheet from them. Answers: 1. Family Grandfather Children Brother and sister Baby Parents 2. a) toothbrush; b) baby; c) cat; d) ball; e) rabbits, garden 3. a) mother; b) father; c) family; d) relative; e. brother Differentiation Differentiate teaching and learning to support the learning needs of individual students by increasing the: • frequency of exposure for some students • intensity of teaching by: o adjusting the group size o making pupils work with partners, too • duration of time needed to complete tasks and assessments

21 Unit 1: Family Album Values explored Support children to understand the importance of: Family and home environment: recognise own role in creating a secure and caring family and environment. Care and compassion: show care and compassion towards oneself and others. Students make a display chart with hand prints of their family members, write their names and paste their pictures. Write one sentence under each person’s name about how they care for each other. E.g. My mother takes care of our family. Or I help my father when he works in the garden. Key competencies Interact and build social relationship with peers, teachers and others in a range of contexts. Make personal choices Understanding the importance of familyDemonstrate how family is important to them (e.g., talk about how much they love their parents and siblings, describe them and so on). Making meaning Actively listen to spoken texts such as poems and rhymes using appropriate listening behaviour (e.g., asking questions, looking at the person who is speaking) Use a variety of forms (gestures, expression…) to organize and give meaning to familiar experiences, ideas, and information. Procedure Discuss with the pupils and develop a success criterion for the display chart before they start working on it. Before sharing the display chart Tell the pupils to take hand prints of their family members in different colours. Cut out the handprints and paste them on a chart paper along with their photographs and write their names below the photographs. Write a sentence each beneath each name to describe what they do to help each other. While presenting/sharing the display chart Have them speak loud enough for the audience to hear them. Tell them to use the display chart. Ask them to maintain eye contact with the audience. After presentations of the display chart Have them say what they liked about the display chart. Ask them to say one sentence each about their family members. Reflection: After the presentations, get the pupils to talk about what went well and what they could improve the next time. Reflection on the unit • Activities that worked well • Activities that could be improved and how • Monitoring and assessment strategies that worked well and that could be improved

Unit 1: Family Album 22 • Common errors or learner needs that should be addressed in future lessons (e.g., spelling, grammar) Assessment focus Collect information to check pupils’ ability to: • Comprehend the written text. • Read simple text and answer questions based on them. • Talk about their families using learnt sentence structures. • Write on a topic using guided writing frames. • Match words with their visual representation. • Read and write words with magic ‘e’. • Read and repeat words with consonant digraph ‘th’. • Listen for details and complete a gap fill activity.

23 Unit 1: Family Album Resource 1 Finger Puppets

Unit 1: Family Album 24 Resource 2: Read the given passage. Good morning! I am Leena. I am 5 years old. I was born on 20th August in Male. I live with my father and mother. I go to a school near my home. I am in Class 1. I like to read and listen to stories. I love to colour pictures and the colour I like best is blue. I like to eat different things. I don’t like to see people crying and hurting animals Compare Leena with yourself and complete the table Name Leena My name is Age Birthday Lives in School Class Likes Favourite colour Dislikes Comprehension assessment worksheet

25 Unit 1: Family Album Resource 3 Words related to Family Parents Children Grandfather Grandmother Brother Sister Son Daughter Baby Family Picture dictionary

Unit 1: Family Album 26 Resource 4 Goldilocks and the Three Bears First strip 1.Mamma Bear, Papa Bear and Baby Bear went in the jungle for a walk. 2.Soon, Goldilocks came to their house. 3 and 4. Three bowl of porridge were served on the table. She tasted the first two bowls but did not like them. Second strip 1. She tasted Baby Bear’s porridge and liked it. 2 and 3.She tried sitting in Mamma and Papa Bear’s chairs but did not like it. 4. Baby Bear’s chair was just right, but it broke. Third strip 1 and 2.She felt sleepy so she went to sleep on a bed. She did not like them. 3. But, Baby Bear’s bed was just right and Goldilocks went to sleep. 4. When the Bear family returned, they were surprised. Fourth Strip 1.’Someone ate my porridge’, Baby Bear cried. 2. Mamma and Papa Bear found their chairs were not in the place where they had left. 3. And, Baby Bear found his broken. Fifth Strip 1. Mamma and Papa Bear found the sheets of their beds dirty. Who’s been sleeping here? – they wondered. 2. Baby Bear shouted to say he found who entered their house. 3. Goldilocks woke up with a fright. She promised to mend the chair and said sorry for eating their porridge. The Bear family forgave her and they lived happily ever after.

27 Unit 1: Family Album Resource 5 These are Grandma’s spectacles. This is Grandma’s hat. And this is the way she folds her hands. And lays them in her lap. Poem - Grandma’s Spectacles

Unit 1: Family Album 28 Resource 6: 1. Match the words with the pictures. Family Grandfather Children Brother and sister Baby Parents 2. Underline the naming words in the following sentences. a. My toothbrush is red. b. The baby is crying. c. The cat is sleeping. d. The ball went rolling down. e. The rabbits ran to the garden. 3. Choose the words from the box to complete the sentences. father brother family relatives mother a. Aisha’s ________________ stays at home. b. Farhan is the name of Aisha and Zain’s ________________. c. The children live with their ________________. d. Uncle Nisal and Aunt Rifa are their ________________. e. Uncle Nisal is Farhan’s ________________. Assessment worksheet

29 Unit 2: Homes Unit 2: Homes Unit Overview This is a 3-week unit in which students will talk/learn about homes – types of homes and need for a home. They will also learn that animals need a home, too. Learning Outcomes & Indicators: Listening & Speaking SL.CP. 2 Listen and respond appropriately to demonstrate comprehension. b. Follows verbal instructions, suggestions or requests in a two-three step sequence c. Listens and responds to questions appropriately SL.CP. 3 Use speaking to express, present information, ideas and feelings. b. Give informal spoken presentations to small and large groups (e.g., performing action songs and rhymes, telling about a personal experiences and reporting on a known topic Reading & Viewing RV.CP.2 Read and demonstrate comprehension of grade-appropriate information texts (non fiction). a. Reads grade-appropriate information texts (e.g., descriptions, Procedures, information reports, explanation, exposition) with increasing fluency, accuracy and comprehension b. Uses some basic ‘text features’ to understand and locate content in information texts (e.g., steps in a Procedure, headings, illustration, captions) c. Follows simple written directions supported with pictures (e.g., create a simple craft, follow a recipe) WR.SS. 2 Practise effective skills and strategies during writing and representing. d. Presents information and ideas with several logically sequences ideas based on writing frames provided by the teacher RV.CP.4 View and demonstrate comprehension of visual texts (e.g., cartoons, illustrations, diagrams, posters). d. Recalls details or main ideas from visual texts in response to questions

Unit 2: Homes 30 Writing & Representing WR.CP.2 Write and create representations of a wide range of information texts for a variety of purposes. a. Writes personal descriptions (e.g., family members, friends, familiar places) b. Writes two- three step instructions or Procedures (e.g., Make a cup of tea ) Target vocabulary: Home House Need Safety Room Living Furniture Bedroom Kitchen Living room Dining room Bathroom Door(s) Window(s) Roof Floor Balcony Letter box Language structures: • Prepositions of place • Adjectives • Simple present tense Phonics & word study words with the ‘oo’ long vowel spelling Activity 1: Home – an introduction (45 minutes) Aim: To understand what is a home. What you need Teacher Resource 1 Worksheet with a word web Procedure 1. Circle time - Class discussion (10 minutes) • Ask the question – What is a home? – from the pupils. • Let them think for some time. • Have them answer this question. • Accept all answers. • Applaud students for their efforts. 2. Complete a word web (30 minutes) • Photocopy the Teacher resource 1 and distribute it to the pupils.

31 Unit 2: Homes • Draw the word web on the board as well. • Explain that they will: o see a word web with the word HOME written in the centre; o think and fill the circles around the central word with things connected with a home; o work individually to complete the task. • Give them an example of filling the word web by writing a word related with home in one of the circles. • Have them complete the word web. • Allow them around 20 minutes to finish their task. • Ask them to speak out the words they have written in their word web. • Write on the board as they speak and compile a class list of the vocabulary related to a home. • Appreciate and applaud the pupils for their effort. 3. Ending (5 minutes) • Explain the homework task to pupils – make a list of different parts of their own home and bring it to class the next day. Answers Answers will vary since they depend on the pupils. Activity 2: Reading the text (45 minutes) Aim: To understand the need of a home. What you need Student Book - unit on ‘Homes’ for shared reading Procedure Reading ‘Homes’ 1. Circle time - Revision (10 minutes) • Review the homework of the previous day. • Draw a class list of different parts of a typical home. 2. Reading from the Student Book Starter section and introduction (10 minutes) • Tell pupils that they should colour the picture according to the suggested colour scheme to discover the hidden object. • Give them sufficient time for this activity. • Ask them to write simple answers to the questions given in this section. • Applaud their efforts. Student’s book – Pages 20

Unit 2: Homes 32 Text in the Students’ Book (20 minutes) • Read aloud one extract at a time slowly and clearly. • Make them note that the grandfather explains why people need homes. • Inquire if the pupils have understood this explanation. • Start a class discussion on the following lines. - Was grandfather’s explanation correct? Why/why not? - What more could he have said? • Pupils discuss with each other to answer these questions. • Accept all answers. • Applaud them for their efforts. 3. Ending (5 minutes) • Start a brief class discussion to find possible answers the grandfather can give to Aisha and Zain. • Explain the homework task to pupils – think and write at least two reasons why we need a home. Activity 3: Reading the text (continued) (45 minutes) Aim: To recap the story so far and continue with the reasons for needing a home. What you need Teacher resource 2 Student Book - unit on ‘Homes’ Procedure Reading ‘Homes’ 1. Circle time – Recap (5 minutes) • Have a few pupils share their views on the need for a home. 2. Reading from the Student Book Text in the Students’ Book (35 minutes) • Read aloud the text slowly but clearly. • Use the Teacher resource 2 to discuss each part of the house at length. • Explain the necessity and use of these parts. • Involve the pupils at different points by asking questions/their views or preknowledge. Extension activity • Have the pupils read the text. Each pupil can read 1 or 2 lines of the text. Student’s book – Pages 21 to 23 Student’s book – Pages 23 to 26

33 Unit 2: Homes • Continue until all have had a chance to read the text. 3. Ending (5 minutes) • Talk about the words in focus so far. • Reinforce the structure: /We need…to live… for protection… shelter in…/ • Explain the homework task to pupils – complete the activity on page 25 Activity 4: Types of houses (45 minutes) Aim: To talk about types of houses What you need Teacher resource 3 Student Book - unit on ‘Homes’ Procedure 1. Circle time – Recap (5 minutes) • Ask pupils to share their thoughts about the unit with the rest of the class. 2. Reading from the Student Book Text in the Students’ Book (30 minutes) • Continue with the loud reading of the text with appropriate voice modulation and intonation. • Use the Teacher resource 3 to show different types of houses to the pupils. • Quiz them about some of the houses. • Offer information about some other types of houses like igloo. • Sensitise them towards the fact that every living being needs a house or a shelter to stay safe. • Involve the pupils at different points by asking questions/their views or preknowledge. 3. Ending (5 minutes) • Reinforce the language structures done so far. Activity 5: Comprehension (45 minutes) Aim: To consolidate the lesson What you need Student Book - unit on ‘Homes’ for shared reading Stationery items like pencil, sharpener, eraser etc. Student’s book – Pages 26 and 27

Unit 2: Homes 34 Procedure 1. Circle time – Recap (10 minutes) • Review the lesson done so far by asking some questions like: - Why do we need a home? - Are all houses similar? - Do animals need a home, too? • Pupils answer these questions to the best of their understanding. • Appreciate and applaud their efforts. 2. Answering questions from the Student Book Comprehension exercises in the Students’ Book (30 minutes) • Explain the exercises in the section Understanding the Story. • They should be able to: - agree or disagree with the sentences in the exercise 1. - match the rooms with their use in exercise 2. • Do the exercises 3 and 4 with the pupils. • They can write the answers later as class work. 3. Ending (5 minutes) • Recap the lesson by asking some more comprehension questions based on the text. • Reinforce the language structures done so far. Answers 1. a. Y; b. Y; c. n; d. n; e. n; f. y; g. y 2. dining room we have our meals here kitchen we cook food here bedroom we sleep here living room we cook food here bathroom we wash ourselves here garden we play and grow flowers here 3. Answer will vary since it depends on the pupils. 4. a. bed; b. home; c. home Student’s book – Pages 28 and 29

35 Unit 2: Homes Activity 6: Assessment task for comprehension (35 minutes) Aim: To assess pupils’ comprehension of the text What you need Teacher Resource 4 Comprehension worksheet Procedure 1. Circle time – Recap (10 minutes) • Recap the lesson done so far. • Appreciate and applaud their efforts. 2. Assessment task (20 minutes) • Photocopy the Teacher Resource 4 and distribute among the pupils. • Explain the task to them. • If needed, read aloud the passage once to scaffold the reading ability of the pupils. • Tell them that they would be marked for the exercise so they should complete the worksheet carefully. • Tell them to finish their task within the stipulated time. • Remind them to complete the work when 5 minutes are left for the stipulated time to be over. 3. Ending (5 minutes) • Ask them to stop writing. • Collect the worksheet from them. • Explain the homework task to pupils – do a careful reading of the lesson. Answers 1. Answer will vary since it depends on the pupils. 2. A house is made of bricks and a home is made of love. Activity 7: Vocabulary (45 minutes) Aim: To understand and use words related to home and house What you need Teacher Resource 5 Picture dictionary Student Book - unit on ‘Homes’ for shared reading

Unit 2: Homes 36 Procedure 1. Circle time – Discuss assessment results (10 minutes) • Talk about the assessment task of the previous day. • Tell the maximum and the minimum marks scored in the test without revealing the individual marks in front of the entire class. • Appreciate and applaud their efforts. 2. Vocabulary from the Student Book Vocabulary exercises in the Students’ Book (30 minutes) • Use the Teacher Resource 5 to introduce words related to home and house. Note: - You may also cut the pictures and make flashcards with the names written on one side and the pictures on the other. • Speak the words aloud and ask students to repeat after you. • Proceed to the exercise in the student book. • Explain the task to the pupils – that they have to match the words with the pictures. • Speak each word aloud clearly and explain their meanings one more time. • Ask the pupils to complete the exercise in class. • Ask them to exchange their book with their partner. • Give the answers and ask them to check the work in the book they have in front of them. • Appreciate and applaud the pupils for their work. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Run through all the vocabulary related to family done so far. • Explain the homework task to pupils – make simple sentences with the words from the book. Answer igloo bedroom burrow nest kitchen Student’s book – Pages 30

37 Unit 2: Homes Activity 8: Spelling and Pronunciation (45 minutes) Aim: To understand and learn spellings with ‘oo’. To understand pronounce words with ‘oo’. What you need Student Book - unit on ‘Homes’ for shared reading CD Procedure 1. Circle time – (10 minutes) • Ask the pupils to read aloud 1 sentence that they made to complete the homework of the previous day. • Appreciate and applaud their efforts. 2. Spelling and Pronunciation from the Student Book Spelling exercise in the Students’ Book (15 minutes) • Play the list of words in the section Spell it out! and ask the pupils to listen attentively. The transcript of the audio recording is given below: room door hoof book foot blood • Replay the audio and have them repeat each word after listening to it. • Ask them to work in pairs. • Play the second list of words and ask them to write the spellings in their notebooks. The words are: loot moot root boot hook look • Have them complete the relevant exercise given in the book. Extension activity • Have the pupils read words in the exercise after completing it. Pronunciation exercise in the Students’ Book (10 minutes) • Replay the audio for the Spelling task once more. • Talk about the different ways in which words with ‘oo’ are pronounced. • Practise the given words as a class. • Have pupils pay attention to the different sounds of ‘oo’. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Recap the spellings and the pronunciation from the student book. Student’s book – Pages 31 Student’s book – Pages 31

Unit 2: Homes 38 Activity 9: Speaking - Describing a picture (45 minutes) Aim: To draw a picture To describe the picture What you need Student Book - unit on ‘Homes’ for shared reading Procedure 1. Circle time – Recap (5 minutes) • Recap the lesson done so far by asking various questions on homes and houses. • Pupils reply to the best of their ability and understanding. • Appreciate and applaud their efforts. 2. Drawing (10 minutes) • Ask the pupils to make the drawing of a home and then label it. Speaking (25 minutes) • Tell them to describe their drawing to the class. • Suggest that they use the phrases given in the book for the description. • Appreciate and applaud the pupils for their work. Note: - this task may take more than 1 class period. 3. Ending (5 minutes) • Explain the homework task to the pupils – describe their drawing to their parents. Activity 10: Listening (45 minutes) Aim: To listen to a poem and do a gap fill activity, and To read it with gestures and expressions What you need Student Book - unit on ‘Homes’ for shared reading CD Procedure 1. Circle time – Class discussion (10 minutes) • Start a brief class discussion on how the pupils’ parents reacted at their demonstration. • Invite them to share their reactions with the class. Student’s book – Pages 32

39 Unit 2: Homes 2. Listening task from the Student Book (30 minutes) • Explain the task given in the section Let’s listen. • Tell them that they have to listen to a poem and fill the gaps to complete the sentences as they hear. • Play the CD once and have them listen to it attentively. The transcript of the audio is given below: There was an old woman, Who lived in a shoe; She had so many children, She didn’t know what to do. She gave them some broth, Without any bread; She whipped them all soundly, And sent them to bed. • Replay the CD and ask them to fill the gaps in the exercise given in the student book. • Give them sufficient time to complete this task. • Ask them to exchange their books with their partners. • Give the answers and ask them to check the work in the book they have in front of them. • Write the poem on the board. • Ask pupils to write it down in their notebook. • Have them work in pairs and ask them to read it together. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. Activity 11: Grammar – Simple present tense/prepositions of place/       adjectives (45 minutes) Aim: To understand and use the tenses, prepositions and adjectives. What you need Student Book - unit on ‘Homes’ for shared reading Procedure 1. Circle time – Poetry recitation (5 minutes) • Revise the vocabulary of the unit. Student’s book – Pages 33

Unit 2: Homes 40 2. Grammar from the Student Book (35 minutes) Task 1 • Ask a pupil to read the sentences under the heading Simple Present Tense from the section Grammar. • Have the pupils underline the words asks, says. • Explain that when we refer to an action in the present we use the simple present tense. • Tell them to do the exercise in the book. Task 2 • Talk about prepositions of place. • Explain that these are words that tell us the location of something. • Give some examples of these prepositions by using things in the classroom. • Have them do the relevant exercise from the book. Task 3 • Talk about adjectives as words that tell us something more about a person, place, animal and thing. • Ask them to look at the illustration and read the text from the book. • Have them do the exercise from the book itself. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Explain the homework task to pupils – make five sentences using either the simple present tense or prepositions of place. Answers Simple present tense Read Sleep Drink Live I read sleep drink live You read sleep drink live He reads sleeps drinks lives She reads sleeps drinks lives Prepositions The cat is sitting in the TV. The cat is sitting on the TV. Adjectives 1. yellow; 2. yellow: 3. warm; 4. curly; 5. blue Student’s book – Pages 33 to 37

41 Unit 2: Homes Activity 12: Guided writing (45 minutes) Aim: To complete a story by using given words. What you need Student Book - unit on ‘Homes’ for shared reading 1. Circle time – Review homework (15 minutes) • Review the homework by asking pupils to read their sentences to the class. • Applaud them for their good work. 2. Writing task from the Student Book (25 minutes) • Read aloud the sentences of the story. • Tell the pupils that they have to use the given words to complete the story. • Tell them also that they can use these words a number of times. • Give them sufficient time to complete this task. • Have them to exchange their book with their partner. • Give the answers and ask them to check the work in the book they have in front of them. 3. Ending (5 minutes) • Appreciate and applaud the pupils for their work. • Do a quick reading of the lesson one more time. Answers I have many pets. All of them think that I love them. But, I love the little goldfish the most. I know it is very sweet. It swims fast to reach me when it sees me. It opens its little mouth and then closes it. It is always hungry and wants food to eat. I think my cat does not like the goldfish. Activity 13: Time for fun (30 minutes) Aim: To match animals with their homes What you need Student Book - unit on ‘Homes’ Procedure 1. Circle time – sharing of thoughts (5 minutes) • Allow space for pupils to share their thoughts about the unit. • Ensure that everyone participates in the activity. Student’s book – Pages 38

Unit 2: Homes 42 2. Matching the animals with their homes (20 minutes) • Ask pupils what they know about animals and their homes. • Discuss as a class. • Explain the task in the book and have them match the animals with their homes. Activity – class discussion • Discuss what would happen if the homes of the above animals were changed – for ecample, a bee lived in the pond and a fish on the tree. • Encourage the pupils to be imaginative as they discuss these possibilities. • Ensure that everyone participates in the activity. • Accept all answers. 3. Ending (5 minutes) • Appreciate and applaud them for their work. Answers Activity 14: Reading poetry (20 minutes) Aim: To recite a poem. What you need Student Book - unit on ‘Homes’ for shared reading CD Student’s book – Pages 39

43 Unit 2: Homes Procedure 1. Reading and reciting a poem using props (15 minutes) • Ask the pupils to read the poem ‘Old MacDonald’s Farm’. The poem is given below: Student’s book – Pages 40 Old MacDonald had a farm E-I-E-I-O And on his farm he had a duck E-I-E-I-O With a quack quack here And a quack quack there Here a quack, there a quack Everywhere a quack quack Old MacDonald had a farm E-I-E-I-O Old MACDONALD had a farm E-I-E-I-O And on his farm he had some chickens E-I-E-I-O With a cluck cluck here And a cluck cluck there Here a cluck, there a cluck Everywhere a cluck cluck With a baa baa here And a baa baa there Here a baa, there a baa Everywhere a baa baa With a neigh neigh here And a neigh neigh there Here a neigh, there a neigh Everywhere a neigh neigh With a quack quack here And a quack quack there Here a quack, there a quack Everywhere a quack quack With a oink oink here And a oink oink there Here a oink, there a oink Everywhere a oink oink With a moo moo here And a moo moo there Here a moo, there a moo Everywhere a moo moo Old MacDonald had a farm E-I-E-I-OOOOOOO.........

Unit 2: Homes 44 • Allow them to experiment with different ways of reading/reciting the poem. • Accept all modes of expressions. • You may also play the CD and let the pupils sing along. 2. Ending (5 minutes) • Appreciate and applaud them for their performance. • Explain the homework task – prepare the lesson for the assessment task the next day. Activity 15: Assessment task (45 minutes) Aim: To assess pupils’ vocabulary, grammar and writing skills. What you need Teacher Resource 6 Assessment worksheet Procedure 1. Circle time – Revision (10 minutes) • Revise the lesson by asking questions about family members and relatives. • Remind the pupils that they will complete an assessment task in the next part of this session. 2. Assessment task (30 minutes) • Photocopy the Teacher Resource 6 and distribute among the pupils. • Explain the different tasks to them. • Tell them to they would be marked for the exercise so they should complete the worksheet carefully. • Tell them to finish their task within the stipulated time. • Remind them to complete the work when 5 minutes are left for the stipulated time to be over. 3. Ending (5 minutes) • Ask them to stop writing. • Collect the worksheet from them. Answers 2. a. thin, fat; b. sweet; c. red; d. green; e. tasty 3. a. in; b. on; c. in; d. on; e. in 4. a. Aisha reads a funny book. b. The boy plays with a ball. c. His brother comes to school. d. The baby sleeps on the bed. e. Our maid lives with us.

45 Unit 2: Homes Differentiation Differentiate teaching and learning to support the learning needs of individual students by increasing the: • frequency of exposure for some students • intensity of teaching by: o adjusting the group size o making pupils work with partners, too • duration of time needed to complete tasks and assessments Values explored Support children to: Sense of duty: show awareness and take personal responsibility for one’s actions both in and outside school and in future life. Students make a collage of different types of home, including animal homes. Students stand in a circle and talk about how they keep their rooms clean and tidy. Interact and build social relationship with peers, teachers and others in a range of contexts. Express personal views Understanding the need for a home Demonstrate how a home is necessary for a living being (e.g., talk about the need for a home, types of homes, their own home). Making meaning Actively listen to spoken texts such as poems and rhymes using appropriate listening behaviour (e.g., asking questions, looking at the person who is speaking) Use a variety of forms (gestures, expression…) to organize and give meaning to familiar experiences, ideas, and information. Procedure Discuss with the pupils and develop a success criterion for the collage before they start working on it. Before sharing the collage Tell the pupils to collect pictures of different types of house across the world. Cut out the pictures and paste them on a chart paper in the way the pupils want to. Encourage them to be at their creative best while making their collages. While presenting/sharing the collage Have them speak loud enough for the audience to hear them. Tell them to use the display chart. Ask them to maintain eye contact with the audience. After presentations of the collage Have them say what they liked about the collage. Ask them to say one sentence each about their family members.

Unit 2: Homes 46 Reflection: After the presentations, get the pupils to talk about what went well and what they could improve the next time. Reflection on the unit • Activities that worked well • Activities that could be improved and how • Monitoring and assessment strategies that worked well and that could be improved • Common errors or learner needs that should be addressed in future lessons (e.g., spelling, grammar) Assessment focus Collect information to check pupils’ ability to: • Comprehend the written text. • Read simple text and answer questions based on them. • Talk about homes using learnt sentence structures. • Write on a topic using guided writing frames. • Match words with their visual representation. • Read and write words with ‘oo’ in their spellings. • Listen for details and complete a gap fill activity.