ENG_G1_CB_FINAL

A communicative, integrated-skills course

1

Series Editor
Fiona C. Holmes

Authors
Meigha Rawat
Swati Verma

9789385691034
9789385691058

Preface

PruQuest English is a communicative course that has been designed keeping in mind the increasingly dynamic role of the
English language in today’s world. The course offers original stories and poems that are based on the themes listed in the
National Curriculum Framework, 2005. The stories and poems offer a diversity that celebrates the heterogeneity of a modern
classroom. These components cover a variety of topics – from situations that the learner may face in everyday life to issues
pertaining to social justice – that have been dealt with in a child-friendly manner.
The course is learner-centric and has been designed keeping in mind that not everyone learns in the same manner. The
mind retains only what it comprehends. Therefore, learning needs to and does engage different sensory modalities. Because
learning is a multi-sensorial experience and because every learner has a distinct way of learning, Multiple Intelligences forms
one of the basic principles of the course.
The acquisition of language takes place effectively in a context that is meaningful and conducive to apprehension. Therefore,
the components and also the examples in exercises contextualise language in natural settings so that the focus is on
communication. This leads to the acquisition of English much in the same way as the learner’s first language.
The course offers a graded grammar to the learners with the functional approach as its basis. The vocabulary sections of
the course have been designed to equip the learners with the functional knowledge of the language. Each chapter ends with
listening and speaking sections to help the learners and the teachers assess to what extent the skills covered in the chapter
have been acquired by the learner.
One retains what one has learnt only when one is doing something that engages one’s interest. Hence, as a distinctive feature
this series introduces two characters that have been created to appeal to children and to reflect their world. Learners join
Mike and Sammy in different settings that helps bring about spontaneity in the grasping and absorbing of language. The
course also makes sure that appropriate educative messages are consistently sent across to children to help in their overall
development as functioning, productive members of the society.
The learner as well as the educator has the opportunity to exploit the course on multiple levels:
• Multiple Intelligences: The course offers a variety in the components that have been formulated keeping in mind the

different modalities that the learners may use to acquire language.
• Higher-OrderThinking Skills (HOTS): The questions pertaining to higher-order thinking skills persuade the learners

to think beyond the text, which helps them learn how to discern and focus on the profundity beneath the superficial.
• L ife Skills: The questions pertaining to life skills enable and, more importantly, empower the learners to apply the

heuristic messages of the text to their own lives and the world around them.
• F ormative Assessment: The tasks of formative assessments help the teachers assess the learners’ in-process academic

progression. This helps the teacher identify the skills the learners have difficulty acquiring. Support can then be provided
to the learners, and instructional techniques can furthermore be accordingly modified.
• S ummative Assessment: The summative assessment gives the teacher an evaluative tool to gauge the learners’
academic achievement at the end of the designated instructional period.
• Assessment of Speaking and Listening (ASL): The primary objective of a language course is to equip learners
with a functional knowledge of the language. The assessment of the speaking and listening skills becomes especially
important in an ESL context. The ASL tasks in the chapters are complemented by additional ASL tasks, all of which act as
instruments for the teacher to analyse the language-learning abilities of the learners.
PruQuest English is a complete course that comprises the following major components for every grade:

• A coursebook
• A workbook for further practice and assessment
• A literature reader to further encourage the students to read and also to introduce them to different types of literature

in conjunction with coursebook
• Digital component
The digital component of the course adds a valuable dimension to the process of learning.
• S tudents’ CD: The student CD provides an interactive ebook; voiceover of the poems, songs, phonics and words in

the glossary; and further practice of the grammar and vocabulary topics in the form of animated exercises.
• Teachers’ CD: The teachers’ CD provides an ebook, a test generator and voiceovers of the poems, songs, phonics and

words in the glossary.

Key Elements



Icons

in PruQuest English
Multiple Intelligences

Naturalist Intelligence (‘Nature Smart’)
Musical Intelligence (‘Musical Smart’)
Logical–Mathematical Intelligence
(‘Number/Reasoning Smart’)
Existential Intelligence
Interpersonal Intelligence (‘People Smart’)
Kinaesthetic Intelligence (‘Body Smart’)
Linguistic Intelligence (‘Word Smart’)
Intra-personal Intelligence (‘Self Smart’)
Spatial Intelligence (‘Picture Smart’)

Other Icons

Formative Assessment (FA) FA

Summative Assessment (SA)

Higher-Order Thinking Skills (HOTS) S
Life Skills (LS)
ASL Assessment of Speaking and Listening (ASL)

Audio CD

in PruQuest English

S
A
M Meet Sammy. She has a keen mind and is curious
M about the world. She is best friends with Mike.
Y

Relaxed and laidback, Mike is Sammy’s best M
friend.Together, they will take you on a journey I
through this series. K
E

H This is Habo. Naughty yet sweet,
the cute panda will introduce you
A

B to different sections and accompany
O you on your journey.

Detailed Contents

Unit and Chapter Reading Grammar Vocabulary Writing Speaking Listening Activity Phonics
Theme
Going to A story about Nouns Days of the How do you Read the Listen to the Enact the Consonants
1. School how Rina goes to Singular and week get ready in dialogue nouns and poem Plurals
A Birthday the morning? Greetings mark in the sounds
Self, Family, Surprise school plural Compound Write about
Home + Sing and A story about a words Talk about picture Vowels –
Dance birthday surprise yourself yourself Tick the long and
Neighbourhood A poem about singular or the short a
and Holiday how little Timmy plural
and e
Community Yum! dances Project 1: Making a birthday card Vowels –
at Large long and
A story about Pronouns Long and short Fill in the Describe Listen to Vani short i, o
2. Zoya’s holiday trip a and e blanks with a your holiday and fill in the
or e and u
Holiday + Mass A story about Mini blanks
Media Large and her dad
Punctuation – Long and short Write Talk about Listen to
capital letters i, o and u about your what you Ronnie
and full stop favourite toy did to help and tick
Personal and around the the correct
house on the pictures
Possessive weekend
Pronouns

New A poem about Look and
Breakfast new breakfast describe

the
activities

Project 2: Making a newspaper

3. Puppet A comic strip Verbs Fill in the missing Write fr words Listen and fr words
Show about getting along vowels about your tick the
Adventure and favourite correct
Imagination + pictures
thing
Sports

Unit and Chapter Reading Grammar Vocabulary Writing Speaking Listening Activity Phonics
Theme
fl words
A Trip to the A story about is or are Describe the Write the What you Listen to the
Jungle Manu and Rimmi’s animals correct like to do audio and
trip to a jungle sentence and what you colour the
don’t like to picture
beside each
picture do

Jim and Tim A poem about the What will
game of hide-and- you wish
seek
for?
Project 3: Wildlife Day celebration Rhyming
words
No Germs A story about the Conjunctions Opposites Rewrite the sk-, sl- and Talk about
importance of – and sentences sn- words your hobbies
washing hands st-, sw- and
4. using sp- words and write
opposites about your
Science and partner’s
Technology + I Don’t Like A story about the Conjunctions Opposites Write the
Milk! importance of – but sentences hobbies
Health drinking milk using but Listen and
Achoo! A poem about a circle the
sick kitty correct words

Project 4: Making a name bracelet

What Is A story about Prepositions Digraphs -ch, -sh Make What is your Listen
This? bebinca and -wh sentences favourite to some
food? information
using about bebinca
5. prepositions and mark true
– in, on and or false
Country and
the World + Art under

and Culture Colours A story about Holi Adjectives VIBGYOR Describe ph words Listen and
Punctuation your school complete the
(revision)
building song

Little Red A poem about a Make a
Ladybird little red ladybird ladybird

and a frog
Project 5: Guessing the feeling and the action

Unit Chapter Page No.

1 1 Going to School 2

2 2 A Birthday Surprise 11
3
4 Sing and Dance (Poem) 19
5
Project 1 21

3 Holiday 26

4 Yum! 35

New Breakfast (Poem) 43

Project 2 45

5 Puppet Show 48

6 A Trip to the Jungle 57

Jim and Tim (Poem) 65

Project 3 68

7 No Germs 72
8 I Don’t Like Milk! 78

Achoo! (Poem) 84
Project 4 86

9 What Is This? 90

10 Colours 97

Little Red Ladybird (Poem) 105

Project 5 108



1 Going to School

Look at the Who
pictures.Where is takes you
to school?
the boy going?

I am
going to
school.

2

Rina is six years old. She goes to Sunny Days School. Her father wakes her up in
the morning.

Good Good
morning, Rina. morning,

It’s time to Papa.
get up.

Rina brushes her teeth. Next she washes up. Then she puts on her school
uniform. She needs help tying up her hair. She asks her grandmother to help her.

Grandma, Sit on
can you the chair and
plait my hair, give me the
please?
ribbons.

3

Rina’s grandmother makes two beautiful plaits. She ties the two
red ribbons on them.
Rina is in a hurry to go to school. She picks up her bag. She is
about to leave the house when her mother calls her.

Have your
breakfast before
going to school.

Rina eats cornflakes with Thank
milk. Then she takes you,
her lunch box from her Mamma!
mother and puts it in her
school bag. Rina thanks
her mother.
Now, Rina is ready to
go to school. She goes
to the bus stop with her
grandfather.

4

Soon, a big, yellow school bus arrives. Rina gets on the bus and waves goodbye
to her grandfather.

Goodbye, Goodbye,
Grandpa! Rina!

Reading FA

  
(1) Match each speech bubble to the correct picture. Write the

name of the speaker under the bubble.

Good Morning,
Rina. It’s time to

get up.

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Have your
breakfast before
going to school.

Goodbye,
Rina!

Grandma, can
you plait my hair,

please?

(2) Read each sentence. Mark it true () or false ().
Rina is six years old.
Rina goes to the bus stop with her brother.
Rina’s grandmother plaits her hair.
Rina eats fruit in the morning.
Rina goes to school in a red bus.
Rina’s father wakes her every morning.

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Vocabulary FA

  
Fill in the missing letters and read what Rina does every day of the week.

(1) Rina does art and craft on M _ nd_y.
(2) She goes to market with her mother on Tu_sd_y.
(3) She swims on W_dn_sd_y.
(4) Story time is on Th_rsd_y.
(5) She has a music class on Fr_d_y.
(6) She cleans her desk on S_t_rd_y.
(7) S_nd_y is a holiday.

Grammar FA

  

Nouns

(1) Write the name of each picture in the blank.

You have just written eight nouns or naming words. Nouns tell what a person,
place, animal, bird or thing is called.

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(2) Circle any word in the box that is not a naming word.

snake pig help sheep

paper good lamp clock

temple hotel shop play

run doctor teacher mother

Writing FA

  

Who helps you get ready in the morning? Do you get ready by your-
self or does somebody help you? Underline in red the things you do on
your own.Write each phrase in the space below to make a sentence.

take bath comb my hair

prepare my lunch eat breakfast

pack my bag go to the bus stop

I  .
I  .
I  .
I  .
I  .
I  .

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Listening FA ASL  

   

Listen to the nouns. Put a circle around those you see in the picture.

Speaking FA ASL Good
morning,
   
Papa.
Read the following dialogue aloud:

Good
morning, Rina.

It’s time to
get up.

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Find a partner. Now look at these pictures.Work with your partner

and say which greeting you will use in each situation.   

In the afternoon

In the evening

At night

Phonics – consonants c and k  FA   ASL    

Read each word aloud.

come  care  call  comb  carb  cake

kiss  kite  kiwi  keep  kick  kill

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2 A Birthday
Surprise

Heena’s mother is
wrapping Heena’s birthday

gift with blue wrapping
paper. Can you guess

what it is?

Only Heena’s mother
knows what the gift
is. It is a surprise for

Heena!

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All the students of Class 1 are present today.
Everyone has brought something from home.
Ali has marigold flowers. Aman has roses. Rashi
has sunflowers. Varun has a nice pink ribbon. The
children give their flowers to Varun. He ties a
ribbon around them.

Anu has drawn a picture of
a cake on a piece of paper. She gives the paper to Rishi. He
colours the cake pink and yellow. Isha has nice handwriting. She
writes a message on the paper and folds it. The card is ready!

Tring! Tring! Tring! The bell rings. Ms Sharma comes into the
classroom. Ms Sharma is the English teacher for Class 1.
‘It’s story time. Let us read a story.’ She opens her drawer to take out the Big
Book of Stories.
Ms Sharma sees the flowers and the card. She smiles as she opens the card.
‘Happy Birthday from all of us!’ she reads aloud.

The children stand up.
‘Happy Birthday,’ they sing. Ms Sharma laughs.
‘Thank you for a wonderful surprise,’ she says. Ms Sharma and children are
very happy.

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Reading FA

  
(1) Number the pictures 1, 2, 3 and 4 in the correct order.

(2) Choose the correct option to complete each sentence.

(a) teaches Class 1 students.

(i)  Ms Sharma (ii)  Ms Ahuja

(b) Anu draws a picture of a on the card.
(i) flower
(ii) cake

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(c) The children gave Ms Sharma a on her birthday.

(i) surprise (ii) ball

(d) The children surprise her with  .

(i)  flowers and a card (ii)  a box of chocolates and a card

Vocabulary FA

  

Look at each set of words below. Join the words in each set to form
one new word.

(1) ruck + sack =

(2) class + room =

(3) play + ground =
(4) home+ work =
(5) note + book =

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Grammar FA

  

Singular and Plural
Read the words below.

Singular Plural
four colours
one colour
three roses
one rose
three brushes
one brush

The word singular means
one.There is only one colour,

one rose and one brush.
They are singular.

The word plural
means more than one.When

there are two or more
colours, roses or brushes,

they are plurals.

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We add s or es at the end of a word to make it plural.
When a word ends with the letters s, z, sh or ch, we add es to make it plural.
brush brush + es = brushes
For other endings, we add s to make plurals.
pen pen + s = pens

(1) Write the plurals of the words below by adding s. Say the words aloud.
(a) tree
(b) chair
(c) table
(d) bell
(e) teacher

(2) Write the plurals of the words below by adding es. Say the words aloud.

(a) bus

(b) dish
(c) glass
(d) box
(e) church

Phonics  FA   ASL    

Read the following plurals aloud. First read the words in box 1 and
then read the words in box 2.

Box 1 Box 2
dogs cats
friends students
eggs carrots
papers books

The letter s represents two different sounds at the end of these words: /s/ or /z/.
Which sound can you hear at the end of each word?

16

Writing FA

  

Complete the sentences to write about yourself.

(1) My name is  .

(2) I go to School.

(3) I study in  .

(4) I am years old.

(5) My birthday is on  .

Speaking FA ASL

  
Take turns to read the sentences from the writing section to the class.
Begin by greeting your teacher and friends.

Good morning,
Ma’am, and my dear
friends. I am Rani. I go to
Summer Days School. I study
in Class 1C. I am 6 years old.
My birthday is on

26 December.

17

Listening FA ASL  

   

Listen to the words.Tick the correct picture.

18

Sing and Dance

I listen to the music.
I stomp my feet.
Tap! Tap! Tap!
It goes with the beat.

I listen to the music
I move my hands
Clap! Clap! Clap!
I wiggle and dance.

I listen to the music
I twist and spin
I sway like a river
And sing, sing, sing!

Look at the pictures below and say what the child is doing:

   
   
19

   
    

Activity

Read the poem aloud with the actions.
Tap your feet when you read, ‘Tap! Tap! Tap!’
Clap your hands when you read, ‘Clap! Clap! Clap!’
Move your body when you read, ‘twist and spin’.

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Project

Make a Birthday Card
What you need: drawing sheet, colour pencils, crayons, pencil, sketch pens
Steps:
(1) Fold the sheet in the middle.
(2) On the outer side, draw a picture of a cake, balloon or

anything else that you like about birthdays.
(3) Colour the picture.
(4) Open the card. On the top left corner of the right side

of the folded paper, write, ‘Dear,’ and the name of the
birthday boy/girl.

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(5) Write, ‘Happy Birthday,’ in the middle of the card.


(6) Then write, ‘From,’ on the bottom right corner. Write your name

underneath.

22

(7) Fold it back.

The card is ready.

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3 Holiday

Look at What are the
these children doing?
­pictures. Where are they

going?

26

Now read this story.

‘Leo! Leo! Where are you?’ Zoya calls. Leo comes running to Zoya. ‘There you
are!’ she says. ‘Hurry up! We are late. Mummy will not be happy.’ Zoya car-
ries her backpack out to the car. Leo follows her with his leash in his mouth.

They sit in the backseat of the car. Zoya
puts on her seatbelt. Then she puts
the seatbelt around Leo. Zoya’s
mum looks in the ­mirror.

‘Are we ready?’ she asks.

‘Yes, Mum,’ says Zoya.

‘Woof, woof,’ says Leo.

‘All right then,’ says Mum. ‘Let’s
go.’

‘Yay!’ says Zoya. ‘We are going
to see Grandpa and Grandma. I am so happy!’

‘Woof, woof, woof,’ says Leo.

‘Grandma will read me stories and
Grandpa will give me bonbons,’
she says. She looks at Leo. ‘Do
you like bonbons, Leo?’ she asks.

‘Woof!’ answers Leo, happily,
and wags his tail.

‘Don’t eat too many, Zoya,’
Mum says. ‘Save some for when
you come back.’

‘Oh, yes, Mum, I will,’ says Zoya.
Mum puts on her seatbelt. ‘And
no video games when we are
on holiday,’ she adds.

27

‘Sure, Mum. No video games. Right, Leo?’ Zoya says. Leo nods his head. ‘Good
boy!’ she says, patting his head. Mum starts the car. Then off they go to spend
their holiday with Zoya’s ­grandparents.

Reading FA

  

(1) What does Zoya carry to the car?

(a)  her backpack (b)  her shoes (c)  her clip

(2) What does Leo carry in his mouth?

(a) his leash (b) his bowl (c) his blanket

(3) What will Grandpa give Zoya?

(a) bonbons (b) apples (c) carrots

(4) What does Mum ask Zoya not to play?

(a) video games (b) cricket (c) ludo

(5) What is Mum driving?

(a) car (b) bike (c) bus

Vocabulary FA

  
Long and short a and e
The ape is wearing a cap.
The a in ape makes a long sound, and the a in
cap makes a short sound. The vowel a can be
used to make long and short sounds.

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(1) Look at the words below. Circle the words with the short a sound.
Then underline the words with the long a sound.

apple gate fan plate map cage

Now read this sentence:

There is a key in the net.

The e in key makes a long sound, and the e in net makes
a short sound. Just like a, the vowel e can also be used to
make long and short sounds.

(2) Look at the words below. Circle the words with the short e
sound.Then underline the words with the long e sound.

nest me peg

leaf leg bee

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Grammar FA

  

Read these sentences.

Zoya is going on holiday.
She is going with her
mother and Leo.

Here, she is used in place of
Zoya.

Leo is happy. He is smiling.

Here, he is used in place of Leo.

Zoya and Leo are getting
ready. They will go together.

Here, they is used in place of Zoya
and Leo.

Zoya carries her backpack. It is
not heavy.

Here, it is used in place of backpack.

Leo and I are going to visit
Grandpa and Grandma. We
are so happy.

Here, we is used in place of Leo and I.

The words she, he, they, it and we are
called pronouns. We use pronouns in
place of nouns.

30

Rewrite the following sentences
­using she, he, it, we and they. Look
at the e­ xample for help.
Example: Simi is reading a book. Simi

likes to read.
Simi is reading a book. She

likes to read.

(1) Tony is bathing his puppy. Tony
puts shampoo on first.




(2) Dad and I are going to
the market. Dad and I are
­going to buy fruit.




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(3) The monkeys are playing. The monkeys
are having fun.





(4) The kitten is playing with the ball. The kitten
is having fun.





(5) Annie is feeding the birds. Annie is feeding
them seeds.





Writing FA

  

You read about the long and short a and e sounds. Now fill in the
blanks in the following words with a or e:

(1) sn ­ ke (2) j  ans

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(3)  ­ nt (4) b  d

(5) b­  t (6) t  n

(7) b ­ ak (8) h  y

Speaking FA ASL 33

  

Find a partner. Describe to
him or her how you spent
your holiday to your partner.
Did you go anywhere? Did you
stay at home? What did you
do? Use the sentences below
for help:
I went on a trip.
I went with my parents.
We went to Simla.

Listening FA ASL  

   

Look at the picture below.This is a picture of Vani and her family
on a holiday. Listen to Vani talking about the picture and fill in the
blanks.

(1) We are at the .

(2) My brother is eating .
.
(3) I am making a castle in the .

(4) My father is lying under the .

(5) My mother is collecting

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4 Yum!

Look at these
pictures. What are

the children
doing?

Do you also
help your parents
around the house?

How do you
help them?

35

Now let us read a story.

Mini’s summer holiday has begun. She does
not have to go to school today.

‘Mini, Mini?’ Dad calls out. ‘Where
are you?’ Mini is sitting in front of the
­television. ‘Mini, Mini?’ Dad calls again.
Mini is so busy w­ atching ­television that she
does not hear him. Dad ­finally finds Mini.

‘Mini,’ Dad says, ‘are you watching TV again?’

‘Yes, Dad,’ she says, still looking at the tel-
evision. Dad turns the TV off.

‘Come on,’ he says. ‘Today we will do something new.’

‘Oh, Dad!’ says Mini. Dad smiles.

‘You will like what we are going to do,’ Mini sighs.

‘OK,’ she says.

Dad and Mini go into the kitchen.

‘First, we will need some slices of bread,
jam and peanut butter. Would you get
them, please?’ says Dad. Mini gets the
things from the cupboard.

‘Thank you,’ Dad says. Then, he
takes two slices of bread and
puts them on a plate. ‘Now,
we will spread peanut but-
ter on one slice. Would
you like to do it, Mini?’
Dad asks.

36

‘Sure,’ answers Mini. Dad hands her a butter knife. She takes
the butter knife and spreads peanut ­butter on one slice.
‘Now, we will spread jam on the other slice,’
says Dad.
‘All right,’ says Mini. She takes the other slice
and spreads jam on it with the butter knife.
‘Very good!’ Dad says. ‘Now put this slice
on top of the other slice with the jam side
down.’ Mini puts the slice down on the ­other.

‘Now what do we do, Dad?’ Mini asks.
‘Now we eat the ­sandwich,’ Dad says. He cuts
it. Mini takes a bite.
‘Wow, Dad! This sandwich is yum!’ she says.
Dad laughs.
‘I knew you would like it.’
‘Of course, Dad,’ says Mini, smiling. ‘This is
b­ etter than watching TV.’

Reading FA

  
(1) What is Mini doing when Dad calls her?
(a) watching TV    (b) reading a book    (c) sleeping
(2) Where do Dad and Mini go?
(a) to the market   (b) into the kitchen    (c) into the garden
(3) What does Dad ask Mini to get?
(4) What do they make?
(5) Does Mini like what they make?

37

Vocabulary FA

  

Long and short i, o and u
You have read about long and short a and e in the last chapter. Now
look at these sentences:



This dish has rice. The dog has a bone. The cub is cute.

In the first sentence, the i in dish makes a short sound, and the i in rice makes a
long sound.

In the second sentence, the o in dog makes a short sound, and the o in bone
makes a long sound.

In the third sentence, the u in cub makes a short sound, and the u in cute makes
a long sound.

Look at the words below. Circle the words with the short i, o and u
sounds.Then underline the words with the long i, o and u sounds.

fin five sit bike lid

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mice frog rose log nose

mop rope bug blue tub

flute sun tube

Grammar FA

  

Punctuation

Capital Letters and Full Stop
Look at this sentence:
She is busy watching TV.

The S of ‘She’ is in capital, and there is a full stop
at the end of the sentence. When we write a
sentence, we begin the sentence with a capital
letter and end with a full stop.

39

Look at another sentence:
Dad asks Mini to get the things.
When we write someone’s name, we write the
first letter of the name in capital. So, we write
the M of ‘Mini’ in capital.

Look at the following sentences.They are missing capital letters and
full stops.Write them correctly.
(1) my mother will pick me up
(2) he is selling bangles
(3) she swims every day
(4) the teacher is writing on the board
(5) my friend sam will visit me today

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