LESSON PLANS

Explain that WRITING

Kapil, Abu and Uncle are nouns or names Learning Outcomes
of people. Students will be able to
Nouns can be replaced with I, She, He, It,
You, We and They. Identify the right words to complete the
a pronoun is used in the place of a noun. sentences.
make meaningful sentences.
Let students answer Exercise A and B orally
before writing them in their books. Procedure

Follow up Ask students to look at the picture of the bus in

the text.
Let students do the grammar exercise in
Companion, as homework. Ask the students to take turns and describe the
bus in the picture. Elicit as many sentences as
WORDS IN USE: Follow the inputs in the possible.
Reader.
Now ask the students to read the five sentences
FUNCTIONS given in the text about the bus and the words
Learning outcomes given in the box.
Students will be able to By looking at the picture again, ask the students
to say the correct words aloud to complete the
greet each other appropriately.
sentences in the exercise.
introduce themselves to others.
Ask students to write the sentences in their note
Procedure books.
Read the given dialogues aloud to the class using Follow up
appropriate intonation.
Instruct students to complete the exercise in
Explain that when we meet somebody, we should Companion, as homework.
greet each other politely.
Let students work in pairs and greet each other.
Monitor the activity.

Unit 4 SHOPPING

READING
Warm up
Learning outcomes
Prepare students for a shopping game of
Students will be able to 10 minutes.
relate the spoken word to the picture. Materials: two big size labels; slips of
identify the names of fruits found in the paper for use as fake money; picture
market. cards of items in the shop.
ask simple questions and give short Preparation to be done before hand for the
answers. game.

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 TEACHERS RESOURCE PACK

Draw two columns on the board and board. / When a customer buys an item, the
write the list of items as given below: shopkeeper gives the customer that card and says
Shop 1 Shop 2 the price. / The shopper gives him a slip of paper
apples a pencil sharpener as imaginary money.
pineapples pencils
If time permits, have students change roles (the
grapes paper covers
oranges paper clips shop keepers become the customers) and repeat
onions a pen the process.
tomatoes a ruler After the game ask students if they enjoyed the
potatoes a calculator
carrots a notebook
shopping experience.

The two shopkeepers receive a set of
picture cards of the above items in their
store.
(Repeat cards for more numbers of items)
The shoppers or customers (rest of
the students) get small slips of paper as
money.
d) Put two desks in front of the class.
Label the first desk as Shop 1-Fruit &
Vegetable Store, and second desk as
Shop 2- Stationery Store.
Tell students they are going shopping today in
the two stores.
Two student volunteers are the shop keepers, one
in each store.
Brainstorm for two minutes about the common
expressions related to shopping.
Examples:
Shopkeeper: How can I help you?
Shopper: I would like/ Do you have any...? /
-Im looking for a ...
Shopkeeper: Here are some ...
Shopper: What is the price for ...
Shopkeeper: It costs ...
Shopper: I will buy ...
Shopkeeper: Do you need anything else?
Shopper: No. That will be enough.
Shopkeeper: Thank you. Have a nice day.
Ask students to choose any shop and line up
to buy the things they want, by looking at the
Alternately you can talk to the class about
shopping with parents and friends, to buy
things.
Get responses from the students about their
experiences.
Procedure
Tell students they are going to read a lesson on
Shopping.
Draw students attention to the pictures in the
text. Let them look at the pictures page by page.
Read the text in the strips as they look through
them. Through the course of this activity stop
at each page and question students; to conduct a
comprehension check.
Where are Maya and her mother?
What are Maya and her mother
looking at?
What is Maya asking her mother?
What is the mothers reply?
What did the mother ask Maya to be
careful about?
What is mother pointing at?
What is Maya asking her mother about
the grapes?
What is Mayas mother telling the fruit-
seller to do?
What does she tell the fruit-seller before
they go home?
Now let students role-play the text.

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 LESSON PLANS
Read out the new words given at the end of
the lesson, so that students understand the
pronunciation and make a note of the spellings.
Discuss the meaning of the words and show how
the words are used in the lesson.
Tell students to do Exercises A and B under
Understanding the Text orally as a whole class
activity.
The oral answers will provide support for
individual work.
Follow up
Guide students to do the exercises A and B in
their notebooks.
STRUCTURES
Learning outcomes
Students will be able to
identify singular demonstrative
pronouns: this, that.
identify plural demonstrative pronouns:
these, those.
use the pronouns to make meaningful
sentences.
Warm up
Prepare students for an activity.
Materials required: a school bag, some pencils.
Write the following pair of sentences on the
board:
This is a school bag. / That is a school bag.
Ask students to explain on their own what the
difference is between the two sentences.
Show by physically placing the bag near them
and then further away from them.
Explain that this and that are singular pronouns.
(there is just one bag ) and that they denote the
place (whether the bag is near or far away).
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Similarly repeat the exercise by placing the
pencils near them and then further away from
them and use the following sentences:
a. These are pencils.
b. Those are pencils.
Explain how these and those are plural pronouns-
(the pencils are more than one) and that they
denote the place (whether the pencils are near or
far away).
Procedure
Read aloud the four sentences given in the text
emphasising the pronouns -this, that, these, and
those, used in the sentences.
Guide students to do exercises A and B in the
text.
Explain how we use this (singular)
and these (plural) to refer to something that
is here / near, and how we use that (singular)
and those (plural) to refer to something that is
there / far.
Point at a chair near you and say This is a chair.
Then point to a chair across the room and say
That is a chair.
Repeat this with other items in the classroom.
Guide students to do Exercises A and B in the
text.
Follow up
Let the class do the grammar exercise in
Companion as homework.
WORDS IN USE: Follow the inputs given in the
Reader.
FUNCTIONS
Learning outcomes
Students will be able to
use number names for quantities of items.
talk about quantity of items.
2/11/2015 1:25:30 PM
 TEACHERS RESOURCE PACK

Procedure Encourage students to come up with words with

Ask two pairs of students to read aloud the two the letter c.
dialogues in the text, while the rest of the class Write the words on the board in the appropriate
listens. columns, according to the phonetic sound of
Now ask students to role-play the dialogue with the letter.
their partners.
WRITING
Monitor the activity.
Learning Outcomes
SPEECH PRACTICE Students will be able to
Learning outcomes use the right words to complete sentences.
Students will be able to comprehend the text and complete the
story.
distinguish the phonetic differences
between words with the letter c. Warm up
identify words with the different sounds
Ask students to recall the game played by them
of the letter c.
at the beginning of the lesson. Refresh their
Procedure memories about what they did when they went
Draw two columns on the board and draw a cat shopping to the two shops.
on top of the first column. Ask students to name Procedure
the picture and write cat near the sketch. Now
Now, read the sentences aloud and ask the class
draw a face and do likewise with this sketch.
to look at the pictures and answer orally.
Underline the c in these words and ask students
Let students write the correct words in the
if they sound the same. Once the class has
blanks.
identified the difference in sound, let them read
the words in the first line. Monitor the activity.
Write the words in the first column. Follow up
Now direct them to read aloud the next set of Students complete the writing exercise in
words. Write them in the second column Companion, as homework.

Unit 5 WALKING TO SCHOOL

READING Warm up
Learning outcomes Ask students to talk about the things they see
when they are out.
Students will be able to
identify sentences with describing words. What are the birds and insects they see when
recognise the underlying message in the they are out? Do they catch insects? Is it right to
text. do it? Why / Why not?

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