GT 2

iii

Introduction 1 The Grammar Tree 1-5 2

1. Remembering What You have Learnt 7

2. Naming Words 7

3. Nouns 10

4. Nouns: Common and Proper 11

5. Capital Letters and Punctuation 14

6. Jumbled Words 15

7. Months of the Year 16

8. Adjectives 17

9. Verbs 19

10. Verbs: Present and Past Tenses 20

11. Verbs: Am, Is, Are, Was, Were 22

Test 1 23

12. Who or What am I? 24

13. A, An, The 25

14. Verbs: A Mixed Bag 26

15. Mixed Sentences 28

16. Verbs: The –ing Form 28

17. Helping Verbs: Am, Is, Are, Was, Were 30

18. Adverbs 31

19. Nouns: Number 32

20. Nouns: Gender 33

Contents Page

iv

Test 2 34

21. Opposites 35

22. Verbs: Some Past Tense Forms 36

23. Pronouns 37

24. Prepositions 38

25. Jumbled Sentences 39

26. Conjunctions 40

27. Buddy 42

28. Sara’s Room 43

29. What a Mess! 44

30. Jack and Jill 45

31. Walter’s Red Star 46

32. At the Playground 47

33. Ajmal is Naughty 48

34. Composition 49

Test 3 50

1

IntroductionOne of the joys of teaching is that no two lessons, however meticulously prepared, are ever the same. The teacher may prepare the same material for two or more different classes of students, but due to the unique mixture of skills, talents, experiences, strengths, and weaknesses of the students, the teaching and learning process is never uniform, nor should it be if the teacher is focussed on meeting the learning needs of a particular group. This means there can never be one correct way to teach a given topic: hence these teaching guides can only be guides. The skilled, experienced teacher will take from them what is of value for a given lesson, and adapt the ideas and materials for his/her group of students.There is a lesson plan for each unit in the student book but since some units are longer than others, and students’ existing knowledge of topics will vary, several periods may be needed to complete one unit.Each lesson plan includes a list of teaching objectives and measurable learning outcomes, and any materials required are also listed for each unit. Although the topic is always known to the teacher, it is not always obvious to the students, so ensure that this is written clearly on the board at the start of each lesson.An Introductory activity has been suggested for each unit, designed to engage the students’ interest by relating the topic to their own experience and encouraging their active participation in the lesson. This activity will also enable the teacher to assess the level of existing knowledge and understanding.The activity should lead smoothly to the Student activity which is textbook based. The well prepared teacher will have read through the text and completed each exercise ahead of the lesson in order to anticipate any problems that might arise with a particular class. Depending on the activity, and the level of student confidence, and for variety, ask the students to complete some of the exercises in pairs or small groups rather than individually, since this will provide an opportunity for them to discuss various possible ideas and answers.Answers for each exercise are provided at the end of each lesson plan; in some cases there is no single correct answer, so always be prepared to discuss and/or accept other possibilities, or to explain why some alternatives are incorrect.Each lesson plan ends with a short Recapitulation activity which is designed to reinforce the learning and to enable the teacher to assess informally the students’ understanding. Many of the activities are practical or, particularly for younger students, involve drawing; others involve oral practice. Make sure that all students participate and teach them how to listen to their fellow students in a spirit of positive encouragement.This guide cannot provide the perfect lesson plan for every class, but it is hoped that using it selectively will help to make teaching and learning English grammar an enjoyable and successful experience.

2

Topi

cB

ook

1B

ook

2B

ook

3B

ook

4B

ook

5

NO

UN

SN

amin

g W

ords

(com

mon

nou

ns):

Cha

pter

s 1–

8, 1

5,

17, 2

4 (q

uiz)

(pro

per

noun

s):

(a) C

arto

on

Cha

ract

ers:

Cha

pter

19

(b) D

ays

of th

e W

eek:

C

hapt

er 3

0N

ames

and

Spe

cial

N

ames

(com

mon

and

pro

per

noun

s): C

hapt

er 3

9Id

entif

ying

Nam

ing

Wor

ds: T

est 1

; C

hapt

ers

26, 3

1, 3

7, 4

0N

umbe

r (o

ne a

nd

man

y): C

hapt

er 2

9

Nam

ing

Wor

ds

(com

mon

nou

ns):

Cha

pter

s 1, 2

, 12

(qui

z)N

amin

g W

ords

Are

N

ouns

(com

mon

): C

hapt

er 3

; Tes

ts 1

, 2C

omm

on a

nd P

rope

r N

ouns

: Cha

pter

4;

Tests

1, 2

Prop

er N

ouns

(mon

ths

of th

e ye

ar):

Cha

pter

7Id

entifi

catio

n: T

est 1

; C

hapt

ers

30–3

3N

umbe

r (fo

rmin

g pl

ural

s; us

e): C

hapt

er

19; T

est 2

Gen

der

(mal

e an

d fe

mal

e w

ords

): C

hapt

er

20; T

est 2

Prop

er, C

omm

on a

nd

Col

lect

ive

(defi

nitio

n;

iden

tifica

ton;

use

): C

hapt

ers

1, 8

, 14,

23;

Te

st 3

Num

ber

(plu

ral f

orm

s; id

entifi

catio

n): C

hapt

er

5; T

ests

1, 2

Gen

der

(mas

culin

e, fe

min

ine,

co

mm

on, n

eute

r, id

entifi

catio

n):

Cha

pter

s 15

, 23;

Tes

t 3

Com

mon

and

Pro

per

(com

poun

d, c

olle

ctiv

e,

conc

rete

, abs

trac

t):

Cha

pter

1Id

entifi

catio

n:

Cha

pter

s 1,

7, 8

, 17,

18,

Te

st 1

Num

ber

(sin

gula

r, pl

ural

; cou

ntab

le,

unco

unta

ble;

id

entifi

catio

n, u

se):

Cha

pter

2; T

est 1

Nou

n Ph

rase

s: C

hapt

er 1

1N

oun

Cla

uses

: C

hapt

er 1

2Ve

rbal

Nou

ns o

r G

erun

ds: C

hapt

er 2

0

PRO

NO

UN

SH

e, S

he, Th

ey:

Cha

pter

27;

Test

2

Rec

apitu

latio

n:

Cha

pter

1Pr

onou

ns (p

erso

nal;

iden

tifica

tion)

: Cha

pter

23

, Tes

t 3

Pers

onal

Pro

noun

s(id

entifi

catio

n; u

se):

Cha

pter

12;

Tes

t 2

Use

: Cha

pter

9; T

ests

2,

3Pe

rson

al P

rono

uns

(form

s; id

entifi

catio

n;

use)

Cha

pter

10

Refl

exiv

e an

d Pe

rson

al

Pron

ouns

(for

ms:

use)

: C

hapt

er 2

, Tes

t 1Id

entifi

catio

n: C

hapt

er

8 Poss

essi

ve P

rono

uns

(iden

tifica

tion)

: C

hapt

er 3

The G

ram

mar

Tre

e (Bo

oks 1

–5)

3

Topi

cB

ook

1B

ook

2B

ook

3B

ook

4B

ook

5

AD

JEC

TIV

ESD

escr

ibin

g W

ords

:C

hapt

ers

9–11

Col

ours

: Cha

pter

34

Prac

tical

Use

of

Col

ours

: Cha

pter

s 3,

15

, 19,

34

A, A

n: C

hapt

er 1

6;

Test

1Id

entif

ying

D

escr

ibin

g W

ords

: Te

st 1;

Cha

pter

s 33

, 37

Rec

apitu

latio

n:

Cha

pter

1D

escr

ibin

g W

ords

Are

A

djec

tives

(gen

eral

; ap

prop

riat

e; p

ositi

on

in a

sen

tenc

e) C

hapt

er

8 Iden

tifica

tion:

Tes

t 1;

Cha

pter

30

A, A

n, Th

e: C

hapt

er

13; T

ests

2, 3

Col

ours

Num

bers

, H

ow M

any,

How

M

uch,

Com

pari

son

and

Com

para

tive

Form

s:Id

entifi

catio

n: C

hang

e to

Adv

erbs

: Cha

pter

s 3,

8, 1

4, 2

3; T

ests

1, 2

Defi

nite

and

In

defin

ite A

rtic

les:

Cha

pter

6; T

est 1

–ing

Adj

ectiv

es:

Cha

pter

4; T

est 1

–ed

Adj

ectiv

es:

Cha

pter

5, T

est 1

Qua

litat

ive,

Q

uant

itativ

e,

Dem

onst

rativ

e:

Cha

pter

11

Com

para

tive

Form

s:

Cha

pter

12,

Tes

t 2Id

entifi

catio

n:

Cha

pter

s 17

, 18,

26,

Te

st 2

Poss

essi

ve A

djec

tives

(iden

tifica

tion)

: C

hapt

er 3

Qua

ntita

tive

and

Num

eral

s, In

terr

ogat

ive,

Em

phas

izin

g (u

se;

iden

tifica

tion)

: C

hapt

ers

7, 8

–ing

, - e

n an

d –e

d A

djec

tives

: Cha

pter

s 20

, 21;

Tes

t 3

VER

BSD

oing

Wor

ds(p

rese

nt te

nse)

: C

hapt

er 2

1(p

rese

nt c

ontin

uous

te

nse)

: Cha

pter

22

(sou

nds

mad

e by

an

imal

s): C

hapt

er 2

8Id

entif

ying

Doi

ng

Wor

ds: T

est 1

; C

hapt

ers

36, 3

7

Rec

apitu

latio

n:

Cha

pter

1D

oing

Wor

ds a

re

Verb

s: C

hapt

er 9

Iden

tifica

tion:

C

hapt

ers

9, 1

7, 3

0–32

; Te

st 1

Pres

ent &

Pas

t Ten

ses

(form

s; ch

angi

ng

tens

es):

Cha

pter

s 10

, 14

, 22;

Tes

ts 2

, 3A

m, I

s, A

re, W

as,

Wer

e: C

hapt

ers

11, 1

4,

17; T

ests

1, 2

Has

, Hav

e: C

hapt

er 1

4;

Test

2Th

e –i

ng F

orm

: C

hapt

er 1

6; T

est 2

Hel

ping

Ver

bs:

Cha

pter

17;

Tes

t 2

Rec

apitu

latio

n Fo

rms

(pre

sent

, pas

t, –i

ng;

base

): C

hapt

er 9

; Tes

t 2Te

nses

(pas

t, pr

esen

t, fu

ture

, con

tinuo

us,

iden

tifica

tion;

ch

angi

ng te

nses

; use

of

app

ropr

iate

form

s):

Cha

pter

s 9,

11,

23;

Te

st 2

Form

s(b

ase;

tens

es;

iden

tifica

tion)

: C

hapt

ers

3, 5

, 8; T

est 1

The

–ing

form

(con

tinuo

us te

nses

; use

as

adj

ectiv

es):

Cha

pter

4;

Tes

t 1Id

entifi

catio

n:

Cha

pter

s 7,

18;

Tes

t 1Pa

st P

artic

iple

s an

d Pe

rfec

t Ten

ses:

Cha

pter

5; T

est 1

Iden

tifyi

ng a

nd

Cha

ngin

g Te

nses

: C

hapt

ers

5, 1

7, 2

5, 2

6;

Test

1Tr

ansi

tive

and

Intr

ansi

tive

Verb

s, D

irec

t and

Indi

rect

O

bjec

ts (i

dent

ifica

tion)

Verb

s of

Inco

mpl

ete

Pred

ictio

n (t

rans

itive

/in

tran

sitiv

e ve

rbs;

subj

ectiv

e/ob

ject

ive

com

plem

ents

): C

hapt

er

9; T

est 3

Iden

tifica

tion:

Cha

pter

9,

18;

Tes

t 2A

ctiv

e an

d Pa

ssiv

e Vo

ice

(iden

tifica

tion;

ch

ange

): C

hapt

ers

14,

17, 2

1; T

est 2

Part

icip

les

and

Ger

unds

(use

; id

entifi

catio

n):

Cha

pter

s 20

, 21

Cha

ngin

g Te

nses

: C

hapt

ers

18, 2

1, 2

2

4

Topi

cB

ook

1B

ook

2B

ook

3B

ook

4B

ook

5

Cha

pter

21;

Tes

t 3Su

bjec

t-Ve

rb

Agr

eem

ent:

Ch

22;

Test

3

Iden

tifyi

ng T

ense

s: C

hapt

ers

21, 2

5–i

ng a

nd P

ast

Part

icip

le F

orm

s: C

hapt

er 2

0; T

est 3

App

ropr

iate

For

ms

of

Verb

s: Te

st 3

AD

VER

BSW

ords

End

ing

in –

ly:

Cha

pter

23

App

ropr

iate

Adv

erbs

: Te

st 2

Wor

ds e

ndin

g in

–ly

: C

hapt

er 1

Defi

nitio

n, U

ses

and

Iden

tifica

tion:

Ch

18;

Test

2

Iden

tifica

tion,

Fo

rmat

ion,

A

ppro

pria

te A

dver

bs:

Cha

pter

s 10

, 14,

23;

Te

st 2

Iden

tifica

tion:

C

hapt

ers

8, 1

7, 2

5, 2

6M

anne

r, Pl

ace,

Tim

e:

Cha

pter

13

Com

pari

son

and

Com

para

tive

Form

s:

Cha

pter

14;

Tes

t 2

Deg

ree,

Fre

quen

cy,

Inte

rrog

ativ

e (u

se;

iden

tifica

tion)

: Cha

pter

4;

Tes

ts 1

, 3Id

entifi

catio

n:

Cha

pter

s 7,

8A

ppro

pria

te A

dver

bs:

Tests

1, 3

PREP

OSI

TIO

NS

Wor

ds In

dica

ting

Plac

e: C

hapt

er 1

2Id

entifi

catio

n: T

est 1

Rec

apitu

latio

n:

Cha

pter

1Pl

ace:

Cha

pter

24;

Te

st 3

Plac

e an

d D

irec

tion,

A

ppro

pria

te

Prep

ositi

ons:

Cha

pter

s 16

, 24;

Tes

t 3

Iden

tifica

tion:

Cha

pter

18 O

bjec

ts o

f Pr

epos

ition

s: C

hapt

er

23 App

ropr

iate

Pr

epos

ition

s: C

hapt

er

23, T

est 3

Sim

ple

and

Com

plex

Pr

epos

ition

s (p

ositi

on; o

miss

ion;

us

e of

app

ropr

iate

pr

epos

ition

s): C

hapt

ers

13, 1

7, 1

8; T

ests

2, 3

CO

NJU

NC

TIO

NS

And

: Cha

pter

38;

Te

st 2

Bec

ause

: Cha

pter

41

Rec

apitu

latio

n:

Cha

pter

1A

nd, B

ut: C

hapt

er 2

6;

Test

3

Thou

gh, B

ecau

se,

And

, But

: Cha

pter

s 7,

24;

Tests

1, 2

, 3

Cha

pter

6; T

ests

1, 3

Iden

tifica

tion:

C

hapt

ers

17, 1

8, 2

5, 2

6

Use

and

Id

entifi

catio

n:C

hapt

ers

19, 2

2, T

est 3

INTE

RJE

CTI

ON

SC

hapt

ers

15, 1

6Id

entifi

catio

n: C

hapt

er

18

5

Topi

cB

ook

1B

ook

2B

ook

3B

ook

4B

ook

5

PUN

CTU

ATIO

NC

apita

l and

Sm

all

Lette

rs: C

hapt

ers 1

3, 3

9Fu

ll St

op: C

hapt

ers

14, 2

5Q

uest

ion

Mar

k:

Cha

pter

25

Punc

tuat

ion

of

Sent

ence

s: C

hapt

er 3

5;

Tests

1, 2

Cap

ital a

nd S

mal

l Le

tter

s, Fu

ll St

op,

Que

stio

n M

ark:

C

hapt

er 5

; Tes

t 1

Punc

tuat

ion

Mar

ks in

D

irec

t Spe

ech:

Tes

t 2Fu

ll St

op, Q

uest

ion

Mar

k, E

xcla

mat

ion

Mar

k, C

omm

a,

Cap

ital L

eter

s: C

hapt

ers

16, 2

0Se

nten

ces:

Tes

ts 2

, 3

Use

of A

post

roph

e:

Cha

pter

6Se

nten

ces:

Tests

1, 2

Que

stio

n M

ark:

Ch

15

CO

MPO

SITI

ON

Mak

ing

Sent

ence

s: C

hapt

er 3

2Se

nten

ces

with

‘b

ecau

se’:

Cha

pter

41

Shor

t Com

posi

tions

: C

hapt

ers

43, 4

4A

utob

iogr

aphy

: C

hapt

er 4

5

Shor

t Com

posi

tions

:C

hapt

ers

27, 2

9, 3

0,

32, 3

4

Mak

ing

Sent

ence

s: Te

st 2

Para

grap

h: C

hapt

er 2

0Pi

ctur

e C

ompo

sitio

n:

Cha

pter

s 21

, 22

Lett

er: C

hapt

er 2

7Es

say:

Cha

pter

28

Stor

y: C

hapt

er 2

9Fl

ow C

hart

: Cha

pter

30 D

iary

: Cha

pter

31

Lett

er: C

hapt

er 2

3A

utob

iogr

aphy

: C

hapt

er 2

4Es

say

(top

ics)

: Cha

pter

24 St

ory

and

Dia

logu

e:

Cha

pter

25

Dia

ry: C

hapt

er 2

6E-

mai

l: C

hapt

er 2

7Pa

ragr

aph:

Cha

pter

s 18

, 21

CO

MPR

EHEN

SIO

N,

VO

CA

BULA

RY A

ND

SP

ELLI

NG

Pict

ure

Com

preh

ensi

on(fi

rst s

tep

to P

ictu

re

Com

posit

ion)

: C

hapt

ers

15, 1

7, 2

9, 3

4C

ompr

ehen

sion

(que

stio

ns: t

extu

al,

True

/Fal

se; fi

lling

in

blan

ks w

ith w

ords

fr

om th

e te

xt; t

hem

atic

gr

oupi

ng o

f sen

tenc

es):

Cha

pter

s 26

, 31,

36,

37,

40

, 42,

44

Spel

l Wel

l: C

hapt

ers

10, 1

2, 1

6, 1

8, 2

2, 2

7,

28, 3

1, 3

7, 3

8

Com

preh

ensi

on(q

uest

ions

: tex

tual

, Tr

ue/F

alse

; filli

ng in

bl

anks

with

wor

ds

from

the

text

; wor

d m

eani

ngs)

: Tes

t 1;

Cha

pter

s 28

–33

Jum

bled

Wor

ds:

Cha

pter

6Sp

ell W

ell:

Cha

pter

s 3,

4,

8, 1

3, 1

4, 2

0, 2

4C

orre

ctio

n of

Err

ors:

Test

2

Com

preh

ensi

on(t

extu

al q

uest

ions

; w

ord

mea

ning

s; fil

ling

in b

lank

s w

ith

wor

ds fr

om th

e te

xt):

Cha

pter

s 8,

14,

23,

24

Voca

bula

ry: C

hapt

er 2

(o

ccup

atio

ns):

Chap

ter 4

Spel

l Wel

l: C

hapt

ers

3,

5, 6

, 8, 1

4, 1

6, 1

7C

orre

ctio

n of

Spe

lling

Er

rors

: Tes

t 2

Com

preh

ensi

on

(tex

tual

que

stio

ns,

mea

ning

s of

wor

ds a

nd

expr

essio

ns):

Cha

pter

s 7,

8, 1

7, 1

8, 2

5, 2

6

Com

preh

ensi

on(q

uest

ions

: tex

tual

, Tr

ue/F

alse

; wor

d m

eani

ngs;

iden

tifyi

ng

colo

urs)

: Chs

7, 8

, 17,

18

, 21,

22

6

Topi

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ook

1B

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2B

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3B

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4B

ook

5

MIS

CEL

LAN

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ence

s): C

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18, 2

0, 3

5, 3

7(w

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g –

‘I w

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’): C

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3

Opp

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s: C

hapt

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est 3

Synt

ax (m

ixed

se

nten

ces)

: Cha

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s 15

, 30

(jum

bled

sen

tenc

es):

Cha

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25

Synt

ax (m

ixed

se

nten

ces)

: Cha

pter

s 8,

24

Opp

osite

s: C

hapt

ers

8,

18, 2

4 (w

ith p

refix

es):

Cha

pter

18

(mix

ed):

Test

3D

irec

t Spe

ech

(pun

ctua

tion:

pos

ition

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the

‘quo

te’):

Cha

pter

13

; Tes

ts 2

, 3In

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ct S

peec

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with

dire

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ch; m

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: C

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s: C

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19 Cor

rect

ion

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rror

s: Te

st 2

Sent

ence

s–Su

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ate:

Cha

pter

19,

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st 3

Kin

ds o

f Sen

tenc

es:

Cha

pter

20

Iden

tifica

tion:

Cha

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20

; Tes

t 3D

irec

t and

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rect

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eech

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apitu

latio

n;

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ging

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na

rrat

ion)

: Cha

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, 25,

26;

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t 3C

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Tests

1, 2

; Cha

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Kin

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(mix

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ence

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6

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: ide

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catio

n):

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Test

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ns:

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, 17,

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ence

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: Cha

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7,

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, 21,

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ors:

Tests

2, 3

7

Unit 1 RevisionNote – Although condensed here into three lesson plans, there is a lot of content in this section and the revision should not be rushed. The teacher should spend as much time as necessary and use as many examples as necessary to ensure that the students’ learning is secure, before moving on to teach the new material.

Lesson 1 (Pages 1–6)Remembering What You Have LearntNaming Words

Teaching objectivesLearning outcomes

Students should be able to:

• torevisecapitallettersandsmallletters• torevisevowelsandconsonants• torevisethecorrectuseofa/an• torevisecommonnounsandproper

nouns

• recognize,write,andmatchcapitalandsmall letters.

• writeandidentifybynameandsoundthefive vowels.

• tousea/an correctly.• identifyfamiliarcommonnouns.• distinguishbetweencommonnounsand

proper nouns.

Materials requiredAn alphabet chart; 52 alphabet flashcards, each showing one letter of the alphabet in either upper or lower case; Blu-tack or similar adhesive material; some familiar classroom objects; a tray; a cloth large enough to cover the tray

IntroductionTo revise the letters of the alphabet, show the students the alphabet chart and sing The Alphabet Song. Fix the alphabet flashcards on the board in a random order, and ask individual students to make corresponding pairs of small and capital letters; this should be done in alphabetical order and the pairs of letters displayed in the correct sequence.Ask individual students to identify the vowels; elicit from the students that an is used before a word beginning with a vowel and ask for some examples from the body (an arm, an ankle, an eye, an ear, an eyebrow/lash/lid, an elbow). Elicit that a is used before words that begin with the other letters, and ask for more examples from the body.At this point you may wish to ask the students to open their books at page 1 and read the section The Letters and the Alphabet.To revise common nouns, show the students some familiar objects and ask them to name each of them. Elicit that the words we use to name the objects around us are known as naming wordsWrite some of the students’ names on the board and elicit from the students that these are written with initial capital letters because they are special names (proper nouns). Elicit that the names of the days of the week are also special names that are written with initial capital letters.

8

Student activityAsk the students to open their books at pages 5–6. Read the words in the box on page 5, and those below the pictures on page 6. Explain that Earth and Sun are special names (there is only one Sun and one Earth) so they are written with capital letters and we say the rather than a/an. Explain the tasks and give the students a set amount of time to complete them. Ask them to also write a or an next to each word. The teacher may wish to explain that before a word beginning with a vowel, the is pronounced with a long e sound (thee apple, thee ice-cream), and before a word beginning with a consonant it is pronounced with a short e sound.

RecapitulationPlay Kim’s game: Arrange 10–12 small items (e.g. a rubber, a board pen, an apple, an eggcup, a dice, etc.) on a tray or table and ask the students to stand where they can see them. Point to each item in turn and name it. Explain that the students have two minutes to look at the items and try to remember them. At the end of the two minutes, cover the items with the cloth and ask the students to return to their seats; give them a set amount of time to write down the names of as many of the items as they can remember. At the end of the set time, ask individual students to name one of the items (using a/an) and write a list on the board. Students should award themselves one point for each item they have on their list; spelling is not important as long as it is a credible attempt.

AnswersExercise A a chair, an elephant, a bed, a pigeon, an umbrella, a television, a book, a pencil, a

table, a sofa, a shirt, a computerExercise B a skirt, a flower, a leg, a hand, an aeroplane, the Sun, a chicken, a car, a star, the

Earth, a lorry, the moon

Lesson 2 (Page 3)



• torevisethepronounshe, she, and they• toreviseadjectives• toreviseverbsandadverbs• toreviseprepositions

• correctlysubstitutethepronounshe/she and they for proper nouns.

• correctlyidentifyanduseadjectives.• correctlyidentifyanduseverbsandadverbs.• useaprepositiontoanswerquestions

beginning Where is.... ?

Materials requiredA selection of items of different textures, colours, shapes etc.; sets of 1–5 items and a collection of many small items; pictures or simple drawings of people performing actions

9

IntroductionTo revise personal pronouns, make a statement about one of the students in the class, e.g. Nazia has very long hair. Ask the students to suggest how you would say the sentence if you did not know the student’s name. (She has very long hair.) Revise he and they in the same way. Read the relevant text on pages 2–3.To revise adjectives, show the students some of the items you have prepared and ask them to suggest words to describe them; encourage them to use a phrase rather than a single word, e.g. a blue pen, an empty lunch box, etc. Include the numbers one – five and many in this activity.To revise verbs, show the students the pictures/drawings and ask, What is he/she doing? Elicit the term doing word for a word that describes an action.To revise adverbs, use the same illustrations and ask the students to suggest words ending in ly to describe how each action is being performed.Revise prepositions by asking ‘Where is .... ?’ questions about the positions of items in the classroom to which the students can respond using the prepositions in, on, under, over, and across. Alternatively, make a statement about the position of an object, e.g. Sania’s bag is on her desk, and ask the students to say whether it is true or false; if false, they should correct the sentence.

Student activityOn the board write: 1. a sentence that contains at least one proper noun, an adjective, a common noun, an

adjective, a pronoun, a verb, and a preposition, e.g. Saima screamed loudly when she saw the large dog in the garden.

2. a list of: naming word, special name, describing word, doing word, -ly word (how?), where?, he/she/they

Ask the students to copy the sentence in their exercise books and give them some time to work in pairs to try to identify the words in the sentence that match the terms you have written in the list, e.g. verb–screamed, saw.Supply any help needed and write the students’ answers in the correct places on the list. Repeat the activity with another sentence.

RecapitulationPlay Simon Says, adding some adverbs where appropriate, e.g. Simon says raise your hand quickly, turn round slowly, etc.

Lesson 3 (Pages 3–6)



• torevisetheconjunctionand• torevisesentencestructure• torevisequestionsandstatements

• usetheconjunctionand to join two simple sentences to form a compound sentence.

• writecorrectly-structuredsentences.• usefullstopsandquestionmarkscorrectly.

10

Materials requiredTwo or three sentences written on flashcards with one word per flashcard; 2 or 3 sentences cut into halves; Blu-tack or similar adhesive material

IntroductionFix one set of flashcards on the board in a random order, and ask the students to help you rearrange them to make one sentence. Use this activity to revise the facts that a sentence must begin with a capital letter and end with a full stop, and must make sense.Fix the halves of sentences on the board and ask the students to make complete sentences that make sense.Write two simple sentences on the board and elicit and demonstrate that they can be joined to make one compound sentence by using and.Write a large full stop and a question mark on the board and elicit where each is used. Ask students to give you examples of questions and answers (statements).

Student activityAsk the students to open their books at page 4 and read the text with them, giving any additional explanations as required.

RecapitulationMake sentences round the class. Write the first word of a sentence on the board and ask the students to take turns to add words, one at a time, until a complete sentence has been made. Remind them to add describing words and –ly words to extend the length of the sentence. This activity could be done in groups with the teacher giving the first word of the sentence and groups competing to see which group can make the longest sentence.

Unit 2 Nouns 1Lesson 4 (Page 7)Nouns



• tointroducethetermnoun• tohelpstudentsidentifynounsin

sentences

• explainthatthetermnoun means the same as naming word.

• identifynounsinsentences.

Materials requiredSheets of A4 paper and crayons or coloured pencils

IntroductionAsk the students to take turns to tell you a naming word, and write a list of the words on the board. When the list is complete, introduce the word noun as the grammatical term for naming words and point out that all the words in the list are nouns.

11

Student activityAsk the students to open their books at page 7 and read the introductory text.Look at the first sentence and ask the students to identify the nouns before giving them a set amount of time to complete the task.Make sure that the students understand all the words in the Spell Well activity; they can be learned as homework and tested at a convenient time.

RecapitulationGive each student drawing materials. Show them how to fold the sheet of paper into four and ask them to select four nouns from the list on the board or those on pages 5–6 of the text book. They should draw a picture of one of the items in each section of their paper and write the noun underneath. These drawings can be used to make a Nouns display in the classroom.

Answers1. cow, milk 2. girl, vegetables, pot 3. paper, table 4. bag, shoelaces5. rose, flower 6. Birds, sky 7. cricket, brother, football 8. water, pool9. Honey, bees 10. rabbit, tail 11. train, rails, 12. school, bus

Lesson 5 (Pages 8-9)Nouns: Common and ProperCommon nouns



• tofurtherexplainthetermcommon noun• tohelpstudentsdistinguishbetween

nouns and adjectives• tohelpstudentsidentifycommonnouns

in given sentences

• explainthatcommon nouns refer to general items rather than particular items.

• distinguishbetweennounsandadjectives.• identifycommonnounsingiven

sentences.

Materials requiredSets of e.g. books, mugs, scarves, shoes, etc. of different colours/sizes/types

IntroductionShow the students the items belonging to one of the sets you have prepared, e.g. books, one-by-one. As you show each item, ask the question: ‘What’s this?’ The students should give the same answer, e.g. It’s a book, each time. When the whole set has been shown, explain that the same noun (book) can be used for all of the items because they are all items of the same type; nouns that can be used in this way are known as common nouns. Repeat the activity with the other sets of items you have prepared.Next write some adjectival phrases on the board, e.g. a heavy book, an interesting book, a library book. Elicit from the students that the underlined words are describing words – they are giving us information about the noun, but are separate from the nouns.

12

Student activityAsk the students to open their books at pages 8–9 and read through the text with them.Explain exercise B, look at the example and then give the students a set amount of time to complete the task. Check their answers as a class and then ask them to complete exercise A.

RecapitulationAsk the students to illustrate each of the nouns they have written for exercise A

AnswersExercise B 2. pony, mare 3. dress, silk 4. glass, milk 5. sums, book 6. wind, lake 7. meadow, grass 8. cap, room 9. meal, hotel 10. bird, wings

Lesson 6 (Pages 10–12)Nouns: Common and ProperProper nouns



• toexplainthetermproper noun• tohelpstudentsdistinguishbetween

common nouns and proper nouns• tohelpstudentsidentifypropernounsin

given sentences

• explainthedifferencebetweencommon nouns and proper nouns.

• distinguishbetweencommonnounsandproper nouns.

• identifycommonnounsingivensentences.

Materials requiredA selection of pictures of famous cities and buildings that the students will recognize; a large map of the world or globe; A4 size cards showing C on one side and P on the other for each group of 4–5 students

IntroductionWrite the heading countries on the board and ask a student volunteer to point to Pakistan on the map or globe; write Pakistan under the heading. Ask other volunteers if they can point to other countries and write these names on the list.Write the heading cities on the board. Show the students a picture of a city, e.g. Lahore, ask them to name the city, and write the name under the new heading; repeat this with pictures of other cities. Repeat this for famous buildings, e.g. The Royal Fort, Big Ben, the Great Pyramid, the Taj Mahal, etc.Ask the students to look at the lists on the board and elicit that all the names you have written begin with capital letters because they are the names of particular places and buildings. For example, there are many countries in the world (so the heading can be written without a capital

13

letter) but Pakistan, Australia, Italy, etc are particular countries and the special names for them are called proper nouns. This is also true of the cities and buildings – each of them is a particular place and its name is a proper noun.

Student activityAsk the students to open their books at pages 10–12 and read the text with the students, asking them to give more examples if possible, e.g. the names of the roads in which they live.Explain tasks C, D, and E and give the students a set amount of time to complete them.Make sure that the students understand all the words in the Spell Well activity; they can be learned as homework and tested at a convenient time.

RecapitulationPlay a team game. Divide the students into groups of 4–5. Explain that you are going to say a noun and the group must decide whether it is a common noun or a proper noun. When you give the signal, a member of each group should hold up the card to indicate their decision (C=common; P=proper). Allow time for students to reach a joint decision in their groups, and award points for correct answers.

AnswersExercise D 2. box, shelf – common 3. school – common; Monday – proper 4. Sajid – proper; fish, pond – common 5. deer – common 6. Sara – proper; chocolate – common 7. holidays – common, Wednesday – proper 8. Neha, Fluffy – proper, dog – common 9. Minar-e-Pakistan, Lahore – proper 10. rose, flower – commonExercise E 1. (any name of a girl) 2. Sunday 3. doctor 4. cat/dog 5. Tuesday 6. (any name) 7. garden 8. (the name of any place) 9. morning/night 10. grass 11. fish/fishes 12. pool

14

Unit 3 PunctuationLesson 7 (Pages 13-15)Capital Letters and Punctuation



• torevisetheuseofcapitalletterstowritepeople’s names

• toexplainthatcapitallettersareusedat the beginning of the names of places including continents, countries, and towns

• torevisetheuseofthefullstopandquestion mark

• topractisewritingsentencesusingthecorrect punctuation

• explainthatpeople’snamesarewrittenwith an initial capital letter.

• explainanddemonstratetheuseofcapitalletters at the beginning of the names of places including continents, countries, and towns.

• explaintheuseofthefullstopandquestion mark.

• writesentencesusingthecorrectpunctuation.

Materials requiredA large world map; outline map of the world for each student

IntroductionWrite on the board My name is ................... and I live in .......................... . Ask a student volunteer to complete the sentence by writing his/her name and city in the spaces and revise the fact that names of people and cities/towns begin with a capital letter.Ask the students to look at the map and recall the names and locations of some of the countries they identified in the previous lesson; revise the fact that the names of countries are also written with an initial capital letter.Elicit that a capital letter is also used at the start of a sentence. Draw a large full stop and a large question mark on the board and elicit how each of them is used. Ask the students to give you examples of questions and answers.

Student activityAsk the students to open their books at pages 13–14, read the text as far as exercise A, and help the students to fill in the spaces.Explain Exercise A and work through the first question together before giving the students a set amount of time to complete the exercise. Check their answers as a class.Read through the sentences in exercise B and ask the students to say whether each is a statement or a question before asking the students to complete the task.

RecapitulationGive each student an outline map of the world and help them to write the names of the continents and seas and oceans, using capital letters at the start of each name.

15

AnswersExercise A 1. Jack and Jill went up the hill. 2. Farah’s mother took her to the doctor. 3. Little Jack Horner sat in a corner. 4. Her sister’s name is Sara Malik and she lives in London. 5. Reza and Atif went to Lahore. 6. I am reading a book by Enid Blyton. 7. Nasir likes to read books about Noddy. 8. Cinderella ran down the stairs. 9. Aunt Salma called out to Jamil to stop. 10. The giant chased Jack all the way to the top of the beanstalk.Exercise B 1. Where is Amjad going? 2. Is Abeer going to Karachi? 3. Please tell me the time. 4. Can you tell me the time? 5. The cat went to London to look at the queen. 6. Rabab and Rahila are going to Murree by train. 7. Ali and Tahir are students of this school. 8. Are Nasir and Taha playing badminton? 9. Mother goes for a walk every evening. 10. Owais is playing cricket.

Unit 4 SpellingLesson 8 (Page 16)Jumbled Words



• toreinforcespellingoffamiliarwords • sortjumbledletterstospellthenamesoffamiliar nouns.

Materials requiredSheets of plain paper; coloured pencils or crayons

IntroductionWrite a jumbled word on the board e.g. sked, and ask the students if they can use the letters to find the name of something that can be found in the classroom (desk). Repeat this with other familiar words.

16

Student activityAsk the students to open their books at page 16, explain the task and give them a set amount of time to complete the work. If necessary, give them clues to help complete the words in exercise B.

RecapitulationGive each student drawing materials and ask them to make their own jumbled word puzzle; they should draw the object and then write the letters of the word, in jumbled order, below it. Students can solve each other’s puzzles and the drawings can be used to make a classroom display.

AnswersExercise A umbrella, coat, bicycle, rabbit, elephant, television, telephone, chair, windowExercise B pencil, book, doctor, teacher, mother, sister

Unit 5 Nouns 2Lesson 9 (Page 17)Months of the Year



• tohelpstudentslearnthenamesofthetwelve months of the year in the correct sequence

• tohelpstudentsspellthenamesofthemonths of the year correctly

• recitethenamesofthetwelvemonthsofthe year in the correct sequence.

• spellthenamesofthemonthsoftheyearcorrectly.

Materials requiredA large calendar; a record of the students’ birthdays; a large sheet of card divided into 12 columns, each headed with the name of one month, to make a Birthdays poster; a small passport photo of each student (or a passport photo-sized piece of paper and crayons for each student); a soft ball

IntroductionShow the students the calendar and read the names of the months. Make sure that each student knows the month in which they were born; read the names of the months again and ask the students to raise a hand when you say the name of the month in which they were born.Say the names of the first three months of the year and ask the students to repeat them two or three times; repeat this activity for the next three months, adding them to the first three months so that the students can recite the names of the first six months fluently. Repeat this until the names of all twelve months can be recited fluently.Write the names of the months on the board and explain that, like the days of the week, the names of the months of the year are proper nouns and begin with capital letters.

17

Student activityAsk the students to open their books at page 17 and read the names of the months with you.Ask them to write the number 1 next to January, 2 next to February ... 12 next to December. Ask the students to tell you the name of e.g. the fourth month, the tenth month, and questions such as Which month comes before March? after September? etc.

RecapitulationIf students do not have passport photos, give them materials and ask them to draw a picture of their face. Ask them to stick their picture/photo on the poster under the correct month to complete the Birthdays poster.Play a ball game to practise the sequence of the months: ask the students to stand in a large circle. As you throw the ball to one of the students, say January; the student should catch the ball, say February, and throw the ball to another students who should continue the sequence. If a student fails to catch the ball or says the name of the wrong month, s/he should sit down for one minute before rejoining the game.

Answers1. February 2. June 3. November 4. March 5. May 6. October

Unit 6 AdjectivesLesson 10 (Pages 18-21)Adjectives



• toexplainthetermadjective • tohelpstudentsmatchsuitableadjectives

to given nouns• tohelpstudentsidentifyadjectivesin

given sentences• tohelpstudentscompletephrasesby

adding suitable nouns

• explainthatthetermadjective means describing word.

• matchsuitableadjectivestogivennouns.• identifyadjectivesingivensentences.• completephrasesbyaddingsuitable

nouns.

Materials requiredSome unfamiliar objects of interesting shapes/sizes/colours etc. for students to describe; drawing materials

IntroductionNote – There is a lot of material in this lesson and the teacher may wish to take two or more periods to complete this work.Show the students one of the items you have prepared, explain what it is, e.g. a vase, and ask the students to suggest some words to describe it. Repeat this with the other items you have prepared,,

18

encouraging the students to use a wide variety of different adjectives.Write two or three of the students’ descriptive phrases on the board and ask them to identify the noun in each sentence; underline the noun. Ask the students to identify the describing word in each phrase and, using a different colour marker/chalk, underline them.Write the word adjective on the board and explain that it is the word that means describing word.Rewrite one of the phrases on the board so that the adjective follows the verb e.g. a narrow vase as the vase is narrow; use this to explain that although the adjective is usually written in front of the noun, it can also be written after the noun. Ask volunteers to change the order of the other phrases on the board if appropriate.

Student activityAsk the students to open their books at page 18, and read the text. Ask the students to look at the adjectives for exercise A and make sure they understand them all; explain exercise B before giving the students a set amount of time to complete the exercises. Check their answers as a class.Explain the tasks in exercises C and D and ask students to suggest possible answers before asking them to complete the task in a set amount of time. Check their answers as a class and comment on particularly interesting answers.Read the remaining text and explain tasks E and F before asking the students to complete the tasks.The Spell Well task can be completed as a homework task and tested at a convenient time. Point out that all the words are the names of fruits or vegetables.

RecapitulationPlay an adjectives game; begin by saying e.g. My grandmother’s cat is an attractive cat. The first student should continue by substituting an adjective beginning with the letter b, e.g. My grandmother’s cat is a bouncy cat. The next student substitutes an adjective beginning with c, etc. Continue the game for as long as possible before changing the noun and starting from a letter of your choice.

AnswersExercise A 2. red 3. tiny 4. black 5. pretty 6. golden 7. wild 8. good 9. cunning 10. blueExercise B big building, windy day, wild animal, blue sky, loud noise, thin man, hot tea,

green grassExercise C (any suitable noun) e.g.: a friendly man, a white shirt, a beautiful flower, a large

house, a ripe fruit, a small child, a pretty dress, a sunny day, a lazy boy, a cold windExercise D (any suitable adjective): 1. ripe 2. clever 3. cold 4. big 5. windy, cold 6. good 7. small 8. huge 9. tiny 10. fierceExercise E 1.cruel, big 2. old, dry 3. little, happy 4. ripe 5. lazy 6. proud, golden 7. black 8. sharp 9. new 10. loudExercise F any suitable adjective, for example: 1. small 2. beautiful 3. rich 4. dirty 5. wide 6. tidy 7. blue 8. big 9. yellow 10. fresh

19

Unit 7 Doing wordsLesson 11 (Pages 22–23)Verbs



• toexplainthetermverb• tohelpstudentsidentifyverbsingiven

texts• tohelpstudentscompletesentences

correctly by writing the appropriate verb

• explainthatthetermverb means ‘doing word’.

• identifyverbsingiventexts.• completesentencescorrectlybywriting

the appropriate verb.

Materials requiredTape/cd/dvd/You tube clip of Here we go round the mulberry bush (lyrics below)Note –The teacher may wish to substitute/add other actions.

ChorusHere we go round the mulberry bush,The mulberry bush, the mulberry bush.Here we go round the mulberry bush,On a bright and sunny morning.

V.1 This is the way we wash our hands, Wash our hands, wash our hands. This is the way we wash our hands, On a bright and sunny morning.

V.2 This is the way we wash our face, Wash our face, wash our face. This is the way we wash our face, On a bright and sunny morning.

V.3 This is the way we brush our teeth, Brush our teeth, brush our teeth. This is the way we brush our teeth, On a bright and sunny morning.

V.4 This is the way we comb our hair, Comb our hair, comb our hair. This is the way we comb our hair, On a bright and sunny morning.

20

IntroductionAsk the students to talk to a partner for two or three minutes about what they do in the morning before they come to school; ask them to remember as many different things as possible. Listen to their ideas and make a list of different actions on the board, e.g. wake up, get out of bed, get dressed, pack my school bag, etc. When the list is complete, explain that these are all things that the students do, and we use doing words to explain them. Identify the doing words in each phrase and introduce the term verb to replace doing word.Ask the students to tell you some of the things they do after school and ask them to identify the verbs that they use in their answers.

Student activityAsk the students to open their books at page 22 and read the introductory text.Explain the tasks in exercises A – C and read through them if necessary before giving the students a set amount of time to complete the work

RecapitulationSing Here we go round the mulberry bush: this is traditionally sung with the children joining hands in a circle and skipping round as they sing the chorus (which is repeated after each verse) and standing still to do appropriate actions for each verse.

AnswersExercise A 2. ate 3. play 4. fried 5. tells 6. stand 7. danced 8. playedExercise B 1. go 2. answered 3. saw 4. loves 5. gave 6. rowed 7. cried 8. ran 9. rang 10. likeExercise C cut, put, made, packed, took, placed, went, sat, ate, enjoyed

Lesson 12 (Pages 24-28)Verbs: Present and Past Tenses



• toexplainthatthetenseofaverbtellsuswhen an action happens

• toexplainhowtoformthethirdpersonsingular of a regular verb (simple present tense)

• toexplainhowtoformtheregularsimplepast tense of a verb by adding d/ed/ied

• correctlyuseverbsinthepresent/pasttense to indicate the time of an action.

• correctlyformthethirdpersonsingularofa regular verb (simple present tense).

• formtheregularsimplepasttenseofaverb by adding d/ed/ied.

Materials requiredNone

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IntroductionNote – There is a lot of material in this lesson and the teacher may wish to take two or more periods to complete it.Ask a student to tell you what she/he does every day when she/he comes to school e.g. I sit down, I write, I read , I play with my friends, etc. Write some of the sentences on the board in the first person (I). Beside each sentence write the same sentence using the student’s name and the third person singular, e.g. Ibrahim sits down/writes/reads/plays with his friends. Underline the verbs, ask the students to look at them and explain, or elicit through questions, that when we use a person’s name or say he/she, we add an s at the end of the verb. To practise this, say a sentence using I and ask the students to repeat it using he/she/a name (as you decide for each). For example,Teacher: I walk to school. (Jamil)Students: Jamil walks to school.Using verbs that form the simple past tense by adding d/ed, talk about things that you do every day, e.g. After school I walk in the park, I cook supper, I mark your books, and I watch television.Write the sentences on the board and explain that these are things that you do now, or at present.Now repeat the information to talk about yesterday, e.g. Yesterday I walked in the park, I cooked supper, etc. Write the sentences on the board, next to the present tense sentences and explain/elicit that because these actions happened yesterday, a time that has passed, you use the past tense to talk about them. Explain that to form the past tense of many verbs the letters ed are added.Practise this by saying a regular verb in the present tense and asking the students to give you the past tense form. For example,Teacher: I look. Students: I looked.Other verbs include call, talk, like, want, brush, wave, etc.

Student activityAsk the students to open their books at pages 24–25 and read the text as far as exercise A. After each teaching point, ask questions, and ask students to give examples to assess understanding and practise the concepts taught. When explaining how to form the third person singular of verbs ending in y, the teacher may wish to point out that verbs ending in vowel + y (e.g. play, say, delay) only add s; verbs ending in consonant + y (e.g. try, fry, reply) change the y to i and add es.Ask the students to look at Exercise A and answer the questions orally before giving them a set time to complete the exercise.Explain that the doubling rule usually applies to short verbs (one syllable) that end in a vowel and a consonant other than y (or consonant other than y +s in 3rd person singular). Give them a set amount of time to complete exercise B and ask them to check the spelling of their answers carefully.Write a verb such as mime/rhyme on the board and ask the students to form the past tense; elicit that if a verb ends in e in the present tense, it is only necessary to add d to form the past tense. Ask them to complete exercise C in a set amount of time. When you check their answers, ask individual students to make a past tense sentence for each verb.Read the text on page 27 and complete exercise D orally before asking the students to complete

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the exercise in a set amount of time. When you check their answers, ask individual students to make a past tense sentence for each verb.Read the text on page 28 and complete exercise E orally before asking the students to complete the exercise in a set amount of time. When you check their answers, ask individual students to make a past tense sentence for each verb.

RecapitulationPlay a team game. Divide the students into teams and draw a column on the board for each team. Explain that you are going to say a verb in the present tense and a student from each team should come and write the verb in the past tense. Use verbs from pages 24–28.

AnswersExercise A helped, turned, filled, hunted, jumped, pulled, feared, picked, talked, walked,

chewed, fixed, mixed, tested, guessedExercise B 1. batted 2. gripped 3. fitted 4. knitted 5. patted 6. dripped 7. pinned 8. grinned 9. clapped 10. lappedExercise C lived, saved, described, smiled, danced, closed, believed, grazed, tied, liked, used Exercise D joined, talked, chased, moved, cared, flowed, rowed, dared, tasted, dived, stayed Exercise E 2. baked 3. liked 4. missed 5. guarded 6. talked 7. painted 8. cared 9. studied 10. delivered 11. cried 12. asked 13. roared 14. fried 15. combed

Lesson 13 (Pages 29-30)Verbs: Am, Is, Are, Was, Were



• tointroduceandpractiseusingtheverbto be in the present and past tenses

• usetheverbto be correctly in the present and past tenses.

Materials requiredSmall pictures of people/places for students to write about; glue

IntroductionTake the students into the playground and ask them to look around very carefully and try to remember what they can see. (If this is not possible, ask them to look round the classroom carefully.) When the students are back in the classroom, ask them what is present in the playground and encourage them to use is/are in their answers, e.g. There is a bench; there are four rubbish bins; there is a basketball hoop, etc. Write some of their responses on the board and elicit that in these sentences the verb is is/are. Explain that this is a special verb that tells us where something is or what it is like rather than recording an action.

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Student activityAsk the students to open their books at page 29, read the introductory text, and explain the two tenses of the verb. Ask volunteer students to use each part of the verb in a sentence.Ask the students to look at the exercise and answer each question orally before asking them to complete the task in a set amount of time. Note that questions 5, 6, 7, and 9 can be answered correctly using either tense. Help the students to explain the differences in meaning when a different tense is used.

RecapitulationTo practise tenses, go round the class giving each student in turn a short sentence in either the present or past tense; the student should respond with the other tense from the one you have used. For exampleTeacher: Joseph walks to school. Student: Joseph walked to school.Teacher: I was tired. Student: I am tired.

Answers1. is 2. is 3. am 4. are 5. are/were 6. are/were 7. am/was 8. was, was 9. is/was 10. are

Unit 8 Test 1Lesson 14 (Pages 31–33)



• toassesslearningandunderstandingofpunctuation in sentences, common and proper nouns, adjectives, verbs, simple present and past tenses

• toassesscomprehensionofawrittentext

• identifyanddemonstratecorrectuseofpunctuation in sentences, common and proper nouns, adjectives, verbs, simple present and past tenses.

• correctlyanswerquestionsonagiventext.

Materials requiredYour own examples of the types of question to be answered; silent activity for students who finish the assessment while others are still working e.g. reading books or the exercise on page 34

IntroductionBefore the assessment, revise each topic thoroughly and ask the students to answer the questions you have prepared.Explain clearly and convincingly that the purpose of the assessment is to assess strengths rather than weaknesses; it is a chance for the students to demonstrate how much and how well they have learned and for you to assess whether any more teaching is required on any of the topics.

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Student activityAsk the students to open their books at page 31. Look at each exercise with the students and explain each task clearly before giving them plenty of time to complete the tasks—this is not an assessment of how quickly they can work.

Answers 1. (a) Naila gave Huma an apple. (b) What is your name? (c) Where are you going? (d) My father will take the morning flight to Lahore. (e) Amjad is Usman’s cousin. 3. (a) dentist, toothache – common (b) Eiffel Tower, Paris – proper (c) Qasim – proper; shoes – common (d) Tony – proper; kitten, road – common 4. (a) white, blue (b) small (c) brave (d) exciting 5. (a) dropped – past tense (b) studies – present tense (c) swallowed – past tense (d) loves – present tense 6. (a) were (b) is (c) are (d) Am/Was (e) was 7. (a) (i) Red Riding Hood wore a beautiful red cloak with a matching hood (ii) Red Riding Hood carried pies, fruit, and a cake in her basket. (b) Adjectives: little, beautiful, red (c) Common Nouns: (any three) girl, cloak, hood, mother, grandmother,

house, side, woods, basket, cake, pies, fruit, flowers, song Verbs: was, wore, sent, lived, carried, picked, was, sang, skipped

Unit 9 The definite and indefinite articles (the, a/an)Lesson 15 (Page 34)Who or What am I?



• tohelpstudentsmatchdefinitionstogivennouns

• correctlymatchdefinitionstogivennouns.

Materials requiredOne or two examples of definitions of familiar items similar to those on page 34

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IntroductionNote – The work on this page could be completed independently by students who finish the assessment while others are still working; the exercise could be extended by asking the students to draw a picture for each answer.Using your own examples, explain that you are going to describe an item or person and the students should guess who or what you describe.

Student activityAsk the students to open their books at page 34, read the words in the box and explain the task. Give the students a set amount of time to complete the answers before checking them in class.

RecapitulationStudents can make up their own clues for the rest of the class to guess.

Answers1. pencil 2. engine 3. coat 4. window 5. rose 6. dentist 7. pan 8. uncle 9. broom 10. door 11. cucumber 12. doctor

Lesson 16 (Pages 35–37)A, An, The



• to revise the use of a before a consonant and an before a vowel

• toexplainandpractisetheuseoftheindefinite article (a/an) and the definite article (the)

• demonstratecorrectuseofa before a consonant and an before a vowel.

• demonstratecorrectuseoftheindefinitearticle (a/an) and the definite article (the).


IntroductionWrite on the board phrases Please give me a/an .......... and The ........ is ............. .Elicit that a is used before a consonant and an before a vowel.Use the first phrase to ask a student to give you an item e.g. ‘Please give me a pencil.’ etc. Ask another student to use the second phrase to tell you something about the book you have been given e.g. The book is small/green/etc.Repeat this activity with one or more other items.Ask the students to look at the first phrase and explain that a/an means one and that we use it when we are talking about any item, e.g. any book, pencil, etc.Explain that the is used when we are referring to a particular item; in your example you are

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referring to the particular e.g. pencil that you have just been given. We also use the when there is only one of something; for example you can ask the students to stand by the door if there is only one door in the classroom or write on the board if there is only one board in the classroom.

Student activityAsk the students to open their books at page 35, read the text and complete the exercise orally before asking the students to write the answers.Ask them to look at page 36, read the text and give any further explanation needed before asking the students to complete the exercise.The Spell Well task can be set as homework and tested at a convenient time.

RecapitulationPlay I went to the market: begin the game by saying, ‘I went to the market and I bought ..... (item beginning with a e.g. an antelope)’. The first student continues by repeating the phrase but naming an item beginning with b, e.g. a basketball (using a rather than an); the game continues using the letters of the alphabet in sequence. Encourage students to choose unusual items. To make the game more difficult, students can be asked to repeat the list of items before adding their own.

AnswersExercise A 1. A 2. a 3. an 4. an 5. a, an 6. a, a, an 7. An 8. A 9. An 10. a, anExercise B 1. the 2. The 3. A, The 4. An, The 5. The, a

Unit 10 Irregular verbs, to be and to haveLesson 17 (Pages 38–39)Verbs: A Mixed Bag



• toreviseandpractisethesimplepresentand past tense forms of the verb to be

• toexplainandpractisethecorrectuseofthe simple present tense of the verb to have

• usecorrectlythesimplepresentandpasttense forms of the verb to be.

• usethesimplepresenttenseoftheverbto have correctly.

Materials requiredTape/cd/dvd/You tube clip of My hat, it has three cornersMy hat, it has three corners,Three corners has my hat,And had it not three corners,It would not be my hat.

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The song is sung six time as follows:first time – sing with no actionssecond time: instead of singing my, substitute the action for mythird time: substitute actions for my and hatfourth time: substitute actions for my, hat, and threefifth time: substitute actions for my, hat, three, and cornersixth time: sing all words and perform all actionsActionsmy - touch yourself; hat – touch your head; three – show three fingers; corner – show bent elbow

IntroductionWrite on the board as a list, I am, you are, he/she is, we are, they are. Ask student volunteers to use each part of the verb in a sentence.For oral practice explain that the students must say the correct part of the verb according to the sign you give them. Explain thatpointing to yourself is the sign for I, they say I ampointing to the class indicates you, they say You areif you point to a boy or girl, they say, he/she isa circular gesture to include yourself and the students, they say we arepointing a thumb backwards over your shoulder, they say they arePractise this, slowly at first and then more quickly, to improve oral fluency.Write the simple past tense forms on the board in the same way (I was, you were, he/she was, we were they were), ask for more sentences and do oral practice as above.Teach the present tense of the verb to have in the same way.Note – The teacher may prefer to teach this verb in a separate lesson.

Student activityAsk the students to open their books at page 38, read the text. Answer the questions in exercise A orally before asking the students to complete the written task in a set amount of time.Read the text and complete exercise B on page 39 in the same way.

RecapitulationSing, with the actions, My hat, it has three corners.

AnswersExercise A 1. are, am 2. Are 3. were 4. is, are 5. are 6. is 7. are, are 8. am, isExercise B 1. have, has 2. have, has 3. has, have, have, have 4. Have 5. has 6. has 7. have 8. has 9. have, has

10. have, have

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Unit 11 Sentence structureLesson 18 (Page 40)Mixed Sentences



• tohelpstudentsmatchsentencehalvestomake complete sentences

• matchsentencehalvestomakecompletesentences.

Materials requiredTwo or three sentences in halves written on large sheets of card or paper; Blu-tack or similar adhesive material

IntroductionFix the half-sentences on the board in jumbled order and ask the students to help you sort them to make complete sentences.

Student activityAsk the students to open their books at page 40 and ask them to complete the task in a set amount of time. Depending on students confidence, you may wish to do the exercise orally first.The Spell Well task can be set as homework and tested at a convenient time.

RecapitulationPlay a sentence game: Divide the students into two teams, A and B. Ask a student in team A to say the first half of a sentence, e.g., My father wants.... A student from team B should then complete the sentence so that it makes sense e.g. to buy a new car. / to go to the cricket match. The second student from team B should then begin a sentence for team A to complete. Award points: 2 points if a student completes the sentence unaided and 1 point if she/he is helped by other members of the team.

Answers1. – (g) 2. – (e) 3. – (a) 4. – (f) 5. – (d) 6. – (c) 7. – (b)

Unit 12 Present participlesLesson 19 (pages 41–43)Verbs: The –ing Form



• toexplainhowtoformthepresentparticiple of common verbs

• formthepresentparticipleofcommonverbs.

• correctlyspellcommonpresentparticiples.

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Materials requiredPictures or simple drawings of people performing different actions e.g. driving, cooking, running, swimming, diving etc.; a class set of cards each showing a participle that can be acted out e.g. jumping, reading, hopping, sweeping, etc.

IntroductionShow the students the pictures you have prepared and ask what the person in each picture is doing; write the students’ responses on the board so that you have a list of present participles. Ask the students to look at the list and elicit that all the words end in ing. Explain that just as ed/d can be added to many verbs to form the past tense, ing can also be added to most verbs to form a different tense.

Student activityAsk the students to open their books at page 41. Read the introductory text, and give the students a set amount of time to complete exercise A. As you check each answer, ask individual students to put the word into a sentence.Ask the students to look at page 42, read the text and ask the students to complete exercise B, checking answers and meanings as for exercise A.Read the remaining text and remind the students that these are the same verbs that doubled the final letter before adding ed. They may recall that these are usually short verbs that end with a vowel and a consonant other than y. Ask the students to complete exercise C and check answers and meanings as for A and B above.Finally, draw their attention to the spelling of the two participles at the bottom of page 43; explain that, like the verbs in exercise B, they are both verbs that end in e and should follow the rule of removing the e and adding ing.

RecapitulationPlay a participles game. Divide the students into two teams, A and B. Give each student a card and explain that they should not let anybody else see what is written on it. The first member of team A should mime the action written on his/her card and the first member of team B must guess the action and should write the word on the board. The teams should take turns to mine and guess/write. Award points for correct guessing and correct spelling.

AnswersExercise A feeling, dreaming, singing, playing, drinking, holding, owning, teaching,

reaching, meeting, keepingExercise B loving, daring, hating, coming, dancing, hoping, sharing, bitingExercise C knitting, getting, pinning, rotting, knotting, cutting, dripping, gripping, robbing,

fanning, fitting, trimming

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Unit 13 Auxiliary verb: to beLesson 20 (Pages 44–46)Helping Verbs: Am, Is, Are, Was, Were



• toexplaintheuseoftheverbtobe+present participle to form the present and past continuous tenses

• toexplainthatverbscanconsistofmorethan one word

• tohelpstudentsidentifyverbsinsentences

• usetheverbtobe+presentparticipleto form the present and past continuous tenses.

• identifyverbsthatconsistofmorethanone word.

• identifyverbsinsentences.

Materials requiredThe set of pictures from the previous lesson, and some showing more than one person performing an action

IntroductionIntroduce the lesson in the same way as the previous lesson, but this time write on the board the full verb, e.g. they are running, he is swimming, she is reading. When the list is complete, elicit that is/are have been used with the ing form of the verb to say what the person is doing and explain that sometimes a verb is made up of more than one word. Change one of the verbs into the past tense, e.g. they were running and ask the students if they can explain what you have done. Ask them to change the other verbs on the list into the past tense in the same way.

Student activityAsk the students to open their books at page 44 and read the introductory text. Complete one or two questions from exercise A orally before giving the students a set amount of time to complete the task. As you check their answers, ask the students to say if the verb is present or past tense.Explain the tasks in exercises B and C and give the students a set amount of time to complete them. Ask them to identify the tense of each verb when checking their answers.

RecapitulationTaking turns round the class, give each student a verb either in the present or past continuous tense, e.g. we are sitting, they were writing, and ask him/her to change the tense e.g. we were sitting, they are writing. If students find this difficult, it may help to add the word now, or yesterday at the start of the verb; the student should also change this when s/he responds.

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AnswersExercise A 2. was staying 3. were playing 4. are taking 5. am waiting 6. were walking 7. are writing 8. is filling 9. is playing 10. was tellingExercise B 2. put 3. sleeps 4. were enjoying 5. am feeling 6. baked 7. are going 8. were buying 9. belongs 10. were swimmingExercise C 1. packed, went 2. sat 3. gave, was reading 4. was sleeping, came 5. went, fetched 6. was dancing 7. were bathing 8. is running 9. open, read 10. saved

Unit 14 AdverbsLesson 21 (Pages 47–48)Adverbs



• tointroducethetermadverb • tointroduceadverbsoftime,manner,and

place• toexplainthatnotalladverbsendinly• tohelpstudentscompletesentencesby

selecting appropriate adverbs

• explainthatanadverb is a word that describes how an action is performed.

• identifyadverbsinsentencesincludingthose that do not end in ly.

• correctlycompletesentencesbyselectingappropriate adverbs.

Materials requiredLarge sheets of paper and markers for group work

IntroductionWrite a simple sentence on the board, e.g. John looked for his school bag. and ask a student volunteer to underline the verb (looked). Ask if any student can suggest a word ending ly to describe the verb, e.g. carefully, quickly, hurriedly, lazily. Write the students’ suggestions on the board and introduce the term adverb as the word that describes how, where, or when an action takes place; explain further that not all adverbs end in ly. Ask the students if they can suggest any adverbs to describe looked in the given sentence, e.g. where? – everywhere, here, there.

Student activityAsk the students to open their books at page 47 and read the introductory text.Explain the task and give the students a set amount of time to complete the written answers. As you check their answers, point out that in sentences 3 and 8, the adverb does not come immediately after the verb.

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RecapitulationDivide the students into groups of four or five and give each group writing materials. Explain that you are going to say a sentence containing an adverb and the students should write down the adverb that has the opposite meaning. The winning group will be the one with the most correct answers. Choose adverbs that are familiar to the students, e.g. slowly – fast/quickly; happily - sadly; up – down; in – out; quietly – loudly; heavily – lightly; kindly – unkindly; high – low; etc.

AnswersExercise A 1. brightly 2. here 3. hard 4. there 5. sweetly 6. up 7. loudly 8. tomorrow 9. neatly 10. bravely

Unit 15 PluralsLesson 22 (Pages 49–52)Nouns: Number



• toexplainandpractise,howthepluralsofnouns are formed, including those ending in s, es, sh, ch, ss, and x

• correctlyformthepluralofnounsincluding those ending in s, es, sh, ch, ss, and x.

Materials requiredA selection of set of items e.g. 4 pencils, 6 rulers, 2 shoes, etc.; tape/cd/dvd/You tube clip of Five little ducks or Five currant buns in a baker’s shop

IntroductionShow the student an item from one of the sets you have prepared, e.g. a mug, and ask them to tell you that it is one mug; write this on the board at the start of a list. Show the student the set of mugs and elicit that there are e.g. three mugs; write this on the board at the start of a new list. Repeat this with the other sets of items you have prepared until the two lists are complete.Ask the students to look at the lists and elicit that the s on the end of the nouns indicates that there is more than one of the item. Point to other objects in the room and ask the students to give you the plural form e.g. point to a desk and say one desk; five ..... , the students should say five desks, etc.

Student activityAsk the students to open their books at page 49 and read the introductory text.Explain tasks A and B and give the students a set amount of time to complete the written answers. Read the text on page 51 and explain that the e is added because it would be very difficult to pronounce or hear the plurals if only an s were added; the students could try pronouncing

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them to demonstrate this point. Ask the students to complete exercise C and as they check their answers, ask individual students to put each noun into a sentence.Finally explain exercise D and give the students a set amount of time to complete it before checking their answers.

RecapitulationSing Five little ducks or Five currant buns in a baker’s shop.

AnswersExercise A cows, dogs, ruler, trays, lion, duck, pictures, tables, tree, chair, hens, bags,

trumpet, flute, fences, apples, oranges, eggsExercise B 2. crown 3. hill 4. buns 5. socks 6. flowerpots 7. book 8. dog, rabbits 9. bags 10. book, pencilExercise C bushes, foxes, boxes, glasses, dishes, brushes, branches, patches, bunchesExercise D 1. girls 2. boxes 3. glasses 4. watches 5. bushes 6. kisses 7. branches 8. dishes 9. buses 10. shops

Unit 16 GenderLesson 23 (Pages 53–54)Nouns: Gender



• toexplainthatsomenounsreferspecifically to male beings and others to female

• recognisewordsthatreferspecificallytomale beings and those that refer to female beings.

Materials requiredA selection of photographs or drawings of males and females of different ages; Blu-tack or similar adhesive material

IntroductionFix the pictures on the board and ask the students to study them and ask how they can be divided into two separate groups; they should suggest one group of men and boys and another of women and girls. Ask the students to sort the pictures into the two groups and explain the terms male and female as you use them to label the groups. Ask if the students can suggest any male or female words e.g. brother-sister, father-mother, cock-hen, etc. Ask all the male members of the class to stand, and then all the female members.

Student activityAsk the students to open their books at page 53 and read the introductory text and the lists of words.Ask the students to look at page 54 and explain the task. Give them a set amount of time to

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complete the task. As you check their answers, ask students to tell you the male/female opposite of the word they have selected.The Spell Well task can be set as homework and tested at a convenient time.

RecapitulationGo round the class asking the students in turn to tell you the male/female opposite of the word you say, e.g. he/she, mother/father/ cow/bull, etc.

AnswersMale Words: grandfather, tiger, peacock, brother, uncle, sonFemale Words: girl, cow, sister, hen, woman, lioness

Unit 17 Test 2Lesson 24 (Pages 55-57)



• toassesslearningandunderstandingof past and present tenses, definite and indefinite articles, adverbs, and verbs

• identifyanddemonstratecorrectuseof past and present tenses, definite and indefinite articles, adverbs, and verbs.

Materials requiredYour own examples of the types of question to be answered; silent activity for students who finish the assessment while others are still working e.g. reading books, drawing materials, etc.Prepare for, introduce, and administer this assessment as for lesson 14 above.

Answers1. (a) The baker baked bread every day. (b) The dress suited her very well. (c) My uncle dropped me at school in the morning. (d) The gardener trimmed the hedges every afternoon. (e) The dog chased the postman down the street.2. one: (a) sink (b) field (c) week (d) apple, bowl many: (a) cups (b) cows (c) days (d) oranges, pears3. Male: uncle, cock, king Female: daughter, tigress, grandmother4. (a) an, a (b) a/the, The (c) an/the, an (d) The, a/the, a/the, an (e) a/the5. (a) yesterday, today (b) hard, well (c) silently.6. (a) writing, have, have, Are (b) Is, coming (c) was (d) hitting, was (e) knitting; has (f) were, crying (g) was (h) are, making (i) is (j) robbing, were

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Unit 18 VocabularyLesson 25 (Pages 58–59)Opposites



• toexplainthemeaningofthetermopposite

• tointroducesomeoppositewords

• explain,bygivingexamples,themeaningof the term opposite.

• correctlymatchoppositewords.

Materials requiredItems, or pictures of pairs of items that display opposite characteristics e.g. a long scarf and a short scarf, a new car and an old car, a young girl and an old woman, a large slipper and a small slipper, etc.

IntroductionDisplay the items or pictures you have prepared and ask individual students to arrange them in pairs.Ask the students to look at the pairs and encourage them to use some of the target vocabulary to compare them. Introduce and explain the term opposite.

Student activityAsk the students to open their books at page 58 and read the text.Read through the lists of opposites on page 59 and ask questions to assess understanding, e.g. ‘When do you feel happy? What makes you feel sad? Is a feather heavy or light?’ etc.Explain the written task and give the students a set amount of time to complete it.

RecapitulationGo round the class asking the students in turn to tell you the opposite of the word you say.

Answers1. shut/closed 2. empty 3. weak 4. beautiful 5. low 6. tame 7. thin 8. soft 9. night 10. light

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Unit 19 VerbsLesson 26 (Pages 60–61)Verbs: Some Past Tense Forms



• tointroducetheirregularpasttenseformof some verbs

• tohelpstudentschangeverbsfromthepresent to the past tense

• recognizeandusetheirregularpasttenseform of some verbs.

• correctlychangeverbsfromthepresenttothe past tense.

Materials requiredA copy of your introductory talk written on a large sheet of card or paper; Blu-tack or similar adhesive material (alternatively, write the text on the board before the lesson, and cover it)

IntroductionUsing some of the target verbs, tell the students what you did last night; for example:‘Last night I went to the shops and I bought some vegetables. On the way home I saw a friend and she told me she had lost her purse so I lent her some money.’ etc.Elicit that because you were talking about last night, you were using the past tense. Ask the students to explain how to form the past tense of verbs such as talk, want, like, etc. (add d/ed)Display the text you have prepared (or uncover it) and ask individual students to come and underline the verbs. Make a separate list of them and explain that they are all past tenses but are not formed by adding d/ed. Ask the students if they can tell you the present tense of each of the verbs and write these on the board next to the past tense form. Explain that there are many English verbs that do not add d/ed to form the past tense.

Student activityAsk the students to open their books at page 60 and read the introductory text.Read through the list of verbs with the students and ask them to make sentences using the past tense form of each of them.Explain the task on pages 60–61 and give the students a set amount of time to complete it; remind them to refer to the lists of verbs if necessary.

RecapitulationGo round the class asking the students in turn to tell you the correct past tense form of the present tense you say; include verbs that have regular and irregular past tense forms.

Answers 1. told 2. taught 3. bent 4. said, wrote 5. ate 6. read 7. met 8. bought 9. gave 10. sold 11. fed 12. tore 13. went 14. stood 15. lent

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Unit 20 PronounsLesson 27 (Pages 62–64)Pronouns



• tointroducethepronounsI, we, me, us, mine, you, he, she, it, they, him, her, them

• toexplainhowpronounscanbeusedtoreplace proper and common nouns

• tohelpstudentsreplacenounswiththecorresponding pronouns

• replacenounswiththecorrespondingpronouns (I, we, me, us, mine, you, he, she, it, they, him, her, them).


IntroductionRevise the use of the pronouns he, she, and they that the students learned in Book 1,Introduce the other pronouns one by one and demonstrate and practise how:I/am/mine are used to replace the name of the person who is speaking,we/us are used for a group including the speaker,it is used to speak about an object,him/her/them are used to speak about other people.Student activityAsk the students to open their books at pages 62–63 and read the introductory text. When reading the second version of the story, ask the students to identify which proper nouns are being replaced by each pronoun.Ask the students to look at exercise A and complete the task orally before giving them a set amount of time to complete it. Check their answers in class.Explain exercise B and complete the first question orally before giving the students a set amount of time to complete the task. Check their answers in class.

RecapitulationGo round the class asking the students in turn to replace a proper noun or common noun in a short sentence with the appropriate pronoun. For exampleTeacher: Reema and Mohamed went to a party.Student: They went to a party.Teacher: I liked the film.Student: I liked it.

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AnswersExercise A 1. him 2. she, it 3. us 4. They 5. us 6. him 7.I 8. it 9. They, me 10. HeExercise B 1. she 2. we 3. it, it 4. they 5. us 6. them 7. them 8. she, her 9. They 10. He

Unit 21 PrepositionsLesson 28 (Pages 65–66)Prepositions



• toexplainthemeaningofthetermpreposition

• tointroduce/revisetheprepositionsin, on, over, under, into, across, between, behind, after, at

• tohelpstudentscompletesentencesbyadding the correct preposition

• explainthatapreposition indicates position.

• usetheprepositionsin, on, over, under, into, across, between, behind, after, at correctly.

• completesentencesbyaddingthecorrectpreposition.

Materials requiredA doll or teddy bear; a bag or box; other objects that can be used to demonstrate the meanings of the prepositions

IntroductionUse the doll and box to revise and practise the prepositions the students are familiar with, e.g. place the doll in/on/over/under the box and ask the students to tell you where it is. Do the same to teach any unfamiliar prepositions. Ask individual students to move so that they are e.g. between/behind/across from other objects or students.

Student activityAsk the students to open their books at page 65 and read the introductory text.Look at the prepositions at the top of page 66 and assess understanding by asking individual students to put each of them into a sentence.Explain the task and complete the sentences orally before giving the students a set amount of time to complete the written task.The Spell Well task can be set as a homework task and tested at a convenient time.

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RecapitulationPlay Simon Says, using as many of the instructions as possible in your commands. This may involve instructions such as Simon says put your pencil over/under/between ..... etc.

Answers1. under 2. over 3. at 4. into 5. between6. in 7. on 8. across/in 9. behind 10. after

Unit 22 Sentence structureLesson 29 (Page 67)Jumbled Sentences



• torevisetheuseofcapitallettersandfullstop/question mark in a sentence

• tohelpstudentsrearrangeagroupof words to form a sentence that has meaning

• usecapitallettersandfullstop/questionmark correctly in a sentence.

• correctlyrearrangeagroupofwordstoform a sentence that has meaning.

Materials requiredThe words of two sample sentences (1 statement and 1 question) each word on a separate flash card; Blu-tack or similar adhesive material

IntroductionThe students are familiar with this task so fix the words of the two sample sentences you have prepared on the board in random order and give the students a couple of minutes to look at them and decide on the correct order of the words. Briefly revise the use of the capital letter and full stop/question mark.

Student activityAsk the students to open their books at page 67 and give them a set amount of time to complete the exercise.

RecapitulationPlay a game: Divide the students into teams and draw a column on the board for each team. Explain that you are going to say a sentence and the students must decide whether it is a question or a statement; one member of each team should come and write the correct punctuation mark on the board.

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Answers1. Mary had a little lamb. 2. The lion roared angrily.3. Rabia put the toys in the cupboard. 4. What is your name?5. The hippopotamus is a very big animal. 6. Jack and Jill went up the hill.7. The Sun is shining brightly. 8. Where do you live?9. Rabab is reading a book. 10. Ali did his homework in the evening.

Unit 23 Joining WordsLesson 30 (Pages 68–69)Conjunctions



• toreviseandpractisetheuseoftheconjunction and

• usetheconjunctionand correctly to join two sentences.

Materials requiredA pair of sentences that can be joined using and (each written on a large sheet of paper or card); Blu-tack or similar adhesive materialIntroductionTo revise and, fix the two sentences you have prepared e.g. We went to the park. We played on the swings. on the board and ask the students to suggest how they could be joined to make one sentence. They should suggest using and. Rewrite the sentence as one. (We went to the park and played on the swings.)Student activityAsk the students to open their books at page 68 and work through the first exercise orally before giving the students a set amount of time to complete the exercise.RecapitulationGo round the class asking students in turn to complete the sentence you begin, using and. For example:Teacher: I went to the shop andStudent: bought some milk.Teacher: The team played cricket andStudent: won the match.

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AnswersExercise A 1. Jim picked up the glass of milk and (he) drank it. 2. The goose laid an egg and it was made of gold. 3. Babar heard someone knocking and (he) opened the door. 4. Ken began to think and his head started to ache. 5. They came to the stream and (they) crossed it. 6. Jill began to read the story and (she) read it right to the end. 7. Use the dictionary and you will find the word in it. 8. Naila sat down at the piano and (she) played a merry tune. 9. The boy wore white and the girl was also in white./The boy and girl wore white. 10. The man sat down on a bench and (he) fell asleep.

Lesson 31 (Pages 69–71)



• tointroduceandpractisetheconjunctionbut

• usetheconjunctionsand and but correctly to join two sentences.

Materials requiredA pair of sentences that can be joined using but, (each written on a large sheet of paper or card); Blu-tack or similar adhesive material

IntroductionTo introduce but, fix the other two sentences you have prepared on the board e.g. The boys went to the park. It was closed. Ask the students to read the sentences and elicit that the boys expected the park to be open so they must have been surprised/sad/disappointed to find it was closed. Explain that the two sentences could be joined using and, but when we want to show this sense of surprise, we use but to join them; write the new sentence (The boys went to the park but it was closed.) on the board and ask the students to read it aloud.Provide other pairs of sentences for the students to practise using but to join them orally, e.g. Rabab was tired. She could not sleep.

Student activityAsk the students to open their books at page 69 and read the introductory text that follows exercise A.Give the students a set amount of time to complete the questions in exercise B and as you check their answers, ask them to say why the second sentence is surprising, e.g. if Bisma worked with care she would expect her sum to be correct and was surprised when it was wrong.Explain exercise C and give the students a set amount of time to complete it. When you check their answers, ask the students to explain why they chose the particular conjunction they used.

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RecapitulationGo round the class asking students in turn to complete the sentence you begin using and or but (as you state). For example:Teacher: I went to the shop andStudent 1: bought some milk.Teacher: I went to the shop butStudent 2: it was closed.

AnswersExercise B 1. Bisma did the sum carefully, but the answer was wrong. 2. Sahar dropped the glass, but it did not break. 3. Imran called out to the taxi, but it did not stop. 4. Maha ate two pastries, but (she) was still hungry. 5. The dog ran after the rabbit, but (he) could not catch it. 6. The giant was very friendly, but the children ran away when they saw him. 7. Rabab went to visit Bisma, but she was not at home. 8. Sahar pressed the bell, but there was no sound. 9. Omar tried to get the box from the shelf, but (he) could not reach it. 10. Asad has a pet dog, but he does not look after it.Exercise C 1. Open the door and come in. 2. He tried to open the gate, but it was stuck. 3. The piper picked up his pipe and (he) began to play a sweet tune. 4. William blew the whistle, but there was no sound. 5. Grandmother put on her glasses and (she) began to read. 6. Mother told Aamir to eat the vegetables, but he refused to do so. 7. The instructor tried to teach Ajmal to swim, but he was frightened. 8. Arif bent down and (he) tied his shoelaces. 9. Asad went to buy a red shirt, but there were none in the shop. 10. The girl picked up the kitten and (she) put it back into its basket.

Unit 24 Reading comprehension, directed writing, and grammarLesson 32 (Page 72)Buddy



• tohelpstudentsreadashorttext• tohelpstudentscompleteapieceof

independent writing based on the given text

• readashorttextwithunderstanding.• complete a piece of independent writing

based on a given text.

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Materials requiredDrawing materials

IntroductionAsk the students to open their books at page 72 and introduce the task by reading the text. Ask questions to check understanding e.g. ‘What is Buddy’s fur like? How does Sara look after Buddy/ How does Buddy greet Sara when she returns from school?’ etc.

Student activityExplain the task to the students. Before they begin to write, list students’ suggestions for pets on the board e.g. cat, dog, bird, pony, etc., and ask for ideas of how to take care of these animals.Suggest that the students describe the pet in the first sentence(s) and then write about how they look after it in the remaining sentences.

RecapitulationGive out drawing materials and ask the students to draw a picture of their pet to illustrate their work.Ask some students to read out their written work to the rest of the class.

Lesson 33 (Page 73)Sara’s Room



• tohelpstudentsreadagiventext• tohelpstudentsprovidewrittenanswersfor

questions based on the given text

• readagiventext.• providecorrectwrittenanswersfor

questions based on the given text.


IntroductionAsk two or three students to tell you about their room. Ask questions to prompt them e.g. Where do you keep your books? Do you have a desk in your room? What else do you have in your room? etc.

Student activityAsk the students to open their books at page 73. Look at the picture and talk about it before reading the text.Read the questions and discuss possible answers before giving the students a set amount of time to complete the task.

RecapitulationGive out drawing materials and ask the students to draw their own room. Retain these for use in the next lesson.

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Answers1. Sara keeps her storybooks on a shelf.2. Sara keeps her school books on the table.3. Sara makes her own bed.

Lesson 34 (Page 74)What a Mess!



• tohelpstudentsreadagiventext• tohelpstudentsprovidewrittenanswersfor

questions based on the given text• tohelpstudentscompleteapieceof

independent writing based on given texts

• readagiventext.• providecorrectwrittenanswersfor

questions based on the given text.• completeapieceofindependentwriting

based on given texts.


IntroductionAsk the students to open their books at page 74 and introduce the task by discussing the picture.

Student activityRead the text and discuss the differences between Sara’s room and Babar’s room.Read the comprehension questions and ask the students to complete them.Explain the written task and give the students a set amount of time to complete it.

RecapitulationSelect students to read their description and show their picture (from previous lesson) to the class.

AnswersExercise A 1. Most of Babar’s toys are to be found on the floor. 2. Babar’s mother makes his bed. 3. Babar leaves the empty crisps packets on the carpet. 4. Babar makes his bed untidy by throwing his things on it.

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Lesson 35 (Pages 75–76)Jack and Jill



• tohelpstudentsreadagiventextbasedona nursery rhyme

• tohelpstudentscompleteaclozeexercisebased on the given text

• tohelpstudentsmatchhalvesofsentencesto make complete sentences based on the given text

• torevisenouns,verbs,adjectives,andopposites

• tohelpstudentsmatchwordswiththeirmeanings

• tocompleteapieceofindependentwritingbased on a given text

• readagiventextbasedonanurseryrhyme.

• correctlycompleteaclozeexercisebasedon the given text.

• correctlymatchhalvesofsentencestomake complete sentences based on the given text.

• correctlyidentifynouns,verbs,adjectives,and opposites.

• correctlymatchwordswiththeirmeanings.

• correctlycompleteapieceofindependentwriting based on a given text.

Materials requiredA tape/cd/dvd/You tube clip of Jack and Jill went up the hillNote – There is a lot of material in this lesson so the teacher may wish to take two periods to complete it.IntroductionWrite a sentence on the board that contains a proper noun, a common noun, a verb, an adjective, and a word that has an opposite, e.g. Daniel opened his new book and began to read an exciting story. Ask the students to read the sentence and identify the different parts.

Student activityAsk the students to open their books at page 75 and read the story of Jack and Jill. Ask questions to assess comprehension e.g. ‘Why did jack and Jill go up the hill? What happened to Jack? How did Jill help her brother?’ etc.Explain exercises A – G, asking for a few oral answers, and give the students plenty of time to complete the written tasks.Read section H with the students and ask comprehension questions. Explain the task and give the students time to complete it.

RecapitulationSing Jack and Jill went up the hill.Note – If this work is completed in two periods, the students could illustrate their written work and selected students could read their work to the rest of the class as a second recapitulation activity.

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AnswersExercise A 1. water 2. hill 3. rock 4. head 5. homeExercise B 1. – (e) 2. – (c) 3. – (d) 4. – (f) 5. – (b) 6. – (a)Exercise C Jack, JillExercise D (any four) went, fetch, drew, began, carry, tripped, was, came, fell, hurt, tied, gave,

drink, had left, helpedExercise E 1. – (c) 2. – (a) 3. – (d) 4. – (b)Exercise F heavy/warm Exercise G (a) down (b) light

Lesson 36 (Pages 77–78)Walter’s Red Star



• tohelpstudentsreadashortstory• tohelpstudentscompletetrue/false

questions based on the story• tohelpstudentsanswerquestionsbased

on the story• torevisepropernouns,andverbs• tohelpstudentsmatchwordswiththeir

meanings

• readagivenshortstory.• correctlycompletetrue/falsequestions

based on the story.• correctlyanswerquestionsbasedonthe

story.• correctlyidentifypropernouns,andverbs.• correctlymatchwordswiththeir

meanings.

Materials requiredTape/cd/dvd/You tube clip of Mary had a little lamb

IntroductionAsk the students to open their books at page 77 and read the story, asking comprehension questions at the end of each paragraph. Can the students anticipate what is going to happen at the end of paragraph 3?

Student activityExplain exercises A – E on page 78, asking for a few oral answers, and give the students plenty of time to complete the written tasks.

RecapitulationSing Mary had a little lamb, a song about another child who took a pet animal to school.

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AnswersExercise A 1. Yes 2. No 3. Yes 4. Yes 5. No 6. YesExercise B 1. Walter found a bag of potato crisps inside Steven’s desk. 2. Walter enjoyed the gym class. 3. Heather was frightened because she had climbed up the bars at the side of the

gym and could not come down. 4. Walter looked at Jane’s and Michael’s stars and then at his own, because their

stars were green while his star was red. 5. Miss Nash gave Walter a red star because he had brought Heather down from

the bars where she was stuck.Exercise C (any two) Andrew, Steven, Miss Nash, Michael, Jane, HeatherExercise D began, got, gave, painted, had, workExercise E 1. – (d) 2. – (c) 3. – (e) 4. – (b) 5. – (a)

Lesson 37 (Pages 79–81)At the Playground



• tohelpstudentsreadapoem• tohelpstudentscompleteavocabulary

exercise• toreviseverbs• tohelpstudentscompleteapieceof

writing based on a picture

• readapoem.• correctlycompleteavocabularyexercise.• writeagivennumberofverbsrelatedtoa

given context.• completeapieceofwritingbasedona

picture.

Materials requiredTape/cd/dvd/You tube clip of Boys and Girls come out to play

IntroductionWrite a word on the board e.g. sand, and ask the students if they can find any other words in the given word (an; and; sad) If necessary give them clues to the target words. Repeat this with one or two other words.Introduce the topic by asking the students to open their books at page 81 and discussing the picture. Make a list on the board of all the things the students do at the playground; leave the list on the board for reference.

Student activityAsk the students to open their books at page 79, read the poem and discuss the answers to the questions before asking the students to write their own answers.Explain exercises B and C and give the students a set amount of time to complete them. They

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can refer to the list on the board if they need help to complete exercise C.Finally, explain exercise D. Ask the students to look at the picture again and discuss some ideas. Remind them that they are writing as we rather than I, and give the students a set amount of time to complete the written task.

RecapitulationAsk a few students to read out their written work. Sing Boys and Girls come out to play.

AnswersExercise A 1. The children take a ride on a little toy car. 2. The children play catch-ball or give the ball a kick. 3. There is no need to feel bad when the bell rings because they can play again

on the playground the next day.Exercise B lip (sip), way (say), lid (side), cat, assExercise C any appropriate verbs

Lesson 38 (Pages 82–83)Ajmal is Naughty



• tohelpstudentsreadashortstory• tohelpstudentsanswerwrittenquestions

based on the story

• readashortstory.• answerwrittenquestionsbasedonthe

story.


IntroductionAsk the students to suggest how a dog spends its day? Talk about working dogs such as guide dogs, farm dogs, and guard dogs as well as pet dogs. Would the students like to have such a life?Explain that you are going to read a story about a boy who thought he wanted to be a dog.

Student activityAsk the students to open their books at page 82 and read the story as far as ‘Would you like to go with me?’ (para 4) Can the students predict what is going to happen?Continue reading as far as ‘really, really hungry.’ Can they predict what is going to happen? Will Ajmal continue to want to be a dog?Complete the reading and discuss the questions in exercise A on page 83 before giving the students a set amount of time to complete the written answers.

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RecapitulationGive the students drawing materials and ask them to draw a picture illustrating any part of the story.

Answers 1. Ajmal wanted to be a dog because their pet dog, Bomby, just ate, slept, played,

and was petted by everyone. He did not have to go to school or do homework or go to bed at nine.

2. Ajmal did not want to brush his teeth because Bomby did not have to brush his teeth.

3. Ajmal’s mother wanted to put him on a leash because Bomby never went out without a leash.

4. Ajmal’s mother gave him the best dog food for lunch when she came back from the mall.

Exercise B Ajmal, BombyExercise C any three common nouns from the passage

Lesson 39 (Page 84)Composition



• tohelpstudentscompletetwodirectedwriting tasks

• writetwoshorttextsongiventopics.


IntroductionDiscuss your school. Ask questions such as: ‘How big is the school? What special rooms does it have? (computer room, library, hall, etc.). What is your classroom like? Where do you play? What do you like about the school? Is there anything you don’t like about the school?’ etc. As the students share their ideas, write key words on the board.Repeat this activity on the second topic. Ask questions such as: ‘What is your teacher’s name? What does s/he look like? How does your teacher help you? How does your teacher reward good work and good effort?’ etc.

Student activityAsk the students to open their books at page 84 and give them plenty of time and assistance to complete the written tasks.

RecapitulationStudents should draw pictures to illustrate their written work.

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Unit 25 Test 3Lesson 40 (Pages 85–87)



• toassesslearningofpastandpresenttenses, opposites, pronouns, the conjunctions and and but, and prepositions

• identifyanddemonstratecorrectuseof past and present tenses, opposites, pronouns, the conjunctions and and but, and prepositions.

Materials requiredYour own examples of the types of question to be answered; silent activity for students who finish the assessment while others are still working e.g. reading booksPrepare for, introduce, and administer this assessment as for Tests 1 and 2

Answers1. (a) Sara lent her books to Rabia. (b) My uncle sent me a gift on my birthday. (c) The Happy Prince said that he was unhappy. (d) Grandmother told us stories every night. (e) Aamir fought with all the boys in the class.2. (a) below/under (b) less/fewer (c) high (d) fat /thick (e) small/tiny (f) short3. (a) Wasim said that he was going to his sister’s house. It was quite far away and it would

take him about a day to reach it. He had decided to hire a car to take him there. (b) As Maha was walking down the road, she met Rabia and Salma. They asked her where

she was going. She replied that she was going to a shop. (c) Aamir and Ali study in the same school and they are great friends.4. (a) Taha was ill and (he) had to go to a doctor. (b) David was young, but he was not afraid of Goliath the giant. (c) That building is a palace and a king lives there. (d) Nasir has a brother and a sister. (e) The dog looks fierce, but (it) is quite friendly.5. (a) in (b) across/in (c) under (d) on; at (e) on6. (a) a; across; up, a , in, in (b) an; a; a, on

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Notes

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Notes

GT 2

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