TG 9780199066971

Contents
Page
Introduction
The Grammar Tree 1-5
1. Names of Things
2. Some More Names
3. What Can You See?
4. My Toys and Games
5. Names of Living Things: Animals and Birds
10
6. Some More Names: Animals and Birds
10
7. Names of Living Things: People
11
8. Naming Words
12
9. Describing Animals
13
10. Describing Things, Animals, and People
14
11. Describing Words
15
12. Where Are They?
16
13. Capital Letters and Small Letters
17
14. Full Stops
18
12. Scenery
19
15. Consonants and Vowels
20
16. A and An
21
17. The Park
22
18. Jumbled Sentences
23
19. Cartoon Characters
24
20. More Jumbled Sentences
25
21. Doing Words
26
iii
22. What Are They Doing?
27
Test 1
28
23. Words Ending in ly
29
24. Who Am I?
30
25. Questions
31
26. The Fox and the Crow
32
27. He, She, and They
34
28. Sounds That Animals Make
35
29. Numbers: One, Two, Three . Many
36
30. Days of the Week
37
31. A Picnic
39
32. Making Sentences
40
33. More Describing Words
40
34. Colours: On the Road
41
35. Sentences: A Mixed Bag
42
36. The Bird in the Cage
44
37. Miss Muffet
45
38. Joining Word: and
46
39. Naming Words and Special Names
47
40. Minis Garden
48
41. Because.
50
42. My Fun Train
51
43. Magic Wishes
52
44. Bonnys Birthday Party
53
45. Rehans Pencil Box
54
Test 2
54
iv
Introduction
One 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.
Naming Words
(common nouns):
Chapters 18, 15,
17, 24 (quiz) (proper
nouns):
(a) Cartoon
Characters: Chapter 19
(b) Days of the Week:
Chapter 30
Names and Special
Names
(common and proper
nouns): Chapter 39
Identifying Naming
Words: Test 1;
Chapters 26, 31, 37, 40
Number (one and
many): Chapter 29
He, She, They:

Chapter 27;
Test 2
PRONOUNS
Book 1
NOUNS
Topic
Book 5
Noun Phrases:
Chapter 11
Noun Clauses:
Chapter 12
Verbal Nouns or
Gerunds: Chapter 20
Reflexive and Personal

Pronouns (forms: use):
Chapter 2, Test 1
Identification: Chapter
8
Possessive Pronouns
(identification):
Chapter 3
Book 4
Common and Proper
(compound, collective,
concrete, abstract):
Chapter 1
Identification:
Chapters 1, 7, 8, 17, 18,
Test 1
Number (singular,
plural; countable,
uncountable;
identification, use):
Chapter 2; Test 1
Use: Chapter 9; Tests

2, 3
Personal Pronouns
(forms; identification;
use) Chapter 10
Book 3
Proper, Common and
Collective (definition;
identificaton; use):
Chapters 1, 8, 14, 23;
Test 3
Number (plural forms;
identification): Chapter
5; Tests 1, 2
Gender
(masculine, feminine,
common, neuter,
identification):
Chapters 15, 23; Test 3
Personal Pronouns
(identification; use):
Chapter 12; Test 2
Book 2
Naming Words
(common nouns):
Chapters 1, 2, 12 (quiz)
Naming Words Are
Nouns (common):
Chapter 3; Tests 1, 2
Common and Proper
Nouns: Chapter 4;
Tests 1, 2
Proper Nouns
(months of the year):
Chapter 7
Identification: Test 1;
Chapters 3033
Number (forming
plurals; use): Chapter
19; Test 2
Gender (male and
female words): Chapter
20; Test 2
Recapitulation:
Chapter 1
Pronouns (personal;
23, Test 3
The Grammar Tree (Books 15)
Describing Words:
Chapters 911
Colours: Chapter 34
Practical Use of
Colours: Chapters 3,
15, 19, 34
A, An: Chapter 16;
Test 1
Identifying
Describing Words:
Test 1; Chapters 33, 37
Doing Words
(present tense):
Chapter 21
(present continuous
tense): Chapter 22
(sounds made by
animals): Chapter 28
Identifying Doing
Words: Test 1;
Chapters 36, 37
VERBS
Book 1
ADJECTIVES
Topic
Book 5
Possessive Adjectives
(identification):
Chapter 3
Quantitative
and Numerals,
Interrogative,
Emphasizing (use;
identification):
Chapters 7, 8
ing, - en and ed
Adjectives: Chapters
20, 21; Test 3
Verbs of Incomplete
Prediction (transitive/
intransitive verbs;
subjective/objective
complements): Chapter
9; Test 3
9, 18; Test 2
Active and Passive
Voice (identification;
change): Chapters 14,
17, 21; Test 2
Participles and
Gerunds (use;
identification):
Chapters 20, 21
Changing Tenses:
Chapters 18, 21, 22
Book 4
ing Adjectives:
Chapter 4; Test 1
ed Adjectives:
Chapter 5, Test 1
Qualitative,
Quantitative,
Demonstrative:
Chapter 11
Comparative Forms:
Chapter 12, Test 2
Identification:
Chapters 17, 18, 26,
Test 2
Forms
(base; tenses;
identification):
Chapters 3, 5, 8; Test 1
The ing form
(continuous tenses; use
as adjectives): Chapter
4; Test 1
Identification:
Chapters 7, 18; Test 1
Past Participles
and Perfect Tenses:
Chapter 5; Test 1
Identifying and
Changing Tenses:
Chapters 5, 17, 25, 26;
Test 1
Transitive and
Intransitive Verbs,
Direct and Indirect
Objects (identification)
Book 3
Colours Numbers,
How Many, How
Much, Comparison
and Comparative
Forms:
Identification: Change
to Adverbs: Chapters
3, 8, 14, 23; Tests 1, 2
Definite and
Indefinite Articles:
Chapter 6; Test 1
Recapitulation Forms
(present, past, ing;
base): Chapter 9; Test 2
Tenses
(past, present,
future, continuous,
identification;
changing tenses; use
of appropriate forms):
Chapters 9, 11, 23;
Test 2
Book 2
Recapitulation:
Chapter 1
Describing Words Are
Adjectives (general;
appropriate; position in
a sentence) Chapter 8
Identification: Test 1;
Chapter 30
A, An, The: Chapter
13; Tests 2, 3
Recapitulation:
Chapter 1
Doing Words are
Verbs: Chapter 9
Identification:
Chapters 9, 17, 3032;
Test 1
Present & Past Tenses
(forms; changing
tenses): Chapters 10,
14, 22; Tests 2, 3
Am, Is, Are, Was,
Were: Chapters 11, 14,
17; Tests 1, 2
Has, Have: Chapter 14;
Test 2
The ing Form:
Chapter 16; Test 2
Helping Verbs:
Chapter 17; Test 2
4
Simple and Complex
Prepositions
(position; omission;
use of appropriate
prepositions): Chapters
13, 17, 18; Tests 2, 3
18
Objects of
Prepositions: Chapter
23
Appropriate
Prepositions: Chapter
23, Test 3
Chapter 6; Tests 1, 3
Identification:
Chapters 17, 18, 25, 26
Place and Direction,

Appropriate
Prepositions: Chapters
16, 24; Test 3
Though, Because,
And, But: Chapters
7, 24;
Tests 1, 2, 3
Recapitulation:
Chapter 1
Place: Chapter 24;
Test 3
Recapitulation:
Chapter 1
And, But: Chapter 26;
Test 3
Words Indicating
Place: Chapter 12
Identification: Test 1
And: Chapter 38;

Test 2
Because: Chapter 41
PREPOSITIONS
CONJUNCTIONS
INTERJECTIONS
Degree, Frequency,
Interrogative (use;
4; Tests 1, 3
Identification:
Chapters 7, 8
Appropriate Adverbs:
Tests 1, 3
Identification:
Chapters 8, 17, 25, 26
Manner, Place, Time:
Chapter 13
Comparison and
Comparative Forms:
Chapter 14; Test 2
Identification,
Formation,
Chapters 10, 14, 23;
Test 2
Chapters 15, 16
18
Use and
Identification:
Chapters 19, 22, Test 3
Identifying Tenses:
Chapters 21, 25
ing and Past
Participle Forms:
Chapter 20; Test 3
Appropriate Forms of
Verbs: Test 3
Words ending in ly:

Chapter 1
Definition, Uses and
Identification: Ch 18;
Test 2
Chapter 21; Test 3

Subject-Verb
Agreement: Ch 22;
Test 3
Words Ending in ly:

Chapter 23
Test 2
Book 5
ADVERBS
Book 4
Book 3
Book 2
Book 1
Topic
Capital and Small

Letters: Chapters 13, 39
Full Stop: Chapters
14, 25
Question Mark:
Chapter 25
Punctuation of
Sentences: Chapter 35;
Tests 1, 2
Making Sentences:
Chapter 32
Sentences with
because: Chapter 41
Short Compositions:
Chapters 43, 44
Autobiography:
Chapter 45
Picture
Comprehension
(first step to Picture
Composition):
Chapters 15, 17, 29, 34
Comprehension
(questions: textual,
True/False; filling in
blanks with words
from the text; thematic
grouping of sentences):
Chapters 26, 31, 36, 37,
40, 42, 44
Spell Well: Chapters
10, 12, 16, 18, 22, 27,
28, 31, 37, 38
COMPOSITION
COMPREHENSION,
VOCABULARY AND
SPELLING
Book 1
PUNCTUATION
Topic
Comprehension
True/False; word
meanings; identifying
colours): Chs 7, 8, 17,
18, 21, 22
Comprehension
(textual questions,
meanings of words and
expressions): Chapters
7, 8, 17, 18, 25, 26
Comprehension
(textual questions;
word meanings;
filling in blanks with
words from the text):
Chapters 8, 14, 23, 24
Vocabulary: Chapter 2
(occupations): Chapter 4
Spell Well: Chapters 3,
5, 6, 8, 14, 16, 17
Correction of Spelling
Errors: Test 2
Comprehension
True/False; filling in
blanks with words
from the text; word
meanings): Test 1;
Chapters 2833
Jumbled Words:
Chapter 6
Spell Well: Chapters 3,
4, 8, 13, 14, 20, 24
Correction of Errors:
Test 2
Letter: Chapter 23
Autobiography:
Chapter 24
Essay (topics): Chapter
24
Story and Dialogue:
Chapter 25
Diary: Chapter 26
E-mail: Chapter 27
Paragraph: Chapters
18, 21
Short Compositions:
Chapters 27, 29, 30,
32, 34
Letter: Chapter 27
Essay: Chapter 28
Story: Chapter 29
Flow Chart: Chapter
30
Diary: Chapter 31
Punctuation Marks in
Direct Speech: Test 2
Making Sentences:
Test 2
Paragraph: Chapter 20
Picture Composition:
Chapters 21, 22
Book 5
Use of Apostrophe:
Chapter 6
Sentences: Tests 1, 2
Question Mark: Ch 15
Book 4
Full Stop, Question
Mark, Exclamation
Mark, Comma,
Capital Leters:
Chapters 16, 20
Sentences: Tests 2, 3
Book 3
Capital and Small

Letters, Full Stop,
Question Mark:
Chapter 5; Test 1
Book 2
MISCELLANEOUS
Topic
Syntax
(Jumbled and mixed
sentences): Chapters
18, 20, 35, 37
(wishing I wish I
had): Chapter 43
Book 1
Opposites: Chapters
21, 30; Test 3
Syntax (mixed
15, 30
(jumbled sentences):
Chapter 25
Book 2
Book 5
Prefixes and Suffixes
(use: identification):
Chapters 1, 8, 17;
Test 1
Contractions:
Chapters 6, 7, 8, 17, 22;
Test 1
Sentences, Phrases,
Clauses: Chapter 10
Kinds of Phrases:
Chapter 11
Kinds of Sentences
and Clauses: Chapters
12, 17
Identification:
Chapters 10, 11, 12, 17,
18; Test 2, 3
Direct and Indirect
Speech: Chapters 15,
16, 21, 22; Tests 2, 3
Tests 2, 3
Book 4
SentencesSubject and
Predicate: Chapter 19,
Test 3
Kinds of Sentences:
Chapter 20
20; Test 3
Direct and Indirect
Speech (recapitulation;
changing the mode of
narration): Chapters
24, 25, 26; Test 3
Tests 1, 2; Chapter 22
Kinds of Sentences:
Test 3
Syntax (mixed
sentences): Chapter 26
Book 3
Syntax (mixed
8, 24
Opposites: Chapters 8,
18, 24 (with prefixes):
Chapter 18 (mixed):
Test 3
Direct Speech
(punctuation: position
of the quote): Chapter
13; Tests 2, 3
Indirect Speech
(compared with direct
speech; matching):
Chapter 17; Test 3
Homonyms: Chapter
19
Test 2
Unit 1 Nouns
Lesson 1 (Pages 12)
Names of Things
Some More Names
Teaching objectives
to teach the English names of seventeen
everyday items
to revise initial and final sounds of given
words
to help students identify the written form of
a noun and match it to the correct picture
to help students write simple nouns by
copying
Learning outcomes
Students should be able to:
identify seventeen everyday items using

the correct English noun for each.
identify the initial and final sounds of
given words.
identify the written form of a noun and
match it to the correct picture.
write simple nouns by copying.
Materials required
Real or toy examples of the items featured on pages 1 and 2 (if this is not possible e.g. for the
bed, a picture of the item should be used); 17 flashcards, each showing the name of one of the
items; Blue-tack or similar adhesive material
Introduction
Begin with the set of eight items shown on page 1. Show the students one of the items or
pictures you have prepared and ask them to name it: talk about its colour, size, what it is used
for, etc. Ask the students to repeat the name of the item and tell you the initial and final sounds
of the word. For example, show them a toy boat and elicit that its name begins with b and ends
with t. Ask the students to write the initial/final sounds in the air. Repeat this for each of the
eight items.
Place the objects on a table, select one, hold it up and ask: What is this? Encourage the
students to reply, as a group or individually: It is a ...... Repeat this for each item.
Replace all the items on the table and ask individual students to come and identify the item you
name. Ask a second student to write on the board the initial letter of the word.
Fix the eight word flashcards on the board and help the students to read them with you, then
ask individual students to match each card with one of the items.
Student activity
Ask the students to open their books at page 1 and read the introductory sentences.
Ask them to look at the pictures and to name each item. Ask them to look at the words on the
wall and as they read each word, to point to the corresponding picture. Finally explain the task
and give the students time to write each word under the correct picture.
Use the same methods to teach the vocabulary and words for the nine items on page 2 before
asking the students to complete the work on page 2.
Recapitulation
Play a vocabulary (nouns) game: Divide the students into two teams and give each team ten
points. Explain that they are going to take turns to tell you the name of an item of a given
category e.g. items found in the classroom/park/kitchen/sitting room/toy shop, or items
beginning with a given letter. If any student repeats a noun already given in that category, or
fails to give a correct answer, a point will be deducted from the teams score. The winning team
will be the one with most points at the end of several rounds.
Answers
p. 1 cap, ball, mug, boat, bed, bat, coat, car
p. 2 pencil, shoe, balloon, tree, chair, doll, bell, clock, table
Lesson 2 (Pages 34)

What Can You See?
My Toys and Games
Teaching objectives
to teach more common English nouns
to revise initial and final sounds of given
words
to help students identify the written form
of a noun and match it to the correct
picture
to help students read simple sentences
to help students complete simple sentences
by writing the appropriate noun
Learning outcomes
identify more familiar items using the
correct English noun for each.
identify the initial and final sounds of
given words.
read simple sentences.
complete simple sentences by writing the
appropriate noun.
Materials required
Examples (or, if unavailable, pictures) of the items shown on pages 34; flashcards of the words
introduced on pages 34; Blu-tack or similar adhesive material; large sheet of card divided into
6 (or more) columns to make an, Our Favourite Toys and Games chart; coloured pencils or
crayons
Introduction
Begin by asking the students to tell you about their favourite toys and games and how they play
with them. If any of the toys or games shown on page 4 are mentioned, show the students the
example you have prepared, and introduce any that are not mentioned. Fix the word flashcards
for (or write) car, ludo, doll, teddy bear, and chess on the board and help the students to read
them and match each of them to the correct toy/game.
Use the items/pictures and word flashcards you have prepared to teach the nouns shown on page 3.
Write on the board I can see a .... and help the students to read it. Hold up a familiar classroom
item, e.g. a book or a pencil, and ask the students to name the item and then use the name of
the item to complete the sentence. Repeat this with other items.
Student activity
Ask the students to open their books at page 3 and identify the object shown in each picture.
Read the sentence below the first picture and ask the students to identify which word in the bag
would complete the sentence correctly. Give them a set amount of time to complete the other
sentences in the same way before checking their answers. Students who finish ahead of time can
begin to complete the pictures by drawing over the dots and then colouring the pictures
Next, ask the students to look each picture on page 4 and name the toy/game shown. Look at
the first picture and help the students to read the sentences, filling in the missing words orally.
Repeat this for each of the other pictures.
Give the students a set amount of time to complete the written task before checking their
answers as a class, asking individual students to read the sentence below each picture.
Recapitulation
Fix the large sheet of paper on the board and explain that you are going to make a chart
showing the favourite toys and games of the students in the class. Elicit the names of the six
(or more) most popular toys/games, and write one name (or draw a picture) at the top of each
column. Ask the students to come and draw a cross in the column that shows their favourite
toy/game. Display the poster in the classroom and talk about which toy/game is the favourite/
second most popular, etc.
Alternatively, give each student a sheet of plain paper and ask them to draw a picture of their
toys. Ask them to write the name of each toy below its picture and encourage them to write a
sentence about each of them following the examples on page 4. Students can talk to the rest of
the class about their pictures, which can also be used to make a colourful classroom display.
Answers
p. 3 dog, boat, book, bird, cup, house
p. 4 teddy bear, chess, ludo, car, doll
Lesson 3 (Pages 56)

Names of Living Things: Animals and Birds
Some More Names: Animals and Birds
Teaching objectives
Learning outcomes
to explain the meaning of the term living

thing
to revise the names of some familiar
animals and birds
to help students identify the written form of
a noun and match it to the correct picture
to help students read simple sentences
to help students complete simple sentences
by writing the appropriate noun
distinguish between living and non-living

things.
identify familiar animals and birds using
the correct English noun for each.
read simple sentences.
complete simple sentences by writing the
appropriate noun.
Materials required
Pictures of familiar animals and birds, including those shown on pages 56; written flashcards
of the names of the animals and birds; Blu-tack or similar adhesive material; a bag or box to
hold the flashcards
Introduction
Begin by talking about animals and birds: Do the students have any pets? Have they seen
any animals/birds at the zoo or a farm? What are their favourite animals/birds? If any of the
animals or birds shown on pages 5 or 6 are mentioned, show the students the pictures you have
prepared, and introduce any that are not mentioned. Fix the word flashcards (or write) on the
board below each picture and help the students to read them.
When all the pictures are displayed, remove the flashcards and place them in a bag or box. Ask
individual students to take turns to select one of the cards (without looking) and match it to the
corresponding picture.
Explain that animals and birds are living things; this means they breathe, eat, and grow and can
move around on their own. Show them a non-living object, e.g. a book, and ask if the book can
breathe/eat/grow/move; explain that things like books, bags, shoes, tables, mugs, etc., are nonliving things that cannot grow, eat, move, breathe, etc. Elicit that dolls and animal toys are nonliving because although they look like living things, they cannot breathe, eat, etc.
Student activity
Ask the students to look at the pictures on page 5 and identify each of the animals. Ask them
to read the names of the animals and point to the correct animal for each. Explain the task and
give them a set amount of time to write the names beneath the pictures before checking their
answers. Next ask the students to look at page 6, and ask the students to read the names of
the animals. Look at the first picture and help the students to read the sentence, filling in the
missing noun orally. Repeat this for each of the pictures.
10
Give the students a set amount of time to complete the written task before checking their
answers as a class, asking individual students to read the sentence below each picture.
Recapitulation
Play a game to assess the students ability to distinguish between living and non-living things.
Show them pictures or real items and ask them to put up a hand if the object is living and cross
their arms if it is non-living. You could also do this by naming objects rather than showing
pictures/real items. Observation of the students should enable you to identify any students who are
having difficulty distinguishing between living and non-living items and may require extra help.
Answers
p. 5 cow, owl, dog, horse, parrot, cat
p. 6 crow, pigeon, parrot, fox, monkey, zebra, tiger, lion
Lesson 4 (Page 7)
Names of Living Things: People
Teaching objectives
to revise the meaning of living and nonliving things
to teach the singular and plural forms of
the nouns used to classify people
to help students write the singular and
plural forms of the nouns used to classify
people
Learning outcomes
distinguish between living and non-living
things.
use correctly the singular and plural forms
of the nouns to classify people.
write correctly the singular and plural
forms of the nouns used to classify people.
Materials required
If possible, before the lesson, ask the students to collect small pictures of different people from
newspapers, magazines, etc. The teacher should also collect pictures for any students who forget or
are unable to find pictures.
Classroom objects; pictures of living things; pictures of a variety of men, women, boys, girls, and
babies; Blu-tack or similar adhesive material; glue; large sheets of plain paper
Introduction
To revise the meanings of living and non-living, show the students a variety of objects and/or
pictures of living/non-living things; ask them to say whether they are living or non-living, and
elicit the characteristics of living things. Ask the students to decide whether human beings are
living or non-living.
Fix the pictures you have prepared on the board in a random order and draw five columns or
large circles on the board. Ask the students to work in pairs to decide how the pictures could
11
be divided into five different groups. Listen to their suggestions, and when the class has reached
the solution of men, women, boys, girls, and babies, label the columns/circles and ask individual
students to take turns to fix a picture in the correct column/circle. Make sure that the students
can read the names and point out the singular and plural forms of each noun
(man-men, woman-women, boy-boys, girl-girls, baby-babies).
Student activity
Ask the students to open their books at page 7. Look at each picture and decide which noun
should be written beneath it before giving the students a set amount of time to complete the
written task.
Recapitulation
Ask the students to work in groups of 4 or 5 to make people posters. They should pool the
pictures they have collected, divide them into the five groups, and stick them on the large sheet
of paper in labelled columns or circles. The posters can be displayed in the classroom.
Answers
p.7 baby, man, boy, girl, woman
Lesson 5 (Page 8)
Naming Words
Teaching objectives
to help students identify nouns in
sentences
Learning outcomes
correctly identify nouns in sentences.
Materials required
A selection of real objects or pictures of objects
Introduction
Show the students, in turn, the items/pictures you have prepared, and ask: What is this?.
Encourage them to reply Its a/an ......
Write two or three simple sentence on the board e.g. A baby is small. We made a cake. The sky is
blue. Ask the students to find the naming words (baby, cake, sky) in the sentences and underline
them. Look at each sentence and explain that a/an or the can be placed before naming words.
Sometimes other words such as my or his are used, but usually a/an or the can be used instead to
test whether the word is a naming word or not. To demonstrate this, write the sentence, His book
is blue. on the board and demonstrate how A or The can be substituted for His.
Student activity
Ask the students to open their books at page 8, read the introductory text, and explain the task.
Before the students begin, read through all the sentences as a class and then give the students
a set amount of time to work in pairs to underline in pencil the naming word or words in each
12
sentence. Check their answers as a class and test each answer by using a or the in front of the
noun. Finally ask the students to write the naming words in the spaces.
Recapitulation
Play I Spy; write each correct answer on the board and elicit at the end of the game that they are
all nouns.
Answers
Exercise A baby, pencil, fox, socks, rabbit
Exercise B tiger, cow; dog, bone; doll, balloon; boy, cap; crow, tree
Unit 2 Adjectives
Lesson 6 (Page 9)
Describing Animals
Teaching objectives
to explain the meaning of the word describe
to explain/revise the meanings of eight
adjectives
to help students use the given adjectives
appropriately to describe a given set of
animals
to help students read the eight adjectives
and write them correctly by copying
Learning outcomes
explain the meaning of the word describe.
explain the meanings of eight adjectives.
use the given adjectives appropriately to
describe a given set of animals.
read the eight adjectives and write them
correctly by copying.
Materials required
Pictures of a variety of animals including those shown on page 9; word flashcards of the eight
adjectives
Introduction
Show the students a picture of an animal that is not shown on page 9, e.g. a cat. Ask them
to name the animal and then ask them questions about its appearance such as: Is it big or
small? What colour is it? If possible, elicit other adjectives from them e.g. soft, furry, fierce, etc.
Write all the adjectives on the board under the name of the animal. Repeat the activity with a
different animal picture e.g. a mouse or a rabbit.
Look at each group of words in turn and explain that the words all tell us what the animal is
like, or describe the animal (describe = say what it is like). Show the students the picture of a
third animal, e.g. a dog, and ask them to suggest some words to describe it.
Use the flashcards to teach/revise the meanings of the eight adjectives from page 9. Ask the
students to suggest animals or other objects that each could describe.
13
Student activity
Ask the students to open their books at page 9. Look at the illustration and identify and talk
about the animals; ask the students to suggest some words to describe each of them.
Ask the students, as a class, to read the words in the box and the sentences before giving them a
set amount of time to complete the task. Check their work as a class.
Recapitulation
Explain that you are going to name an animal and the students should take turns round the
class to suggest a suitable describing word. They should make sure not to repeat a word that has
already been given. Alternatively this could be played as a team game as in Lesson 1.
Answers
1. huge
2. black
3. long
4. thick 5. bushy
6. big
7. loud
8. tiny
Lesson 7 (Page10)
Describing Things, Animals, and People
Teaching objectives
to practise using adjectives
to explain/revise the meanings of eight
more adjectives
to help students use the given adjectives
appropriately to describe a set of items
to help students read the eight adjectives
and write them correctly by copying
Learning outcomes
explain the meanings of eight given
adjectives.
use the given adjectives appropriately to
describe a given set of animals.
read the eight adjectives and write them
correctly by copying.
Materials required
Two pictures of people showing contrasting age, appearance, emotions, etc.; classroom objects;
word flashcards of the eight adjectives; plain paper; crayons or coloured pencils
Introduction
Show the students one of the items you have prepared, e.g. a pencil, and ask them to describe it,
e.g. long, sharp, blue, old, shiny, wooden. Repeat this activity with one or two other items.
Next show the students one of the pictures and give them two or three minutes to work in pairs
to think of words to describe the person shown. Write all their suggestions on the board. Repeat
this with a second picture.
Use the flashcards to teach the new adjectives as in lesson 6.
Student activity
Ask the students to open their books at page 10 and complete the work as for lesson 6.
Learning the Spell Well words can be set as homework and tested in the next lesson.
14
Recapitulation
Give each student a sheet of paper and coloured pencils or crayons. Ask them to draw a picture
of an object or person of their choice and write some words or a sentence to describe it. The
pictures can be used to make a Describing Words display in the classroom.
Answers
1. happy
2. sad
3. short 4. tall
5. sharp 6. blunt
7. fat
8. thin
Lesson 8 (Page 11)

Describing Words
Learning outcomes
Teaching objectives
to help students identify adjectives in
sentences
correctly identify adjectives in sentences.
Materials required
A soft ball
Introduction
Write a simple sentence on the board e.g. Mona saw a car. Ask the students to identify the
naming word (car) and then to suggest suitable words to describe the car. Write some of the
suggestions on the board and use them one at a time in the sentence: e.g. Mona saw a red car;
Mona saw an old car; Mona saw a shiny car; etc. Explain that the describing words are usually
written next to the naming word in the sentence. Repeat this activity using a different sentence.
Student activity
Ask the students to open their books at page 11. Read the introduction and explain the task.
Read all the sentences and explain any unfamiliar words before giving the students a set amount
of time to complete the task.
Recapitulation
Ask the students to stand in a circle and explain that you are going to play a colour game. Name
a colour and throw the ball to a student who should give the name of an object of that colour,
using a phrase. For example red; a red tomato, a red apple, a red traffic light, a clowns red nose,
a red sunset, a red T-shirt, a red flower, etc. Accept any appropriate responses.
Any student who drops the ball or who gives an inappropriate response, should sit down for one
minute before rejoining the game.
If there is not enough space for a ball game, students can take turns round the class to respond.
Answers
Exercise A thick, huge, blunt, sharp, tall
Exercise B hard; black, white; brown, small; long
15
Unit 3 Prepositions
Lesson 9 (Pages 1213)
Where Are They?
Teaching objectives
to explain/revise the meanings of the
prepositions in, on, under, over, across, and
into
to help students to read and write the
given prepositions
Learning outcomes
use correctly the prepositions in, on,
under, over, across, and into.
read and write accurately the given
prepositions.
Materials required
Word flashcards of the prepositions; a small doll or soft toy; a small box
Introduction
Use the toy and the box to teach/revise the meanings of the prepositions in, on, under, and over. For
example, place the doll on the box, explain that the doll is on the box, and ask the students to repeat
the sentence, The doll is on the box. Repeat this activity for in, under, and over. Assess the students
understanding by placing the doll in one of the positions and ask: Where is the doll?
To teach across, point to a student and say, e.g. Mohsin is across the room from Mariam. Repeat
this with other examples using student names or objects in the room.
Explain that into has a similar meaning to in, but is usually used when something is moving, for
example, we would say, The students are in the playground and The students are walking into the
playground.
Use the flashcards to teach the written forms of the words.
Student activity
Ask the students to open their books at page 12 and read through the examples with the
students.
Ask Where is ... ? questions about the pictures to practise the prepositions.
Look at the pictures on page 13 and discuss each of them, using the relevant preposition.
Explain the task and read through the sentences before giving the students a set amount of time
to complete them.
Learning the Spell Well words can be set as homework and tested at a convenient time.
Recapitulation
Play a game to practise prepositions: decide on an action that the students should perform when
you say each of the prepositions. For example: on put hands on heads; under put hands
under tables; over hold hands over the desk; etc. Explain that the students should perform the
appropriate action when you say the word; any student who makes a mistake should sit out of
the game for 1-2 minutes before joining in again.
16
Answers
1. on
6. across/into
2. under
7. on
3. over
8. over
4. in
9. in
5. into
10. under
Unit 4 Punctuation
Lesson 10 (Page 14)
Capital Letters and Small Letters
Teaching objectives
to revise the written forms of the capital
and small letters of the English alphabet
to revise the use of a capital letter at the
beginning of a name
Learning outcomes
correctly name the written forms of the
capital and small letters of the English
alphabet.
use correct capitalisation when writing
first and family names.
Materials required
An alphabet chart; flashcards of the letters of the alphabet in capital and small letter form;
Introduction
Revise the alphabet by singing the Alphabet Song.
Display the alphabet chart and ask students to name the letters as you point to them in random
order.
Write a capital/small letter on the board and ask a student volunteer to write the small/capital
form next to it.
Elicit from the students that the first letter of a first name or family name is always written as a
capital letter. Ask a student volunteer to write his/her full name on the board, using capital and
small letters correctly.
Student activity
Ask the students to open their books at page 14 and read through the text with the students
before explaining the task and giving the students a set amount of time to complete it. Supply
any help required if students are unsure of their parents names.
Recapitulation
Play a game: divide the students into four or five teams and draw a column on the board and
supply a marker for each team. Explain that you are going to hold up a letter flashcard and one
student from each team should come to the board and write the letter in its other form. For
example, if you show them E, the students should write e. Award points for correct answers and
for neatness.
17
Lesson 11 (Page 15)

Full Stops
Teaching objectives
to revise the use of the full stop to mark
the end of a sentence
to revise the use of a capital letter at the
beginning of a sentence
Learning outcomes
explain that a full stop is used to mark the
end of a sentence.
explain that the start of a new sentence is
marked by the use of a capital letter.
write a simple sentence beginning with a
capital letter and ending with a full stop.
Materials required
Plain paper; crayons or coloured pencils
Introduction
Write two or three consecutive sentences on the board and ask the student to read them. For
example, The boys played football. Ali scored a goal. He was very happy.
Ask the students to count the sentences and elicit that at the end of a sentence is marked by a
full stop and the new sentence begins with a capital letter.
Write two consecutive sentences on the board without punctuation, for example, my cat is black
and white her name is kitty Elicit that there should be two sentences and ask a student volunteer
to add the full stops and capital letters (including one for the cats name).
Student activity
Ask the students to open their books at page 15 and read the text, paying particular attention to
the capital letters and full stops. Read and discuss sentences 15 before giving the students a set
amount of time to complete the task.
Recapitulation
Ask the students to work in pairs and give each student a sheet of paper and coloured pencils or
crayons. Ask them to draw a picture of their partner and write a sentence about him/her, using
capital letters and a full stop correctly. Display the pictures in the classroom.
Answers
1. Fatima plays in the garden.
3. Taha has gone to the park.
5. Rabab can run very fast.
18
2. Put the sweet in your pocket.

4. The horse jumped over the fence.
Lesson 12 (Pages 16-17)

Scenery
Teaching objectives
to revise nouns
to assess understanding of written text
to help students distinguish between true
and false statements
Learning outcomes
correctly identify objects by name.
write some common nouns.
read simple sentences and decide and
indicate which of them are true.
Materials required
None
Introduction
Ask the students to look around the classroom and then ask them what they can see; make a list
of their answers on the board.
Make some statements about the classroom and ask the students to listen and say yes if your
statements are true. For example, The window is open. The chairs are blue. etc.
Student activity
Ask the students to open their books at page 16. Ask them to work in pairs and give them 34
minutes to look carefully at the picture and talk about everything they can see. In a plenary
session, listen to their ideas and make a list of vocabulary on the board.
Ask the students to look at page 17 and explain the first task before giving the students a set
amount of time to complete it. Explain the second task and ask the students to mark the correct
sentence as you read each set of sentences to them.
Recapitulation
Explain that you are going to make some statements about the classroom/students/school/city or
town. The students should listen carefully and, if the sentence is true, put up their hand; if it is
false, they should cross their arms.
Answers
Exercise A 5. I can see an apple. For 1 to 4 and 6 (any five): a tree, a bird/a parrot, a ball, a
doll, a teddy bear, a fence, a boat, a banana, a cow, a plate, a branch, a book
Exercise B
1. The boy is sailing paper boats down the stream. 2. The girl is reading a book
3. There is a doll on the grass.
4. There is a bird sitting on a branch.
5. There are two cows in the field.
19
Unit 5 Consonants and Vowels

Consonants and Vowels
Teaching objectives
to revise the names and sounds of the five
vowels
to help students identify and write words
that begin with a vowel
to help students complete words by adding
the correct vowel(s)
Learning outcomes
write the five vowels and say the name
and sound of each.
identify and write correctly words that
begin with a vowel.
complete words by adding the correct
vowel(s).
Materials required
An alphabet poster; flashcards of the five vowels (lower case); Blu-tack or similar adhesive
material; tape/cd/dvd/You tube clip of Apples and Bananas (see lyrics below)
V. 1 I like to eat, eat, eat apples and bananas
V.2. I like to ate, ate, ate aples and bananaes
V.3. I like to ite, ite, ite iples and bininies
V.4. I like to ote,ote, ote oples and bononos
V. 5.I like to ute, ute, ute uples and bununus
Introduction
Display the alphabet poster and ask the students to sing The Alphabet Song and then say
the alphabet, saying both the names of the letters and their phonetic sounds. Fix the vowel
flashcards (or write the vowels) on the board and ask the students to say their names and
sounds. As they sound the vowels, make the students aware of how the shape of the mouth
changes for each vowel sound. Revise the fact that these letters are called vowels and ask the
students to tell you some words/names beginning with vowels.
Student activity
Ask the students to open their books at page 18 and complete exercise A.
Read with the students the words listed in exercise B, explaining the meanings of any unfamiliar
words and identifying those that begin with vowels. (You may wish to explain that the other
twenty-one letters of the alphabet are known as consonants.) Give the students a set amount
of time to complete the written part of the exercise; as you check their answers, ask student
volunteers to put each word into a sentence.
Ask the students to look at page 19 and identify the objects shown in the pictures; for each one,
ask the students to say the missing vowel sound(s). Give the students a set amount of time to
complete the task and ask individual students to write the complete words on the board as they
check their answers.
20
Recapitulation
Sing the song Apples and Bananas. After the first verse has been sung, the words are repeated a
further five times but each time the vowel sound is changed throughout (a, e, i, o and u). Sing
the first verse again at the end.
Answers
Exercise A
a, e, i, o, u
Exercise B Box A 1. eye
2. inkpot

4. apple
5. onion
Box B
1. boat
2. horse

4. Flower
5. tree
Exercise C
bat, cat, pot, hat, cap, pen,

pin, bed, car, pencil, chair, shoe
3. orange
6. umbrella
3. mango
6. bag

A and An
Teaching objectives
to revise the fact that the indefinite article
a is used before a word beginning with a
consonant
to revise the fact that the indefinite article
an is used before a word beginning with a
vowel
to help students complete sentences by
adding the correct indefinite article
Learning outcomes
explain that the indefinite article a is used
before a word beginning with a consonant.
explain that the indefinite article an is used
before a word beginning with a vowel.
supply the correct indefinite article for a
given noun.
Materials required
A selection of items beginning with different consonants and vowels, e.g. sandal, bag, hat, cap,
egg, apple, orange, etc.; a flashcard for each student clearly showing a on one side and an on
the other
Introduction
Draw two columns on the board without headings. Show the students the items you have prepared,
one by one, and for each ask: What is this? Encourage the students to reply using a or an, and,
without explaining, write the nouns in the columns (one for a, the other for an). When the two lists
of words are complete, ask the students to suggest why you have put some in one column and some
in the other. Elicit that those in one column begin with consonants and are written with a and those
in the other begin with vowels and are written with an. Read through the lists, adding a or an before
each noun. Ask the students to suggest any other words for either of the columns.
21
Student activity
Ask the students to open their books at page 20 and read the introductory text together.Read
the words in exercise D and the sentences in exercise E, and ask the students to supply a/an
orally before giving them a set amount of time to complete the written task. Correct their work
as a class.Ask the students to look at page 21 and ask questions about the objects in the picture,
e.g. Where are they? What is ... doing? What colour is .... ? What is on the table? etc. Explain
the task and make sure the students are familiar with all the vocabulary before asking them to
complete exercise F.
Recapitulation
Give each student one of the flashcards you have prepared. Explain that when you say a word,
they must decide whether it takes a or an, and hold up their flashcard to show you which they
have chosen.
Answers
Exercise D 3. a 4. an 5. a
6. an 7. an 8. a
13. a 14. a 15. an 16. a 17. a 18. an
Exercise E 1. a 2. an 3. an, a 4. an 5. a
6. an
Exercise F an; a, an; a; a
9. a 10. an 11. a
19. an 20. an 21. a
12. a
Unit 6 More nouns

Lesson 15 (Page 22)
The Park
Teaching objectives
to help students match written nouns to
illustrations
Learning outcomes
match written nouns to illustrations.
Materials required
Plain paper; coloured pencils or crayons
Introduction
Ask the students to open their books at page 22 and to cover the word list. Ask them to look
at the picture and ask questions to encourage them to talk about all that it shows. Relate the
picture to the students own experience by asking e.g. Who has a bicycle? Who likes cricket?
Who has a dog? Have you been on an aeroplane? etc.
Student activity
Ask the students to uncover the word list and read through it with them, explaining the meanings
of any unfamiliar words. Explain the task and give them a set amount of time to complete it.
22
Recapitulation
Give each student paper and coloured pencils or crayons and ask them to draw a picture of the
park and label the items shown.
Answers
teddy bear, swings, children, see-saw, aeroplane, ice cream, ladies, flag, dog, train, bat, cat,
balloons, bicycle
Unit 7 Sentence Structure 1

Jumbled Sentences
Teaching objectives
to help students identify halves of sentences
that match according to meaning
to help students rewrite mismatched
sentences correctly
Learning outcomes
correctly identify halves of sentences that
match according to meaning.
rewrite mismatched sentences correctly.
Materials required
Six large sheets of paper or card, each showing one half of a sentence, e.g. The doctor told Amit
/that he would soon feel better. Father took Sameena / to watch the cricket match. We wear our
uniform / to come to school. Blu-tack or similar adhesive material; sheets of plain paper and
board markers for the students
Introduction
Fix (or write) the halves of sentences on the board so that they do not match correctly. Read
the incorrect sentences with the students and elicit that they are not proper sentences because
they do not make sense. Ask the students to suggest how they could be re-arranged so that they
make sensible sentences, and rearrange the halves according to the students suggestions. Ask
the students to read the correct sentences.
Student activity
Ask the students to open their books at page 23 and read the introductory text with them before
giving them a set time to complete exercise A.
Ask the students to look at page 24 and read through all the sentence halves before giving them
a set amount of time to complete exercise B, and then ask them to complete exercise C.
Recapitulation
Ask the students to work in pairs and give each pair two sheets of paper and a marker. Explain
that they should think of a sentence and write half of it on one sheet of paper, and the other half
23
on the second sheet of paper; provide any necessary help. When they have completed the work,
fix some of them on the board in random order and ask the students to take turns to make
correct sentences. Repeat this until all the sentence halves have been correctly matched.
Answers
Exercise A 2. Jamil drank a glass of milk.

3. Mother washed my socks today.

4. Naila plays with a doll.
Exercise B and C 1. (c) 2. (h) 3. (d) 4. (a) 5. (f)
6. (b)
7. (e)
8. (g)
Unit 8 Capital Letters

Lesson 17 (Page 25)
Cartoon Characters
Learning outcomes
Teaching objectives
to revise the use of capital letters to write
proper nouns (names)
use capital letters correctly to write proper

nouns (names).
Materials required
A selection of pictures of well-known people/toy figures/cartoon characters; Blu-tack or similar
adhesive material
Introduction
Show the students the pictures you have prepared and ask the students to name the figures shown.
Fix the pictures on the board and write the name of each below it. Revise the fact that names of
people and characters are written with an initial capital letter.
Student activity
Ask the students to open their books at page 25 and ask the students to identify the cartoon
characters shown. If necessary, ask the students to help you write the names on the board for
reference before giving them a set amount of time to complete the written task.
Recapitulation
Ask the students to name their favourite cartoon characters and explain why they like them. You
could also make a bar chart of the students favourites.
Answers
Jerry, Tom, Dexter, Nemo, Johny Bravo, Ash (Pokemon)
24
Unit 9 Syntax
Lesson 18 (Page 26)
More Jumbled Sentences
Teaching objectives
to revise the facts that a sentence begins
with a capital letter and ends with a full stop
to help students write a grammatically
correct sentence by rearranging a given set
of words
Learning outcomes
explain that a sentence begins with a
capital letter and ends with a full stop.
write a grammatically correct sentence by
rearranging a given set of words.
Materials required
Two or three sets of flashcards, each showing one word from a sentence e.g. I/walked/to/school/
today. Elephants/are/huge/animals. Blu-tack or similar adhesive material; a set of 68 small
pieces of paper for each pair of students; an envelope for each pair of students
Introduction
Write a simple sentence on the board and revise the facts that all sentences begin with a capital
letter and end with a full stop.
Fix the words from one of the sentences you have prepared on the board in random order and
ask the students to read them with you. Elicit that the words do not form a sentence and ask
the students to help you reorganise them so that they do. They should start by identifying the
first word (capitalised) and the last (with the full stop), and then organise the words to make a
sentence that has meaning.
Student activity
Ask the students to open their books at page 26 and read through the introductory text. Explain
the task and read all the sets of words before asking the students to complete the task in a set
amount of time. Check their answers as a class.
Recapitulation
Ask the students to work in pairs and give each pair a set of pieces of paper. Explain that they
are going to make their own jumbled sentences like the one you used on the board. Ask them
to make up a sentence of up to eight words and write it in their exercise book. They should then
write one word from the sentence on each piece of paper, remembering the initial capital letter
and the full stop after the last word. When they have completed these steps they should check
their work by arranging the words in the correct order and then put them into the envelope and
write their names on the front of the envelope. Pairs of students should then exchange envelopes
and organise the words to make sentences.
25
Answers
1. The elephant is a big animal.
2. Ali loves vanilla ice cream.
3. The crow is black.
4. We shall go to the zoo today.
5. Rabia has a blue umbrella.
6.
7.
8.
9.
10.
I like to draw pictures.

Huma ate an apple.
I have a pet dog called Tommy.
The boys are playing football.
Humpty Dumpty sat on a wall.
Unit 10 Verbs
Doing Words
Teaching objectives
to explain that a verb (doing word) tells us
what action is taking place
to help students match given verbs to
pictures of the corresponding action
to help students write a given set of verbs
Learning outcomes
use verbs to talk about actions.
match given verbs to pictures of the
corresponding actions.
write correctly a given set of verbs.
Materials required
Pictures of people performing different actions e.g. cooking, driving, playing sport, playing an
instrument, shopping, eating, etc.
Introduction
Show the students the pictures you have prepared and ask them what the people in the pictures
are doing; write their responses on the board. Read the complete set of words with the students
and explain they are all doing words because they tell us what the person is doing.
Student activity
Ask the students to open their books at page 27, read the text and look at the pictures.
Ask the students to look at page 28, discuss the pictures, read the words in the box and give the
students a set amount of time to complete the task.
Read the list of verbs at the bottom of the page and ask the students to mime each action, and
any others you suggest.
Recapitulation
Play Simon Says using verbs as instructions, e.g. stand up, sit down, jump, smile, wave, turn
around, etc. Explain that all your instructions are doing words.
Answers
play, pull, kick, drink, run, skip
26

What are they doing?
Teaching objectives
to practise the use of the present
continuous tense to describe actions that
are taking place at the time of speaking
to help students write sentences
containing the present continuous tense to
match given pictures
to help students match given verbs to
illustrations
Learning outcomes
use the present continuous tense to
describe actions that are taking place at
the time of speaking.
write sentences containing the present
continuous tense to match given pictures.
correctly match given verbs to illustrations.
Materials required
None
Introduction
Ask the students to open their books at page 28. Look at each picture in turn and ask: What is
he/she doing? Encourage the students to reply He/She is ........ing .
Student activity
Ask the students to look at page 29 and give the students 12 minutes to look at the pictures
before asking them to talk about what is happening in each of them. Read the sentences at the
top of the page and ask the students to suggest which picture matches each sentence. Give the
students a set amount of time to copy the sentences next to the corresponding pictures.
Ask the students to look at the pictures on page 30 and suggest what doing word could be used
to complete each picture; write students suggestions on the board and give them a set amount
of time to complete exercise B.
Finally ask the students to look at the pictures and words on page 31; match them, and complete
the sentences orally before giving them a set amount of time to complete the written task.
Learning the Spell Well words on page 30 can be set as homework and tested at a convenient time.
Recapitulation
Play a mime game. Students can take turns to mime an action and the other students should
guess what he/she is doing. If necessary, help students to select an action e.g. washing up,
sweeping the floor, making a cake, playing tennis, etc. Encourage the students to answer using a
full sentence, e.g. Amir is laying the table.
27
Answers
Exercise A 1. Mother is laying the table.
2. Ali is cleaning the garden.
3. Rabia is making a cup of tea.
4. Father is washing the car.
5. Nasir is playing with Fatima.
Exercise B eating/chewing/biting, reading/holding/looking at, going/running/walking,
sleeping/lying/resting
Exercise C 1. running
2. buying 3. drinking 4. dancing 5. lifting 6.sitting
Unit 11 Test 1
Teaching objectives
Learning outcomes
to assessing learning and understanding of

nouns and the indefinite article(a/an)
to assess students ability to use capital
letters and full stops correctly to write
sentences
to assess students ability to identify
adverbs and verbs in given sentences
to assess students understanding of the
prepositions in, on, under, and across
identify nouns in given sentences correctly.

use the indefinite article correctly before
words beginning with vowels or consonants.
write sentences demonstrating the correct
use of capital letters and full stops.
correctly identify adverbs and verbs in given
sentences.
demonstrate correct understanding of the
prepositions in, on, under, and across.
Materials required
Your own examples of the questions in each section of the assessment
Introduction
Revise each of the topics covered in the assessment and complete sample questions in class
before asking the students to complete the assessment.
Explain that they should try hard to show you all that they have learned, and stress that the
purpose of the assessment is to help you discover where further teaching might help them.
Student activity
Ask the students to open their books at pages 3233 and look through the questions, explaining
each task clearly. Check the students understanding of the tasks by asking them to tell you what
they are required to do in each section. Give the students plenty of time to complete the work
and give any help with instructions that may be required. To avoid any anxiety about completing
this test, explain clearly to the students that the results of the test will help you to identify any
topic where more teaching may be required.
28
Answers
1 (a) bird
(b) Dogs, people
(c) boys, kites (d) driver, cap (e) book, table
2. (a) an
(b) a
(c) an
(d) a
3. (a) We saw a monkey at the zoo. (b) Naila likes chocolates.
(c) Faiza and Sara are good friends.
4. (a) pink
(b) low (c) fat (d) brown
(e) red (f) green (g) tall, round
5. (a) cooks (b) wash (c) kicked (d) play
(e) lives
6. (a) in
(b) on (c) under (d) across
(e) in
Unit 12 Adverbs
Words Ending in ly
Teaching objectives
to introduce adverbs ending in ly as words
that describe how an action is performed
to encourage students to use adverbs to
describe given actions
to help students select the appropriate
adverb to describe a given action
to help students complete sentences by
selecting and writing the appropriate
adjective
Learning outcomes
explain that given words ending in ly
describe how an action is performed.
use adverbs to describe given actions.
select the appropriate adverb to describe a
given action.
complete sentences by selecting and
writing the appropriate adjective.
Materials required
Pictures from lesson 19 if appropriate
Introduction
Write on the board the words slowly and quickly. Ask the students to read them and if necessary,
explain their meanings. Perform an action, e.g. nod your head, and ask the students to decide
whether you are nodding slowly or quickly. Repeat this for two or three other simple actions.
Explain that now it is the students turn to perform actions; you are going to point to one of the
words as you ask them to do something, and they should perform the action in the way you indicate.
Point to the words in a random order as you ask the students to e.g. stand up, sit down, raise their
hands, lower their hands, turn around, wave, nod their heads, etc.
Ask the students to look at the words on the board and name the two final letters of the words (ly).
Speak to them very quietly and ask if they can think of a word ending in ly to describe how
you are speaking (softly, quietly,). Raise your voice and ask for a different word (loudly, angrily).
If you have appropriate pictures, show them to the students and ask if they can suggest any
29
words ending in ly to describe the action shown in the picture. If necessary, use questions to
prompt answers e.g. Is she happy? So she is playing happily. etc.
Student activity
Ask the students to open their books at pages 34-35 and read the introductory text. Explain
the task and read through each sentence with the students, looking at the given adverbs and
discussing why only one of them would be appropriate. Give the students a set amount of
time to complete the written work. As you check their answers, ask if they can suggest other
possibilities e.g. The children played noisily/quietly etc.
Recapitulation
Repeat the introductory activity, using different actions and adverbs.
Answers
1. sweetly
6. kindly
2. happily
7. slowly
3. quickly
8. merrily
4. neatly
9. soundly
5. hungrily
10. easily
Unit 13 Asking Questions

Who Am I?
Teaching objectives
to help students solve simple riddles based
on familiar items
Learning outcomes
solve simple riddles based on familiar
items.
Materials required
Two or three large pictures or drawings of familiar items or animals as solutions to riddles, e.g.
an elephant, a bicycle, a doll, etc.; a two-line clue for each picture; Blu-tack or similar adhesive
material; sheets of A4 plain paper; coloured pencils or crayons
Introduction
Fix one of the pictures you have prepared, e.g. the bicycle, back-to-front on the board. Explain
that you would like the students to guess what is shown on the picture, and to help them guess
correctly you are going to read them some clues. Read the first clue, e.g. You can ride on me.
Ask for ideas and write a few of the suggestions on the board. Read the second clue, e.g. I am
made of metal and have two wheels. The students should now be able to guess the correct answer
and you can turn the picture over to confirm it. Repeat this with the other pictures and clues
you have prepared.
Student activity
Ask the students to open their books at page 36 and work through the riddles with them as a class.
30
Recapitulation
Explain that the students are going to make up their own riddles. Give each of them a sheet of
paper and ask them to fold it in half. They should each think of an object; on the folded half
facing them they are going to write two clues and I am ....... (as in the student book). Inside they
should draw a picture of the object. The students can take turns to read their clues to the class
and show their picture to confirm the answer.
Answers
1. cow
5. jug
2. ball
6. bread
3. book
7. parrot
4. chair
8. shoe

Questions
Teaching objectives
to introduce the use of the question mark
to indicate a question
to help students distinguish between oral
and written questions and statements
to help students match questions and
answers
Learning outcomes
write correctly a question mark to indicate
a question.
distinguish between oral and written
questions and statements.
correctly match questions and answers.
Materials required
A familiar object e.g. a ball, a teddy bear, a spoon, concealed in a box or a bag
Introduction
Show the students the box/bag and explain that they must find out what is inside the box by
asking you about it. If necessary, prompt them to ask relevant questions, for example, they
can ask about its shape, colour, use, texture, etc. When they have guessed correctly, repeat the
activity with a second item.
After the activity, elicit that the students have been asking questions, and you have been giving
answers. Repeat some of the questions and ask the students to listen to, and then copy, the way
in which the voice rises when we ask a question. Compare this with the fall in the voice when a
statement is given in reply.
Write one or two examples of questions and answers on the board, for example What colour is
it? Its blue. Is it hard or soft? Its soft. Explain that, because it is not possible to show the tone of
the voice when we write, we use the question mark to indicate a written question, and a full stop
to indicate a reply (statement). Ask the students to draw a question mark in the air.
31
Student activity
Ask the students to open their books at pages 3738. Read the text to the end of exercise A with
them, adding the question marks, and reading the questions, emphasising the rising tone.
Ask them to look at exercise B. Read each example and work through the exercise together,
asking the students to decide if it is a question or not (a question requires an answer) and
adding the correct punctuation.
Ask the students to look at exercise C. Read the questions and answers before giving the
students a set amount of time to complete the task.
Recapitulation
Play the Yes/No game: ask a student volunteer to answer your questions without saying yes or
no. Begin by asking open questions such as: What is your name? How old are you? What is
your favourite colour? before asking closed questions, such as: Do you like vegetables? Do you
have a sister? etc. Students can practise this in pairs or take turns to ask the questions.
Answers
Exercise B 1. (?)
2. (.)
3. (?)
Exercise C 1. Who is this?

3. Do you like my doll?
4. (?)
5. (.)
6. (.)
7. (?)
2. What is your sisters name?
4. Where are you going?
8. (.)
Unit 14 Reading and Comprehension 1

Lesson 25 (Page 3940)
The Fox and The Crow
Teaching objectives
to revise nouns and adjectives
to help students read and understand a
fable
to help students complete a cloze exercise
based on the text
to help students answer written questions
based on the text
32
Learning outcomes
correctly identify nouns and adjectives
from a given text.
read a fable.
demonstrate understanding of a given text by
replying appropriately to questions about it.
correctly complete a cloze exercise based
on the text.
correctly answer written questions based
on the text.
Materials required
Text of another Aesops fable e.g.
The Mouse and the Lion
Once, when a lion was asleep, a little mouse began running up and down upon him; this soon
wakened the lion, who placed his huge paw upon him, and opened his big jaws to swallow him.
Pardon, O King, cried the little mouse: Forgive me this time, I shall never forget it: who knows
but I may be able to help you some of these days? The lion was so tickled at the idea of the
mouse being able to help him that he lifted up his paw and let him go.
Some time after, the lion was caught in a trap, and the hunters who desired to carry him alive to
the king, tied him to a tree while they went in search of a wagon to carry him on. Just then the
little mouse happened to pass by, and seeing the lions sad plight, went up to him and soon gnawed
away the ropes that bound the King of the Beasts. Was I not right? asked the little mouse.
Little friends may prove great friends.
Introduction
Begin with revision of nouns and adjectives: ask the student to name some items in the room. Write
about ten of their suggestions on the board and elicit that these words are all naming words. Ask the
students to suggest describing words for each of the items e.g. book heavy, large, small, blue, red,
interesting, colourful, etc. Elicit that describing words give us information about items
Student activity
Ask the students to open their books at page 39, read the sentences with the students and give
them a set amount of time to complete the task. Check their answers and explain that they are
going to read a story about a fox, a crow, and a piece of cheese.
Ask the students to look at page 40 and read the story with them. Discuss the animals actions;
ask the students to explain how Mr Fox was clever and Mr Crow was silly.
Explain tasks B and C and read through the text, asking for suggested answers before giving the
students a set amount of time to complete the written tasks.
Recapitulation
Read the students the fable you have prepared. Discuss the story and its meaning and ask what
words they would use to describe the animals in the story.
Answers
Exercise A Naming Words: Fox, Crow, tail, beak, animal, feathers, branch, tree, Crow,
branch, piece, cheese, beak
Describing Words: bushy, black, clever, black
Exercise B branch, cheese, cheese, clever, sing, beak, fell, Mr Fox, ran
Exercise C 1. Mr Crow sat on the branch of a tree.

2. Mr Fox wanted the piece of cheese that Mr Crow had in his beak.

3. Mr Fox had a bushy tail.
33
Unit 15 Pronouns
He, She, and They
Teaching objectives
to explain and practise the use of the
pronouns he, she, and they
to help students substitute the pronouns
he/she/they for proper nouns
Learning outcomes
demonstrate correct use (oral and written)
of the pronouns he, she, and they.
correctly substitute the pronouns he/she/
they for proper nouns.
Materials required
A picture or very simple drawing of a girl, a boy, and a mixed group of 4 or 5 children; Blu-tack
or similar adhesive material
Introduction
To introduce the pronoun she, display the picture of the girl and tell the students that her name
is Parveen. Ask questions to encourage them to invent some information about her, e.g. her
age, (How old is Parveen?) where she lives, if she has brothers and sisters, her favourite colour,
school subject, toy, food etc. Repeat each response from the students, substituting the pronoun
she in place of Parveen.
Repeat this with the drawing of the boy, to introduce the pronoun he.
Write the words he and she on the board and explain that we use them to talk about girls/
women and boys/men instead of using their names. Point to individual students and ask the
students to say he or she instead of their name.
Use the same method and the picture of the group of children to teach they. Ask a group of four
boys to stand up and refer to them in a sentence as they, e.g. They are all good students. Do the
same with a group of girls and with a mixed group to explain that they can be used for groups
of males and/or females
Student activity
Ask the students to open their books at page 41 and read the first sentence. Explain that if we are
talking or writing about the same person, we do not normally repeat the name; read sentence 2 to
show how she is used to replace the name. Read and explain sentences 36 in the same way.
Explain the task and work through all of the sentences orally before giving the students a set
amount of time to complete the written work.
Recapitulation
Play a team game: divide the students into four or five teams and draw a column on the board
for each team. Explain that you are going to say a name or group of names and a student from
each team should come to the board and write the appropriate pronoun - he, she or they. Points
can be awarded for correct answers.
34
Answers

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.
Rabab said that she was ill.

Huma and Faiza said that they would come again.
I gave Maha a book and she lost it.
Mother scolded Aslam because he had been very naughty.
Tony and Amjad promised that they would learn their lessons.
Nasir went to sleep because he was very tired.
Nabila has a white dress and she has white shoes to match it.
John was so unwell that he could not go to school.
Huma is very happy because she has won a prize.
Taha and Saleem want to play cricket, and so they are going to the park.
My father is in a hurry because he has to catch a train.
Unit 16 Animal Sounds
Lesson 27 (Page 43)

Sounds that Animals make
Teaching objectives
to explain the English form of the sounds
that animals make
to help students match the animal sound
to the relevant verb
Learning outcomes
match animal sounds to the relevant
animals.
match animal sounds to the relevant verb.
supply orally the English form of the
sounds that animals make.
Materials required
Pictures of familiar animals; tape/cd/dvd/You tube clip of Old Macdonald had a farm
Introduction
Show the students the picture of an animal e.g. a cat, and ask them to tell you the sound it
makes; If necessary, explain that in English a cat says meow, and we say that the cat mews.
Repeat this with the other pictures you have prepared, giving the sound and also the relevant
verb. Can the students think of any other animals and tell you the sound they make? Can they
supply the relevant verb?
Student activity
Ask the students to open their books at page 43. Look at the pictures and sounds, and revise the
verb for each sound. Ask the students to look at the exercise, explain the task and give them a
set amount of time to complete it.
35
Recapitulation
Sing Old Macdonald had a farm making sure to include the animals and sounds learned in this
lesson.
Answers
1. A cow moos.
4. A duck quacks.
2. A hen clucks.
5. A dog barks.
3. A horse neighs.
6. A cat mews.
Unit 17 Singular and Plural

Lesson 28 (Page 44)
Numbers: One, Two, Three .... Many
Teaching objectives
to revise and practise counting to five
to revise and practise the written forms of
numbers one to five
to explain that the term many is used for a
large, undefined number of items
to explain the use of final s to form the
plural form of a noun
Learning outcomes
count accurately to five.
write correctly the numbers one to five.
use the term many for a large, undefined
number of items.
form the plural form of a noun by adding
a final s.
Materials required
A selection of sets of 15 familiar items e.g. pencils, rulers, dice, etc.; a clear container full of
many items e.g. a jar of beads, a clear bag of raisins; tape/cd/dvd/You tube clip of Five little
ducks or Five currant buns in a bakers shop
Introduction
Show the students one of the sets of items you have prepared and ask them to count them with you.
Write the total on the board as a numeral and ask a student volunteer to write the number as a word.
Repeat this for the other sets of items so that the numerals and number words are all revised.
Show the students the container full of small items and ask them to guess how many items it
contains; explain that the term many can be used for a large number of items when we do not
know exactly how many there are.
Show the student a single item from one of the sets and ask: What is this? Write their answer
on the board e.g. a pencil. Show the students several of the same item, e.g. three pencils, and ask
them to count them; write three pencils on the board. Elicit that we add s at the end of a noun
to indicate that there is more than one. Practise this orally by showing them other sets of items
and asking them to say what they can see.
36
Student activity
Ask the students to open their books at page 44. Look at the illustration, identify the items
shown and write the vocabulary on the board. Explain the task and give the students a set
amount of time to complete it. Make sure that plurals have been written correctly (with final s)
when checking the answers.
Recapitulation
Sing Five little ducks or Five currant buns in a bakers shop
Answers
one dog, four cars, three pencils, three balloons, two cats, five books, two dolls, two chairs,
one kite, four balls, one bag, one umbrella
Unit 18 Monday to Sunday

Lesson 29 (Page 45)
Days of the Week
Teaching objectives
to revise the names of the days of the
week and their sequence
to explain the use of a capital letter at the
beginning of the name of a day of the week
Learning outcomes
repeat the names of the days of the week
in the correct sequence.
write the names of the days of the week
correctly.
Materials required
A poster-sized drawing of a large circle, marked with seven equally-spaced marks on the
circumference; Blu-tack or similar adhesive material; tape/cd/dvd/You tube clip of Todays
Monday if available (see lyrics below)
Todays Monday
Todays Monday
Monday string beans
All you hungry children, come and eat it up!
Today s Tuesday (repeat)
Tuesday spaghetti
Todays Wednesday( repeat)
Wednesday soup
Todays Thursday (repeat)
Thursday roast beef
37

Todays Friday(repeat)
Friday fresh fish
Todays Saturday (repeat)
Saturday chicken
Todays Sunday (repeat)
Sunday ice cream
Introduction
Fix the circle diagram on the board. Ask the students to name the day of the week and write it
on one of the points marked on the circle. Point out that the first letter of the name of a day of
the week is always written as a capital letter. Ask the students to name yesterday and tomorrow
and write the names on the diagram on the marks in the correct sequence. Help the students to
continue the sequence and write the names of all seven days around the circle.
Explain that in most countries Sunday is regarded as the first day of the week and Saturday as
the end of the week; together Saturday and Sunday are known as the weekend and the other five
days are called the week days. Number the days from 17 around the circle and ask students to
name e.g. the second/fourth/seventh day of the week. Ask individual students to tell you which
day comes before/after a given day.
Talk about activities that take place on different days of the week, both in school and at home;
students may take part in regular activities such as music lessons or sports activities on different days.
Student activity
Ask the students to open their books at page 45, read the text and complete exercise A.
Discuss the students favourite days before asking them to complete exercise B.
Recapitulation
Teach the students the song/chant Todays Monday. This song lists different food for different
days and you may prefer to ask the students to provide their own suggestions for each day. If
possible, include actions e.g. eating spaghetti, making a large circle for pizza, flapping their arms
as wings for chicken, etc.
Answers
Exercise A Tuesday, Friday, Wednesday, Saturday
38
Unit 19 Revision of Nouns

A Picnic
Teaching objectives
to revise nouns
to help students to identify and write
nouns to complete a cloze exercise
to encourage students to dispose off litter
correctly
Learning outcomes
identify nouns.
identify and write nouns to complete a
cloze exercise correctly.
explain how to dispose off litter correctly.
Materials required
None
Introduction
Talk about picnics: Who has been on a picnic? Where did they go? Who did they go with? What did
they eat? What games did they play? etc. Ask the students what they did with their litter at the end of
the picnic and explain the importance of disposing of rubbish correctly, either in a bin at the site or
by taking it home to dispose of, in order to protect the environment. You may wish to explain how
broken glass, rusty cans and plastic bags can cause harm to animals if left lying on the ground.
Student activity
Ask the students to open their books at page 46. Look at the first two pictures, read the text and
revise the use of capital letters at the start of peoples names. Look at the remaining pictures and
read the rest of the text before asking the students to complete exercise A.
Ask the students to read with you the story on page 47 and ask some questions before giving them
a set amount of time to complete the cloze exercise. Explain that each space should be filled with a
naming word.
Recapitulation
Play a picnic alphabet/memory game: begin the game by saying: I went on a picnic and I took
an ..... (item beginning with a, e.g. apple). A student should continue by saying: I went on
a picnic and I took an apple and a (something beginning with b, e.g. ball); the next student
repeats the list and adds something beginning with c, and the game can continue round the
class. Emphasise the importance of listening carefully.
Answers
Exercise A Naming Words: book, picnic basket, dustbin, paper, crumb, packet
Exercise B park, Aunt Asma, bat, ball, sandwiches, potato crisps, potato crisps, cake, orange,
dustbin
39

Lesson 31 (Page 48)
Making Sentences
Learning outcomes
Teaching objectives
to help students write sentences
containing given words
revise the correct punctuation of sentences
write sentences containing given words.

use a capital letter and full stop correctly
to mark the start and end of a sentence
respectively.
Materials required
Sheets of plain paper; crayons or coloured pencils
Introduction
Write a noun on the board, e.g. table, and ask student volunteers to make up sentences
containing the word. Write two or three examples on the board, and revise the use of the initial
capital letter and the full stop. Repeat the activity using a different word.
Student activity
Ask the students to open their books at page 48 and explain the task. Before asking the students
to write the sentences, read the list of words and ask individual students to suggest a sentence
for each of them. Give the students a set amount of time to complete the task.
Recapitulation
Give each student a sheet of paper and coloured pencils or crayons. Ask them to write one of
their sentences at the top of the paper and illustrate it. The pictures can be used to make a
classroom display.
Unit 21 Revision of Adjectives

Lesson 32 (Page 49)
More Describing Words
Teaching objectives
to revise and practice the use of adjectives
to help students select an appropriate
adjective for a given noun
40
Learning outcomes
explain, in simple terms, that adjectives
are words that describe nouns.
select an appropriate adjective for a given
noun.
Materials required
Two or three objects or pictures of familiar objects e.g. a house
Introduction
Show the students one of the objects or pictures you have prepared and ask them to say what it
is. Ask them to suggest words to describe the object and write some of their suggestions on the
board. Elicit that describing words are used to give us more information about an object.
Student activity
Ask the students to open their books at page 49. Look at each picture in turn, read the sentence
and ensure that students understand the meanings of the given adjectives before asking them to
decide which of them best describes the given object. Give the students a set amount of time to
complete the written task.
Recapitulation
Play an adjectives game. Each student has three lives Begin by saying: My aunts cat is a fat cat.
Ask the first student to repeat the sentence but using a different describing word e.g. My aunts
cat is a clever cat. Students should take turns to supply a new adjective. Each student has three
lives and anybody who repeats an adjective that has already been used loses a life. Students will
also lose a life for using an inappropriate adjective. After about ten adjectives, change the object
being described e.g. My fathers car, My grandfathers house, etc.
Answers
1. pink.
4. tall
2. thin
5. small
3. long
6. wild
Lesson 33 (Page 50)

Colours: On the Road
Teaching objectives
to revise the colours red, green, blue,
brown, black, yellow
to practise writing the names of colours
to help the students complete a cloze
exercise correctly by adding the names of
the given colours.
Learning outcomes
identify correctly by name the colours red,
green, blue, brown, black, yellow.
write the names of colours correctly.
complete a cloze exercise correctly by
adding the names of colours.
Materials required
A selection of items of the given colours e.g. a cap, a T-shirt, a scarf, a shoe, a mug, etc.;
a poster-sized sheet of paper or card headed, Our Favourite Colours and divided into five
columns, each headed with the name of one of the given colours; Blu-tack or similar adhesive
material; coloured pencils or crayons
41
Introduction
Show the students the objects you have prepared and ask them to tell you the colour of each of
them. Ask the students to help you write the names of the colours on the board.
Point to various objects of the given colours in the classroom and ask individual students: What
colour is the .... ? (Note - The response should be e.g. It is red. not It is red colour.)
Student activity
Ask the students to open their books at page 50 and look at the picture. Name the objects shown
and ask the students to tell you the colour of each. Read the cloze text with the students and ask
them to supply oral answers before giving them a set amount of time to complete the written
task.When they have finished, they should colour the items in the picture according to the key.
Recapitulation
Complete the Favourite Colours poster you have prepared by asking each student to draw a
smiley in the column of their favourite colour. Display the poster and discuss which colours are
the most/least popular.
Answers
yellow, brown, black, red, yellow

Lesson 34 (Pages 51-52)
Sentences: A Mixed Bag
Teaching objectives
to revise the use of capital letters and full
stops or question marks in sentences
to revise the use of capital letters for
peoples names
to help students rewrite jumbled sentences
in the correct order
to help students match halves of sentences
to make full sentences
Learning outcomes
explain and demonstrate the use of capital
letters and full stops or question marks in
sentences.
explain and demonstrate the use of capital
letters for peoples names.
rewrite jumbled sentences in the correct
order.
correctly match halves of sentences to
make full sentences.
Materials required
One or two of your own examples of each task; a small card for each student showing a large
full stop on one side and a question mark on the other
42
Introduction
Since this lesson is revision of topics already taught, use the examples you have prepared to
revise the tasks, encouraging as much student participation in the tasks as possible. Include
revision of the use of capital letters for peoples names and the difference between written
questions and statements.
Student activity
Ask the students to open their books at page 51. Read the introductory text with the students
and explain the task. Work through the first three sentences as a class before giving the students
a set amount of time to complete the work and check their answers as a class.
Ask the students to look at exercises B and C on page 52. Explain the tasks and work through
one question in each section before asking them to complete the tasks in a given time.
Recapitulation
Give each student one of the cards you have prepared. Explain that you are going to say a sentence.
If they think it is a question, they should hold up the question mark; if they think it is not a
question (a statement), they should hold up the full stop. Observation of the students during this
activity will help the teacher identify students who may require additional help in this area.
Answers
Exercise A 1. Taha and I are going to the sweet shop to buy candy.

2. Put your books on the table.

3. How are you?

4. Mother told Huma to wash her hands.

5. Have you washed your hands?

6. Father always tells Taha a story at bedtime.

7. Did you finish your homework?

8. Aslam gave Rabab a present on her birthday.

9. How far is your home from your school?

10. Ajmal is very good at cricket.
Exercise B 1. Tony always wears a hat

2. The fourth day of the week is Thursday./Thursday is the fourth day of the week.

3. I shall go to school by bus.

4. A ship sails across the sea.

5. The monkey ate a nut.

6. The rose is a pretty flower.
Exercise C 1. (e)
2. (a)
3. (f)
4. (b)
5. (c)
6. (d)
43
Unit 23 Revision of Nouns and Verbs

The Bird in the Cage
Teaching objectives
to help the students read a short story
to help the students complete a cloze
exercise based on the text by adding
nouns and verbs
to help students answer questions based
on the text
Learning outcomes
read a short story.
complete a cloze exercise based on the text
correctly by adding nouns and verbs.
correctly answer questions based on the
text.
Materials required
Lyrics of the poem, How much is that doggie in the window?
How much is that doggie in the window? (woof, woof)
The one with the waggley tail.
I do hope that dog is for sale.
I dont want a bunny or a kitty
I dont want a parrot that talks
I dont want a bowl of little fishes
You cant take a goldfish for a walk
How much is that doggie in the window, (woof, woof)
The one with the waggley tail?
I do hope that dog is for sale
Introduction
Ask the students if any of them have pet dogs or pet birds. Talk about how they look after
their pets and talk (sensitively) about keeping birds in cages, particularly birds that have been
captured from the wild rather than bred in captivity.
Student activity
Ask the students to open their books at page 53. Ask the students to look at the pictures and,
without reading the text, explain the story the pictures tell.
Read the text and, if necessary, explain any unfamiliar words. Ask some questions to test
comprehension, e.g. Where did the children go? What did Rabia want? What did Arif buy?
etc.Ask the students to identify some of the naming words and some of the doing words in the
text. Explain the three tasks and give the students sufficient time to complete them all before
checking their answers as a class.
44
Recapitulation
If possible, teach the students the song How much is that doggie in the window? If the teacher is
unfamiliar with the song, the lyrics could be taught as a poem.
Answers
Exercise A pet, puppy, dog, cage, bird, door, flew, hands
Exercise B 1. Arif wanted a (pet) dog.

2. Rabia cried because she did not like to see birds in cages.

3. Arif opened the door of the cage and let the bird fly away
Exercise C doing words: (any three) took, saw, wanted, looked, like, see, flying, bought,
opened, hopped, flew, laughed, clapped, began.

Miss Muffet
Teaching objectives
Learning outcomes
to help students read a story

to revise nouns, adjectives, and verbs
to help students complete questions based
on the text
to help students match halves of sentences
to form complete sentences, based on the
text
read a story.
correctly identify nouns, adjectives, and
verbs from the text.
correctly answer questions based on the
text.
correctly match halves of sentences to form
complete sentences, based on the text.
Materials required
Tape/cd/dvd/You tube clip of Incy, Wincy Spider and Little Miss Muffet; pictures of spiders; some
information about different spiders
Introduction
Show the students the pictures you have prepared and talk about spiders. Are any of the
students frightened of spiders? Explain that you are going to read a story about somebody who
was very frightened of them.
Student activity
Ask the students to open their books at page 55 and read the story with them; they will no
doubt identify it as the story of the familiar nursery rhyme. Ask them to identify naming words,
describing words, and doing words from the text. You may wish to list them on the board for
reference.
45
Ask the students to look at pages 5657 and read and answer orally the questions in exercises B
and C before giving them a set amount of time to complete the written tasks.
The Spell Well words can be learned as a homework task and tested at a convenient time.
Recapitulation
Sing the rhymes Incy, Wincy Spider and Little Miss Muffet
Answers
Exercise A 1. Miss Muffet was eating curds (out of a bowl).

2. Miss Muffet ran away because a big spider came (down) and sat beside her.

3. The spider was hiding behind a thick bush.

4. The spider came out to see what the matter was.
Exercise B 1. (d)
2. (a)
3. (e)
4. (b)
5. (c)
Exercise C naming words: (any three) tuffet, garden, curds, bowl, seat, grass, house, apron,
spider, bush, mother, matter
Exercise D doing words: (any three) sat, eating, know, screamed, ran, fell, came, clung, told,
sit, went, look, see, picked, come, run, (also is, was)
Exercise E describing words: (any three) little, low, big, thick
Unit 25 Conjunctions 1
Joining Word: and
Teaching objectives
to explain the use of the conjunction and
to join two simple sentences
to practise using and to join two simple
sentences to form one sentence
Learning outcomes
explain and demonstrate the use of the
conjunction and to join two simple
sentences.
Materials required
Two or three of your own example sentences, e.g. Mother went to the dairy. She bought some
milk. Sara went to the market. She bought a purse.; etc.
Introduction
Write on the board a pair of the sentences you have prepared and ask the students to read them
and count the number of sentences, capital letters and full stops (2 of each). Ask them if they
can suggest how you can make the two sentences into one sentence by adding one extra word. If
necessary, tell them that the extra word is and. Write the new sentence on the board and elicit/
explain that there is now one sentence, one full stop and one capital letter. Repeat this with the
other examples you have prepared.
46
Student activity
Ask the students to open their books at page 58 and read the introductory text.
Ask the students to look at the sentences on pages 5960 and work through two or three of them
orally; explain that it is not always necessary to repeat the pronoun, e.g. she in question 2. Give
the students a set amount of time to complete the written task and check their answers in class.
The Spell Well words can be learned as a homework task and tested at a convenient time.
Recapitulation
Ask the students to work in pairs. Each pair should write a pair of sentences that can be joined
by and, and join them to make one sentence. They can take turns to read their three sentences
to the class.
Answers

1. Wasim threw the ball over the fence and his dog ran to fetch it.

2. Naila read the book and (she) liked it very much.

3. Sara picked up the pencil and (she) began to write.

4. Saad went to the shop and (he) bought some sugar.

5. Qasim felt sleepy and (he) went to bed.

6. Mother picked up the teapot and (she) poured out a cup of tea.

7. Our school has many buses and they are all yellow.

8. The curtains are new and (they are) very pretty.

9. Usman washed his hands and (he) combed his hair.

10. The sky is full of clouds and it is raining.

11. The sun is shining brightly and birds are singing in the trees.

12. John got into the car and (he) drove away.
Unit 26 Proper Nouns

Naming Words and Special Names
Teaching objectives
to explain that peoples names are always
written with an initial capital letter
to practise the use of capital letters to
write peoples names
Learning outcomes
explain that peoples names are always
written with an initial capital letter.
demonstrate the correct use of capital
letters to write peoples names.
Materials required
An alphabet chart showing lower and upper case letters; sheets of plain paper; crayons or
coloured pencils
47
Introduction
Begin by using the alphabet chart to revise capital and small letters.
Give each student a sheet of paper and ask them to write on it, as a capital letter, the first letter of
their first name; if space permits, ask them to hold their letters in front of them and move round
the room to find the other students whose names begin with the same letter, and form small groups.
Which group is the largest? If space is limited, ask groups of students to stand, holding their letter, as
you say the letter, and count and record on the board how many students stand for each letter.
Student activity
Ask the students to return to their seats and open their books at page 61. Read the introductory
text and if necessary, give further explanation or examples of common nouns (naming words)
and proper nouns (special names).
Ask the students to look at exercises A and B on page 62. Explain the tasks and complete one or
two questions in each exercise orally before giving the students a set amount of time to complete
the written work.
Recapitulation
Play a game; explain that you are going to say some words; some will be naming words and
some will be special names. If a student decides that it is a special name that should be written
with a capital letter, s/he should put up their hand; if it is a naming word, s/he should cross her/
his arms. Observation of the students during this activity will help the teacher to identify any
students who may require extra help with this concept.
Answers
Exercise A 1. Dennis, Ruff
2. Nabila 3. Sara, Rabia 4. Aalia 5. Zaheer, Aamir
Exercise B Naming Words: kettle, stove; cat; teacher, storybook; dog; bicycle

Special Names: Polly; Susan, Toby; Nasir; Jack, Snowy; Qasim

Minis Garden
Teaching objectives
to help students read and understand a
short text
to revise colours
to introduce vocabulary relating to flowers
and vegetables
to help students decide whether given
statements relating to the text are true or
false
48
Learning outcomes
read and understand a short text.
correctly match colours to their names.
correctly identify given sets of flowers
and vegetables.
decide and indicate correctly whether
given statements relating to the text are
true or false.
Materials required
Pictures or real examples of the flowers and vegetables named in the text (rose, lily, carnation;
carrots, lettuce, potatoes, peas); items coloured red, yellow, pink, white, and green; large sheets
of plain paper; coloured paper/fabric/card, glue, scissors, for collage work
Introduction
Revise the colours by showing the students the items you have prepared and asking them to name
and spell them. To introduce and practise the idea of true/false, make statements about the colour of
various classroom items and ask the students to say whether your statements are true or false.
Talk about gardens. How do you look after a garden? Do those students who have gardens at home
grow flowers and vegetables and fruit? If so, which ones?
Show the students the vegetables (or pictures) you have collected and elicit their names. Talk briefly
about the importance of eating fresh vegetables every day in order to grow healthy and strong.
Show the students the flowers (or pictures) you have collected and teach their names.
Student activity
Ask the students to open their books at page 63 and explain that you are going to read a
story about a garden. Read the text with the students and ask some simple questions to check
understanding. Can the students identify any special names in the story?
Ask the students to look at page 64, explain the tasks and answer them orally before giving the
students a set amount of time to complete them.
Recapitulation
Ask the students to work in groups of 3 or 4 and give them collage materials so that they can
make a collage of a beautiful garden. Display their work in the classroom.
Answers

1. green, red, yellow, pink, white

2. carrots, lettuce, potatoes, peas
3. Minis cottage was at the end of the wood.
4. Roses, lilies, and carnations grew in Minis garden.
5. (a) F
(b) T
(c) F
(d) T
6. Mini Bear, Bobo Rabbit
49
Unit 28 Conjunctions 2
Lesson 40 (Page 65)
Because ....
Teaching objectives
to introduce the conjunction because to
explain why
practise using because to introduce reasons
Learning outcomes
explain that the conjunction because is
used to explain why.
use because in sentences to introduce
reasons.
Materials required
None
Introduction
Introduce the term because by asking students questions and encouraging them to begin their
reply with because. For example, Amit, why do you like weekends? Mariam, why is maths your
favourite lesson? Mohsin, why were you late for school today? Why should we eat fresh fruit and
vegetables? Why should we not leave litter in the park? etc.
Write the word because on the board and explain that we use this word when we want to give
reasons for something. (You may want to point out that a way to remember the correct spelling
of the word is the mnemonic big elephants can always understand small elephants.)
Student activity
Ask the students to open their books at page 65 and read the introductory text. Ask the students
Why does the child like Sundays? and encourage them to use because in the reply (because it is
a holiday; because he can go out with his mother and father; because he can play all day).
Look at the exercise and discuss some possible reasons for each question before asking the
students to complete the task.
Recapitulation
Ask some of the students to read out their answers to the set questions. Do the other students
agree with them?
50
Unit 29 Classification of Information

My Fun Train
Teaching objectives
to help students classify information into
given categories
Learning outcomes
correctly classify information into given
categories.
Materials required
Large pictures of items that can be classified e.g. set of 2 or 3 flowers, 2 or 3 fruits and 2 or 3
vegetables; or real items from the kitchen (e.g. spoon, mug), bathroom (soap, toothbrush) and
classroom (pencil, ruler); Blu-tack or similar adhesive material; student group sets of small
pictures to be classified; large sheets of paper; glue
Introduction
Display the items you have prepared, or fix the pictures on the board, in a random order. Ask
the students to help you sort them into three groups. When they have completed the task,
discuss the reasons for their decisions and elicit that the items in each group had something in
commonthey all belong to a particular group.
Form a group of five or six students (e.g. girls and boys; long/short hair; students with/without
spectacles, etc.) and ask the students to sort each group into two sub-groups and explain their
groupings.
Student activity
Ask the students to open their books at pages 6667. Ask them to look at the train and read the
signs on the coaches. Read the sentences and explain the task. Complete two or three examples
before giving the students a set amount of time to complete the task.
Recapitulation
Ask the students to work in groups. Give each group a large sheet of paper, glue, and a set of
pictures, and ask them to sort the pictures into groups and then glue them, in groups, onto the
large sheet of paper and label each group. Display their work in the classroom. If materials are
not readily available, students can draw items belonging to given categories instead.
Answers
My Family: My mother is a doctor. My father is very tall. My sister is two years old.
My Friend: Aslam is my friend. Aslam and I play together. Aslam and I share our toys
My School: I am in class. I go to Valley School. I do sums at school.
51
Unit 30 Using the Simple Past Tense (first conditional)

Magic Wishes
Learning outcomes
Teaching objectives
to introduce the use of the past tense to
express a wish (first conditional)
use the simple past tense to express a

wish.
Materials required
Sheets of plain paper; crayons or coloured pencils
Introduction
Introduce the idea of wishes by talking about a familiar fairy story, e.g. Cinderella and how
her wish to go to the ball was granted by her magic fairy godmother. Can the children suggest
other stories involving wishes? (e.g. Aladdin)
Ask individual students what they would wish for if they had one wish and listen to some ideas.
If the student does not use the simple past tense in the response (e.g. I wish I have/was having
a new bicycle) do not comment at this stage, but repeat the wish using the correct tense. (You
wish you had a new bicycle.
Introduce the use of the past tense informally by writing a few wishes on the board using the
past tense e.g. I wish I were rich. I wish I had a pony. I wish it would snow. I wish I could fly.
I wish I lived in a palace. Ask the students to read the sentences to familiarise them with the
tense, but do not mention the term past tense. Leave the sentences on the board for reference.
Student activity
Ask the students to open their books at page 68 and read the rhyme, and then the wish. Point
out the use of had in the wish. Explain that the students can now write their own three wishes
in the spaces provided. Give them a set amount of time to complete the task and then listen to
their ideas. If any students have not used the correct tense in their wishes, direct their attention
to the examples on the board if appropriate.
Recapitulation
Give the students drawing materials and ask them to illustrate one of their wishes and write the
wish at the top of the page.
52
Unit 31 Directed Writing

Bonnys Birthday Party
Teaching objectives
to help students read a short text
to help students complete a cloze exercise
based on the text
to help students complete a piece of
directed writing modelled on a given text
Learning outcomes
correctly complete a cloze exercise based
on the text.
complete a piece of directed writing
modelled on a given text.
Materials required
A reference list of the months in which the students were born
Introduction
Make sure that each student knows the month in which they were born and then call out the
names of the months in turn and ask the students to stand up when the month of their birthday
is named. Ask the students to tell you how they celebrate their birthdays. Do they have a party?
What do they eat/drink? Do they have decorations/entertainers? etc.
Student activity
Ask the students to open their books at page 71 and discuss what they can see in the picture.
Ask them to look at page 70, read the text, and ask some questions to check understanding
before giving them a set amount of time to complete exercise A using words from the text.
After checking their answers, help them to read the exercise, changing it so that it tells the story
of their own birthday party (I was ... years old. There were six candles on my birthday cake. The
room was decorated with balloons and streamers. My friends gave me presents. There was a magic
show.)
Elicit that when we talk or write about ourselves, we have to use I and my and mine.
Explain task B and give the students a set amount of time to complete it.
Recapitulation
Ask some of the students to read their work to the rest of the class.
Answers
Exercise A six, candles, balloons, streamers, presents, magic
53
Lesson 44 (Page 72)

Rehans Pencil Box
Teaching objectives
to help students read a short text
to help students complete a piece of
directed writing in the first person,
modelled on a given text
Learning outcomes
complete a piece of directed writing in the
first person, modelled on a given text.
Materials required
A lunch box; sheets of plain paper; coloured pencils or crayons
Introduction
Show the students the lunch box and ask them to suggest what it might contain; make a list of
their suggestions on the board.
Student activity
Ask the students to open their books at page 72 and read the text together. Ask short questions
to check understanding. Elicit that I/me/my are used to tell us this information because it is
written as if the pencil box can write.
Explain the task and ask the students for ideas of what the lunch box might tell us; ask the
students to tell you their ideas as if they were the lunch box (using the first person). Give the
students a set amount of time to complete the task. When they have finished, ask some students
to read their work to the class.
Recapitulation
Give the students drawing materials and ask them to draw a picture of the lunch box as they
have written about it.
Unit 32 Test 2
Lesson 45(Pages 7375)
Teaching objectives
to assess students learning of adverbs,
sentence punctuation, use of the
conjunction and, personal pronouns he,
she, and they
to identify where further teaching is
required
54
Learning outcomes
demonstrate understanding and correct
use of adverbs, sentence punctuation,
use of the conjunction and, and personal
pronouns he, she, and they.
Materials required
Your own examples of the questions in each section of the assessment
Introduction
Revise each of the topics covered in the assessment and complete sample questions in class
before asking the students to complete the assessment.
Explain that they should try hard to show you all that they have learned, and stress that the
purpose of the assessment is to help you discover where further teaching might help them.
Student activity
Ask the students to open their books at page 73 and look through the questions, explaining each
task clearly. Check the students understanding of the tasks by asking them to tell you what they
are required to do in each section. Give the students plenty of time to complete the work and
give any help with instructions that may be required.
Answers
1. (a) slowly
(b) soundly (c) loudly (d) happily (e) neatly (f) angrily
2. (a) Naila opened her umbrella because it was raining.
(b) Is the door closed?
(c) Little Miss Muffet sat on a tuffet.
(d) Where are you going?
(e) The bird has a nest in the tree.
(f) What are you doing?
(g) Have you finished your work?
(h) Taha will go to school today.
(i) Saba and Neha are good friends.
3. (a) Rabab picked up her comb and (she) ran it through her hair.
(b) Aslam opened the tin of biscuits and (he) began to eat them hungrily.
(c) Bisma filled the watering can and (she) began to water the young plants.
(d) Father went to the shop and (he) bought some sweets.
(e) I have many dresses and they are all very pretty.
4. (a) Naila said that she would read the book.
(b) Aslams mother scolded him because he had broken a glass.
(c) Rabab and Bisma liked to be together because they were good friends.
(d) Huma cried because she had lost her pencil box.
(e) Sara said that she was going to the market.
55
Notes
56

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Contents

The Grammar Tree 1-5

2. Some More Names

3. What Can You See?

4. My Toys and Games

5. Names of Living Things: Animals and Birds

6. Some More Names: Animals and Birds

7. Names of Living Things: People

10. Describing Things, Animals, and People

11. Describing Words

12. Where Are They?

13. Capital Letters and Small Letters

14. Full Stops

15. Consonants and Vowels

17. The Park

18. Jumbled Sentences

19. Cartoon Characters

20. More Jumbled Sentences

21. Doing Words

22. What Are They Doing?

23. Words Ending in ly

26. The Fox and the Crow

27. He, She, and They

28. Sounds That Animals Make

29. Numbers: One, Two, Three . Many

30. Days of the Week

32. Making Sentences

33. More Describing Words

34. Colours: On the Road

35. Sentences: A Mixed Bag

36. The Bird in the Cage

37. Miss Muffet

38. Joining Word: and

39. Naming Words and Special Names

40. Minis Garden

42. My Fun Train

43. Magic Wishes

44. Bonnys Birthday Party

45. Rehans Pencil Box

He, She, They:

Reflexive and Personal

Use: Chapter 9; Tests

The Grammar Tree (Books 15)

Place and Direction,

And: Chapter 38;

Words ending in ly:

Chapter 21; Test 3

Words Ending in ly:

Capital and Small

Capital and Small

to teach the English names of seventeen

identify seventeen everyday items using

Lesson 2 (Pages 34)

Lesson 3 (Pages 56)

to explain the meaning of the term living

distinguish between living and non-living

Lesson 8 (Page 11)

correctly identify adjectives in sentences.

Lesson 11 (Page 15)

2. Put the sweet in your pocket.

Lesson 12 (Pages 16-17)

Unit 5 Consonants and Vowels

5. Names of Living Things: Animals and Birds

7. Names of Living Things: People

10. Describing Things, Animals, and People

39. Naming Words and Special Names