Eng g2p1 T PDF

Name:
_____________
_____________
Professor V. NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation
THE ENGLISH PANEL
MAURITIUS INSTITUTE OF EDUCATION

Dr (Mrs) Aruna Ankiah-GANGADEEN - Panel Coordinator, Associate Professor
Ms Hélina HOOKOOMSING - Panel Coordinator, Lecturer
ROMAN CATHOLIC EDUCATION AUTHORITY

Mrs Stephanette DUCASSE - Primary Educator
Ms Melanie ANNEA - Primary Educator

Acknowledgements
VETTING TEAM
MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Ms T. NATHOO - School Inspector
Mrs J. COURONNE - School Inspector
Mrs T. NATHOO - School Inspector
Mrs A. CHUNDUNSINGH - Deputy Headmistress
Mr A. SEEWOOSUNGKUR - Deputy Headmaster

We also thank Mrs R. R. BAICHOO, Associate Professor, for her views and suggestions.
Illustration and layout
GRAPHICS SECTION
Mr Isstiac GOOLJAR - Graphic Designer
Mr Leveen NOWBOTSING - Graphic Designer
REVIEW
Dr (Mrs) Aruna Ankiah-GANGADEEN - Coordinator, Associate Professor
ISBN: 978-99949-37-96-7
© Mauritius Institute of Education (2018)
ii
Foreword
MIE has produced a brand new collection of textbooks based on the National Curriculum
Framework for the Nine Year Continuous Basic Education as from 2016. These textbooks
have been written by a team of academic staff from MIE, supported by experienced Educators,
advised by Inspectors, mentors and Deputy Head Masters.
We have done our best to ensure that the textbooks enable children to undergo a pleasant
learning experience. We have taken care to align the textbooks with very clearly defined
learning outcomes and objectives set for the respective subjects as outlined in the National
Curriculum Framework, Grades 1 to 6. The textbooks provide clear indications of the diverse
skills that children should master at each stage.
We are also providing a set of teachers’ manuals where we have outlined the appropriate
techniques and pedagogical approaches so that children are helped to make optimal use of
the textbook and materials provided. Some of the textbooks have been updated and changes
effected after receiving feedback from educators.
We are thankful to all those who have provided us with constructive feedback, thereby enabling
us to make this curriculum development endeavour come to fruition. We are also thankful to
the artists who carried out the illustrations, and to our graphic artists who have tried their
best to create the right layout for the books. The authors and the curriculum team, under the
guidance of Professor Vassen Naëck, also deserve our thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director
Mauritius Institute of Education
iii
Preface
The Grade 2 English textbook aims at providing pupils with adequate opportunities to
be exposed to the target language and actively engaged in its use. In line with the NCF,
the textbook is structured in a way that allows the gradual development of the four
language skills, namely listening, speaking, reading and writing. Through activity-based
learning, pupils learn and practice the language in a contextualised, meaningful and
enjoyable manner. Further, the cross-curricular approach adopted enables links to be
made with other areas of the curriculum, and introduce notions that will be taught
formally during the later years of schooling.
The textbook constitutes 10 units, each driven by a theme that is related to the
learners' lives or interests. The units consist of the following sub-sections:
A reading comprehension passage that is preceded by an oral activity to set the scene
and introduce the main theme and vocabulary. The text is followed by short exercises to
evaluate pupils' understanding;
A series of vocabulary activities based on the theme and which enable pupils to build a
repertoire of words;
A writing activity where pupils produce different types of very short texts with the
support of a writing frame or model;
A project that allows pupils to develop their psycho-motor skills and creativity while
reinforcing concepts learnt;
Phonics activities to develop the pupils' phonemic awareness and steadily lead them to
read and write with confidence;
Grammar activities that empower pupils with essential notions for accurate language
production;
ICT activities that simultaneously cater for the development of basic ICT skills and
support language learning;
A story corner which provides pupils with the opportunity to listen to stories from
children's literature. These have been adapted for our young Mauritian learners to
facilitate understanding in order to trigger pleasure and appreciation;
An end-of-unit section that can be used to evaluate learning.
Each unit covers approximately two weeks and culminates in a literacy session. This
involves the reading of a big book, either fiction or semi-fiction, and carrying out literacy
activities. While the focus is mostly on literacy, concepts from other areas such as History,
Geography, and Values and Citizenship Education are also introduced.
We hope that pupils enjoy working through this textbook and participate fully in
all activities.
The writing team.

iv
To the teacher
Much effort has gone into grading the content of the Grade 2 English textbook and to
include as much visual support as possible to facilitate learning. Moreover, the provision
of additional resources and activities (such as the ICT activities, project work, short
stories, songs, poems/rhymes and big books) aim at extending language learning while
creating links with other domains of the curriculum. Nevertheless, the successful
implementation of the textbook depends largely on the teachers who will have to
supplement it with explanations, resources and further activities as per their pupils'
level and needs.
Teacher's notes have been inserted to guide the teachers wherever they were deemed
to be useful. These should however not be considered as being prescriptive. Rather,
teachers have the leeway to adapt the textbook to suit the level of the learners. Below
are some general guidelines that will support teachers:
Pre-reading phase
This is an oral session where pupils listen to a poem/song or engage in an oral
activity. Encourage participation, be it in English or the mother-tongue. However,
adequate support must be provided to gradually lead pupils to express themselves in
English, using basic words and simple sentences. Use this session to introduce some key
vocabulary that will facilitate understanding of the text that follows.
While reading phase

Read the text aloud a first time to familiarise the pupils with the theme and content.
Read it again and encourage pupils to repeat while they follow the text with their finger.
The use of strategies like demonstration, enacting and varying the tone will help to retain
pupils' interest and promote understanding of the text.
Post reading activities

Carry out the activities orally first and then help pupils work out the written exercises.
Use resources such as word and picture cards whenever possible, especially for
vocabulary acquisition. Given that the vocabulary varies in the different units, create a
word wall in the classroom for each theme, so that pupils are exposed to new words in a
sustained manner. Draw their attention to these words regularly for consolidation. Derive
a list of sight words from the text and help pupils to learn these.
Phonics
Frequent exposure and practice are necessary to develop phonemic awareness. Just as for
vocabulary acquisition, phonics has to be taught in a sustained manner and it is necessary
to go beyond the textbook and draw the pupils' attention to the sounds as well as make
them blend and segment words whenever possible. Practice can be made appealing and fun
by making pupils create nonsense words.
v
Grammar
Move from oral practice to written work. Though an introduction to the grammar point
has been included, it may be necessary to extend it depending on the level of the pupils.
Use anecdotes and examples related to the pupils to make grammar learning meaningful to
them. Take the pupils outdoors whenever possible so that they can indulge in the games
or songs that involve movement. While it is necessary to top up with some explanation,
it is important to remember that the emphasis is on usage and not on the memorisation
of rules.
Bearing in mind that it is not possible to tailor textbooks to particular pupils or

classrooms, the textbook has been structured in a way that allows it to be used in a
flexible manner. Units 1 and 2 serve to consolidate concepts and language acquired in
Grade 1. Units 3 to 8 teach language and concepts to be acquired in Grade 2. These are
consolidated in Units 9 and 10. Teachers can thus adapt this resource and the pace at
which they progress through it as per the requirements of their pupils.
It is hoped that teachers exploit all the sections and activities which have been
carefully thought out in view of enhancing the teaching and learning of English.
vi
TABLE OF CONTENTS (Part 1)
Page 1-24 25-48 49-72 73-99
1.Back 4.Being kind

Unit 2. Celebrations 3. Animals
to School to one another
Celebrating the
Reading Back to School Visiting the Zoo Always be Kind
New Year
• Celebrations
• Feelings
• Months of
• Stationery
the year • Habitat • Politeness
• Types of
Vocabulary • Family • Food • Kindness
weather
• members • Texture • Games
• Clothing
• Rooms of
items
the house
• Yesterday/
• Possessive
Today/
• Gender Adjectives
• Tomorrow
• Possessive • Present
• Capital • Prepositions
Adjectives Continuous
Grammar Letters • Opposites
• Present Tense
• Full Stop • And
Continuous • Prepositions
• A/An
Tense • Singular and
• Personal
Plural forms
Pronouns
Best Friend
Weather Drawing Poster: The
Writing Award
Forecast my bedroom great circus
certificate
Little book Kindness paper
Project Weather clock Birthday card
of textures chain
Rudolph the
Chicky Chick
Story Red-Nosed Jungle Book The Good Girl
goes to school
Reindeer
• Citizenship
• Citizenship
• Science & Values
Cross- • The Arts & Values
• HPE Education
curricular • Science Education
• The Arts • Maths
• The Arts
• The Arts
/l/
/m/ /d/ / /
/p/
Phonics /s/ /e/ /ð/
/I/
/ / /f/ / /
/aI/
• Vocabulary:
• Capital/ • Vocabulary: • Vocabulary:
Parts of
• Small Animal Kindness,
ICT the house
letters sounds • Friendship
activities A/An
• Possessive
• Plural form • Opposites
Adjectives
• Phonics • Phonics • Phonics
• Phonics
• Jungle
Big Book
Lunch Time, Fun Animals The People
literacy Our Festivals
Time • The Little of Mauritius
activities
Red Hen
vii
Learning Objectives for
Grade 2 English
• Listen to, identify, and produce a variety of sounds
• Listen with understanding and pleasure to short and simple texts
• Willingly engage in oral activities
• Begin to read with understanding and respond to a variety of simple texts
• Acquire and use vocabulary related to specific themes
• Begin to produce simple texts with support
• Demonstrate understanding of and use grammatical concepts correctly
• Engage in creative tasks to reinforce language learning
• Develop cross-curricular competencies
viii
Unit 1 : Back to school
Back to school
Unit one
1
1
Hello, Renu. It’s good

to be back at school.
Hello, Alia. Yes, it is nice to

meet our friends again.
Activity 1 – Let's sing Teacher's note

Use a puppet to mime as the
song is sung the first time. The
children are invited to sing
along and/or clap when the
song is sung a second time.
We welcome you back to school
Ask pupils how they feel
about being back at school.
We welcome you to school today, Initiate the conversation.
School today, school today Then set questions and ask
We welcome you to school today, pupils to answer orally. Other
Please come in and play. questions can be added to
check comprehension and
for discussion.
We’re glad to have you here today
Here today, here today,
We’re glad to have you here today,
Yes, it’s a special day!
(Source: http://www.preschooleducation.com)
What do you like

to do at school?
2
Activity 2 – I listen and read.
Reading comprehension
Back to School
It is Monday. The holidays are over. Renu and Alia

go back to school. They are in Grade 2. They go into
their classroom. Miss Shalini is their new teacher.
“Hello children. I am happy to see you,” she says.
The pupils are happy too. It is a sunny day.

During recess, they will play outside with their
friends.
Teacher's note
Before reading the text, ask
Activity 2a- I say ‘yes’ or ‘no’. pupils about their own
experiences of returning to
school: talk about what class
1. Renu and Alia go to school. _________ they are in, how they feel,
whether they have a new
bag/books/stationery etc.
2. They are in Grade 2. _________ Introduce key vocabulary
in English during the pre-
reading phase, using realia
3. Alia is the teacher. _________ and word cards.
Read the text aloud and ask

4. The teacher is happy to see them. _________ pupils to follow in their
textbook. Explain as required.
Read it again and encourage
5. The children will play in the classroom. _______ pupils to join in.
Read the questions aloud

and explain as required.
Pupils listen and say ‘yes’ if
the statement is true and ‘no’
if it is false. They can then
copy the answer in their
textbook.
3
How do you feel to be back at school?
Vocabulary
Activity 3 – I talk about my feelings.
Activity 3a - I match the faces with the correct words.

I write the words by tracing over the dots.
Teacher's note
happy Talk about the different

feelings and ask the pupils
when they experience
these. Encourage the
children to use the words in
English.
afraid Ask pupils to identify and

describe the different facial
expressions that show these
feelings. Pupils can also mime
these expressions.
angry
sad
4
Let’s say how we feel in different situations!
Activity 3b - I observe the pictures. I complete the

sentences with one of the following words.
happy afraid angry sad
1. It is my birthday. 2. My favourite toy is broken.

I am ___________. I am _________.
3. I hear thunder: "Boom!" 4. The boys tease me.

I am __________. I am __________.
Teacher's note
Carry out the activity orally first. Focus on one picture at a time. Read and explain the sentence
and elicit the correct word. Pupils copy the word. Move on to the next picture/sentence. At the
end read all sentences and ask pupils to repeat.
5
Activity 4 – I name the objects I use at school.
Alia buys stationery.
What objects do we use at school?
Help me choose the correct items.
Activity 4a - I observe the pictures on page 7.

I cut the correct pictures and paste them in the trolley.
Teacher's note
This activity reinforces
vocabulary learnt in Grade
1. Help pupils to name
stationery items and identify
these objects in their bags
or pencil cases. Lead them
through the activity that
follows.
Prepare word cards for the

relevant items listed on the
next page. Draw these on
the board or use pictures/
realia. After naming each
item or eliciting the name
from the class, read from
each word card and invite
pupils to place it next to the
correct picture/item.
6
Choose the items, cut the pictures and

paste them in the shopping trolley.
book toothbrush ruler
pen plate pencil
eraser comb sharpener
7
8
Vocabulary
How is the weather?
Activity 5a - I match the pictures with the correct words.
windy sunny cloudy rainy
Activity 5b - I complete the sentences by writing the correct word.
sunny cloudy rainy windy
It is _________________ . It is _________________ .
It is _________________ . It is _________________ .
9
Activity 5c – Dressing up for different weather conditions.

I match the pictures.
pullover gloves scarf
trousers boots raincoat
shorts cap t-shirt
Teacher's note
Discuss and brainstorm the items that pupils wear/would wear for each weather condition. Help
them to recognise that you would not wear a pullover on a sunny day. Help pupils to complete
the activity as well as to spell and say the words aloud for each picture. For 'rainy', elicit/explain
that all options are correct depending on the season.
10
Activity 6 - I make a weather clock.
1. Draw the different weather

You need: icons on your plate.
- a paper plate
PROJECT
- paper arrow
- split pins
Teacher's note
- scissors
- glue Carry out the weather chart
activity on a daily basis.
- crayons/ Get pupils to state what the
colouring pencils weather is like, using the
appropriate vocabulary.
They then turn the arrow to
2. Write the correct words. point to the correct icon.
sunny cloudy
rainy windy
3. Cut out an arrow and fix it on the plate with the split pin.
4. Look outside and say how 5. Turn the arrow to show the weather.
the weather is.
windy
rainy sunny
cloudy
11
Activity 7 - I talk about the weather.
How was the weather yesterday?
How is the weather today?
Teacher's note
Use the opportunity to
practise/ reinforce pupils’
knowledge of days of
Yesterday was: _____________ the week and weather
vocabulary. Also allow them
to practise spelling these
by carrying out this writing
activity regularly. Use word
cards on which the week
days are written and use the
weather chart to support
writing/spelling.
Today is: _____________
Tomorrow will be: _____________
12
Activity 8 - I identify sounds.
Phonics- /m/, /s/, / /
Observe the pictures and read the sentences.
1 2
This is Dylan’s mum. She is making muffins.
3 4
Some muffins are sweet. Some are made with olives.

Some muffins are salty. Some are made with oranges.
5 6
The muffins smell so good. Dylan likes muffins very much.
Teacher's note
Read aloud and ask the pupils to repeat. Ask them to pay attention to the sound produced by
the letters that are highlighted and repeat. Ask pupils what other words start with the sound /m/,
then move on to /s/, and then / /. Provide prompts as required.
13
Activity 8a - I say these words aloud.
Let’s say these words together!
octopus mouse sun ox
mug spoon orange drum
seven ostrich worm bus
Can you identify the sound / / or /m/ or /s/ in

these words?
14
Activity 8b - I write the words in the correct column.
It is a sunny day. Dylan, his mum, and Oshika

are going to the beach. What will they take
with them?
muffins sunglasses book oranges
swimsuit radio table mat
milk cheese olives sandals
/m/ /s/ / /
Teacher's note
Read aloud what Alia says – read aloud each word and draw pupils’ attention to the sound at
the beginning of the word. The pupils repeat the word and write it in the corresponding column.
Once complete, help pupils to name the items that they have not written in any of the columns
– draw their attention to the sound at the start of the words and ask them to cross out the items
that do not start with /m/, /s/, or / /.
15
Activity 9 - I write the correct word.
Teacher's note
p Read the word segment “ot”
and let pupils repeat. State
words ending with “ot”: pot,
hot, dot, lot etc. Ask pupils
h to name the item in each

picture, if they can. Explain
that they need to choose
one letter to complete the
word and write it on the line.
ot
c
Two of these words do not have the same sound.

Cross them out!
pot lot bed cot
hat spot
Teacher's note
Read the words aloud once while pupils listen carefully. Read again and ask pupils to identify
the words that are the odd ones.
16
Renu, do you remember the rules for

writing a sentence?
Yes, I do! We always start a sentence with a

capital letter and end with a full stop.
T he boy is eating an ice-cream .
Activity 10 – I rewrite the sentences on the line below.

I add a capital letter and a full stop.
Example: ahmoy has a dog
Ahmoy has a dog.
1. it is called Bubble
___________________________________
2. bubble is one year old
___________________________________
3. ahmoy and bubble are friends
___________________________________
17
Grammar
Activity 11 – I learn: ‘a’ or ‘an’.
Alia and Renu have toy binoculars. Alia looks outside.
I can see ... Teacher's note

Read aloud drawing the
pupils’ attention to the use of
a and an.
a boy a girl
a flower a car
Renu looks in the kitchen.
I can see ...
an apple an egg
an ice-cream an umbrella
We observe: usually when a word
begins with a, e, i, o, u, we use ‘an’.
We say: an apple, an egg.
But we say: a boy, a girl.
an onion
Can you find other words

that take ‘an’?
18
Activity 11a - I write ‘a’ or ‘an’ in the blanks.
___ pen ___ book
___ airplane
___ orange
___ ruler
___ elephant
___ ice-cream
Activity 11b - I look at Bob’s exercise book.

I tick the correct answers and cross the wrong ones.
Teacher's note
Read the sentences aloud,
one at a time. Ask pupils if it is
1. The cat sees a mouse. correct. Encourage the pupils
to justify their answers and
use this as an opportunity to
2. I have a pen. reinforce the rules. Pupils then
put a cross or tick.
3. Anna sits in an armchair.
4. You eat an banana.
5. The dog is a animal.
19
Activity 12 – I learn: Personal Pronouns.
I am Brian.
We are friends.
You are Alia.
Who are they?
Teacher's note
Select a few pupils who stand
in the front of the classroom.
Each takes a turn to say the
above sentences, changing
names as required. Model
She is Tina. the activity first if required.
I am …..
You are ……
We are friends.
He is Nikhil. Who are they?
He is ……
She is ……
Refer to the above sentences
and explain the use of "I, you,
he, she, we, they, it". More
examples can be added.
Activity 12a - I play a Chain Game. You may adapt the activities
and introduce fewer personal
pronouns at a time. Reinforce
Let's play the Chain Game like understanding by playing the
chain game and carrying out
Brian and Alia. the other activities.
20
Brian and Alia are playing. Alia finds a blue boat under the bed.
“Oh! She is beautiful!” exclaims Alia.
“Hihihi... you are wrong. We don’t say 'he' or 'she' for an object,”
Brian laughs.
We use “it” for an object or an animal.

E.g. My boat is blue. It is blue.
That’s easy. The bear is brown. It is brown.
Activity 12b - I choose the correct word from the brackets and
complete the sentences.
1. Miss Shalini is our teacher. ______ is kind. ( He, She )
2. My name is Mita. _______ am a girl. ( You, I )
3. Julie and I are friends. _______ are playing. ( We, They )
4. Look at the kite. _______ is flying higher. ( He , It )
1. This is my pen. ________ is new. ( It, She )
2. Rishabh is a boy. ________ likes football. ( She, He )
3. The teacher talks to the children. She tells them:
“________ must be good.” ( You, He )
4. Pascal and Ashish are in Grade 2. _________ are in my class.
( They, We )
21
Story Time: I listen for pleasure
Chicky Chick goes to school
It is Monday morning. Chicky Chick

is sleeping.
“Wake up Chicky Chick! It’s time for
school!” says Mother Hen.
“I want to sleep,” says Chicky Chick.
“I don’t want to go to school.”
“Wake up Chicky Chick! You will be late for school!”
says Mother Hen.
“I want to sleep,” says Chicky Chick. “I don’t want to go
to school.”
Mother Hen thinks.
“Ok, Chicky Chick,” says Mother Hen. “Teacher Duck will be
sorry. You will miss the surprise.”
Chicky Chick gets up.
“What surprise?” Chicky Chick asks.
“I cannot tell you, dear. It’s a surprise,” says Mother Hen.
“I must go to school!” says Chicky Chick. “Hurry up, Mum! I will
be late!”
Teacher's note
Introduce the story and read it aloud using different strategies to help pupils understand (e.g. vary
tone, pitch and pace; use gestures/ mime; vary facial expression, etc). Explain when required
but do not translate word for word. The story may be read several times in the course of the unit
so that increased exposure and familiarity with the text eases comprehension. Encourage pupils
to echo when you read and role play the story.
22
End of unit Teacher's note

For all exercises, read options/sentences aloud and allow time for
pupils to match, complete sentences, etc.
Activity 1 - I match the words with the pictures to say how Billy feels.
happy sad angry
Activity 2 - What is the weather like? Circle the correct answer.
Cloudy Windy Rainy Sunny

Sunny Sunny Cloudy Rainy
Activity 3 - I choose between ‘a’ and ‘an’.
1. Deepa is eating _____ orange.
2. My dog is playing with ________bone.
3. Brian is _________boy.
4. Zara has __________ umbrella.
23
Activity 4 - I match the two sentences that go together.
Sara is my sister. We are friends.
Yash and I are in Grade 2. They are having fun.
Deena and Bruno are playing. I cannot see.
My eyes are closed. She is kind.
Activity 5 - I complete the sentences using: am , is, are.
a) I _______ in Grade 2.
b) She _______ playing.
c) We _______good friends.
d) Max ______ under the tree.
e) They ______ listening to their teacher.
f) You _____ eating a muffin.
Activity 6 - I listen to the words and write the missing letters.
Teacher's note
Say the words for pupils to
listen. Lay emphasis on the
initial sound of each word.
Ask them to write the
missing letter.
____un ___ug ___range
24
Unit 2 : Celebrations
Celebrations
Unit two
2
25
"Happy New Year,

Kevin!"
Activity 1 - I read a poem.
Happy New Year! Happy New Year! says everyone,

Happy New Year! Happy New Year! Teacher's note
It’s New Year’s Day, Read the poem aloud
We celebrate with fun and play. once and then ask the
pupils to read along. The
No work today, class then talks about New
Year celebrations. Pupils
Only laughter and fun, we say. are invited to share their
At night, experiences and feelings on
that day.
Fireworks light up the sky.
Happy New Year! Happy New Year! says everyone,
Happy New Year! Happy New Year!
Happy New Year
26
Activity 2- I listen and I read.

Celebrating the New Year
It is the New Year. Kevin and Brenda wish their parents 'Happy New
Year'. They visit their grandparents. The children play with their cousins.
The family has lunch together. Aunty Maggie is a good cook. Their cousin
Kim says, “I helped Mum make lunch!”
Kevin and Brenda say, “We helped our Mum too. We cleaned our rooms.”
Grandmother says, “You are good children. I have chocolates and gifts
for you.”
The children shout,

“Hourrah! New Year is fun!”
Teacher's note
Get pupils to recall what they shared about experiences of the New Year celebrations. Get
them to talk about preparations for the occasion also. Introduce the key vocabulary from the
text subtly. Read aloud and ask pupil to follow in their textbooks. Explain as required and read
aloud again, this time encouraging pupils to echo you.
Activity 2a - I say 'yes' or 'no'.
1. Kevin and Brenda celebrate the New Year.
2. They go to school.
3. Kevin and Brenda play with their friends.
4. The children help their mum.
5. Grandfather has gifts for them.

27
27
Vocabulary
Activity 3- I talk about celebrations.
New Year celebrations are so special.

We really enjoy ourselves.
Here are some other celebrations and special

occasions!
Teacher's note
Refer to the text and ask
pupils to describe what the
family does during the New
Year celebrations.
Ask pupils to name other

Birthday Christmas Music Day celebrations they know e.g.
religious celebrations and
festivals like Divali, Baptism,
and Eid. Let pupils talk about
what they do on these
special occasions and how
they feel: happy, receive
gifts, visit relatives, dance,
music…
Recapitulate months of
the year and say in which
Mother's Day National Day Halloween months we have these
celebrations.
Talk about these celebrations with your friends and

teacher. In which months do we celebrate them?
28
Activity 3a - I complete each sentence with the correct month.
May June March
We celebrate National day in _______________.
We celebrate Mothers’ Day in ______________.
We celebrate Music Day in ______________.
I celebrate my birthday in ______________.
Activity 3b - I trace over the months of the year.
January May September

February June October
March July November
April August December
29
Activity 4 - I talk about my family.
Hello! I am Brenda.
This is my brother Kevin.
Hello! I am Kevin.
Brenda is my sister.
Here is our family.
parents grand-parents
Teacher's note
Refer to the text. Ask
pupils to identify the
different members of the
family: mother, father,
grandmother, and so on.
Pupils observe and describe

the family members.
Talk about the different
grandfather grandmother relationships (e.g my
father mother grandmother is my mother’s
mother…). Say the words
and pupils repeat. Ask pupils
to point to each word and
say/read it.
uncle Encourage pupils to talk
aunt about their own family.
cousin
cousin
Tell me about your family.
30
Activity 5 - I learn: Masculine/Feminine. Grammar
Kevin
Kevin and Brenda have a big family!
Teacher's note
Masculine Feminine
Ask a boy and a girl to come
in front of the class. Explain
Brother Sister that one is a boy and the
other one is a girl – briefly
Father Mother explain what is meant by
gender. Explain the terms
‘masculine’ and ‘feminine’,
Uncle Aunt e.g. brother is the masculine
of sister.
Highlight that ‘cousin’ can
Grandfather Grandmother be either male or female.
Cousin Cousin
niveK adnerB
What do you notice about the words

in the two columns?
31
Activity 5a - I match and colour.

Kevin
Which words are masculine and which words

are feminine?
Match and colour the masculine and feminine.
Grandmother Brother Aunt
Sister Grandfather Uncle
Teacher's note
After the matching activity,
get pupils to colour each
pair of pictures in the
same colour.
32
Activity 6 - I talk about the rooms of my house.
Vocabulary
We help our parents to clean our house.

Do you help your parents too?
This is our house.
Look at the rooms. They are tidy and clean.
Teacher's note
Refer to the text. Ask pupils
if they help their parents
at home, how, when, etc.
Discuss the importance of
keeping the house clean
and tidy.
Ask pupils to observe
the picture of the house
and discuss what they
see. Identify the different
elements (furniture,
equipment…). State what
we do/don’t do in each
room. Read the words and
pupils repeat. Encourage
pupils to use the sentence
“This is...”
“This is the kitchen.”
“This is the bedroom.”…
Talk about other parts of
the house such as garage,
porch, etc…
Let pupils describe their
own house.
living room dining room bedroom
kitchen bathroom
33
Activity 6a - I complete the sentences with the correct words.
bathroom bedroom dining room kitchen living room
1. We watch TV in the ________________.
2. Kevin has a shower in the __________.
3. Dad cooks food in the ____________.
4. The family is having dinner in the _________.
Writing
Activity 7- I draw my bedroom and I describe it.
This is my ____________ .
It is ______________ . (big/small)
It is ______________ . (blue/yellow/white...)
It is ______________ . (clean/dirty)
34
Activity 8 – I talk about birthdays.
I am 8 years old.
My birthday is on 13 April.
When is your birthday?
My birthday is on 25 September.
I am 7 years old.
When is your birthday?

Let’s sing Happy Birthday
together!
Teacher's note
Happy birthday to you, Sing the song along with the
pupils. Sing again, replacing
Happy birthday to you, ‘dear friends’ with the names
of pupils.
Happy birthday dear friend,
Happy birthday to you!
Now, write the date of

your birthday in the
Kevin
box below!
My birthday is on
________________.
35
Activity 9 - I make a birthday card.

PROJECT
You need: 1. Fold your card in half.
- Cut out rectangles

from bristol paper
- crayons
- colouring pencils
- stickers
-glitters
2.Write “Happy Birthday” on the outer part.
Teacher's note
Happy Birthday Cut out small rectangles from
Bristol paper and give one
to each pupil. Ask pupils,
in advance, to bring along
stickers, pictures, glitters or
any decorative items to
make their card.
3. Decorate the card as you wish. Help pupils to fold their card.
Then, ask them to write
“Happy Birthday” in big
letters You may write it on
the board and pupils copy.
Ask pupils to decorate freely
Happy Birthday (draw, colour)– let pupils add
extra details to the inside of
the card – help them to write
one or two words if they wish.
4. Give the card to a friend.
36
Activity 10 - I learn new sounds.

Phonics- /l/, /p/, /I/,/aI/
Kevin
Celebrations are great fun! Let's sing one more song

together. What sounds can you hear the most?
Teacher's note
Ask pupils to observe the
picture and describe what
they see. Sing the song for
pupils, one sound at a time
while miming the actions.
Get pupils to listen. Ask them
Puff out the candles on the what they have understood
pink cake. and explain words as
P /p/-/p/-/p/,
needed. Draw their attention
to the first sound. Sing again
/p/-/p/-/p/. line by line and get pupils
to repeat each line after
Puff out the candles on the you – get them to mime the
pink cake. actions with you. Note: /I/
Puff! Puff! Puff! sounds the same as in the
word 'ink' and NOT as in the
word 'ice' etc.
Action: Hold up your finger, as if it is a candle,

and pretend to put it out, saying /p/, /p/, /p/.
We lick our lollipops.

/l/-/l/-/l/-/l/!
Action: pretend to lick
a lollipop and say /l/,
/l/, /l/.
/I/,/I/,/I/ there's ink on the table.

/I/,/I/,/I/ there's ink on the table.
Ink on the table, ink on the table,
Action: Shake your
/I/,/I/,/I/,/I/,/I/.
hands as you say
/I/,/I/,/I/.
37
Activity 10a - I choose and write the correct letters to

complete the words.
L I P
__ encil __ ear
__ emon __ ion
__ nk __ gloo
Activity 10b - I choose and write the correct words.
___________ ___________
___________ ___________
pink pig lips lick
38
Activity 11– I learn new sounds.

Kevin
Do you remember the sound /I/ like as in lollipop?

Let’s say some words with the sound /I/.
Teacher's note
Recap sound /I/. Devise

activities using picture and
word cards to allow pupils to
sound out, read the words
and identify the /I/ sound
pig fish in words.
Kevin
gift ship
Now, let’s learn a different way to sound letter

<i>. Listen to the song and then sing together!
Teacher's note
Here is a vowel This is sung to the tune of
'B-I-N-G-O'. Sing the song for
pupils to listen. Go through
Say its name line by line and get pupils
to repeat after you. Get
And "i" is its name-o. pupils to sing by themselves.

Repeat any step as many
times as required. Note that
/aI/ /aI/ /aI/ in pie, the /aI/ sound in this song is
always said as in the words
/aI/ /aI/ /aI/ in tie,

pie, tie, high etc. just like the
letter in the alphabet. Guide
pupils to recognise the
/aI/ /aI/ /aI/ in high, sound in the words. Guide
pupils to recognise the
rhyming words.
And "i" is its name-o.
39
Activity 11a – I circle the correct word.
Teacher's note
Ask pupils to look at each
picture and guess the word.
Say the words with emphasis
on the /aI/ sound. Let pupils
repeat the words several
ice big five fish line lip times. Help them to circle
the word corresponding with
each picture.
like lick mice mint tie tin
Activity 11b – I identify the two sounds.

Kevin
Now, you know these two sounds. Identify the

correct sound in the following words.
Write the words in the correct box.
/I/ as in pig /aI/ as in nine Teacher's note

First carry this out as an oral
activity with word cards. Lay
emphasis on the /I/ or /aI/
sounds. Carry out additional
oral activities with other
words which have
these sounds.
kite bin smile tick
bike hill pie fish
40
Activity 12 – I learn: Possessive Adjectives.
Kevin
Listen to our friends! Grammar
I am Brenda. This is my school bag.
I am Kevin. This is my bike.
Teacher's note
Recap personal pronouns.
I my Make word cards to
show pupils how personal
pronouns relate to possessive
pronouns. Introduce the
Activity 12a - I complete Renu's sentences. possessive pronouns in small
clusters of 2 or 3 at a time.
Let pupils come and match
the word cards. Guide them
to guess what possessive
my pronouns indicate (i.e.
belonging to someone or
something).
I am Renu.
Miss Shalini is _______ teacher.
Ziad is ______ friend.
I like ______ school.
I like ______ friends.
41
You are Kevin. This is your book.
You are Brenda.

This is your cap.
You your
Activity 12b - I complete Renu's sentences.
your
You are Alia.
Miss Shalini is _____ teacher.
Neha is ______ sister.
You like ______ school.
You love ______ family.
42
He is Ziad. This is his house. He is Hans. This is his dog.
He His
She is Kelly. She is Jessica.

This is her jacket. This is her mother.
She her
Activity 12c - I complete the sentences with the correct word.
Kelly wears __________ jacket

Ziad likes _________ house very much. when she is cold.
He keeps _________ bedroom very tidy. _________ jacket is blue.
43
Activity 13 – I learn: Present Continuous Tense.
Kevin
The sun is shining. Kevin is relaxing.

He is lying on a hammock. He is drinking a
niveK
glass of juice. I am going to meet him.
Brian uses verbs in the Present Continuous Tense to

say what Kevin is doing now. Practise your verbs too.
I play a miming game to practise the Present Continuous Tense.
Teacher's note
I take a chit of paper from the bag and
I mime the action. My friends guess Write down action verbs
(e.g. eat, drink, hop, walk,
what I am doing. run, write) on chits of
paper. Put these in a bag.
Choose pupils at random or
volunteers to take a chit and
mime the action. The rest of
the class guesses what the
action is: e.g. He is hopping.
To allow practice with
different personal pronouns
vary the number of students
miming and also let those
who are performing the
action state what they are
doing: e.g. They are eating./
We are eating.
44
Story Time: I listen for pleasure.
Rudolph The Red-Nosed Reindeer
On Christmas Eve, Santa Claus visits all

the children. He gives them gifts. His
magical flying reindeers help him. They
pull the sleigh with all the gifts.
Rudolph, the reindeer, has a bright red

glowing nose. The other reindeers laugh
at him and do not play with him. Rudolph
does not pull the sleigh for Santa. He
stays with Mrs Claus and the elves.
Rudolph is sad.
One Christmas eve, it is very foggy. Santa and the reindeers

cannot see anything.
Santa is worried. “How will I take the gifts? The children will
be sad if they do not get their gifts for Christmas,” he says.
Rudolph has an idea. He tells Santa, “My nose is bright. I will use
it as a light and guide you.”
“Hurrah!” shouts everyone. “That’s a good idea, Rudolph!”

Rudolph becomes the hero of Christmas.
Adapted from: “Rudolph the red-nosed reindeer” by Robert May.
Teacher's note
Use the illustration to elicit pupils’ prior knowledge about the theme and characters in the story.
Read the story aloud using different strategies – as outlined previously– to help pupils understand.
Encourage them to share their views about the story after they have listened to it.
45

pupils to match/complete.
Activity 1a - I fill in the blanks with the missing months.
May March July
1. January 2. February 3. ___________ 4. April
5. ______ 6. June 7. ___________ 8. August
9. September 10. October 11. November 12. December
Activity 1b - I match the pictures with the correct word.
Birthday Christmas Halloween
46
Activity 2a - I write the different rooms of the house.
bathroom living room bedroom
1 2 3
1. _________________
2. _________________ 3. _________________
Activity 2b - I write the members of the family in the correct column.
Mother Uncle Grandfather Sister
Masculine Feminine
Activity 3 - I choose the correct words to fill in the blanks.
my your his her
(a) Zarah loves to play with____________ brother Rohan.
(b) Hugo enjoys watching ____________ favourite movie.
(c) I keep ____________ bedroom tidy.
(d) You like ____________ birthday gift.
47
Activity 4 - I match the pictures with the correct sentence.
Shakeel is running fast.
Cassidy is reading her book.
Activity 5a - I colour the word red when I hear the sound /I/.
I colour it blue when I hear the sound /aI/.
fish tie kite pig
Activity 5b - I listen and write the words in the correct column.
pen lamb pan leg Teacher's note

5a – Read words aloud for
pupils to listen and colour the
/p/ /l/ words accordingly.
5b – Read words aloud for

pupils to listen and write the
words in the correct column.
48
Unit 3 : Jungle
Animals
Unit three
3
49
Unit 3 : Animals
Activity 1 – I discover animals in the zoo.

niveK
Let's read this poem together!
Teacher's note
What I see at the zoo
Read aloud
At the zoo I see a bear. once for pupils to listen.
Read aloud again only
It has dark fuzzy hair. two lines at a time. Ask
pupils what they have
understood and explain
words when required.
Introduce the theme of
I see a cheetah under a tree. jungle and wild animals.
Ask pupils if they
I look at it and it looks at me. have ever seen these
animals (at Casela or on
TV etc.) and which wild
animals they like. Use
coloured picture cards and
word cards of the
animals in the poem to
I see a big, long-necked giraffe, help pupils learn the
and little penguins that make vocabulary. The illustrations
can be used to introduce the
me laugh. reading comprehension text.
But my favourite animal at the zoo

is the panda. How about you?
50
Unit 3 : Animals
Activity 2 – I listen and I read along.
Visiting the Zoo
Yash tells his friends about his holidays:
“My favourite place was the zoo. There were many animals. The elephants
were very big and the giraffes were very tall. I gave them leaves and fruits
to eat. I saw many monkeys swinging from trees. The zebras had stripes and
the rhinos had horns. I saw the crocodiles. They had sharp teeth! Look at
this photo. The lions are walking in their cages. The tigers are sleeping. This
is a photo of me and my dad. We are sitting on a camel.”
“Wow! You had a great time,” says Deena.
Teacher's note
Use picture and word cards to teach key vocabulary from the text (zoo, name of animals etc).
Elicit prior knowledge related to the theme. Introduce the story before reading it aloud. Explain
as required using different strategies. Read aloud again. Pupils follow in their textbook and join
in when they feel ready.
Activity 2a - I circle the correct word for each sentence.
1. Yash went to the (zoo park). Teacher's note

Read aloud the sentences
2. At the zoo, Yash saw many (cars animals). and options. Pupils state the
correct word and tick it in
3. The elephants were very (big small). their textbook.
4. The lions were in their (garden cages).
5. Yash and his dad sat on a (camel horse).
51
Unit 3 : Animals
Activity 2b - I choose the correct animals.

Kevin
Colour the animals that Yash saw at the zoo.

niveK
Circle the animal that Yash did not see at the zoo.
tiger
giraffe
snake
rhino zebra
52
Unit 3 : Animals
Activity 3 – I learn: Animals and their enclosures.
Ooops! I forgot to lock up all the Vocabulary

doors.
Some of the animals ran away!
Please help me to put them back
in their enclosures. Teacher's note
Prior to this activity and after
reading the passage, use
word cards and picture cards
to help pupils associate the
animals with their names.
Activity 3a - I match the animals with their enclosure.
zebra
giraff
e
dile
croco
ant
eleph
hippo y
monke
53
Unit 3 : Animals
Activity 4 – I say what animals eat.
Phew! Thanks for your help! Now that we have the animals
back in their enclosures, please help me to feed them.
Activity 4a - I match the animals with their food.
Teacher's note
Ask pupils to observe
the pictures. Brainstorm
possible responses to the
matching activity. After the
matching activity, draw
pupils' attention to the fact
that some animals eat grass
and leaves while others
eat meat. Ask pupils if they
know what other animals eat
(e.g. cats or dogs). Provide
prompts as needed.
Activity 4b - I draw the animal in each box.
I eat leaves. I eat grass. I eat fish. I eat bananas.
54
Unit 3 : Animals
Activity 5 – I learn: Different textures.

niveK
The words: rough, smooth, soft and hard tell us

how things feel when we TOUCH them.
Teacher's note
Introduce and explain the
words “soft”, “hard”, “rough”,
“smooth”. Brainstorm for
examples.
A rock is rough.
Glass is smooth.
Cotton wool is soft.
Wood is hard.
55
Unit 3 : Animals
Activity 6 – I make a booklet of textures.
You need: PROJECT

1. Gather all your materials.
- Bristol paper
stapled together
- Glue or cellotape
- Something hard
- Something soft
- Something smooth
- Something rough
Teacher's note
2. Paste something hard on page 1. Write "hard".
Help pupils to make a
booklet. Staple six sheets of
paper together so that each
pupil has a booklet. Help
pupils to write “My booklet of
‘textures’” on the cover page
(Pencil) and follow the instructions
Hard step by step. Encourage
pupils to touch and feel the
materials and say the word
that describes it.
3. Paste something soft on page 2. Write “soft”.
(Cotton)
Soft
4. Paste something smooth on page 3. Write “smooth”.
Do the same with rough materials on page 4.
niveK
(Ribbon) (Rock) Your booklet of

Smooth Rough textures is ready!
56
Unit 3 : Animals
Activity 7 – I learn: Possessive Adjectives. Grammar

Kevin
Let's learn two more Possessive Adjectives.
Teacher's note
Recap possessive adjectives.
We are Yash and Bruno. Make wordcards to show
This is our friend Deena. pupils how these personal
pronouns transform into
possessive adjectives. Explain
that 'we' becomes 'our' and
'they' becomes 'their'. Let
pupils come and match
the wordcards. Then move
on to the activities in the
textbook.
We are Kelly and Ziad.

This is our teacher.
We our
Yash, Bruno and Deena are playing.
They are playing with their toys.
Kelly and Ziad are in the classroom.
They are talking to their teacher.
They their
57
Unit 3 : Animals
Activity 7a - I write the correct word to complete the sentences.
1. We are playing with _________ toys.
2. This is __________ favourite game. (we) our
3. They are having fun with _____________ friends. their
4. They are sharing ___________ sweets.
Activity 7b - I write the correct word to complete the sentences.
1. I am kicking __________ ball. his
2. She writes in ____________ book. your
3. You are sharing ____________ cake. my
4. He is playing with ____________ dog. her
Activity 7c - I match the pronoun with the correct Possesive Adjective.
He my
I our
We his
They your
You her
She their
58
Unit 3 : Animals
Activity 8 – I learn: Present Continuous Tense.

Kevin
Yash took many photographs during his holidays.

Here are some of them. What can you see?
Teacher's note
Use examples to introduce
and explain the Present
Continuous Tense , especially
the use of 'is/are'.
The lion is sleeping. The children are eating an ice-cream.
Activity 8a - I choose the correct verb and I complete the sentence.
is walking is looking are standing are talking
2.The man ________________ at

1. The woman _____________. an elephant.
3.The giraffes ______________ 4.Yash's grandparents

near the fence. __________________.
59
Unit 3 : Animals
Activity 9 – I play an outdoor game – Animal role play.
Yash is showing his friends how the tiger walked

at the zoo.
“I know how an elephant walks!” Deena shouts.
Bruno shows his friends how a bird flies.
The three friends laugh and have a lot of fun.
“Let's pretend to be other animals!” Yash says.
“How does a gorilla walk?” asks Deena.
“How does a kangaroo jump?” asks Bruno.
Teacher's note
Read the short text and
ask pupils what they have
understood. Explain as
“How do monkeys swing required. Explain to pupils
from the trees?” that they
will play this game too. This
is an outdoor activity. Ensure
safety precautions are
taken. Get pupils to pretend
Now, let’s make to be different animals. Call
out an animal name and
animal sounds. they have to pretend to be
that animal. If pupils have
difficulties miming certain
I roar like a lion. animals, mime actions for
pupils to repeat, e.g. for
elephant.Bend your head
I neigh like a horse. and hold your arm
in front of you swinging it like
an elephant trunk as you
walk etc. Then, let pupils
I chirp like a bird. imitate animal sounds.
Introduce verbs ( roar, chirp,
bark ...).
60
Unit 3 : Animals
Activity 10 – I make a poster.

Writing
niveK
Children love animals. Let’s make a poster to tell

them about the circus in town.
Teacher's note
Brainstorm with the pupils
and fill in the blanks: place
(Phoenix, Grand Bay, etc);
animals (elephant, lion, bear,
etc ); performers (clowns,
acrobats, magician, etc).
Write the words on the board
to support with spelling. Pupils
then copy in their book.
The Great Circus
We are at:_______________ (place) everyday!
Watch the_________________________________
(names of animals) perform.
We also have _______________________________
(names of performers).
Come to our super shows!
61
Unit 3 : Animals
Activity 11 – I learn: ‘in, on, under, over’.

niveK
Grammar
Yash and Bruno are playing another game.
What are they doing?
Yash and Bruno are having fun playing a game.
Yash is looking for his friend. “Where are you, Bruno?” he asks.
Bruno says: “I am in the box."

Teacher's note
Read the text once for pupils
to listen. Read again and
asks pupils what they have
understood. Explain as
“I am on the chair." required, laying emphasis
on the words underlined.
Proceed with questioning,
e.g. Where is Bruno in the first/
second/third picture? etc.
Explain the underlined words
using concrete examples,
e.g. "Put a pencil in the
pencil case." ; "Put a book
on a chair." Give a brief and
simple explanation about
“I am under the table." the use of prepositions.
Help pupils to associate the
prepositions with an action
and location.
When they are tired of playing

this game,they fly a kite. It goes
over Yash’s house.
62
Unit 3 : Animals
Activity 11a – I draw pictures: ‘in, on, under, over’.

Kevin
This is Yash’s bedroom. It is in a mess!

Let’s help Yash tidy up his bedroom.
You will need to:
1. Draw the bag on the chair.
2. Draw the ball in the basket.
3. Draw the bin under the table.
4. Draw the toy airplane over the bed.
Teacher's note
Briefly recap rooms of the house. Read each
Thank you for helping me instruction one by one. Ask the pupils to underline
the key words and circle the prepositions. Once
to tidy up my bedroom! they have completed the first instruction move to
the second and so on. Once pupils have done their
drawings, question them about where they put the
different items – e.g. Where did you put Yash’s bag/
ball etc.? Are you happy that you helped Yash tidy
his room?
63
Unit 3 : Animals
Activity 11b – I choose the correct preposition to fill in the blanks.
in on under over
1. There is a mug ___________ the table.
2. The cake is ____________the box.
3. The sheep jumps ___________ the fence.
4. Alicia is hiding ......................................... the chair.
Activity 11c - I read and I draw.
The ball is in the box. The doll is on the bed. The cat is under
the table
64
Unit 3 : Animals
Activity 12 – I learn: Singular and Plural forms.
Yash and Deena are very good friends.

Today they are counting what they have in their boxes.
Teacher's note
Take one picture at a time
– ask pupils to name what
they see in the picture and
Yash Deena draw their attention to the
single item and the word,
and then the other items plus
the word with plural forms.
• I have one toy. •I have two toys. Ask pupils what they notice
is different. Introduce and
explain plural‘s’. Practise
using concrete examples in
the classroom.
• I have one pencil. • I have three pencils.
• I have five coins.

• I have one coin.
niveK
Did you notice the letter

's' underlined?
65
Unit 3 : Animals
Activity 12a - Match the singular noun with its plural form.
The first one has been done for you.
mask tree tree camel table book
trees camels
tables
masks books
Activity 12b - I write the plural form of the words.
Singular Plural
one eye two ...........................................
one finger ten ............................................
one monkey three .........................................
one flower six ...........................................
one tiger four ...........................................
66
Unit 3 : Animals
Activity 13 – I learn new sounds.

Teacher's note
Phonics- /d/, /e/, /f/
Read the first three lines of
the poem for sound /d/.
Pupils listen. Use word cards
to help pupils identify the
sound:
i) at the beginning
ii) in the middle and
iii) at the end.
Introduce other words

Dino is a dinosaur. with this sound in different
He likes drums and dance. positions.
Proceed in same way for
He likes to hide under the bed. other sounds,
Note: here, the sound /e/ is
same as in the word 'egg'
and NOT as in the word
‘sleep’.
Fino is a giraffe.
He sees fish and flies.
He fears the fox and the wolf.
Elly is an elephant.
She likes to paint empty eggs.
she rests in her shed. Teacher's note
Take one sound at a
time.Encourage pupils to
Kevin produce the sound (NOT
the letter) and then say the
words. Then ask them to
identify the position of the
Say the words and identify sound in the word, e.g. /d/ is
at the start of 'drum' etc.
the position of the sounds! Guide puipils to circle the
letter that corresponds with
the sound indicated.
Activity 13a - I circle the correct letter in each word.
/d/ /f/ /e/
drum bed fox wolf elephant leg
67
Unit 3 : Animals
Activity 13b - I write the correct letter.
d l e f m Teacher's note
Explain to pupils that they
need to choose correctly
between the letters l, m, d,
e or f, to fill in the blanks
and complete the words.
Note: l and m have been
___ oll ___ ive ___ gg added as distractors. Pupils
look at pictures and name
what they see. Help pupils
to name items if they have
difficulties and to sound out
the word phonetically. Ask
them to choose the
correct letters to complete
bir ___ lea ___ p ___ n the words.
Activity 13c - I write the correct word and say it aloud.
Teacher's note
r Read each tongue twister
aloud and get pupils to
repeat after you as fast as
they can.
ed
b
sh
Let's say these tongue-twisters together!
Kevin
Four fat foxes and four fresh fish.
‘Ding Dong’, Dino's at the door.
Elephants don't eat eggs.
68
Unit 3 : Animals
Activity 14 – I watch a clip and I sing a song.
At school, Yash, Bruno, and Deena are watching a

clip. It is a song about the jungle! The title is
'The Lion Sleeps Tonight'. The three friends like
the song very much!
The Lion Sleeps Tonight

Teacher's note
In the jungle, the mighty jungle Use a laptop and projector.
You will need to download
the lion sleeps tonight. the song in advance. Read
In the jungle, the mighty jungle introductory text. Tell pupils
the lion sleeps tonight. they will watch a clip. Play
the song once and get
pupils to listen. Question
Let's be quiet, let's all be quiet, them if they liked the song
and/or the visuals, what they
The lion sleeps tonight. liked etc. Let them listen to it
Let's be quiet, let's all be quiet, again and ask them
The lion sleeps tonight. to repeat.
In the jungle, the mighty jungle

the lion sleeps tonight.
In the jungle,
the mighty jungle
The lion sleeps tonight.
Kevin
You can listen to this song at home! Ask your parents to

help you use the computer.
The song is available at:
http://www.youtube.com/watch?v=QvsQ9hYKq7c
69
Unit 3 : Animals
Jungle Book
Baloo, the bear, is walking in the

forest looking for food. Suddenly he
sees a baby. Baloo runs to find mother
wolf, Raksha. Raksha says, “I will look
after him. I will call him Mowgli.”
Baby Mowgli grows into a little boy.

Baloo teaches him how to live in the jungle.
One day, some monkeys kidnap Mowgli. Kaa, the snake, helps
Baloo to save Mowgli. Shere Khan, the ferocious tiger, sees
Mowgli. He tries to catch the little boy but Baloo saves him.
Some time later, Mowgli sees a girl near the river. Her name is
Shanti. Shanti and Mowgli become friends. He follows her to
the village. “Good-bye friends,” he says waving happily to the
animals in the jungle.
Adapted from “Jungle Book” by Rudyard Kipling.
Teacher's note
Use the illustration to elicit pupils’ prior knowledge about the theme and characters in the story.
Read the story aloud using different strategies – as outlined previously – to help pupils understand.
Encourage them to share their views about the story after they have listened to it.
70
Unit 3 : Animals
Activity 1- I match the pictures with the correct word.
crocodile monkey zebra giraffe tiger
Activity 2- I choose the correct word to fill in the blanks.
a. Wood is ___________ . ( soft, hard)

b. Rock is ___________ . ( rough, smooth)
c. Monkeys eat ___________ . ( bananas, grass)
d. Giraffes eat___________ . ( fish, leaves)
Activity 3a - I write the correct word to complete the sentences.
their our
a. We are watching ________ favourite film.

b. They are talking to ________ cousins.
c. We love ________ grandparents very much.
d. They are enjoying ________ holidays.
Activity 3b - I write the verbs in brackets in the Present Continuous Tense.
a. Meena ________________________ a song. ( sing)

b. Thierry ____________________ a muffin. ( eat)
c. James and Kinsley ___________________________ football. (play)
71
Unit 3 : Animals
Activity 4a - I read and I draw.
a. The rat is under the table.
b. The plane is flying over the house.
c. The fish is in the bowl.
d. The butterfly is on the leaf.
Activity 4b - I write the plural form of the words in brackets.
a. I have three _______________. (dog)

b. Anita wants to buy four _______________ . (apple)
c. Paul will receive many _______________ for Christmas. (gift)
Activity 5a - I say the word and I write the missing letters.
Teacher's note
Read words aloud for pupils
to listen. Ask them to write the
missing letter.
___og ___ish ___gg
Activity 5b - I read and I colour.
red bed shed
72
Unit 4 : Being kind to one another
Being kind to
one another
Unit four
4
73
Activity 1 – I talk about kindness.
Thank you for helping me to make lunch, Zara.

That was very kind of you.
I will always try to be kind, Mum. I will make a

list of kind acts for this week.
Activity 1a - Tick the acts of kindness that you will do this week.
1. Visit my grandmother.
2. Share my snacks with my friends during lunch time.
3. Write a "Thank You" note for my teacher.
4. Help my mother to tidy up the house.
5. Be kind to my friends.
6. Say something nice to someone.
7. Donate clothes or toys to people in need.
Teacher's note
Read and discuss the conversation. Question pupils about some acts of kindness that they know,
to whom they should be kind (people, animals, environment etc.), the importance of being kind
etc. Read through the list explaining words as needed. Tell pupils that they can select 1, 2 or 3
items from the list but that they should choose acts of kindness they really intend to do. Each
week encourage pupils to identify and carry out one act of kindness they intend to do.
74
Activity 2– I listen and I read.

Always be Kind to Others
Max and Julia are Zara’s cousins. They are unkind to Zara. They tease her
because she is small.
Max plays with his toy car. He pushes it too fast and it goes into a hole.
“Oh no! My hands are too big. I cannot remove it,” says Max.
“My hands also are big,” says Julia.
Zara puts her hand in the hole and takes out the toy car. She gives it to
Max.
Max and Julia say, “Thank you, Zara. We are sorry we teased you. You are
very helpful.”
Now, the three cousins play together and are kind to one another. Their
friendship is a special gift.
Teacher's note
Introduce the theme of kindness and invite pupils to express themselves on it with reference to
their experiences. Then introduce the story before reading it aloud. Explain as required using
different strategies. Pupils follow in their textbook and join in when they feel ready. After having
read the story, encourage pupils to share their views about what happens in it.
Activity 2a – I choose the correct words and fill in the blanks.

1. Zara, Max and Julia are ..........................................
friends pupils cousins
2. ……………………………………… is small.
Zara Max Julia
3. Max's …………………… goes into the hole.
plane car ball
75
Activity 2b – I write True or False in the boxes below.
1. Zara is kind to her cousins.
2. Max and Julia thank Zara for her help.
Activity 3 – I sing a song.

Kevin
Teacher's note
I try to be kind to everyone.
I even know a song about kindness! This is sung to the tune of
'Three blind mice'.
Let's sing it together!
Three Kind Mice
Three kind mice!
Three kind mice!
Kind as can be!
Kind as can be!
They always share their corn and cheese.
They always say ‘thanks’ and ‘please.’
They remember it’s not nice to tease.
They're three kind mice!
76
Activity 4- I learn words of kindness.

Vocabulary
Hello friends. The 'Kind Kids Club' is

looking for new members. Join the club
if you do the following :
Help others.
Compliment someone.
Use words such as: 'Good morning', 'Thank

you', 'Good bye', 'Please' and 'I am sorry'.
77
Activity 4a – I choose the correct word to complete the sentences.
help smile love share
1. The children __________ 2. Jason and Sanya

their sweets. _______their mother.
3.The children __________ 4. The cousins _______ at

their friends. one another.
Kevin
Can you find other things you can

do to be kind to others?
78
Activity 4b – I rewrite the words in the correct order to form sentences.
Meena wants to join the 'Kind Kids Club'.

Unfortunately, her baby sister Maya tears her letter into
pieces. Can you help Meena to rewrite her letter?
I a child. kind am
listen I to parents. my
my I friends. help
share cake. I my
Teacher's note
Recapitulate the use of
capital letters and full stops.
Scaffold as required if pupils
have difficulties writing the
sentences.
Thank You
79
Activity 5 – I make a kindness paper-chain.

PROJECT
1. Write your word of kindness on your

You need: teddy bear.
- scissors
- stapler
- crayons
- colouring pencils
Peace
2. Decorate your teddy bear with

beautiful colours 3. Cut out your teddy bear.
Peace Peace
4. Staple your teddy bear with that of

your friend to make a chain.
Peace Help Share
Teacher's note
Explain to pupils that the bears are linked because each bear is kind to his friend. Thus, all the pupils
should also be kind to one another. Staple the paper bears together for the pupils.
80
Kevin
Cut out your teddy bear to make a

kindness paper chain.
81
82
Activity 6 – I make a certificate for my best friend.
Kevin
Writing
Friendship is a special gift. I am going to make a certificate

for my best friend, Ravi. He will be so happy! Make a
certificate for your best friend too!
BEST FRIEND AWARD
My best friend is
_________________________
He/She is my best friend because
_________________________
_________________________
Teacher's note
Help pupils with writing/spelling by brainstorming and jotting ideas on the board.
83
Activity 7 – I learn how to play with my friends.
We share things with our friends.

We also play together and enjoy ourselves at school.
niveK adnerB
Let’s see what games we play at school!
Activity 7a - I look at the pictures and name the games.
hide and seek
marbles
blind man's buff
hopscotch
skipping
Kevin
Remember: When we play, we respect

others and we follow the rules.
84
Activity 7b - I complete the sentences.

Vocabulary
The boys are playing
___________________ .
The girls are
___________________ .
The friends are playing
_____________________ .
Mike and Sam are playing
___________________ .
Activity 7c - I draw to show the game I play at school.
85
Activity 8 – I learn: "in front of, behind, next to".

Kevin
Today we will learn three more prepositions.
Today, Ameera visits Zara. They have fun Teacher's note

playing together.
Ask pupils to name the
prepositions they remember.
Read the introductory text.
Ask pupils to observe each
picture and describe what
they see. Read aloud what
is written below the pictures.
Draw pupils' attention to the
prepositions. Explain their
meaning. Provide further
examples.
1. Ameera is in front of 2. The tree is behind

the house. the house.
3. Zara is next to Ameera.

niveK
Look carefully at the words underlined.

These are the prepositions we will learn today.
86
Activity 8a - I say and I spell words.

Kevin
Let’s say these words together!
1. Behind
• Spell behind Teacher's note
• Shout behind
Explain the game to the
• Whisper behind pupils: Ask them to look
carefully at the words in
2. Next to bold. Read these aloud.
First, pupils will say the
• Spell next to words in bold, then they
• Shout next to will spell them, shout them
and whisper them. Take
• Whisper next to one preposition at a time.
Encourage the whole class
3. In front of to participate.
• Spell in front of
• Shout in front of
• Whisper in front of
Activity 8b - I play a preposition game.
Ameera and Zara are playing a preposition game

called “Zara says move”. They are having fun. Teacher's note
Read the short text. Ask
pupils to describe what
Zara says: “Move behind me.” they see in the pictures and
So, Ameera moves behind her. draw their attention to the
prepositions. Then, explain to
pupils they will play a game
and they will need to follow
your instructions. Pupils listen
Zara says: “Move in front of me.” and move as required.
So, Ameera moves in front of her.
Zara says: “Move next to me.” So,

Ameera moves next to her.
87
Activity 8c - I write the missing preposition.
Part 1
in front of behind next to
1. The boy is standing 2. The dog is hiding 3. Max is standing

..................................... ..................................... ..................................
the school. the tree. to Julia.
Part 2
over under
Teacher's note
1. The plane is flying 2. The doll is
Allow the pupils to observe
..................................... ..................................... the pictures first and
describe what they see.
the house. the chair. Proceed one picture at a
time. Then, read out the
Part 3 instructions and explain the
activity carefully. Ask pupils
on in to carry out with the activity
on their own and monitor
their work.
1. The cookies are 2. The cake is

..................................... ....................................
the jar. the table.
88
Activity 9 – I learn: Opposites.
Hello Zara! I have a gift for you!
Thank you Max. You are very kind. But this

hat is too big. I am small.
Oops! I did the opposite! Teacher's note

Let's learn more about opposites.
Use the text as a context
to teach the adjectives
highlighted and bring
out that opposites mean
contrary.
Link opposites with the
notion of gender, e.g. girl/
boy, mother/father, aunt/
uncle etc. Carry this out as
an oral activity. Let pupils
state the opposites.
Zara’s grandparents are old.

Zara and her cousins are young.
Zara is happy to see her grandparents.

She is sad when her cousins tease her.
Max and Julia are unkind. Zara is kind.
Julia has big hands. Zara has small hands.
89
Activity 9a – I match each picture with its opposite.
young short
open old
tall closed
near dirty
clean far
90
Activity 9b - I read a funny poem.
Hello! I am Mr. Opposite.

Read about me in the poem.
Mr. Opposite does funny things
Mr Opposite never does what you do:

When the traffic lights are red,
He does not stop.
Wait, Mr. Opposite!
You cannot go!
Mr. Opposite never does what you do:
In a race, he is too slow.
Hey, Mr. Opposite!
Run fast, will you?
Mr. Opposite never does what you do:
When he gets a gift,
He looks very sad.
Oh, Mr. Opposite!
You should be happy, you know!
Read the poem again. Colour each pair of

opposites in the same colour.
91
Activity 10 – I learn: ‘and’
I am kind to my friends.
I am kind to my cousins.
I am kind to my friends and cousins.
We use ‘and’ to put two or more

items or two sentences together.
Activity 10a - I add ‘and’ to complete the sentences.
1. I like cakes ________ ice-cream.
2. Raj has a pen, an eraser, ______ a book.
3. Farad, Jenny, ____ Maggie are my friends.
4. Look at the dog ______ the cat.
92
Dylan is wearing a t-shirt. Teacher's note

Read aloud for pupils to
listen. Give a brief and
Dylan is wearing trousers. simple explanation of how
the conjunction ‘and’ is used
in a sentence.
Dylan is wearing a t-shirt and trousers.
Oshika has black hair.
Roshnee has black hair.
Oshika and Roshnee have black hair.
Activity 10b - I rearrange the words to write correct

sentences using 'and'.
1. Roshnee are friends. Oshika and
2. and Dylan are cousins. Oshika
3. cards. football and Kitty likes to play
4. dance. Lizy likes to and sing
93
Phonics- / /, / /, / /
Activity 11 – I learn new sounds.
Rosa visits her special friend Mr. O.
Mr. O! Mr. O! Where are you hiding?
Are you in an envelope?
Are you on a rose?
Are you behind a bone?
I will find you with my telescope.
Activity 11a - I circle the word with the / / sound.
hope cop tone cone
hop cope ton con
note rob rose
not robe rod
94
Activity 11b - I complete the words with the letter that says / /.
b___ne
r___se gl___be
n___se h___me
Activity 12 – I have fun with tongue twisters.

Kevin
Teacher's note
I love tongue twisters. Read each tongue twister
Try saying some too! aloud and get pupils to
repeat after you as fast as
they can.
1. Father, mother, sister, brother - hand in hand with one another.
2. Throw three thick things!
3. The thieves stole those thirty three bricks.
95
Activity 12a - I colour the pictures when I hear / /.
three teeth parrot toothpaste
dog television thumb flower
Activity 12b - I find the words with / / and I write

them on the lines below.
weather
basket puppy
mother
father
feather
cupboard
1. ...................................................... 2. ......................................................
3. ...................................................... 4. ......................................................
96
The kind girl
An old woman is walking down the road. She is carrying

a heavy basket. Clara helps the old woman to carry
the basket.
The woman thanks Clara. She asks her

“Who taught you such good manners?”
Clara says, “My parents always tell me to

be kind to others.”
At home, Clara tells her parents how she

helped the old woman. Her parents are
very happy and say, “Well done, Clara!
It’s good to be nice to old people. You are a kind girl. We are
proud of you!”
The next day, they give Clara a beautiful gift. Clara is

very happy.
(Translated and adapted from ‘The good girl’, by Manuel.)
Teacher's note
Introduce the story and read it aloud using different strategies to help pupils understand (e.g. vary
tone, pitch and pace; use gestures/ mime; vary facial expression, etc). Explain when required but
do not translate word for word. The story may be read several times in the course of the unit so that
increased exposure and familiarity with the text eases comprehension. Encourage pupils to echo
when you read and role play the story.
97
Teacher's note
End of unit
Activity 1 - I choose the correct word to fill in the blanks.
a. I must say ______________ when my mother prepares my lunch.
(sorry, thank you)
b. I must say ______________ before leaving home.
(good morning, good bye)
c. I ___________ my chocolate with my brother. (love, share)
d. I ___________ my parents in the kitchen. (help, smile)
Activity 2 - I put the letters in the correct order.
s i k p a m r l b s e
Robin and Maya are playing
Alexia likes to s __ __ p. m__ __ b __ __ s.
Activity 3 - I choose the correct preposition to fill in the blanks.
behind in front of next to
1. There is a bus _______________ the school.
2. The boy is hiding _______________ the tree.
3. Jack is standing _______________ Philip.
98
Activity 4 - I write the opposite of the word in brackets.
big clean young slow long
a. My mother is ______________. (old)
b. Father has a ______________car. (small)
c. The basket is ______________ . (dirty)
d. Nicole is______________ . ( short)
e. The tortoise is ______________. ( fast)
Activity 5 - I say each word aloud. I write them on the correct basket.
thumb bone rose mouth
/ / as in teeth /o/ as in nose
Teacher's note
Read words aloud for pupils
to listen and write the words
in the correct basket.
99

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THE ENGLISH PANEL

MAURITIUS INSTITUTE OF EDUCATION

ROMAN CATHOLIC EDUCATION AUTHORITY

Illustration and layout

Dr (Mrs) Aruna Ankiah-GANGADEEN - Coordinator, Associate Professor

An end-of-unit section that can be used to evaluate learning.

The writing team.

While reading phase

Post reading activities

Bearing in mind that it is not possible to tailor textbooks to particular pupils or

Page 1-24 25-48 49-72 73-99

1.Back 4.Being kind

• Listen to, identify, and produce a variety of sounds

• Listen with understanding and pleasure to short and simple texts

• Willingly engage in oral activities

• Begin to read with understanding and respond to a variety of simple texts

• Acquire and use vocabulary related to specific themes

• Begin to produce simple texts with support

• Demonstrate understanding of and use grammatical concepts correctly

• Engage in creative tasks to reinforce language learning

• Develop cross-curricular competencies

Hello, Renu. It’s good

Hello, Alia. Yes, it is nice to

Activity 1 – Let's sing Teacher's note

What do you like

Activity 2 – I listen and read.

It is Monday. The holidays are over. Renu and Alia

“Hello children. I am happy to see you,” she says.

The pupils are happy too. It is a sunny day.

Read the text aloud and ask

Read the questions aloud

How do you feel to be back at school?

Activity 3 – I talk about my feelings.

Activity 3a - I match the faces with the correct words.

happy Talk about the different

afraid Ask pupils to identify and

Let’s say how we feel in different situations!

Activity 3b - I observe the pictures. I complete the

happy afraid angry sad

1. It is my birthday. 2. My favourite toy is broken.

3. I hear thunder: "Boom!" 4. The boys tease me.

Activity 4 – I name the objects I use at school.

Alia buys stationery.

What objects do we use at school?

Help me choose the correct items.

Activity 4a - I observe the pictures on page 7.

Prepare word cards for the

Choose the items, cut the pictures and

book toothbrush ruler

pen plate pencil

eraser comb sharpener

Activity 5a - I match the pictures with the correct words.

windy sunny cloudy rainy

Activity 5b - I complete the sentences by writing the correct word.

sunny cloudy rainy windy

Activity 5c – Dressing up for different weather conditions.

pullover gloves scarf

trousers boots raincoat

shorts cap t-shirt

Activity 6 - I make a weather clock.

1. Draw the different weather

Activity 7 - I talk about the weather.

_ pen _ book