English Guide

II
C ontents
Introduction
iv
Unit 1
A day with Neha
Unit 2
Quiz time
16
Unit 3
The race
30
Review Test 1
Answer key
38
Unit 4
Colours
40
Unit 5
Alladin and the lamp
50
Unit 6
The calendar
62
Review Test 2
Answer key
70
Unit 7
Letter from Murree
72
Unit 8
The black bird
82
Unit 9
Hurray for Nasir!
92
Review Test 3
98
Worksheets
100
Answer key
107
III
In t r o d u c t i o n
Teaching Guide 1 8 have been designed to support teachers using We Learn English
textbooks 1 8. The primary objective of these guides is to assist teachers in planning their
lessons in a way which allows them to achieve their learning objectives in a fun and
interactive classroom environment. The guide contains individual teaching sessions offering
a wide variety of approaches to learning and teaching.
The Teaching Guide offers:
Objectives and Learning Outcomes

These help both teachers and students focus at imparting and acquiring the concepts
and skills being taught.
Teaching methodology
Lesson plans are explained in an easy manner. They aim at providing students with
ample opportunities to interact with the language meaningfully in order to achieve the
learning outcomes. Teacher demonstrations along with shared reading and shared
writing are a prominent feature of many suggested lesson plans. A wide variety of
whole class, group, pair, and individual tasks are also set which involve reading,
writing, speaking, and listening actively.
Suggested lesson outlines
The suggested lesson outline breaks up the lesson into easy-to-follow stages, each
with its own estimated time slot.
Extended activities
Picture flashcards, vocabulary cards, stories, songs, role plays, puzzles, and question
and answer sessions cater to a wide variety of learning styles. Children practice skills
and concepts in ways which make learning fun and interactive.
Additional worksheets
Additional worksheets act as useful classroom tools to provide further practice and help
students become active English-language learners.
A wide range of abilities, interests, and motivation exist in the average classroom. It is not
realistic or practical, therefore, to stick rigidly to any lesson plan or activity outlined within.
All the suggestions in this guide, therefore, allow flexibility and may be adapted depending
on the individual classroom situation.
IV
Unit 1
A da
a
y with Neh
LESSON 1
OBJECTIVES:
To recognize and name common naming words

To classify nouns into different categories
LEARNING OUTCOMES:
By the end of this lesson, students should be able to:
identify and name some common and proper nouns in a sentence.

classify nouns in different categories.
METHOD:
Introduction: Introduce your students to the concept of nouns through a fun activity.
Tell them to look around and write down the names of everything they see. Ask each
student to read the names of at least five of these items aloud. For example, a
students list might include: blackboard, fan, chairs, desk, teacher, Sana, Ahmed,
pens, posters, etc. Next, ask your students to make three columns in their exercise
books and divide items in the list they have created into three categories: people,
places, and things. Point out that the items they have on their list are called nouns.
At the park (Page 1): Now tell the students they will be visiting a park with Neha. Ask
the students to read the passage given on this page. Ask questions to check
comprehension. (Examples: What did Neha find in the grass? What did Neha see up
in the tree? Why did Neha climb the tree? Who did the nest belong to?) After reading,
repeat and list all the words underlined in the passage on the board. Tell your
students that all the naming words on the board are called nouns. Ask for at least
three volunteers to read the definition of a noun. Then explain once more that a noun
is the name of a person, place, or thing.
Discussion time (Page 2): Ask each student to discuss the given questions.
Ask each pair to then note and share their responses with the rest of the class.
Writing time (Page 2): Students must continue working in pairs to complete the
writing task. As students work on their exercises, circulate around the classroom
offering help and assistance if required.
A day with Neha
SUGGESTED LESSON OUTLINE (1 class period):

TASK
TIME
1.
Introduction: Students participate in the naming activity.
5 min
2.
Reading: Students read the passage on page 1 and try to understand the
concept of a noun.
15 min
3.
Discussion: Students work in pairs and answer the discussion questions

on page 2. They share their responses with the class.
10 min
4.
Writing: Students continue working in pairs to complete the writing task on

page 2.
10 min
EXTENDED ACTIVITES:
Do a noun activity with your classes. Write on the board the following headings:
Places I visit

Ask students to suggest places they go to. Build a list of such places on the board:
bank, market, library, school, park, club, etc.
Things I see on my visit

Ask students to suggest the names of things they might see in the places that they
visit daily. Build another list on the board: bank money, cashier, guard, locks;
market stalls, fruits, vegetable, toys, clothes; park flowers, swings, trees, etc.
People I go with on my visit
Ask students to suggest the names of people they take with them on the visit. Build a
list again on the board: mother, father, sister, brother, uncle, aunt, etc.
Next, ask each student to use the list created to write a few sentences about their visit.
Provide an example: Yesterday I went to the bank. I saw a guard, a cashier, a teller,
and some money there. I went with my father and mother.
Ask them to underline the nouns in the sentences.
LESSON 2
OBJECTIVE:
To use words that point to something
LEARNING OUTCOMES:
By the end of this lesson, students should be able to understand and use the words,
this and that for objects near or far.
A day with Neha
METHOD:
Introduction: In bold letters, write the words this and that on the board. Tell your
students that these words are used to point to things.
Explanation: Point to a book close to you and say, This is a book. Tell your students
that when they point to a thing close to them, they must use the word this. Point to a
book further away, and say, That is a book. Tell your students that when they point
to a thing far away they must use the word that. Demonstrate the same concept
using a few more objects, e.g. a pencil case, a chair, or a desk.
The Gesture Game: Now use gestures to play a game of What is ? Point to an
object close to a student, for example, a chair, and ask, What is this? The student
must answer appropriately with, This is a chair. Point to an object far away, for
example, a book, and ask, What is that? They must answer appropriately with, That
is a book. Play the same game several times, until you think all your students
understand the use of the words this and that.
Reading, Near or far (Page 3): Read the sentences aloud to your students. Pause at
the end of each sentence and ask your students to identify the pointing words in it.
Also ask whether the word has been used to point to things near or far away.
Discussion time: (Pair work) Ask students to work in pairs. They must note objects
around them, and create sentences using this or that.

TASK
TIME
1.
Introduction and explanation: Use of words this and that to point out
objects near or far.
10 min
2.
The Gesture Game: Students play the Gesture Game
10 min
3.
Reading: Students listen to the sentences on page 3 and answer questions

based on them.
10 min
4.
Discussion time: Students work in pairs to create sentences beginning

with this and that.
10 min
EXTENDED ACTIVITES:
Ask students to play the pointing game. The class will be divided into two groups. A student
from Group A will point to an object near or far. Members of Group B will raise their hands
and volunteer to create a sentence using the appropriate demonstrative pronoun for that
object. For example, if a member of Group A points to the duster near him, Group B will have
to answer with, This is a duster. Next it will be Group Bs turn to point and Group As turn to
answer. Award points for correct answers and decide the winning team at the end.
A day with Neha
LESSON 3
OBJECTIVES:
To build the students communication skills and vocabulary by identifying and talking
about different kinds of fruits
To identify words that begin with consonant and vowel sounds
To understand use of articles a and an
LEARNING OUTCOMES:
use appropriate vocabulary to identify and describe different kinds of fruit.
distinguish between vowels and consonants and use the articles a and an
appropriately.
RESOURCES REQUIRED (TEACHING AIDS):
Pictures of different fruits cut from magazines, newspapers, etc.

Copies of Worksheet 1
METHOD:
Introduction Buying fruit (Page 4): Begin the lesson by talking about your
favourite fruit. Bring a picture of your favourite fruit and show it to the students. For
example, you may tell them, This is a lemon. It is my favourite fruit. It is yellow and
tastes sour. Ask the students to describe their own favourite fruit.
Fruit Fest (Activity): Show students flashcards of different fruits. Write the name of
the fruit clearly on the board. You may choose an apple, apricot, plum, peach, banana,
strawberry, raspberry, mango, etc. Talk about different characteristics of the fruits. Ask
questions about the size, shape, texture, and colour of the fruit. Repeat the name of
the fruits often so that students can associate the pictures with the name.
Vowels and consonants: Sing the alphabet song with your class to revise and review
the letters of the alphabet. Next say, Now that we know all our letters, let us talk
about a special group of letters called vowels. Write the vowels in capital letters and
small letters on the board:

A E I O U

a e i o u
Ask each student to repeat the vowels out loud. When the student reaches u they will
point to the next student who will repeat the vowels again. After every child has been
given a chance to say their vowels out loud, the whole class will chant the vowels
together.
Tell the students that the rest of the letters of the alphabet are called consonants. Ask for
volunteers to write the consonants on the board in small and capital letters.
A day with Neha

Show the students flashcards of the fruits again and ask them the names of each. As
they say the name out loud, ask whether it begins with a vowel or a consonant. Let
different volunteers respond each time.
Articles: Explain that we use a before a word that begins with a consonant and an
before a word that begins with a vowel. List names of things beginning with vowels
and consonants on the board and ask the students to add the appropriate article
before them. You may also practice the use of articles by showing the students the
fruit flashcards. They have to add a or an before the fruits name appropriately.
Reading (Page 4): Read the passage aloud. Pause on each fruit listed to talk about
its size, shape, colour, taste, and texture with the class. Ask your students to draw and
write the names of all the fruits just discussed in their exercise copies. Revise the
concept of vowels and consonants with your class. Read aloud and list all the words
on page 4 and ask your students to remember to put a before a word which starts
with a consonant and an before a word which start with a vowel.
Discussion time (Page 4): Ask students to work with a partner to brainstorm five words
which begin with a vowel and five words which begin with a consonant.
Writing time (Page 5): Students can do this task individually or in pairs.
SUGGESTED LESSON OUTLINE (2 class periods):

TASK
TIME
1.
Introduction: Students describe their favourite fruit to their classmates.
10 min
2.
Fruit fest: Students identify and learn the names of different fruits.
15 min
3.
Vowels and consonants: Students learn the concept of vowels and

consonants.
15 min
4.
Articles: Students learn to use the indefinite articles a or an appropriately. 15 min
5.
Reading: Students read page 4 to review the concept of vowels and

consonants and articles.
15 min
6.
Writing: Students to complete the exercises on page 5 and practice the

use of articles.
15 min
EXTENDED ACTIVITIES:
Fruit salad fun: Ask students to create their own recipe for a fruit salad using their favourite
fruits. They must name all the fruits they would like to add to their fruit salad. Then they must
write the order in which they would add these fruits. Finally, suggest ingredients they might use
to season their fruit salad, for example, sugar, salt, lemon juice, or black pepper. Tell them to
draw their yummy bowl of fruit salad for the rest of the class.
You may also make copies of Worksheet 1 to practice the use of articles.
10
11
A day with Neha
LESSON 4
OBJECTIVES:
To write numbers in words

To change number of naming words by adding or removing s
LEARNING OUTCOMES:
write numbers from 1 to 10 in words.
understand the difference between singular and plural nouns, and make singular
nouns plural and vice versa by adding or removing an s.
METHOD:
Introduction: Sing nursery rhymes with your class to introduce them to counting.
Start with nursery rhymes which count forward, like One, two, Buckle my Shoe and
1, 2, 3, 4, 5 Once I caught a fish alive. Then sing rhymes like Ten Green Bottles
and Five Little Ducks which count backwards.
How many? Activity: Write the numbers one to ten in words on the board. Give
your students time to learn the spelling of the numbers one to ten. Students may do
so first as a class, chanting the spellings out loud and then individually, to memorize
them properly. After they do so, play a game of How Many? with them. Quiz each
student individually. Ask questions like, How many pencils do you have? After the
child answers with the number, encourage them to recite the spelling of the number
aloud.
Singular and plural (Page 6): Write the words Singular and Plural on the board.
Write pen and pens beneath singular and plural respectively. Explain that the word
singular refers to just one. Hold up a pen and say, This is one pen. The word pen is
singular because it refers to just one. Explain that the word plural refers to more than
one. Hold up two pens and say, These are two pens. The word pens is plural
because it refers to more than one. Explain that to make a singular naming word into
a plural naming word, we add an s. Point to the s at the end of the word pens to make
this clear. Illustrate this concept further with the help of examples given in the book.
Write singular words on the board and ask students to volunteer and change them into
plurals and vice versa.
Next, tell your students they are going to visit the park with Neha. Ask them to look at
the picture on this page. Let them identify all the different things that they can see in
the park. Ask if they have ever visited a park themselves. Allow them to describe all
the different things they have seen at the park.

12
Writing (Page 7): Students to complete Exercise E and F.
13
A day with Neha

TASK
TIME
1.
Introduction: Students sing nursery rhymes to practice counting.
10 min
2.
How Many Activity: Students learn to count in words from one to ten and
play a game of How Many?
10 min
3.
Singular and plural: Students learn the concept of singular and plural
nouns and practice changing singular nouns to plural and vice versa.
10 min
4.
Reading: Students describe a visit to a nearby park and practice counting.
5 min
5.
Writing: Students complete the exercises on page 7.
10 min
What number am I? (Guessing game): You may play this game in any extra time available in
the class. This game is specifically useful in helping students think about the order of numbers.
Tell your students that you are thinking of a number between 1 and 10. They must try to guess
the mysterious number you are thinking of by asking questions to which you can only answer
with a simple yes or no. Students can ask questions like, Is the number bigger than 8? Tell
students they may ask only five questions before they have to guess the correct answer.
Singular and plural: Ask students to write a list of at least five things that they see in the
classroom. They may choose any object, chair, table, boy, teacher, pen, etc. Next, tell them to
add the appropriate letter to make these words plural in a separate column. Each student must
share their list of plural words with the rest of the class.
Answer key for Unit 1

Page 2: Writing time

A. 1. chair lamp curtains picture table ball

2. flowers trees birds
Pages 5,

A.

B.

D.

E.

F.

14
6, and 7: Writing time

1. an 2. a
3. an 4. an
1. an 2. a
3. a
4. an
1. three 2. two
3. four 4. six
1. cups 2. erasers 3. birds 4. pencils
Animals tigers, lions, monkeys
Fruits apples, oranges, bananas, grapes
Birds crows, parrots, eagles
5.
5.
5.
5.
a
a
seven
chairs
6. an
6. ten
15
Unit 2
Q uiz
time
LESSON 1
OBJECTIVES:
To understand the use of capital letters for beginning sentences and proper nouns
To use punctuation marks full stops, question marks, exclamation marks, and
commas correctly
LEARNING OUTCOMES:
understand the importance of punctuation in writing.
understand the use of capital letters and some common punctuation marks such as
the full stop, question mark, exclamation mark, and comma.
RESOURCES REQUIRED (Teaching Aids):
Chart papers to create a punctuation poster

METHOD:
Introduction: Draw a simple illustration on the board. Draw two stick figures one of a
boy and the other of a girl. Write Nasir and Neha beneath the stick figures. Make a
speech bubble above each stick figure. Write within the speech bubble for Nasir:
Dont! Go away! Write within the speech bubble for Neha: Dont go away. Ask your
class whether Nasir and Neha mean the same thing. Point out that although they say
the same words they mean something completely different. Maybe one of Nasirs
friends is annoying him and he wants them to stop annoying him and go away. That is
why he says, Dont! Go away! Maybe one of Nehas friends is leaving and she does
not want them to go away, that is why she tells them, Dont go away. Explain that
punctuation marks help give meaning to our writing.
16
Quiz time (Page 8): Read the given questions. Write down the questions on the
board and let volunteers write down the answers. Ask students then to volunteer to
underline all the capital letters on the board. Next, ask them to look at the questions
and answers on the board carefully and point out where capital letters have been
used and why. Ask them to note that capital letters have been used:
at the beginning of sentences

for the letter I
for the names given to people and places
and, finally, for the names of days and months.
17
Quiz time
Write down a few sentences on the board and then ask the sudents to mark the letters
which have to be written in capital. For example:
nasir and neha went to tariq road on saturday.
quetta is quite cold in december.
ahmed and i love to play cricket together.
Punctuation Chart: Teacher can draw the following punctuation marks and in bold
letters write the slogans accompanying them. This chart can be displayed on the soft
board.
1.
I am a full stop. I come at the end of each statement.
2.
I am a question mark. I come at the end of each question.
I am an exclamation mark. You may also call me an

excitement mark. I come at the end of sentences which
show strong emotions or give commands.
3.
4.

I am a comma. I am used to separate a list of words.
Reading (Page 9): Ask students to read this page.

Writing time (Pages 9, 8, and 10): Students to complete exercises given on these
pages.

TASK
TIME
1.
Introduction: Explain the importance of punctuation marks.
10 min
2.
Capital letters: Students understand the use of capital letters and work in
pairs to practice using capital letters.
10 min
3.
Punctuation marks: Students are introduced to the four basic punctuation

marks using a punctuation poster.
10 min
4.
Writing time: Students apply the rules learned about punctuation by

completing the given exercises.
10 min
Ask students to read unit 2 again. Then mark all the words that begin with a capital letter.
Discuss why these words begin with a capital letter.
You may also make copies of Worksheet 2 for further practice.
18
19
Quiz time
LESSON 2
OBJECTIVES:
To use and respond to simple sentences showing commands, and requests

To write sentences of different types
LEARNING OUTCOMES:
understand the difference between commands and requests.

make different kinds of sentences: statements, questions, commands, and requests.
METHOD:
Introduction and explanation: Introduce your class to the four different types of
sentences. Write the following on the board: statement, question, command, and
request.
Ask the class what they think a statement is. After listening to their responses, explain
that a statement is a kind of sentence that tells something. It always ends with a full
stop. Remind your class that a full stop is a punctuation mark that looks like a dot and
always comes at the end of a complete idea or thought. Write several examples of
statements on the board.
e.g. The dog barked loudly. - The little boy sang. - My toy car broke. - My dress is
pretty. - The sky is blue. - Cats eat rats.
Next, ask the class, What is a question? After eliciting answers from them, explain
that a question is a type of sentence that asks something. A question mostly begins
with who, what, where, when, or how and ends with a question mark. Ask the students
to think of different questions and write them on the board. Read the questions out
loud to show that questions are asked in a different tone.
Point to a student and say, Stand up. After the student stands up, point out that the
sentence stand up is a command. A command is a type of sentence that gives a
direction or an order to do something. Ask students to think of some commands they
might have heard in school or in town. For example:
Walk in a line.
Maintain silence.
Beware of dogs!
Danger!
Fragile. Do not touch.
20
21
Quiz time
Ask the students what might be the difference between a request and a command. If
we add please at the beginning of a sentence, asking someone to do something, we
are making a request. For example: Please be careful. Ask students to come up with
their own requests.
Sentence activity: Read out different kinds of sentences to your class. Ask them to
stand up if it is a simple statement; if it is a question, they must look confused and
puzzled and reply, I do not know; if it is a command, they must raise their hands and
say aloud, Yes Teacher; finally, if it is a request they must nod and say, Of course,
no problem. Read the following sentences one by one, giving them time to react:
It is cold today. When will she arrive? (You) Sit down. Where are my pens?
Close the door. The sky is blue. Why are you laughing? Stop talking. Is your
room clean? - English is fun.
Reading and writing (Pages 10 and 11): Read the commands and requests on to
recap the concepts taught. Next, ask your students to complete Exercise E.
TASK
TIME
1.
Introduction and explanation: Explain the four different types of sentences

with the help of examples.
20 min
2.
Sentence activity: Students practice identifying different types of sentences

in a fun activity.
10 min
3.
Reading and writing: Students read further examples of commands and

practice constructing different types of sentences in Exercise E.
10 min
LESSON 3
OBJECTIVES:
To recite poems with actions

To identify rhyming words
LEARNING OUTCOMES:
By the end of this lesson, students should be able to understand what rhyming words
are, identify words that rhyme, and recite poems with appropriate actions.
METHOD:
Introduction: Start the lesson by asking students whether they remember any nursery
rhymes. Recite the following nursery rhymes aloud, stopping right before a rhyming
word to allow the students to fill it in.
22
23
Quiz time
n
Baa, baa, black sheep,

Have you any wool?
Yes, sir, yes, sir,
Three bags
;
One formy master,
And one formy dame,
and one for the little boy
Who lives down the
pussycat, where have you been?

Ive been up to London to visit the
Pussycat, pussycat, what did you dare?
I frightened a little mouse under her
n Pussycat,
.
.
Tell your students that all nursery rhymes are fun and easy to remember because they
contain rhyming words. The rhyming words in the above poems are: wool full, dame
lane, been queen, dare chair.
Simple Simon met a pieman (Page12) : Read the poem Simple Simon met a
pieman aloud. You must read each line out loud with appropriate intonation and
expression and then allow the class to repeat it. After you have finished reading, make
sure your students know the meanings of all the difficult words used; fair, ware,
pieman, penny. Ask the students to work in pairs and practice reciting the poem out
loud with actions. Each child will recite a single line out loud alternatively.
Writing time (Page 13): Ask the students to continue working in pairs and finish the
writing activity.
Twinkle, twinkle little star (Page14): Read the poem with appropriate gestures.
Twinkle, twinkle little star: Open and close your fingers to mimic a twinkling gesture;
How I wonder what you are: Hold your chin with your hand in a thinking gesture;
Up above the world so high: Point upwards at so high;
Like a diamond in the sky: Again point to the sky.
24
Allow students to memorize and practice reading the poem aloud with appropriate
gestures. Divide the class into groups and then allow them to perform for the rest of
the class.
Writing time (Page 15): Review some examples of rhyming words again and ask
students to complete Exercises A, B, C, and D. Students can share their answers
with the rest of the class.
25
Quiz time

TASK
TIME
1.
Introduction: Students learn to identify rhyming words through nursery

rhymes.
5 min
2.
Reading Simple Simon met a pieman: Students practice reading the

poem with the correct intonation and gestures.
10 min
3.
Writing time: Students review the concepts of nouns and identify rhyming
words through a short writing activity.
10 min
4.
Reading twinkle, twinkle little star: Students practice reading another

poem with correct intonation and gestures.
10 min
5.
Writing time: Students continue practicing rhyming words with this writing
activity.
10 min
Ask students to write short poems on simple subjects like: My cat, Mom, Sunny Day, etc.
26
27
Quiz time

Pages 8, 9, and 10: Writing time
A.

B.

1. S A B
2. D J
3. S
4. S G L
Monday Ahsan Bilal Islamabad Saturday Rawalpindi Mrs Ahmed
December Peshawar
C.

D.

1. full stop
2. full stop
3. question mark
4. question mark
5. question mark
6. full stop
2. Mateen is going to buy apples, oranges, peaches, and grapes.
3. I have put pencils, pens, erasers, and books in my school bag.
4. Sara saw lions, tigers, elephants, and zebras in the zoo.

A.
B.
C.
D.
1. fair
2. pieman
3. taste
4. penny
5. penny
nouns: Simon, pieman, fair, ware, penny
Pieman: a man who sells pies ware: things penny: coin
Rhyming words: Simon, pieman fair, ware penny, any

28
A. far tar jar car - bar

B. my by cry eye pie why
29
Unit 3
Th e
race
LESSON 1
OBJECTIVES:
To read aloud stories, predict endings, identify, and name characters

To respond both orally and in writing, their likes and dislikes about characters and
stories
To understand the function of question words
LEARNING OUTCOME:
listen to and read a simple story and talk about their characters.
ask and answer simple questions and understand the use of question words.
Charts introducing question words.
METHOD
30
Reading time (Page 16): Tell your students it is story time. Make story time a special
time. Create a little reading corner for your class. It might be made within the
classroom or in the corner of the library.
Read the story with expression and pause at places in between to ask simple
questions to check students comprehension. Talk about the characters they have
read about so far. Ask them to describe the Khargosh (hare) and the Katchwa
(tortoise). Ask them to predict what might happen next in the story.
Activity time (Page 16): Give the students a few minutes to discuss the given
questions. Next, ask them to answer the questions orally.
Reading time: Continue reading the story and discuss all the events that take place.
Encourage students to retell the story orally in their own words. Assign each student a
reading partner. Students must now read the story to their partners and number the
pictures given on page 17 in the correct order.
Writing time (Page 18): Read and explain the questions. Emphasize on the question
words what, who, when, and where; and explain the type of information required by
each question word. Ask students to work in pairs to write the answers of the question
asked. After they have answered, encourage them to share their responses with the
rest of the class.
31
The race
Question words: Introduce students to the basic question words who, when, where,
what, and how. If possible, create posters containing the question words, along with
their use and examples for this lesson. Explain the use of each question word and
then ask students to make questions beginning with these words.
What: to find out about characteristics and general information.
Who: Tell the student the word who requires them to identify a character or person.
Ask them to think of questions beginning with who.
When: to find out general or specific time.
Where: to find out about places.
How: to find out characteristics, qualities, quantities, etc.
Writing time (Page 19): Students to now complete Exercise B and C.
SUGGESTED LESSON OUTLINE (For 2 class periods):

TASK
TIME
1.
Reading time: Students listen to and read the story, discuss the story, and
complete the activity on page 16.
20 min
2.
Story time: Students work in groups and act out the story.
15 min
3.
Writing time: Students to answer the questions on page 18.
15 min
4.
Question words: Students are introduced to different question words and

their uses.
20 min
5.
Writing time: Students complete exercises on page 19.
10 min
Quiz Time:
Conduct a quiz in your class. Ask the students to suggest which question words might best
be used to fill in the blanks:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
32
are you doing tomorrow?

do you get up in the morning?
is going to the park with Ahmed?
is the book I was reading?
is the sports day?
is the name of that boy?
many people were there at the fair?
are you going to Murree?
are you late? I have been waiting for ages.
did it cost?
33
The race
LESSON 2
OBJECTIVES:
To change number of naming words by adding or removing s and es

To identify words that begin or end with the same sound
LEARNING OUTCOME:
understand the difference between singular and plural nouns:

make singular nouns plural and vice versa by adding or removing s and es.
METHOD:
Introduction: Revise the concept of singular and plural by reminding students that
singular refers to one and plural refers to more than one.
Explanation: Write the following on the board:
Singular nouns are nouns that name one person, one place, or one thing.
Examples: cap, cat, bat
Plural nouns are nouns that name more than one person, place, or thing.
Examples: caps, cats, bats
Repeat that to change most nouns from singular to plural, we add the letter s. But for
nouns that end in s, ss, ch, sh, or x, we need to add -es to show more than one.

Draw two columns on the board, ask students to name nouns that end in s, ss, ch, sh,
or x on the board.
34
Singular: bus,
glass,
dish,
box,
bench
glasses,
dishes,
boxes,
benches
Plural:
buses,
Reading time (Page 20): Go through the given examples. Form their plurals on the
board. Repeat the rule concerning plurals once more.
Beginning and ending sounds. Ask the students to think of words beginning with sh
or ending with ch. Make a list of all the examples the students suggest on the board.
Writing time (page 21): Ask students to complete Exercises A, B, and C.
35
The race

TASK
TIME
1.
Introduction: Students revise the concept of singular and plural nouns.
5 min
2.
Explanation: Students understand the rules to make singular nouns, ending

with s, ss, sh, ch and x, plural.
10 min
3.
Reading time: Students review examples of singular and plural nouns on

page 20.
5 min
4.
Beginning and ending sounds: Students give words beginning with sh or

ending with ch.
10 min
5.
Writing time: Students complete the exercises on page 21.
10 min
Guess who I am (Page 22):

Animal charades: Play animal charade with your class. Students mimic different animals
silently before the class while their classmates guess the name of the animal. Write the
names of these animals on the board and make their plurals with the help of the class.
Make copies of Worksheet 3 for further practice.
36
37
The race

Page 16: Activity time

A. 1. Individual answers.
2. The animals meet in the jungle.
3. Khargosh tells everybody that he can run very fast and nobody can beat him.
4. The race starts at 10 oclock.
Pages 18 and 19: Writing time

A. 1. Khargosh tells everybody that he can run very fast and no one can beat him.
2. Bhaloo, the bear starts the race.

3. Katchwa reaches the finish line at 11 oclock.
4. Khargosh was sleeping under a tree.
5. All the animals clap for Katchwa and shout Hurrah!
6. Individual answers.
7. Individual answers.
C.

1. Where
2. When
3. What
4. Where
5. What
6. When

A. 1. benches
2. bushes
3. boxes
4. classes
5. peaches
B. shark show ship shop

C. watch match such touch which
REVIEW TEST 1
Answer key
38
A.
1. an
C. Ahsan Mirpur March He Monday His Mangla Dam Sunday
E.
H. 1. chairs
1. ?
2. an
3. a
4. a
2. ?
3. .
4. ?
2. brushes
3. matches
4. birds
5. an
5. lamps
39
Unit 4
Colo
urs
LESSON 1
OBJECTIVES:
To build students communication skills and vocabulary by identifying and talking about
colours
To recite poems with actions
LEARNING OUTCOMES:
use appropriate vocabulary to identify and describe colours.
recite different poems with actions.
Coloured papers
Paints
Paper plate
Paintbrush
METHOD:
40
Introduction: To introduce the students to appropriate vocabulary bring some

coloured papers to the class. Place each paper on the board and repeat its colour
twice. For example, you may place the red coloured paper on the board and say
aloud, red. Next, ask your students to repeat the name of the colour. Do so for all the
colours till you are sure they clearly know all the colours.
Fun with paints: Ask your students to bring in their paintboxes, paintbrushes, a paper
plate, and an empty cup or saucer for water. Start the lesson by asking your students
if they have ever seen a rainbow. Tell them to open page 25 of their textbooks. They
must look at the picture carefully. Tell them to note and count all the colours of the
rainbow and name the colours. Read the text on this page and then ask each child to
paint their own rainbow
Colouring activity (Page 26): Let students name and point out all the colours they know
to a friend. They can then use red, blue, and yellow to complete the colouring activity.
Primary and secondary colours (Page 27): Ask students to identify the three basic
colours (red, blue, and yellow) in their surroundings. Then tell them that all other colours
are made by mixing only these basic colours. Ask them to mix different colours on the
paper plate using the paint they have bought. Ask them to mix the following to get new
colours: red and yellow, yellow and blue, and red and blue. Explain that red, blue, and
yellow are primary colours and orange, purple, and green are secondary colours. Ask
your students to complete the writing activity on page 27.
41
Colours
Traffic Light (Page 28): Read the poem with the correct intonation and expression.
Then read the poem a second time, pause after each line, and let the class repeat
after you. Make sure your students use the correct expression and appropriate
gestures as they mimic you. Let students work in pairs to practice and perform this
poem. Each pair must then perform in front of the class, reading each line
alternatively. After performing the poem, students can draw the traffic signal and
complete the writing activity. Ask students to identify the three main colours in the
poem. Introduce the concept of adjectives by explaining that the colours are describing
words. They describe a noun, light, in the poem Traffic Lights.

TASK
TIME
1.
Introduction: Students learn the names of different colours.
10 min
2.
Fun with paints: Students name and experiment with the different colours
of the rainbow.
20 min
3.
Colouring activity: Students revise all the colours they know and complete
a colouring activity.
10 min
4.
Primary and secondary colours: Students understand the difference

between primary and secondary colours and have fun mixing colours to
create new ones.
20 min
5.
Poem: Students learn to perform a poem with the correct expression and
are introduced to the concept of adjectives.
20 min
Play a game of Catch the Colour with your class. You must name a loud and the students
must run and touch an object of that colour. Name colours which students can find easily at
first and then progress to other colours.
LESSON 2
OBJECTIVE:
To understand and use describing words showing quality, size, and colour
LEARNING OUTCOMES:
understand the concept of describing words
use describing words to show colour, size, and quality.
42
43
Colours
A poster of any sporting event

Chart papers
METHOD:
Introduction: Introduce the concept of adjectives. Show them a poster of the Pakistan
Cricket Team playing in a match. You can use a poster of any other sport your class
might be interested in (football, tennis, swimming, etc.). Ask the children to list all the
nouns they can see in the poster: players, field, stadium, coach, wicket keeper, etc.
This will help students to revise nouns. Next, create simple sentences.
For example:
Our team will win.
The fieldsman dropped the ball.
We went to watch the match.
Ask everyone to read each sentence. Ask if these sentences help create a picture in
their minds. Do the sentences have enough information to help them imagine what is
going on? If not, then what can be done? Should one add describing words? Edit the
sentences by adding more describing words with the help of the class.
For example:
Our fantastic team will win.

The careless fieldsman dropped the ball.

We went to watch the exciting match.

Discuss: Do the describing words help make the sentences clearer? How?

Ask your students to come up with more describing words for the nouns in the
posters. For example, the tall players, green field, fat coach, etc.
White (Page 29): Read the poem and then ask the students to repeat it. Mark the
nouns on the board; rabbit, snow, milk, and teeth. Ask the class to identify the
describing words in the poem. Make a list of all the describing words with the help of
the class:

rabbit: white, soft, fluffy

snow: white, cold, icy

milk: white
teeth: sharp, small

44
Ask students to add to the list. They must think of more describing words for the four
nouns in the poem. Remind students that describing words give more information
about the noun. They are called adjectives. Students then complete the writing activity.
45
Colours
46
My Colour Poem (Activity time): Tell the students they will devise their own colour
poem. Divide the class into groups of four. Each group will work on a colour poem
entitled green or blue. Provide posters to each group to write and illustrate their
colour poem. Display the colour poems on the board. You may provide students with
the first verse of their poem to help them get started.
Green is the grass,
soft and glossy.
Or
Blue is the sky,
Beautiful and wide.
Describing words (Page 30): Recap the definition of adjectives. An adjective is a

word that describes a noun (person, place, or thing). Adjectives can tell us how
something looks, tastes, feels, or sounds. Adjectives answer questions like: How
many? How big? What kind? Which colour? Read the sentences on this page with
your class. Ask them to note the underlined words in the sentences. Tell them that
these are adjectives. Students can then complete the given task.
Adjective activity: Place four chart papers around the room with varied adjective
categories labeled on them like size, colour, shape, made of what material. Divide the
class into four teams and give each team a specific coloured marker. When you give
the starting signal, students must think of as many adjectives for the category in a
given time period. Ask them to stop at the ending signal. After the ending signal, they
then move over to the next category and wait for the next starting signal. Continue this
process till each group has visited all the four charts. Next, students can choose a
noun and use these adjectives to make sentences with them.
Opposites (Page 31): Teach opposites, through a fun-filled activity. Give them an
adjective and ask them to act it out. The adjectives you give must be opposites of each
other. For example, if you say stand, they must stand. Then say sit. Say happy and
they make a happy face and then say sad. Say fast and then slow. Say left and
then right and so on. Continue doing this till students understand the concept of
opposites. Read the text on this page and ask them to note the underlined words. Point
out that they are opposites. Then ask them to do the writing task on page 32.
47
Colours

TASK
TIME
1.
Introduction: Students complete the picture activity to understand the

concept of describing words.
20 min
2.
Poem - White: Students read the poem and identify all the describing
words in it.
10 min
3.
Colour poem: Students work in groups to create their own colour poem
using adjectives.
10 min
4.
Adjectives: Students understand the concept of adjectives.
10 min
5.
Adjectives activity: Students work in groups to brainstorm different

adjectives.
20 min
6.
Opposites: Students understand the concept of opposites and complete a

writing activity.
10 min
Adjective hunt: Put some everyday objects (book, pen, pencil, ruler, comb, hat, toy) into a
paper bag. Ask a student to put their hand in the paper bag and try describing the object they
can feel without taking it out of the bag. The others have to guess what they might be
describing. The student, who guesses correctly, gets the chance to describe the next object
in the bag.
Copies of Worksheet 4 to allow your class to further practice adjectives and opposites.

1. 1. stop
2. yellow
3. go

1. White, soft, fluffy. 2. cold, icy. 3. sharp, small.
Page 30:

1. clever
2. hot
3. thin
4. blue
5. small

48
A. light dark, fat thin, tall short, hot cold, big small
B. happy big a new long closed big black
49
Unit 5
Alladin and the lam
LESSON 1
OBJECTIVES:
To read stories and predict ending

To understand and use pronouns
LEARNING OUTCOME:
understand and use different kinds of pronouns.
read and enjoy stories and predict the endings.
METHOD:
Reading time (Page 33): Tell your students it is story time again. Sit in a circle with
the class and make story time relaxing and fun. Read the story Alladin and the Lamp.
Discuss the story with your students and ask them to predict what Alladin might wish
for. After listening to all their suggestions, turn to the next page. Continue reading the
story. Pause frequently and ask children simple questions to check comprehension.
Emphasize that the underlined words are called pronouns.
Introducing Pronouns: Begin the lesson by writing down a list of subject pronouns (I,
he, she, we, and they) on the board. Teach the subject pronouns through gestures
and repetition. Choose a very simple sentence.
Miss _____________ is happy. (Write your name in the blank)
I am happy.
Point towards yourself clearly as you say I. Tell the students I can be used to replace
your name and is called a pronoun.
Next, you may point to a boy, named Ahmed. First say, Ahmed is happy. Then repeat
by pointing to Ahmed and saying, He is happy. Tell the students he is being used to
replace the noun Ahmed. Do the same for all the other pronouns. Form simple
sentences: He is happy. She is happy. We are happy. They are happy. Point to the
appropriate gender and number as you speak each sentence. Ask your students to
repeat each sentence after you, along with appropriate gestures.
Read the text on page 34 and emphasize on the subject pronouns as you read aloud.
Students can write all the pronouns in their exercise books and then complete the
given tasks.
50
51
SUGGESTED LESSON OUTLINE (1 class period) :

TASK
TIME
1.
Reading time: Students listen to the story Alladin and the Lamp, noting all
the subject pronouns and try to predict the end.
10 min
2.
Pronouns: Students learn about pronouns through a game.
10 min
3.
Writing time: Students complete the writing activity.
10 min
4.
My wish: Students discuss their wishes with a friend and share them with
the rest of the class.
10 min
Pronoun game: Students match pronouns with their appropriate noun in this easy game.
Draw four large baskets on the board. Label each He, She, It, and They. Divide the
class into two teams. Select a member from the first team and give them a noun. For
example, you may say, boy. The student will then write the noun in the appropriate basket
on the board. Award the team a point if the answer is correct. Continue till all the students
get a turn.
LESSON 2
OBJECTIVES:
To recognize and use words that show position for example, up/ down/ in/ under/ here/
there etc.
LEARNING OUTCOMES:
By the end of this lesson, students should be able to understand and use prepositions.
A cardboard cut-out of a monkey.
METHOD:
Introduction Where am I?: Stand in front of the chair and say, I am in front of a
chair. Stand beside the chair and say, I am beside the chair. Stand on the chair and
say, I am on the chair. Stand next to, behind, in front of, raise the chair over your
head, etc. Repeat your positions aloud.
Now stand in different positions again and ask the students, Where am I? They will
reply using the appropriate position word. For example, You are in front of the chair.

52
Point out that on, behind, beside, next to, under, over are prepositions of place and
they tell us where somebody or something is.
53
Where are these? (Page 37): Ask the students to look at the pictures carefully and
read the sentences out loud to each other. Tell them that the sentences tell the
position of something. They must note that the underlined words tell them where
somebody or something is. Split the class into two teams now. Assign each team a
desk. Choose the name of an object that can be found in the class easily and any
preposition of place. For example, you may say, Put a pencil case on the desk. The
team members must rush to find a pencil case and put it in its proper position.
Continue the game, alternating between the two teams. The players of each team
must find the object specified and rush to put it on, under, next to, behind, or beside
the desk.
Writing time (Pages 38 and 39): Tell your students to complete the writing activity on
prepositions.
Discussion time: Students to then work in pairs and ask questions about the students
and things in class and their positions, and then do the writing task.
Hide Mr Monkey: Prepare a cardboard cut-out of a monkey. Introduce it to the class

as Mr. Monkey. Tell the students they are going to look for Mr Monkey. Ask a pair of
students to go out of the class. The rest of the class must decide where to hide
Mr Monkey. Once the Monkey is hidden, allow the pair outside to come in. They
must then locate the monkey by asking simple yes or no questions about its position
from the rest of the class. Is Mr Monkey behind the door?, Is Mr Monkey under the
desk? etc.

TASK
TIME
1.
Introduction: As given in the methodology.
10 min
2.
Prepositions (Where are these?): Students read the sentences in their

textbook and play an easy game to learn prepositions.
10 min
3.
Writing and discussion time: Students work in pairs to complete the

discussion and writing activity.
10 min
4.
Hide Mr Monkey: Students play the game.
10 min
Simon says: Play a game of Simon says with the class to practice recognizing
prepositions of place. For example, you may say, Simon says put your hands on your
head or Simon says put your bags under the desk.
Make copies of Worksheet 5 for further practice.
54
55
LESSON 3
OBJECTIVES:
To identify and name characters and settings in a story

To identify and classify gender of naming words
LEARNING OUTCOME:
identify and name the character and setting of different stories.

classify nouns according to their gender.
METHOD:
Introduction: Take your class to the library. Assign each child a partner and allow
them to choose and read any storybook of their liking. Next, they can discuss who the
characters in the story are and where the story takes place (the setting). Allow each
pair to share their answers with the rest of the class. As they end their oral
presentation, ask them whether there were both male and female characters in their
stories, if so, which ones were male and which ones were female.
56
Reading time: Back in the class, ask the students to read the story The Race in Unit
3 and discuss the characters and setting of the story. Next, they can read the story
Alladin and the Lamp and discuss the characters and setting of the story. Allow them
to open page 41 of the textbook and check if they have identified the correct
characters and setting.
Writing and discussion (Page 42): Let each student briefly share their favourite story
with the rest of the class and talk about its characters and setting.
Going to the zoo (Page 43): Explain that masculine nouns are words for men, boys,
and male animals and birds; feminine nouns are words for women, girls and female
animals and birds. Read the poem Going to the Zoo and emphasize the nouns that
show gender. At the end, list all the underlined nouns on the board. Make two
columns on the board. Put the heading masculine on one and feminine on the other.
Ask them to discuss in pairs which listed on the board are masculine and which nouns
are feminine. Next, ask the students to volunteer to write the nouns on the board in
the correct column. Students to then complete the given table.
57

TASK
TIME
1.
Introduction: Students read their favourite stories in the library and

discuss the characters and settings within them.
40 min
2.
Reading time: Students read the stories and discuss their characters and
settings.
15 min
3.
Writing and discussion time: Students talk about the main character
and setting in their favourite story and then complete the writing activity.
10 min
4.
Masculine and feminine nouns: Students understand the difference

between masculine and feminine nouns by reading a poem and through
other activities.
10 min
5.
Writing time: Students work in pairs to complete the task.
5 min
My favourite character: Provide students with loose sheets of paper. Ask students to
choose a character from their favourite story and illustrate it. They must also write a few
lines describing their favourite character. Display the students descriptions and drawings
on the board.
58
59


A. 1. Saleem He
2. A horse It
3. Ahmed and Ali They
4. A book It
5. Tahira and I We
6. A girl She
C. One day Bashir and Saif go for a long walk. They are feeling very hot. I want to
dive in the river, says Bashir. It is cold. We can both swim, says Saif, and he
dives in fast into the water. A woman sees them and she cries, Be careful, there
are stones in the river!
D. 1. true 2. false 3. false 4. true 5. false 6. false

A. 1. It is behind the bush.
2. She is under the tree.
3. It is between the chairs.
4. It is on the road.
5. He is in the pool.
6. It is above the clouds.
7. It is in front of the house.

Masculine
Feminine
uncle
aunt
man
woman
king
queen
grandfather grandmother
60
son
daughter
actor
actress
61
Unit 6
T he
calendar
LESSON 1
OBJECTIVES:
To locate months and days in a calendar

To read and write ordinal numbers from first to tenth
To identify position of objects using ordinal numbers
LEARNING OUTCOME:
read and understand data given in a calendar.
read and write ordinal numbers from first to tenth and use them to identify the position
of objects.
A calendar
METHOD:
Introduction: Show the calendar to the students, point to each day of the week and
read its name aloud. Pause after each day and allow the students to repeat after you.
Ask students to think of an activity they do on each day of the week. Write on the board:

M is for Monday.

On Monday I sleep.
T is for Tuesday.
On Tuesday I
W is for Wednesday.
On Wednesday I
T is for Thursday too.
On Thursday I
F is for Friday.
On Friday I
S is for Saturday.
On Saturday I
S is also for Sunday.
On Sunday I
62
.
.
.
.
.
.
63
The calendar
64
What do we do? (Page 44): Read aloud the poem with actions. Ask students to recite
the poem, they can also act out all the verbs in the poem, for example, go to school,
swim in the pool, clean the yard, etc.
Writing (Page 44): Ask students to complete this task. They must think of the special
things they do on each day of the week and write sentences about them.
Day, month, and date: Allocate 10 minutes at the beginning of each day Calendar
Time. Point out the date and day on the calendar. Then ask simple questions like:
What was the date yesterday? What day will it be tomorrow? etc. Next, sing the Days
of the Week song with your class to revise all the days of the week. Then, do a
Yesterday, Today, Tomorrow activity. Ask your students Yesterday was
____________________, today is ________________, tomorrow will be
_________________ and pause in between to allow them to name the appropriate
days of the week. Look at the month and note what month it is. Continue this daily to
revise the days of the week and names of different months.
Months in a year (Page 45): Read the text on this page. Ask the class to repeat the
days of the week and months in a year. Repeat that in a year there are 12 months, 52
weeks, and 365 and 1/4 days.
Ordinal numbers: Take your students to the playground. Hold races to explain the
concept of ordinal numbers. Divide the class into groups of ten. Have a race and then
ask the students to stand according to their position attained in the race: first, second,
third, fourth, and so on.
Take students back to class. Explain to your class that ordinal numbers mean in order
from 1 to 10. First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, and tenth
are ordinal numbers. Create two tables on the board, one for days of the week and
the other for months of the year.
Days of the Week
Monday
1st
2nd
3rd
4th
Tuesday
Wednesday
Thursday
2nd
3rd
4th
February
March
April
5th
6th
Friday
Saturday
5th
6th
May
June
7th
Sunday
7th
July
August
st
th
Months of the year

January
9th
September
10th
11th
12th
October
November
December
65
The calendar
Fill in the first column and ask students to volunteer to fill in the second with the names of
the days of the week and months. Ask questions related to the correct order of the days
and months. Which is the second day of the week? Which month comes before February?
Name the months that come after May?
Writing time: Students can then complete the given activities.
TASK
1.
Introduction: Students are introduced to the days of the week through a

poem and a calendar.
15 min
2.
Reading time: Students learn the poem What do we do?
20 min
3.
Writing time: Students write what they do on each day of the week.
10 min
4.
Day, month, and date: Teach the names of days and months with the help
of a calendar
10 min
5.
Months in a year: Reading the text and completing the written task.
10 min
6.
Ordinal numbers: Students learn the concept of ordinal numbers by holding

races. They learn to place the days of the week and months in a year in order.
20 min
7.
Writing time: Students practice ordinal numbers and days and months
through writing exercises.
10 min
EXTENDED ACTIVITIES
My weekly plan: Ask students to create a weekly planner. Draw a table with two columns, one for days of the week and the other for scheduled tasks. Let students fill in
the tasks in the order in which they need to be done.
My class party: Ask students to plan a class party. Tell them to plan all the events of
the party in the order in which they will occur. For example, first there will be an introduction; second, a song competition; third, a snacks break; fourth, a game; and so on.
LESSON 2
OBJECTIVES:
To understand and use prepositions

To write numbers in 10s in words
LEARNING OUTCOME:
understand and use prepositions of time.
write numbers in 10s in words.
66
TIME
67
The calendar
METHOD:
Bashir (Page 47): Introduce students to prepositions of time. Explain that there are
three prepositions they need to know: in, on, and at. If they refer to a longer duration
of time, for example, a year, a month, or even a week, they will use the preposition in.
For example, I was born in 1984, in July in the summer months. If they refer to a
specific day they must use on. For example, I was born on the 5th of July or on
Monday. If they refer to a specific time, they will use at. For example, I was born at 5
oclock. Students read about Bashir and note the use of the prepositions of
time in and on.
Short interview: Ask your students to interview their classmates. Allow them to
walk around the class and ask their friends in which year, month, and on
which day they were born. Next, ask the students to complete the writing task.
Numbers in tens (Page 48): Students learn numbers in 10s by reading the
poem aloud to a partner. They learn the numbers ten, twenty, thirty, forty, and
fifty and also spell them. Next, they complete the writing activity.

TASK
TIME
1.
Introduction: Students learn the three main prepositions of time through

examples.
10 min
2.
Short interview: Students interview their classmates to practice using

prepositions of time.
15 min
3.
Writing time: Students complete the writing exercises on prepositions.
10 min
4.
Numbers in tens: Students work in pairs to learn counting in tens through

a fun poem and do the writing task.
10 min
Ask students to bring in a box of toothpicks. Let students separate the toothpicks into
groups of tens first and then add them up to count by tens: ten, twenty, thirty, forty, and
fifty.
68
69
The calendar


A. 1. January
2. March

B.

C.

1. first
6. sixth
1. First
2. Second
3. Third
4. Fourth
5. Fifth
6. Sixth
7. Seventh
8. Eight
9. Ninth
10. Tenth
11. Eleventh
12. Twelfth

A. 1. on 2. in
2. second
7. seventh
January
February
March
April
May
June
July
August
September
October
November
December
3. in
3. September
4. Friday
5. Wednesday
3. third
8. eight
4. fourth
9. ninth
5. fifth
10. tenth
4. on
5. on
6. in
7. in

A. 1. twenty 2. forty 3. ten
4. fifty 5. thirty

B. 1. ten
2. fifty 3. twenty 4. forty 5. thirty
REVIEW TEST 2
Answer key

A. 1. late
2. white
3. sad
4. short 5. cold

B. 1. He
2. They
3. She

C. 1. Monday 2. Thursday 3. March

D. 1. first
2. second
3. third

E. 1. in
2. above
3. behind 4. under 5. on

F. 1. a. Nasir is buying books.
b. The old lady is buying an Eid card.
c. They are at a bookstore.
d. She drops her purse.
e. Nasir picks up her purse and returns it.
Characters: Nasir old lady

2.
Setting: Bookstore
70
A. 1. January

B.

C.

1. first
6. sixth
1. First
2. Second
3. Third
4. Fourth
5. Fifth
6. Sixth
7. Seventh
8. Eight
9. Ninth
10. Tenth
11. Eleventh
12. Twelfth
2. in
2. March
3. September
4. Friday
5. Wednesday
2. second
7. seventh
January
February
March
April
May
June
July
August
September
October
November
December
3. third
8. eight
4. fourth
9. ninth
5. fifth
10. tenth
A. 1. on
3. in
4. on
5. on
6. in
7. in
A. 1. twenty 2. forty 3. ten

4. fifty 5. thirty
B. 1. ten
2. fifty 3. twenty 4. forty 5. thirty

A. 1. late
2. white
3. sad
4. short 5. cold

B. 1. He
2. They
3. She

C. 1. Monday 2. Thursday 3. March

D. 1. first
2. second
3. third

E. 1. in
2. above
3. behind 4. under 5. on

F. 1. a. Nasir is buying books.
b. The old lady is buying an Eid card.
c. They are at a bookstore.
d. She drops her purse.
e. Nasir picks up her purse and returns it.
2.
Characters: Nasir old lady
Setting: Bookstore
71
Unit 7
Letter from Murree
LESSON 1
OBJECTIVES:
To understand and use verbs

To read the time on a clock
LEARNING OUTCOME:
understand and use verbs in the present continuous tense.
A large wall clock
METHOD:
Introduction: Take the students outdoors and allow them to play. As they play, move
amongst the different groups and ask, what they are doing? Allow them to answer with
the appropriate verb; running, skipping, chasing, jumping, swinging, building, etc.
before telling them that they have just mentioned verbs. Tell them that a verb is a
word that tells us what somebody is doing. In other words, verbs are action words.
What are Verbs? Take the students back to the class and explain the definition of a verb
again with the help of examples. Tell them that clearly, verbs tell us what somebody is
doing. Write simple sentences on the board and tell your students to point out the verbs.
For example:
Ali is cleaning his room.

Ahmed is cutting vegetables.

Neha is playing with her doll house.

Allow volunteers to point out that cleaning, cutting, and playing are verbs. They are

actions and tell us what somebody is doing.
Letter from Murree (Page 52): Ask the children to read the letter. Point out the format
of the letter. Ask students to identify each of the following in the letter: the address of
the sender, the date, the greeting, the main body, the closing, and the signature. Ask
students to identify all the action words in the letter. Tell them that the underlined
words in the letter are verbs as they tell us what Taha is doing.
My letter (Writing task): Ask students to write a simple letter to a friend. This letter
will start with the greeting and end with the closing remark and signature. They can
tell their friend what they did in their summer holidays. Ask them to write at least four
sentences about different things that they did during their summer vacations.
Afterwards, allow students to exchange their letters with a partner and underline all the
verbs (action words) in their partners letter.
72
73
Letter from Murree
Writing time (Page 52): Ask students to complete the writing exercise.
Telling the Time: Teach your students how to read the time. Bring a large wall clock
to class.
1. Point out the hands of the clock. Tell your students that the hour hand is the
shorter hand and the minute hand is the longer one. While explaining this, point to
the hour, minute, and second hands clearly to help students recognize these.
2. Next, move onto the clocks face. Tell your students there are twenty-four hours in
a day. To complete a full day, the hour hand will move twice around the clocks
face. Point out each number on the clocks face starting with 12 and moving
clockwise. Let students read these numbers aloud for a second and third time to
practice. Now point out that the clocks hands always move in this same direction.
3. Now teach students to identify each hour on the clocks face. Use the board to draw
12 different clocks so youll have a picture of each hour (with the minute hand always
on 12). An alternative is to use the stopped wall clock by turning the hour hand to each
new hour. Students can read the number the hour hand points to, and tell the time.
4. After students can read each hour on a clock, ask them to draw 12 different clocks
to show the twelve different hours during the day.
My timetable: Use the board to list the following six activities:

1. Brushing my teeth
2. Going to school
3. Eating lunch
4. Doing home work
5. Watching television
6. Sleeping
Tell your students they are going to create their personal picture timetable. Give each
child of a chart paper to create their timetable. They can give the heading My
timetable, list each of the above activity, and draw a picture to illustrate the activity.
Next, ask them to write the time at which they perform the activity daily and draw a
clock to illustrate this time.
For example:
1. My Time Table
74
Brushing my Teeth
I brush my teeth at 6 oclock.
75
Letter from Murree

Let students underline the verbs on their chart and display the students work on the
class board.
Reading time (Page 53): Tell students that they will now find out more about Nasirs
daily activities. Ask them to read about Nasirs daily activities to a partner. Tell them to
note the different times at which Nasir performs these activities. After they have read
the text, ask the class simple questions to check their comprehension.
What is happening?:Tell students to note that the words wash, go, help, eat, play,
and sleep are action words or verbs. We use the verb + ing for actions that are
happening at the moment of speaking. Play a game of What is happening? with your
class. Select a student from your class. Whisper an action word to them, for example
sleeping. The student must act out this action for the rest of the class. Ask the class,
What is happening? and let them guess the action being performed. For example,
they will say, He is sleeping.
Play this game till students clearly understand that the actions happening at the
moment are expressed by adding ing to a verb. Students to then work in pairs to
complete the discussion activity and writing exercises on pages 54 and 55 of their
textbook.
76
TASK
TIME
1.
Introduction: Students are taken outdoors to be introduced to the concept

of verbs.
10 min
2.
Verbs: Back in the classroom, students learn to define and identify verbs.
10 min
3.
Reading time: Students read the letter and identify verbs.
10 min
4.
My letter: Students write a letter to a friend describing their holiday

activities and identify the verbs in a partners letter.
20 min
5.
Writing time: Students work in pairs to complete a writing exercise.
10 min
6.
Telling the time: Students learn how to tell the time using a wall clock.
10 min
7.
My timetable: Students create their personal time table.
30 min
8.
Reading time: Students practice telling time and identifying verbs.

Students play a game of What is happening?
10 min
9.
Writing time: Students work in pairs to complete discussion and writing

activities.
10 min
77
Letter from Murree
LESSON 2
OBJECTIVES:
To make simple greeting cards

To arrange words in alphabetical order
To write simple sentences on a given topic
LEARNING OUTCOMES:
create simple greeting cards.
arrange words in alphabetical order.
write simple sentences on a given topic.
Chart papers
Crayons
METHOD:
Tell your students that Nasir is sending his friend Talha an Eid card. They can open
their textbook to see Nasirs Eid card to Talha. Ask them to design their own Eid card
for a friend and write a message on it. They can use chart paper and crayons.

78
Eid Greetings (Page 56): Ask students to share in groups, what they do on Eid day.
Next, tell them to write a few sentences about how they spend their Eid and read
them out to a partner.
Writing time (Page 57): Ask students to work in pairs to complete the writing
exercises.
Order of the letters (Pages 58 and 59): Sing the alphabet song with your class. Ask
your students to remember the order in which the letters come after one another. Quiz
them by asking them short questions about the order of the letters in the alphabet. For
example, you may ask: which letter comes after b; name the letter between g and i;
which letter comes before z, and so on. Explain to your students that a set of words
are given in alphabetical order if the first letter of the words follow the order of the
alphabet. Give students groups of simple words to be arranged in alphabetical order.
For example, ask them to arrange each of the following groups in alphabetical order:
1. bee dog cat ant - elephant
2. goat jacket house frog - igloo
3. orange net lemon mango kite
4. rocket star turtle quilt palace
5. wallet x-ray yoyo van umbrella zebra
Writing time: Ask the students to complete the writing exercises.
79
Letter from Murree

TASK
TIME
1.
Introduction: Students talk about how they spent their Eid day with their
classmates.
10 min
2.
Eid Greetings: Students design a greeting card for their friend.
30 min
3.
Writing time: Students work in pairs to complete the writing exercises.
10 min
4.
Alphabetical order: Students revise the alphabet and learn how to arrange
words in alphabetical order.
20 min
5.
Writing time: Students do the writing task.
10 min
Write down the names of all the students on the board and arrange them in alphabetical order
with the help of the class. Next, divide the class into different groups and ask all the group
members to line up according to the alphabetical order. You may change the group members
to keep changing the order of the students line in each group.


A. 1. reading
Page 54:

A.

2. enjoying
3. cutting
4. making
5. shopping
Discussion time
1. Nasir is eating lunch at 2 oclock.
2. Nasir is washing his face at 6 oclock.
3. Nasir is sleeping at 9 oclock.
Writing time

A. 1. It is 1 oclock.

2. It is 8 oclock.

3. It is 4 oclock.

B. 1. sitting 2. fishing
3. playing
4. eating

B. sun snake soon sale sum school

A.

B.

C.

80
1. b 2. s 3. y q h n e, g s, u, w k, m
fat, hat, mat, Pat, rat, sat
1. boat, coat, goat, moat
2. bear, dear, fear, tear
5. running 6. standing
81
Unit 8
T he
black bird
LESSON 1
OBJECTIVES:
To understand and respond to simple wh questions

To understand and use possessive adjectives
To read text and answer questions
LEARNING OUTCOME:
By the end of this lesson, student should be able to understand and use different
kinds of question words.
Pictures of people from different professions
METHOD:
Introduction (Question words): To introduce your class to question words, ask
them some general questions. Try to use a different question word in each question.
Tell the student what kind of information is required by each question word. For
example, you may ask,
1. Who is the Prime Minister of Pakistan?

Tell your students that the information required by a who question would be the
name of a person.
2. What is your name?

Tell your students that a what question usually requires the name of a thing.
3. When did you arrive?

Tell your students that when questions requires time.
4. Where do you live?

Tell your students that a where question requires the name of a place.
5. Why are you sad?

Tell your students that a why question requires a reason.
6. How can I cook biryani?

Tell your students that how questions require explanation.
82
The black bird (Page 60): Ask the students to read the poem The Black Bird.
Choose any four students to role-play the poem. As the rest of the class reads the
poem, these students may act as the king, queen, maid, and blackbird. The king can
pretend to count money, the queen to eat bread and honey, the maid may pretend to
hang out clothes, and the black bird would pretend to swoop down and peck at the
maid. Next, divide the class into pairs and ask them to read the poem.
83
The black bird
Writing time (Page 61): Discuss the questions on this page. Explain again the
question words. Students to then do the writing task.
Jack and Jill (Page 62): Divide the class into groups of four. Allow each group to
perform the poem Jack and Jill in front of the class. Two students from each group
can read the poem and the other two can act as Jack and Jill. After the students
performances, recap that a who question is used to ask about people and a why
question is used to ask for the reason why something happens. Allow students to
answer the given questions.
Who are they? (Pages 63 and 64): Start this activity with a class discussion. Ask the
students, What would you want to be when you grow up? After listening to their
responses, ask why have they chosen this a profession. Allow each child to answer.
Cut out pictures from newspapers and magazines which depict different careers. Show
these pictures and talk about different careers. For example: a teacher, an athlete, a
policeman, a firefighter, a doctor, and so on. Discuss the advantages of joining each
profession. Ask students to look at the pictures on this page and then answer the
questions, solve the riddles as well as complete the matching activity on the next
page. After they complete the matching activity, ask students questions for all the
answers in Exercise D. For example, if they have completed the sentence, Bilal is
wearing new clothes because it is Eid, you will ask them, Why is Bilal wearing new
clothes?

TASK
84
TIME
1.
Introduction: Explain question words.
10 min
2.
Read a poem: Students read and perform the poem.
30 min
3.
Writing time: Students complete the writing task.
10 min
4.
Jack and Jill: Students read another poem and complete the task.
15 min
5.
Who are they? Students discuss different professions and answer

questions, solve the riddles, and complete the matching activity.
15 min
85
The black bird
LESSON 2
OBJECTIVES:
To understand and use possessive adjectives

To read text and answer questions
LEARNING OUTCOME:
By the end of this lesson, student will be able to:
understand and use possessive adjectives in sentences.

read a story and answer questions related to it.
METHOD:
Introduction: Introduce the possessive adjectives my, your, his, her, its, ours, and
theirs through a small activity. Bring a book to class. Point to the book and say, I
have a book. This is my book. Emphasize on the possessive adjective my. Repeat
several times till the students can recall easily. Point to different objects around the
class and introduce all the other possessive adjectives in a similar manner. Point to
a students book and say, You have a book. This is your book. Point to a students
pen and say, Ahmed has a pen. This is his pen. Point to a students lunchbox and
say, Sara has a lunchbox. This is her lunchbox. Point to the class room and say,
We have a classroom. This is our classroom. Point outside the window and say,
The school has a yard. This is its yard.
Activity: Continue practicing the use of possessive adjectives with the class orally.
Ask questions, and allow the students to use appropriate possessive adjectives in
their answers. Ask, Is your name Sara? Emphasize on your. The student will reply
with, No, my name is ______________. Continue asking simple questions, for
example Is her name Zara? Allow the student to reply with, No, her name is
________________. If the student replies incorrectly, prompt another student with
the same question, till you elicit the correct answer. Ask Is his name Ahmed? Wait
for the appropriate answer: No, his name is Nabil. Next, allow students to ask
similar questions. Is your name Saad?, Is her name Mariam?, Is his name
Kamal?
86
87
The black bird
Tahas family (Page 65): Tell students now they will meet Tahas family. Ask them
to read about Tahas family. Tell them to note the use of all the possessive adjectives
they have learnt so far. Ask them to write about their own family in a similar manner.
They must construct four similar sentences about their mother, father, sister, and/or
brother, and house using the possessive adjectives they have learnt so far.
Writing time (Page 66): Students to complete the writing exercises.
Writing time: Allow students to work in pairs to complete the writing tasks.
Story time Ali Baba (Pages 67 and 68): Tell your students it is story time again.
Read the story once in continuity and then read a second time, pausing in between
frequently, and asking questions to check comprehension. Ask students why did Ali
Baba report the thieves to the police. Would they have done the same?
SUGESTED LESSON OUTLINE (2 class periods)

TASK
TIME
1.
Introduction: Students are introduced to the concept of possessive

adjectives through a class discussion.
10 min
2.
Actvity: Students play a game to further understand possessive adjectives.
15 min
3.
Reading time: Students read about Tahas family and describe their own
family using possessive adjectives.
10 min
4.
Writing time: Students complete the writing exercise on possessive

adjectives.
10 min
5.
Story time: Students listen to a story and answer questions related to it.
15 min
6.
Writing time: Students complete the writing activity on the story they have
read.
20 min
Possessive Adjectives: Play a game of passing the parcel with the students. Choose any
parcel: a pillow or a ball. Ask the students to sit in a circle. Start the game yourself. Hold
up the parcel and loudly say a sentence which has a possessive adjective in it, e.g. THIS is
not MY parcel, this is YOUR parcel. Pass the parcel to the next student in the circle and
start clapping. They must repeat your statement and pass the parcel along. If a student is
unable to remember the statement, prompt them a bit. Let the game continue. After a
certain period, stop clapping. The student who has the parcel when you stop clapping must
say a sentence which has a possessive adjective in it. Allow the game to continue.
You may also make copies of Worksheet 6 to allow students to further practice possessive
adjectives.
88
89
The black bird


A.

3. The Queen is in the parlour.

4. She is eating bread and honey.
5. The maid is in the garden.
6. She is hanging out the clothes.
Pages 62, 63, and 64: Writing time

A. 1. Jack, Jill 2. fetch, pail 3. Jack
4. fell

B. 1. Mr Rahim 2. Mr Shahid 3. Mr Rehman 4. Mr Faisal 5. Mr Arif

C. teacher.

farmer.
pilot.
doctor.

D 1. Bilal is wearing new clothes because it is Eid.

2. Sara is crying because she has lost her book.
3. They are wearing jackets because it is cold.
4. They are running because they want to catch the bus.
5. Ahmed is happy because he has a new watch.

A. 1. your, his, her
2. her
3. His
4. Our
5. Its
6. their

Ali Baba was a carpenter.
3. He heard horses.
5. He saw forty men.

6. A door opened.
7. Ali Baba shouted - Open Sesame.
B. 4th, 3rd, 5th, 2nd, 1st
2. He was cutting wood.
90
A. 1
4. He hid behind a tree.

A.

3. The Queen is in the parlour.

4. She is eating bread and honey.
5. The maid is in the garden.
6. She is hanging out the clothes.

A. 1. Jack, Jill 2. fetch, pail 3. Jack
4. fell

B. 1. Mr Rahim 2. Mr Shahid 3. Mr Rehman 4. Mr Faisal 5. Mr Arif

C. teacher.

farmer.
pilot.
doctor.

D 1. Bilal is wearing new clothes because it is Eid.

2. Sara is crying because she has lost her book.
3. They are wearing jackets because it is cold.
4. They are running because they want to catch the bus.
5. Ahmed is happy because he has a new watch.
A. 1. your, his, her
A. 1
2. her
Ali Baba was a carpenter.
4. Our
5. Its
6. their
2. He was cutting wood.
3. He heard horses.
5. He saw forty men.

6. A door opened.
7. Ali Baba shouted - Open Sesame.
3. His
4. He hid behind a tree.
B. 4th, 3rd, 5th, 2nd, 1st
91
Unit 9
H u rr
ir
ay for Nas
LESSON 1
OBJECTIVES:
To
To
To
To
To
exchange routine greetings and social courtesies

use has and have to show possession
use can and cannot to show ability or inability
express likes and dislikes
read and answer questions about simple maps and plans
LEARNING OUTCOME:
understand the importance of good manners and exchange routine greetings and
social courtesies.
use has and have to show possession and can and cannot to show ability or
inability.
use simple sentences to express likes and dislikes
read and answer simple questions related to a floor plan.
Pictures of fruits and vegetables
METHOD:
Introduction: Start the lesson with a discussion on the importance of using polite
words and phrases. Explain that we should always use words like please, thank you,
and excuse me to respect others and make them feel special.
Make sure that they understand that they must never forget to say:
n
Thank You when they receive a present or gift or when someone helps them or
praises them.
Please when they are asking someone to help them with something.
Excuse me when they burp or hiccup or sneeze or when they interrupt someone or
ask them to move.
Greet politely when they meet a friend or acquaintance.
Are you alright? if they see someone hurt or in pain.
Sorry, when they make a mistake or hurt someone.
Tell them that we all must always think of other people, rather than ourselves and
must try never to hurt someone.
92
93
Hurray for Nasir!
94
Reading time (Page 69): Tell students that they will now meet Nasir, a very polite
boy. Ask them to read the passage and discuss all the polite words Nasir uses and
ask them if they use those words themselves. On the next page, read with the class
why Nasir is the best behaved boy. Ask again whether they also are well-behaved like
Nasir, and do they do all the polite things Nasir does.
Writing time (Page 70): Students can complete the task given on this page.
Writing time (Page 72): Next, working in pairs, students complete the writing
exercise.
Can and cannot (Page 72): Model the use of can and cannot with sample sentences
on the board. Start a class discussion by telling your students, I can ride a bike but I
cannot swim. Ask them what they can and cannot do. Each student must tell the
class what they can and cannot do in a simple sentence. Read the sentences on this
page. Next, allow students to construct three sentences using can and cannot.
Likes and dislikes (Page 73): Bring some pictures of fruits and vegetables to the
class. Show the picture of an apple to the class and say, I like apples. Show a
picture of a lemon and say I dont like lemons. Show different fruits and vegetables to
the class and let them say for each one whether they like or dislike it. Discuss what
students like and dislike. Say, I like reading but I dont like dancing. Allow each
student to share their likes and dislikes with you. Then read the text on this page.
Students can then construct sentences on their likes and dislikes.
My school: Make a plan of your school on the board with the help of the students.
Prompt them with questions as you draw each room. Make the classroom in the
middle of the board. Ask them which rooms lie to the left and to the right of their
classroom. Ask them the location of the library, the principals office, the canteen, etc.
Complete drawing the floor plan with input from your students. Next, ask them to look
at Nehas school plan on page 74 of their textbook, and let them discuss the floor plan
with their partner. After the discussion activity, they can complete the writing exercise.
The new girl (Page 71): Introduce the use of has and have. Explain to your students
that they will now meet a new girl Beenish. Ask them read the passage about
Beenish. Then ask simple questions to check comprehension. Next, ask students to
read the passage to a partner and underline has and have in the passage. Read the
sentences on this page out loud to the class. Ask students to note the use of has and
have in these sentences again. Explain that we use has with he, she, it, and singular
nouns, and we use have with I, you, we, they, and plural nouns. Practice this concept
with the class on the board. Write some fill-in-the-blanks on the board and allow your
students to suggest the appropriate helping word.
95
Hurray for Nasir!
TASK
TIME
1.
Introduction: Students learn the importance of manners through a short

discussion.
10 min
2.
Reading time: Students learn to use polite words by reading about Nasir.
10 min
3.
Writing time : Students work in pairs to complete a short activity on page 70.
10 min
4.
Reading time: Students learn how to use has and have.

Students complete an exercise to practice use of has and have.
10 min
5.
Can and cannot: Students learn how to use can and cannot to express
their ability or inability to do something.
10 min
6.
Likes and dislikes: Students learn how to express their likes and dislikes
through simple sentences.
20 min
7.
My school: Students draw a floor plan of their school, look at another floor
plan in their textbook, and answer questions related to it.
20 min
Divide the class into different groups. Ask each group to write a short dialogue on a given
situation and perform it in front of their classmates. They must show through dialogue, how
they can use polite words in each given situation. Give students time to prepare, practice,
and present their role-plays to the class.
1.
2.
3.
4.
96
Your father gives you a new toy car as a birthday gift.

Your friend compliments you on your new haircut.
You want someone to lend you a book.
You want to ask your friend to help you with your work.
97

A. 1. c
2. a
3. b
4. d

A. 1. have
2. has
3. have
4. has
5. have
6. has

A. 1. It is on the left of the Assembly Hall.
2. The Art Room is to the right of the Principals office.
3. The library is to the left of the Principals office.
4. The playground is to the right of the Art Room.
5. Class 1 is between the toilet and Class 2.
REVIEW TEST 3
Answer key

A. 1. The teacher is writing on the board.
3. Sara and Neha are eating ice cream.
4. Nasir is reading.
5. Mother is cooking dinner.
B. 1. bold, cold, gold, old, told
2. car, ear, mar, tar, war
3. bail, nail, mail, sail, tail
98
2. Ahmed is fishing.
C. 3 oclock
1 oclock
2. a
6 oclock
D. 1. c
E. 1. his
G. 2. Sidra can draw but she cannot cook.
2. her
3. e
3. their
4. d
4. our
3. My mother can write but she cannot type.
4. Ali can run but he cannot swim.
5. b
7. have
99
Worksheet 1
Articles
A.
Fill in the blanks with the correct articles: a or an
1.
2.
3.
4.
5.
B.
Read the sentences given below. Fill the blanks with a or an.
1. I ate _________ orange.

2. Ali is playing with ___________ red ball.
3. I am ___________ intelligent student.
4. Sana is _________ well mannered girl.
5. ___________ apple a day is good for health.
6. There was _________ cat in the room.
7. She wanted to eat a _________ boiled egg for breakfast.
8. It was ___________ adventurous journey.
9. She has _________ beautiful dress.
10. Sana has _________ old wooden box.
C.
Complete the following sentences.
___________
___________
___________
___________
___________
elephant
hat
ball
umbrella
aero plane
This is ________________
This is ________________

This is ________________
This is ________________
Worksheet 2
Punctuation
A.
Rewrite the following sentences by using capital letters where

needed.
1. ali lives in karachi.
_______________________________________________________

2. sana loves to eat ice cream.
_______________________________________________________

3. on monday akber and sara went to visit the faisal mosque.
_______________________________________________________

4. quaid-e-azam is the founder of Pakistan.
_______________________________________________________

5. last year we went to murree in the winter holidays. it was very cold.
_______________________________________________________
B.
Put a full stop (.) or a question mark (?) at the end of each
sentence.
1.
2.
3.
4.
5.
C.
Rewrite the following sentences using capital letters and

punctuation marks where required.
Can u go out _________

Sana has a test tomorrow _______
Where are you going to spend your winter vacations __________
What is the time __________ Is it 2 p.m __________
I love to sing ____________
1. Ali sana and Sara are playing cricket

_______________________________________________________

2. Ouch I hurt my head
_______________________________________________________

3. Hello my name is Sana and what is your name
_______________________________________________________

4. maha has got red blue orange and yellow pencils
_______________________________________________________

5. Hooray We are finally going for a picnic
_______________________________________________________

6. ali loves to eat watermelon bananas mangoes and grapes
_______________________________________________________

7. Where have you kept the books
_______________________________________________________

8. This week we will have holidays on monday Tuesday wednesday

and thursday
_______________________________________________________

9. Wow you have all the pretty dresses
_______________________________________________________

10. Is there anybody in the class who has a blue dress
_______________________________________________________
Worksheet 3
Singular and plural

A.
Write the plurals of the following words.
1. watch
___________________________
2. ball
___________________________
3. paper
___________________________
4. dish
___________________________
5. bush
___________________________
B.

Underline the correct plural for each word.

1. Street

Streetes

Streets

Streeties
2. Peach

Peachs

Peaches

Peachies
3. Sweet

Sweetes

Sweeties

Sweets
4. Box

Boxs

Boxes

Boxis
Worksheet 4
Adjectives and opposites

A.
Fill in the blanks with suitable adjectives.
1.
2.
3.
4.
5.
B.
Write the opposites of the following words.
1. fat
2. hot
3. ugly
4. white
5. heavy
6. fast
7. long
8. soft
9. high
10. old
C.
Make sentences using any five words from the above list.
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
5. _______________________________________________
Sana has a ______________ puppy.

Raheel is a _____________ boy.
Yesterday was a very _______________ day.
I bought a very _____________ dress.
All the students were _____________ about the field trip.
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
Worksheet 5
Prepositions
A.
Look at the pictures below and write the position of the red ball in
relation to the square.
e.g.
on

1. _____________
2. ________________
3. ________________
4. ________________
5. ________________
6. ________________
Worksheet 6
Possessive adjectives
A.
Choose the correct possessive adjective from the box and

complete each sentence.

my your his her its our their
MEET ALIS FAMILY

1. Hello! ___________ name is Ali.
2. ___________ father is an accountant and mother a house wife.
3. That boy is ___________ brother. ___________ name is Ahmed.
4. ___________ sisters name is Sana.
5. I like ___________ family very much.
6. We have a dog. ___________ name is Tommy.
7. We go to ___________ school every day.
8. Sana has got a red bow in ___________ hair.
9. Ahmed likes to go to school on ___________ bicycle.
10. We have got a car. ___________ car is black.
11. My mother said, Ali! Go to ___________ room now!
12. My father said, Ahmed, do ___________ homework.
13. We love ___________ dog Tommy and play with it daily.
14. Sana plays ___________ piano every night and Ahmed and Ali play
with ___________ games.
Answer key
Worksheet 1
Articles
A.
Fill in the blanks with the correct articles: a or an
1.
an elephant
3. a ball
5. an aero plane
2.
a hat
4. an umbrella
B.
Read the sentences given below. Fill the blanks with a or an.
1.
an
4. a
7. a
10. an
2.
a
5. An
8. an
3.
an
6. an
9. a
C.
Complete the following sentences.
This
This
This
This
is
is
is
is
a cat
a hat
a ball
an ice cream
Worksheet 2
Punctuation
A.
Rewrite the following sentences by using capital letters where needed.

1. Ali lives in Karachi.

2. Sana loves to eat ice cream.

3. On Monday Akber and Sara went to visit the Faisal Mosque.

4. Quaid-e-Azam is the founder of Pakistan.

5. Last year we went to Murree in the winter holidays. It was very cold.
B.
Put a full stop (.) or a question mark (?) at the end of each sentence.

1. Can u go out?

2. Sana has a test tomorrow.

3. Where are you going to spend your winter vacations?

4. What is the time? Is it 2 p.m.

5. I love to sing.
C.
Rewrite the following sentences using capital letters and punctuation marks
where required.

1. Ali, Sana, and Sara are playing cricket.

2. Ouch! I hurt my head.

3. Hello, my name is Sana and what is your name?

4. Maha has got red, blue, orange, and yellow pencils.

5. Hooray! We are finally going for a picnic.

6. Ali loves to eat watermelon, bananas, mangoes, and grapes.
107
7.
8.
9.
10.
Where have you kept the books?

This week we will have holidays on Monday, Tuesday, Wednesday, and Thursday.
Wow! you have all the pretty dresses.
Is there anybody in the class who has a blue dress?
Worksheet 3
Singular and plural
A.
Write the plurals of the following words.

1. watches
3. papers
5. bushes

2. balls
4. dishes
B.
Underline the correct plural for each word.

1. Streets
2. Peaches
3. Sweets
Worksheet 4
Adjectives and opposites
B.
Write the opposites of the following words.
1. fat
thin
6. fast
2. hot
cold
7. long
3. ugly
beautiful
8. soft
4. white
black
9. high
5. heavy
light
10. old
4. Boxes
slow
short
hard
low
new/young
Worksheet 5
Prepositions
A.
Look at the pictures below and write the position of the red ball in relation to the
squre.
1
on
3. below
5. behind
2.
above
4. beside
6. under
Worksheet 6
Possessive adjectives
A.
Choose the correct possessive adjective from the box and complete each sentence.
MEET ALIS FAMILY

108
1. my
2. My
3. my, His
4. My
5. my
6. Its
7. our
8. her
9. his
10. Our
11. your
12. your
13. Our
14. her, their

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II

A day with Neha

Alladin and the lamp

Letter from Murree

The black bird

Hurray for Nasir!

Objectives and Learning Outcomes

Suggested lesson outlines

To recognize and name common naming words

identify and name some common and proper nouns in a sentence.

A day with Neha

SUGGESTED LESSON OUTLINE (1 class period):

Introduction: Students participate in the naming activity.

Discussion: Students work in pairs and answer the discussion questions

Writing: Students continue working in pairs to complete the writing task on

To use words that point to something

A day with Neha

SUGGESTED LESSON OUTLINE (1 class period):

The Gesture Game: Students play the Gesture Game

Reading: Students listen to the sentences on page 3 and answer questions

Discussion time: Students work in pairs to create sentences beginning

A day with Neha

Pictures of different fruits cut from magazines, newspapers, etc.

A day with Neha

SUGGESTED LESSON OUTLINE (2 class periods):

Introduction: Students describe their favourite fruit to their classmates.

Vowels and consonants: Students learn the concept of vowels and

Articles: Students learn to use the indefinite articles a or an appropriately. 15 min

Reading: Students read page 4 to review the concept of vowels and

Writing: Students to complete the exercises on page 5 and practice the

A day with Neha

To write numbers in words

Writing (Page 7): Students to complete Exercise E and F.

A day with Neha

SUGGESTED LESSON OUTLINE (1 class periods):

Introduction: Students sing nursery rhymes to practice counting.

Reading: Students describe a visit to a nearby park and practice counting.

Writing: Students complete the exercises on page 7.

Answer key for Unit 1

6, and 7: Writing time

Chart papers to create a punctuation poster

at the beginning of sentences

I am a full stop. I come at the end of each statement.

I am a question mark. I come at the end of each question.

I am an exclamation mark. You may also call me an

I am a comma. I am used to separate a list of words.

Reading (Page 9): Ask students to read this page.

SUGGESTED LESSON OUTLINE (1 class period):

Introduction: Explain the importance of punctuation marks.

Punctuation marks: Students are introduced to the four basic punctuation

Writing time: Students apply the rules learned about punctuation by

To use and respond to simple sentences showing commands, and requests

understand the difference between commands and requests.

Introduction and explanation: Explain the four different types of sentences

Sentence activity: Students practice identifying different types of sentences

Reading and writing: Students read further examples of commands and

To recite poems with actions

Baa, baa, black sheep,

pussycat, where have you been?