GT 2

Contents
Page
Introduction
The Grammar Tree 1-5
1. Remembering What You have Learnt
2. Naming Words
3. Nouns
10
4. Nouns: Common and Proper
11
5. Capital Letters and Punctuation
14
6. Jumbled Words
15
7. Months of the Year
16
8. Adjectives
17
9. Verbs
19
10. Verbs: Present and Past Tenses
20
11. Verbs: Am, Is, Are, Was, Were
22
Test 1
23
12. Who or What am I?
24
13. A, An, The
25
14. Verbs: A Mixed Bag
26
15. Mixed Sentences
28
16. Verbs: The ing Form
28
17. Helping Verbs: Am, Is, Are, Was, Were
30
18. Adverbs
31
19. Nouns: Number
32
20. Nouns: Gender
33
iii
Test 2
34
21. Opposites
35
22. Verbs: Some Past Tense Forms
36
23. Pronouns
37
24. Prepositions
38
25. Jumbled Sentences
39
26. Conjunctions
40
27. Buddy
42
28. Saras Room
43
29. What a Mess!
44
30. Jack and Jill
45
31. Walters Red Star
46
32. At the Playground
47
33. Ajmal is Naughty
48
34. Composition
49
Test 3
50
iv
Introduction
One of the joys of teaching is that no two lessons, however meticulously prepared, are ever the
same. The teacher may prepare the same material for two or more different classes of students,
but due to the unique mixture of skills, talents, experiences, strengths, and weaknesses of the
students, the teaching and learning process is never uniform, nor should it be if the teacher is
focussed on meeting the learning needs of a particular group. This means there can never be
one correct way to teach a given topic: hence these teaching guides can only be guides. The
skilled, experienced teacher will take from them what is of value for a given lesson, and adapt
the ideas and materials for his/her group of students.
There is a lesson plan for each unit in the student book but since some units are longer than
others, and students existing knowledge of topics will vary, several periods may be needed to
complete one unit.
Each lesson plan includes a list of teaching objectives and measurable learning outcomes, and
any materials required are also listed for each unit. Although the topic is always known to the
teacher, it is not always obvious to the students, so ensure that this is written clearly on the
board at the start of each lesson.
An Introductory activity has been suggested for each unit, designed to engage the students
interest by relating the topic to their own experience and encouraging their active participation
in the lesson. This activity will also enable the teacher to assess the level of existing knowledge
and understanding.
The activity should lead smoothly to the Student activity which is textbook based. The well
prepared teacher will have read through the text and completed each exercise ahead of the
lesson in order to anticipate any problems that might arise with a particular class. Depending
on the activity, and the level of student confidence, and for variety, ask the students to complete
some of the exercises in pairs or small groups rather than individually, since this will provide an
opportunity for them to discuss various possible ideas and answers.
Answers for each exercise are provided at the end of each lesson plan; in some cases there is no
single correct answer, so always be prepared to discuss and/or accept other possibilities, or to
explain why some alternatives are incorrect.
Each lesson plan ends with a short Recapitulation activity which is designed to reinforce the
learning and to enable the teacher to assess informally the students understanding. Many of
the activities are practical or, particularly for younger students, involve drawing; others involve
oral practice. Make sure that all students participate and teach them how to listen to their fellow
students in a spirit of positive encouragement.
This guide cannot provide the perfect lesson plan for every class, but it is hoped that using it
selectively will help to make teaching and learning English grammar an enjoyable and successful
experience.
Naming Words
(common nouns):
Chapters 18, 15,
17, 24 (quiz) (proper
nouns):
(a) Cartoon
Characters: Chapter 19
(b) Days of the Week:
Chapter 30
Names and Special
Names
(common and proper
nouns): Chapter 39
Identifying Naming
Words: Test 1;
Chapters 26, 31, 37, 40
Number (one and
many): Chapter 29
He, She, They:

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

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

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

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

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

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

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

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

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

Letters, Full Stop,
Question Mark:
Chapter 5; Test 1
Book 2
MISCELLANEOUS
Topic
Syntax
(Jumbled and mixed
sentences): Chapters
18, 20, 35, 37
(wishing I wish I
had): Chapter 43
Book 1
Opposites: Chapters
21, 30; Test 3
Syntax (mixed
15, 30
(jumbled sentences):
Chapter 25
Book 2
Book 5
Prefixes and Suffixes
(use: identification):
Chapters 1, 8, 17;
Test 1
Contractions:
Chapters 6, 7, 8, 17, 22;
Test 1
Sentences, Phrases,
Clauses: Chapter 10
Kinds of Phrases:
Chapter 11
Kinds of Sentences
and Clauses: Chapters
12, 17
Identification:
Chapters 10, 11, 12, 17,
18; Test 2, 3
Direct and Indirect
Speech: Chapters 15,
16, 21, 22; Tests 2, 3
Tests 2, 3
Book 4
SentencesSubject and
Predicate: Chapter 19,
Test 3
Kinds of Sentences:
Chapter 20
20; Test 3
Direct and Indirect
Speech (recapitulation;
changing the mode of
narration): Chapters
24, 25, 26; Test 3
Tests 1, 2; Chapter 22
Kinds of Sentences:
Test 3
Syntax (mixed
sentences): Chapter 26
Book 3
Syntax (mixed
8, 24
Opposites: Chapters 8,
18, 24 (with prefixes):
Chapter 18 (mixed):
Test 3
Direct Speech
(punctuation: position
of the quote): Chapter
13; Tests 2, 3
Indirect Speech
(compared with direct
speech; matching):
Chapter 17; Test 3
Homonyms: Chapter
19
Test 2
Unit 1 Revision
Note Although condensed here into three lesson plans, there is a lot of content in this section
and the revision should not be rushed. The teacher should spend as much time as necessary and
use as many examples as necessary to ensure that the students learning is secure, before moving
on to teach the new material.
Lesson 1 (Pages 16)

Remembering What You Have Learnt
Naming Words
Teaching objectives

to revise capital letters and small letters

to revise vowels and consonants
to revise the correct use of a/an
to revise common nouns and proper
nouns
Learning outcomes
Students should be able to:
recognize, write, and match capital and
small letters.
write and identify by name and sound the
five vowels.
to use a/an correctly.
identify familiar common nouns.
distinguish between common nouns and
proper nouns.
Materials required
An alphabet chart; 52 alphabet flashcards, each showing one letter of the alphabet in either
upper or lower case; Blu-tack or similar adhesive material; some familiar classroom objects; a
tray; a cloth large enough to cover the tray
Introduction
To revise the letters of the alphabet, show the students the alphabet chart and sing The Alphabet
Song. Fix the alphabet flashcards on the board in a random order, and ask individual students to
make corresponding pairs of small and capital letters; this should be done in alphabetical order
and the pairs of letters displayed in the correct sequence.
Ask individual students to identify the vowels; elicit from the students that an is used before a
word beginning with a vowel and ask for some examples from the body (an arm, an ankle, an
eye, an ear, an eyebrow/lash/lid, an elbow). Elicit that a is used before words that begin with the
other letters, and ask for more examples from the body.
At this point you may wish to ask the students to open their books at page 1 and read the
section The Letters and the Alphabet.
To revise common nouns, show the students some familiar objects and ask them to name each
of them. Elicit that the words we use to name the objects around us are known as naming words
Write some of the students names on the board and elicit from the students that these are
written with initial capital letters because they are special names (proper nouns). Elicit that the
names of the days of the week are also special names that are written with initial capital letters.
Student activity
Ask the students to open their books at pages 56. Read the words in the box on page 5, and
those below the pictures on page 6. Explain that Earth and Sun are special names (there is only
one Sun and one Earth) so they are written with capital letters and we say the rather than a/an.
Explain the tasks and give the students a set amount of time to complete them. Ask them to also
write a or an next to each word. The teacher may wish to explain that before a word beginning
with a vowel, the is pronounced with a long e sound (thee apple, thee ice-cream), and before a
word beginning with a consonant it is pronounced with a short e sound.
Recapitulation
Play Kims game: Arrange 1012 small items (e.g. a rubber, a board pen, an apple, an eggcup,
a dice, etc.) on a tray or table and ask the students to stand where they can see them. Point to
each item in turn and name it. Explain that the students have two minutes to look at the items
and try to remember them. At the end of the two minutes, cover the items with the cloth and
ask the students to return to their seats; give them a set amount of time to write down the
names of as many of the items as they can remember. At the end of the set time, ask individual
students to name one of the items (using a/an) and write a list on the board. Students should
award themselves one point for each item they have on their list; spelling is not important as
long as it is a credible attempt.
Answers
Exercise A a chair, an elephant, a bed, a pigeon, an umbrella, a television, a book, a pencil, a
table, a sofa, a shirt, a computer
Exercise B a skirt, a flower, a leg, a hand, an aeroplane, the Sun, a chicken, a car, a star, the
Earth, a lorry, the moon
Lesson 2 (Page 3)
Teaching objectives

to revise the pronouns he, she, and they

to revise adjectives
to revise verbs and adverbs
to revise prepositions
Learning outcomes
correctly substitute the pronouns he/she
and they for proper nouns.
correctly identify and use adjectives.
correctly identify and use verbs and adverbs.
use a preposition to answer questions
beginning Where is.... ?
Materials required
A selection of items of different textures, colours, shapes etc.; sets of 15 items and a collection
of many small items; pictures or simple drawings of people performing actions
Introduction
To revise personal pronouns, make a statement about one of the students in the class, e.g. Nazia
has very long hair. Ask the students to suggest how you would say the sentence if you did not
know the students name. (She has very long hair.) Revise he and they in the same way. Read the
relevant text on pages 23.
To revise adjectives, show the students some of the items you have prepared and ask them to
suggest words to describe them; encourage them to use a phrase rather than a single word, e.g. a
blue pen, an empty lunch box, etc. Include the numbers one five and many in this activity.
To revise verbs, show the students the pictures/drawings and ask, What is he/she doing? Elicit
the term doing word for a word that describes an action.
To revise adverbs, use the same illustrations and ask the students to suggest words ending in ly
to describe how each action is being performed.
Revise prepositions by asking Where is .... ? questions about the positions of items in the
classroom to which the students can respond using the prepositions in, on, under, over, and
across. Alternatively, make a statement about the position of an object, e.g. Sanias bag is on
her desk, and ask the students to say whether it is true or false; if false, they should correct the
sentence.
Student activity
On the board write:

1. a sentence that contains at least one proper noun, an adjective, a common noun, an
adjective, a pronoun, a verb, and a preposition, e.g. Saima screamed loudly when she
saw the large dog in the garden.

2. a list of: naming word, special name, describing word, doing word, -ly word (how?),
where?, he/she/they
Ask the students to copy the sentence in their exercise books and give them some time to work
in pairs to try to identify the words in the sentence that match the terms you have written in the
list, e.g. verbscreamed, saw.
Supply any help needed and write the students answers in the correct places on the list. Repeat
the activity with another sentence.
Recapitulation
Play Simon Says, adding some adverbs where appropriate, e.g. Simon says raise your hand
quickly, turn round slowly, etc.
Lesson 3 (Pages 36)

Teaching objectives
to revise the conjunction and
to revise sentence structure
to revise questions and statements
Learning outcomes
use the conjunction and to join two simple
sentences to form a compound sentence.
write correctly-structured sentences.
use full stops and question marks correctly.
Materials required
Two or three sentences written on flashcards with one word per flashcard; 2 or 3 sentences cut
into halves; Blu-tack or similar adhesive material
Introduction
Fix one set of flashcards on the board in a random order, and ask the students to help you
rearrange them to make one sentence. Use this activity to revise the facts that a sentence must
begin with a capital letter and end with a full stop, and must make sense.
Fix the halves of sentences on the board and ask the students to make complete sentences that
make sense.
Write two simple sentences on the board and elicit and demonstrate that they can be joined to
make one compound sentence by using and.
Write a large full stop and a question mark on the board and elicit where each is used. Ask
students to give you examples of questions and answers (statements).
Student activity
Ask the students to open their books at page 4 and read the text with them, giving any
additional explanations as required.
Recapitulation
Make sentences round the class. Write the first word of a sentence on the board and ask the
students to take turns to add words, one at a time, until a complete sentence has been made.
Remind them to add describing words and ly words to extend the length of the sentence. This
activity could be done in groups with the teacher giving the first word of the sentence and
groups competing to see which group can make the longest sentence.
Unit 2 Nouns 1
Lesson 4 (Page 7)
Nouns
Learning outcomes
Teaching objectives
to introduce the term noun
to help students identify nouns in
sentences
explain that the term noun means the

same as naming word.
identify nouns in sentences.
Materials required
Sheets of A4 paper and crayons or coloured pencils
Introduction
Ask the students to take turns to tell you a naming word, and write a list of the words on the
board. When the list is complete, introduce the word noun as the grammatical term for naming
words and point out that all the words in the list are nouns.
10
Student activity
Ask the students to open their books at page 7 and read the introductory text.
Look at the first sentence and ask the students to identify the nouns before giving them a set
amount of time to complete the task.
Make sure that the students understand all the words in the Spell Well activity; they can be
learned as homework and tested at a convenient time.
Recapitulation
Give each student drawing materials. Show them how to fold the sheet of paper into four and
ask them to select four nouns from the list on the board or those on pages 56 of the text book.
They should draw a picture of one of the items in each section of their paper and write the
noun underneath. These drawings can be used to make a Nouns display in the classroom.
Answers
1. cow, milk
5. rose, flower
9. Honey, bees
2. girl, vegetables, pot 3. paper, table

4. bag, shoelaces
6. Birds, sky
7. cricket, brother, football 8. water, pool
10. rabbit, tail
11. train, rails, 12. school, bus
Lesson 5 (Pages 8-9)

Nouns: Common and Proper
Common nouns
Teaching objectives
Learning outcomes
to further explain the term common noun

to help students distinguish between
nouns and adjectives
to help students identify common nouns
in given sentences
explain that common nouns refer to

general items rather than particular items.
distinguish between nouns and adjectives.
identify common nouns in given
sentences.
Materials required
Sets of e.g. books, mugs, scarves, shoes, etc. of different colours/sizes/types
Introduction
Show the students the items belonging to one of the sets you have prepared, e.g. books, one-by-one.
As you show each item, ask the question: Whats this? The students should give the same answer, e.g.
Its a book, each time. When the whole set has been shown, explain that the same noun (book) can
be used for all of the items because they are all items of the same type; nouns that can be used in this
way are known as common nouns. Repeat the activity with the other sets of items you have prepared.
Next write some adjectival phrases on the board, e.g. a heavy book, an interesting book, a
library book. Elicit from the students that the underlined words are describing words they are
giving us information about the noun, but are separate from the nouns.
11
Student activity
Ask the students to open their books at pages 89 and read through the text with them.
Explain exercise B, look at the example and then give the students a set amount of time to
complete the task. Check their answers as a class and then ask them to complete exercise A.
Recapitulation
Ask the students to illustrate each of the nouns they have written for exercise A
Answers
Exercise B 2. pony, mare 3. dress, silk
4. glass, milk 5. sums, book

6. wind, lake 7. meadow, grass 8. cap, room 9. meal, hotel 10. bird, wings
Lesson 6 (Pages 1012)

Nouns: Common and Proper
Proper nouns
Teaching objectives
to explain the term proper noun
to help students distinguish between
common nouns and proper nouns
to help students identify proper nouns in
given sentences
Learning outcomes
explain the difference between common
nouns and proper nouns.
distinguish between common nouns and
proper nouns.
identify common nouns in given
sentences.
Materials required
A selection of pictures of famous cities and buildings that the students will recognize; a large
map of the world or globe; A4 size cards showing C on one side and P on the other for each
group of 45 students
Introduction
Write the heading countries on the board and ask a student volunteer to point to Pakistan on the
map or globe; write Pakistan under the heading. Ask other volunteers if they can point to other
countries and write these names on the list.
Write the heading cities on the board. Show the students a picture of a city, e.g. Lahore, ask
them to name the city, and write the name under the new heading; repeat this with pictures of
other cities. Repeat this for famous buildings, e.g. The Royal Fort, Big Ben, the Great Pyramid,
the Taj Mahal, etc.
Ask the students to look at the lists on the board and elicit that all the names you have written
begin with capital letters because they are the names of particular places and buildings. For
example, there are many countries in the world (so the heading can be written without a capital
12
letter) but Pakistan, Australia, Italy, etc are particular countries and the special names for
them are called proper nouns. This is also true of the cities and buildings each of them is a
particular place and its name is a proper noun.
Student activity
Ask the students to open their books at pages 1012 and read the text with the students, asking
them to give more examples if possible, e.g. the names of the roads in which they live.
Explain tasks C, D, and E and give the students a set amount of time to complete them.
Make sure that the students understand all the words in the Spell Well activity; they can be
learned as homework and tested at a convenient time.
Recapitulation
Play a team game. Divide the students into groups of 45. Explain that you are going to say a
noun and the group must decide whether it is a common noun or a proper noun. When you
give the signal, a member of each group should hold up the card to indicate their decision
(C=common; P=proper). Allow time for students to reach a joint decision in their groups, and
award points for correct answers.
Answers
Exercise D 2. box, shelf common
3. school common; Monday proper
4. Sajid proper; fish, pond common
5. deer common
6. Sara proper; chocolate common
7. holidays common, Wednesday proper
8. Neha, Fluffy proper, dog common
9. Minar-e-Pakistan, Lahore proper

10. rose, flower common
Exercise E 1. (any name of a girl) 2. Sunday
3. doctor
4. cat/dog

5. Tuesday
6. (any name) 7. garden
8. (the name of any place)
10. grass
11. fish/fishes 12. pool

9. morning/night
13
Unit 3 Punctuation
Capital Letters and Punctuation
Teaching objectives
to revise the use of capital letters to write
peoples names
to explain that capital letters are used
at the beginning of the names of places
including continents, countries, and towns
to revise the use of the full stop and
question mark
to practise writing sentences using the
correct punctuation
Learning outcomes
explain that peoples names are written
with an initial capital letter.
explain and demonstrate the use of capital
letters at the beginning of the names of
places including continents, countries, and
towns.
explain the use of the full stop and
question mark.
write sentences using the correct
punctuation.
Materials required
A large world map; outline map of the world for each student
Introduction
Write on the board My name is ................... and I live in .......................... . Ask a student
volunteer to complete the sentence by writing his/her name and city in the spaces and revise the
fact that names of people and cities/towns begin with a capital letter.
Ask the students to look at the map and recall the names and locations of some of the countries
they identified in the previous lesson; revise the fact that the names of countries are also written
with an initial capital letter.
Elicit that a capital letter is also used at the start of a sentence. Draw a large full stop and a large
question mark on the board and elicit how each of them is used. Ask the students to give you
examples of questions and answers.
Student activity
Ask the students to open their books at pages 1314, read the text as far as exercise A, and help
the students to fill in the spaces.
Explain Exercise A and work through the first question together before giving the students a set
amount of time to complete the exercise. Check their answers as a class.
Read through the sentences in exercise B and ask the students to say whether each is a statement
or a question before asking the students to complete the task.
Recapitulation
Give each student an outline map of the world and help them to write the names of the
continents and seas and oceans, using capital letters at the start of each name.
14
Answers
Exercise A 1. Jack and Jill went up the hill.

2. Farahs mother took her to the doctor.

3. Little Jack Horner sat in a corner.

4. Her sisters name is Sara Malik and she lives in London.

5. Reza and Atif went to Lahore.

6. I am reading a book by Enid Blyton.

7. Nasir likes to read books about Noddy.

8. Cinderella ran down the stairs.

9. Aunt Salma called out to Jamil to stop.

10. The giant chased Jack all the way to the top of the beanstalk.
Exercise B 1. Where is Amjad going?

2. Is Abeer going to Karachi?

3. Please tell me the time.

4. Can you tell me the time?

5. The cat went to London to look at the queen.

6. Rabab and Rahila are going to Murree by train.

7. Ali and Tahir are students of this school.

8. Are Nasir and Taha playing badminton?

9. Mother goes for a walk every evening.

10. Owais is playing cricket.
Unit 4 Spelling
Lesson 8 (Page 16)
Jumbled Words
Learning outcomes
Teaching objectives
to reinforce spelling of familiar words
sort jumbled letters to spell the names of

familiar nouns.
Materials required
Sheets of plain paper; coloured pencils or crayons
Introduction
Write a jumbled word on the board e.g. sked, and ask the students if they can use the letters to
find the name of something that can be found in the classroom (desk). Repeat this with other
familiar words.
15
Student activity
Ask the students to open their books at page 16, explain the task and give them a set amount of
time to complete the work. If necessary, give them clues to help complete the words in exercise B.
Recapitulation
Give each student drawing materials and ask them to make their own jumbled word puzzle; they
should draw the object and then write the letters of the word, in jumbled order, below it. Students
can solve each others puzzles and the drawings can be used to make a classroom display.
Answers
Exercise A umbrella, coat, bicycle, rabbit, elephant, television, telephone, chair, window
Exercise B pencil, book, doctor, teacher, mother, sister
Unit 5 Nouns 2
Lesson 9 (Page 17)
Months of the Year
Teaching objectives
to help students learn the names of the
twelve months of the year in the correct
sequence
to help students spell the names of the
months of the year correctly
Learning outcomes
recite the names of the twelve months of
the year in the correct sequence.
spell the names of the months of the year
correctly.
Materials required
A large calendar; a record of the students birthdays; a large sheet of card divided into 12
columns, each headed with the name of one month, to make a Birthdays poster; a small
passport photo of each student (or a passport photo-sized piece of paper and crayons for each
student); a soft ball
Introduction
Show the students the calendar and read the names of the months. Make sure that each student
knows the month in which they were born; read the names of the months again and ask the
students to raise a hand when you say the name of the month in which they were born.
Say the names of the first three months of the year and ask the students to repeat them two or
three times; repeat this activity for the next three months, adding them to the first three months
so that the students can recite the names of the first six months fluently. Repeat this until the
names of all twelve months can be recited fluently.
Write the names of the months on the board and explain that, like the days of the week, the
names of the months of the year are proper nouns and begin with capital letters.
16
Student activity
Ask the students to open their books at page 17 and read the names of the months with you.
Ask them to write the number 1 next to January, 2 next to February ... 12 next to December.
Ask the students to tell you the name of e.g. the fourth month, the tenth month, and questions
such as Which month comes before March? after September? etc.
Recapitulation
If students do not have passport photos, give them materials and ask them to draw a picture
of their face. Ask them to stick their picture/photo on the poster under the correct month to
complete the Birthdays poster.
Play a ball game to practise the sequence of the months: ask the students to stand in a large
circle. As you throw the ball to one of the students, say January; the student should catch the
ball, say February, and throw the ball to another students who should continue the sequence. If
a student fails to catch the ball or says the name of the wrong month, s/he should sit down for
one minute before rejoining the game.
Answers
1. February
2. June
3. November
4. March
5. May
6. October
Unit 6 Adjectives
Adjectives
Teaching objectives
to explain the term adjective
to help students match suitable adjectives
to given nouns
to help students identify adjectives in
given sentences
to help students complete phrases by
adding suitable nouns
Learning outcomes
explain that the term adjective means
describing word.
match suitable adjectives to given nouns.
identify adjectives in given sentences.
complete phrases by adding suitable
nouns.
Materials required
Some unfamiliar objects of interesting shapes/sizes/colours etc. for students to describe; drawing
materials
Introduction
Note There is a lot of material in this lesson and the teacher may wish to take two or more
periods to complete this work.
Show the students one of the items you have prepared, explain what it is, e.g. a vase, and ask the
students to suggest some words to describe it. Repeat this with the other items you have prepared,,
17
encouraging the students to use a wide variety of different adjectives.

Write two or three of the students descriptive phrases on the board and ask them to identify the
noun in each sentence; underline the noun. Ask the students to identify the describing word in each
phrase and, using a different colour marker/chalk, underline them.
Write the word adjective on the board and explain that it is the word that means describing word.
Rewrite one of the phrases on the board so that the adjective follows the verb e.g. a narrow vase
as the vase is narrow; use this to explain that although the adjective is usually written in front of
the noun, it can also be written after the noun. Ask volunteers to change the order of the other
phrases on the board if appropriate.
Student activity
Ask the students to open their books at page 18, and read the text. Ask the students to look at the
adjectives for exercise A and make sure they understand them all; explain exercise B before giving
the students a set amount of time to complete the exercises. Check their answers as a class.
Explain the tasks in exercises C and D and ask students to suggest possible answers before
asking them to complete the task in a set amount of time. Check their answers as a class and
comment on particularly interesting answers.
Read the remaining text and explain tasks E and F before asking the students to complete the tasks.
The Spell Well task can be completed as a homework task and tested at a convenient time. Point
out that all the words are the names of fruits or vegetables.
Recapitulation
Play an adjectives game; begin by saying e.g. My grandmothers cat is an attractive cat. The
first student should continue by substituting an adjective beginning with the letter b, e.g. My
grandmothers cat is a bouncy cat. The next student substitutes an adjective beginning with c, etc.
Continue the game for as long as possible before changing the noun and starting from a letter of
your choice.
Answers
Exercise A 2. red
3. tiny
4. black
5. pretty 6. golden

7. wild
8. good
9. cunning
10. blue
Exercise B big building, windy day, wild animal, blue sky, loud noise, thin man, hot tea,
green grass
Exercise C (any suitable noun) e.g.: a friendly man, a white shirt, a beautiful flower, a large
house, a ripe fruit, a small child, a pretty dress, a sunny day, a lazy boy, a cold wind
Exercise D (any suitable adjective):

1. ripe
2. clever
3. cold
4. big
5. windy, cold

6. good
7. small
8. huge
9. tiny
10. fierce
Exercise E 1.cruel, big 2. old, dry
3. little, happy 4. ripe
5. lazy

6. proud, golden
7. black
8. sharp
9. new
10. loud
Exercise F any suitable adjective, for example:

1. small
2. beautiful
3. rich
4. dirty
5. wide

6. tidy
7. blue
8. big
9. yellow 10. fresh
18
Unit 7 Doing words

Verbs
Teaching objectives
to explain the term verb
to help students identify verbs in given
texts
to help students complete sentences
correctly by writing the appropriate verb
Learning outcomes
explain that the term verb means doing
word.
identify verbs in given texts.
complete sentences correctly by writing
the appropriate verb.
Materials required
Tape/cd/dvd/You tube clip of Here we go round the mulberry bush (lyrics below)
Note The teacher may wish to substitute/add other actions.
Chorus
Here we go round the mulberry bush,
The mulberry bush, the mulberry bush.
Here we go round the mulberry bush,
On a bright and sunny morning.
V.1 This is the way we wash our hands,

Wash our hands, wash our hands.

This is the way we wash our hands,

V.2

This is the way we wash our face,

Wash our face, wash our face.
This is the way we wash our face,
V.3

This is the way we brush our teeth,

Brush our teeth, brush our teeth.
This is the way we brush our teeth,
V.4

This is the way we comb our hair,

Comb our hair, comb our hair.
This is the way we comb our hair,
19
Introduction
Ask the students to talk to a partner for two or three minutes about what they do in the
morning before they come to school; ask them to remember as many different things as
possible. Listen to their ideas and make a list of different actions on the board, e.g. wake up, get
out of bed, get dressed, pack my school bag, etc. When the list is complete, explain that these
are all things that the students do, and we use doing words to explain them. Identify the doing
words in each phrase and introduce the term verb to replace doing word.
Ask the students to tell you some of the things they do after school and ask them to identify the
verbs that they use in their answers.
Student activity
Explain the tasks in exercises A C and read through them if necessary before giving the
students a set amount of time to complete the work
Recapitulation
Sing Here we go round the mulberry bush: this is traditionally sung with the children joining
hands in a circle and skipping round as they sing the chorus (which is repeated after each verse)
and standing still to do appropriate actions for each verse.
Answers
Exercise A
Exercise B

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

Verbs: Present and Past Tenses
Teaching objectives
to explain that the tense of a verb tells us
when an action happens
to explain how to form the third person
singular of a regular verb (simple present
tense)
to explain how to form the regular simple
past tense of a verb by adding d/ed/ied
Materials required
None
20
Learning outcomes
correctly use verbs in the present/past
tense to indicate the time of an action.
correctly form the third person singular of
a regular verb (simple present tense).
form the regular simple past tense of a
verb by adding d/ed/ied.
Introduction
Note There is a lot of material in this lesson and the teacher may wish to take two or more
periods to complete it.
Ask a student to tell you what she/he does every day when she/he comes to school e.g. I sit
down, I write, I read , I play with my friends, etc. Write some of the sentences on the board in
the first person (I). Beside each sentence write the same sentence using the students name and
the third person singular, e.g. Ibrahim sits down/writes/reads/plays with his friends. Underline
the verbs, ask the students to look at them and explain, or elicit through questions, that when
we use a persons name or say he/she, we add an s at the end of the verb. To practise this, say a
sentence using I and ask the students to repeat it using he/she/a name (as you decide for each).
For example,
Teacher: I walk to school. (Jamil)
Students: Jamil walks to school.
Using verbs that form the simple past tense by adding d/ed, talk about things that you do every
day, e.g. After school I walk in the park, I cook supper, I mark your books, and I watch television.
Write the sentences on the board and explain that these are things that you do now, or at
present.
Now repeat the information to talk about yesterday, e.g. Yesterday I walked in the park, I cooked
supper, etc. Write the sentences on the board, next to the present tense sentences and explain/elicit
that because these actions happened yesterday, a time that has passed, you use the past tense to talk
about them. Explain that to form the past tense of many verbs the letters ed are added.
Practise this by saying a regular verb in the present tense and asking the students to give you the
past tense form. For example,
Teacher: I look.
Students: I looked.
Other verbs include call, talk, like, want, brush, wave, etc.
Student activity
Ask the students to open their books at pages 2425 and read the text as far as exercise A. After
each teaching point, ask questions, and ask students to give examples to assess understanding
and practise the concepts taught. When explaining how to form the third person singular of
verbs ending in y, the teacher may wish to point out that verbs ending in vowel + y (e.g. play,
say, delay) only add s; verbs ending in consonant + y (e.g. try, fry, reply) change the y to i and
add es.
Ask the students to look at Exercise A and answer the questions orally before giving them a set
time to complete the exercise.
Explain that the doubling rule usually applies to short verbs (one syllable) that end in a vowel and
a consonant other than y (or consonant other than y +s in 3rd person singular). Give them a set
amount of time to complete exercise B and ask them to check the spelling of their answers carefully.
Write a verb such as mime/rhyme on the board and ask the students to form the past tense;
elicit that if a verb ends in e in the present tense, it is only necessary to add d to form the past
tense. Ask them to complete exercise C in a set amount of time. When you check their answers,
ask individual students to make a past tense sentence for each verb.
Read the text on page 27 and complete exercise D orally before asking the students to complete
21
the exercise in a set amount of time. When you check their answers, ask individual students to
make a past tense sentence for each verb.
Read the text on page 28 and complete exercise E orally before asking the students to complete
the exercise in a set amount of time. When you check their answers, ask individual students to
make a past tense sentence for each verb.
Recapitulation
Play a team game. Divide the students into teams and draw a column on the board for each
team. Explain that you are going to say a verb in the present tense and a student from each team
should come and write the verb in the past tense. Use verbs from pages 2428.
Answers
Exercise A helped, turned, filled, hunted, jumped, pulled, feared, picked, talked, walked,
chewed, fixed, mixed, tested, guessed
Exercise B 1. batted
2. gripped
3. fitted
4. knitted
5. patted

6. dripped
7. pinned
8. grinned
9. clapped
10. lapped
Exercise C lived, saved, described, smiled, danced, closed, believed, grazed, tied, liked, used
Exercise D joined, talked, chased, moved, cared, flowed, rowed, dared, tasted, dived, stayed
Exercise E 2. baked
3. liked
4. missed
5. guarded
6. talked

7. painted
8. cared
9. studied
10. delivered
11. cried

12. asked
13. roared
14. fried
15. combed

Verbs: Am, Is, Are, Was, Were
Teaching objectives
Learning outcomes
to introduce and practise using the verb to

be in the present and past tenses
use the verb to be correctly in the present

and past tenses.
Materials required
Small pictures of people/places for students to write about; glue
Introduction
Take the students into the playground and ask them to look around very carefully and try to
remember what they can see. (If this is not possible, ask them to look round the classroom
carefully.) When the students are back in the classroom, ask them what is present in the
playground and encourage them to use is/are in their answers, e.g. There is a bench; there are
four rubbish bins; there is a basketball hoop, etc. Write some of their responses on the board
and elicit that in these sentences the verb is is/are. Explain that this is a special verb that tells us
where something is or what it is like rather than recording an action.
22
Student activity
Ask the students to open their books at page 29, read the introductory text, and explain the two
tenses of the verb. Ask volunteer students to use each part of the verb in a sentence.
Ask the students to look at the exercise and answer each question orally before asking them to
complete the task in a set amount of time. Note that questions 5, 6, 7, and 9 can be answered
correctly using either tense. Help the students to explain the differences in meaning when a
different tense is used.
Recapitulation
To practise tenses, go round the class giving each student in turn a short sentence in either the
present or past tense; the student should respond with the other tense from the one you have
used. For example
Teacher: Joseph walks to school.
Student: Joseph walked to school.
Teacher: I was tired.
Student: I am tired.
Answers
1. is
6. are/were
2. is
7. am/was
3. am
8. was, was
4. are
9. is/was
5. are/were
10. are
Unit 8 Test 1
Teaching objectives
to assess learning and understanding of
punctuation in sentences, common and
proper nouns, adjectives, verbs, simple
present and past tenses
to assess comprehension of a written text
Learning outcomes
identify and demonstrate correct use of
punctuation in sentences, common and
proper nouns, adjectives, verbs, simple
present and past tenses.
correctly answer questions on a given text.
Materials required
Your own examples of the types of question to be answered; silent activity for students who
finish the assessment while others are still working e.g. reading books or the exercise on page 34
Introduction
Before the assessment, revise each topic thoroughly and ask the students to answer the questions
you have prepared.
Explain clearly and convincingly that the purpose of the assessment is to assess strengths rather
than weaknesses; it is a chance for the students to demonstrate how much and how well they
have learned and for you to assess whether any more teaching is required on any of the topics.
23
Student activity
Ask the students to open their books at page 31. Look at each exercise with the students and
explain each task clearly before giving them plenty of time to complete the tasksthis is not an
assessment of how quickly they can work.
Answers

1. (a) Naila gave Huma an apple.
(b) What is your name?
(c) Where are you going?
(d) My father will take the morning flight to Lahore.
(e) Amjad is Usmans cousin.

3. (a) dentist, toothache common
(b) Eiffel Tower, Paris proper
(c) Qasim proper; shoes common
(d) Tony proper; kitten, road common

4. (a) white, blue (b) small (c) brave (d) exciting

5. (a) dropped past tense
(b) studies present tense
(c) swallowed past tense
(d) loves present tense

6. (a) were (b) is (c) are (d) Am/Was (e) was

7. (a) (i) Red Riding Hood wore a beautiful red cloak with a matching hood
(ii) Red Riding Hood carried pies, fruit, and a cake in her basket.
(b)
Adjectives: little, beautiful, red
(c)
Common Nouns: (any three) girl, cloak, hood, mother, grandmother,
house, side, woods, basket, cake, pies, fruit, flowers, song
Verbs: was, wore, sent, lived, carried, picked, was, sang, skipped
Unit 9 The definite and indefinite articles (the, a/an)

Lesson 15 (Page 34)
Who or What am I?
Teaching objectives
to help students match definitions to given
nouns
Learning outcomes
correctly match definitions to given
nouns.
Materials required
One or two examples of definitions of familiar items similar to those on page 34
24
Introduction
Note The work on this page could be completed independently by students who finish the
assessment while others are still working; the exercise could be extended by asking the students
to draw a picture for each answer.
Using your own examples, explain that you are going to describe an item or person and the
students should guess who or what you describe.
Student activity
Ask the students to open their books at page 34, read the words in the box and explain the task.
Give the students a set amount of time to complete the answers before checking them in class.
Recapitulation
Students can make up their own clues for the rest of the class to guess.
Answers
1. pencil
7. pan
2. engine
8. uncle
3. coat
9. broom
4. window
10. door
5. rose
11. cucumber
6. dentist
12. doctor

A, An, The
Teaching objectives
to revise the use of a before a consonant
and an before a vowel
to explain and practise the use of the
indefinite article (a/an) and the definite
article (the)
Learning outcomes
demonstrate correct use of a before a
consonant and an before a vowel.
demonstrate correct use of the indefinite
article (a/an) and the definite article (the).
Materials required
None
Introduction
Write on the board phrases Please give me a/an .......... and The ........ is ............. .
Elicit that a is used before a consonant and an before a vowel.
Use the first phrase to ask a student to give you an item e.g. Please give me a pencil. etc. Ask
another student to use the second phrase to tell you something about the book you have been
given e.g. The book is small/green/etc.
Repeat this activity with one or more other items.
Ask the students to look at the first phrase and explain that a/an means one and that we use it
when we are talking about any item, e.g. any book, pencil, etc.
Explain that the is used when we are referring to a particular item; in your example you are
25
referring to the particular e.g. pencil that you have just been given. We also use the when
there is only one of something; for example you can ask the students to stand by the door if
there is only one door in the classroom or write on the board if there is only one board in the
classroom.
Student activity
Ask the students to open their books at page 35, read the text and complete the exercise orally
before asking the students to write the answers.
Ask them to look at page 36, read the text and give any further explanation needed before
asking the students to complete the exercise.
The Spell Well task can be set as homework and tested at a convenient time.
Recapitulation
Play I went to the market: begin the game by saying, I went to the market and I bought ..... (item
beginning with a e.g. an antelope). The first student continues by repeating the phrase but naming
an item beginning with b, e.g. a basketball (using a rather than an); the game continues using the
letters of the alphabet in sequence. Encourage students to choose unusual items. To make the game
more difficult, students can be asked to repeat the list of items before adding their own.
Answers
Exercise A 1. A

6. a, a, an
Exercise B 1. the
2. a
7. An
2. The
3. an
8. A
3. A, The
4. an
9. An
4. An, The
5. a, an
10. a, an
5. The, a
Unit 10 Irregular verbs, to be and to have

Verbs: A Mixed Bag
Teaching objectives
Learning outcomes
to revise and practise the simple present

and past tense forms of the verb to be
to explain and practise the correct use of
the simple present tense of the verb to have
use correctly the simple present and past

tense forms of the verb to be.
use the simple present tense of the verb to
have correctly.
Materials required
Tape/cd/dvd/You tube clip of My hat, it has three corners
My hat, it has three corners,
Three corners has my hat,
And had it not three corners,
It would not be my hat.
26
The song is sung six time as follows:

first time sing with no actions
second time: instead of singing my, substitute the action for my
third time: substitute actions for my and hat
fourth time: substitute actions for my, hat, and three
fifth time: substitute actions for my, hat, three, and corner
sixth time: sing all words and perform all actions
Actions
my - touch yourself; hat touch your head; three show three fingers; corner show bent elbow
Introduction
Write on the board as a list, I am, you are, he/she is, we are, they are. Ask student volunteers to
use each part of the verb in a sentence.
For oral practice explain that the students must say the correct part of the verb according to the
sign you give them. Explain that
pointing to yourself is the sign for I, they say I am
pointing to the class indicates you, they say You are
if you point to a boy or girl, they say, he/she is
a circular gesture to include yourself and the students, they say we are
pointing a thumb backwards over your shoulder, they say they are
Practise this, slowly at first and then more quickly, to improve oral fluency.
Write the simple past tense forms on the board in the same way (I was, you were, he/she was,
we were they were), ask for more sentences and do oral practice as above.
Teach the present tense of the verb to have in the same way.
Note The teacher may prefer to teach this verb in a separate lesson.
Student activity
Ask the students to open their books at page 38, read the text. Answer the questions in exercise
A orally before asking the students to complete the written task in a set amount of time.
Read the text and complete exercise B on page 39 in the same way.
Recapitulation
Sing, with the actions, My hat, it has three corners.
Answers
Exercise A 1. are, am

5. are
Exercise B 1. have, has

5. has
10. have, have
2. Are
6. is
2. have, has
6. has
3. were
4. is, are
7. are, are
8. am, is
3. has, have, have, have
7. have
8. has
4. Have
9. have, has
27
Unit 11 Sentence structure

Lesson 18 (Page 40)
Mixed Sentences
Learning outcomes
Teaching objectives
to help students match sentence halves to
make complete sentences
match sentence halves to make complete

sentences.
Materials required
Two or three sentences in halves written on large sheets of card or paper; Blu-tack or similar
adhesive material
Introduction
Fix the half-sentences on the board in jumbled order and ask the students to help you sort them
to make complete sentences.
Student activity
Ask the students to open their books at page 40 and ask them to complete the task in a set
amount of time. Depending on students confidence, you may wish to do the exercise orally first.
Recapitulation
Play a sentence game: Divide the students into two teams, A and B. Ask a student in team A
to say the first half of a sentence, e.g., My father wants.... A student from team B should then
complete the sentence so that it makes sense e.g. to buy a new car. / to go to the cricket match.
The second student from team B should then begin a sentence for team A to complete. Award
points: 2 points if a student completes the sentence unaided and 1 point if she/he is helped by
other members of the team.
Answers
1. (g)
2. (e)
3. (a)
4. (f)
5. (d)
6. (c)
7. (b)
Unit 12 Present participles

Lesson 19 (pages 4143)
Verbs: The ing Form
Teaching objectives
to explain how to form the present
participle of common verbs
28
Learning outcomes
form the present participle of common
verbs.
correctly spell common present participles.
Materials required
Pictures or simple drawings of people performing different actions e.g. driving, cooking,
running, swimming, diving etc.; a class set of cards each showing a participle that can be acted
out e.g. jumping, reading, hopping, sweeping, etc.
Introduction
Show the students the pictures you have prepared and ask what the person in each picture is
doing; write the students responses on the board so that you have a list of present participles.
Ask the students to look at the list and elicit that all the words end in ing. Explain that just as
ed/d can be added to many verbs to form the past tense, ing can also be added to most verbs to
form a different tense.
Student activity
Ask the students to open their books at page 41. Read the introductory text, and give the
students a set amount of time to complete exercise A. As you check each answer, ask individual
students to put the word into a sentence.
Ask the students to look at page 42, read the text and ask the students to complete exercise B,
checking answers and meanings as for exercise A.
Read the remaining text and remind the students that these are the same verbs that doubled the
final letter before adding ed. They may recall that these are usually short verbs that end with a
vowel and a consonant other than y. Ask the students to complete exercise C and check answers
and meanings as for A and B above.
Finally, draw their attention to the spelling of the two participles at the bottom of page 43;
explain that, like the verbs in exercise B, they are both verbs that end in e and should follow the
rule of removing the e and adding ing.
Recapitulation
Play a participles game. Divide the students into two teams, A and B. Give each student a card
and explain that they should not let anybody else see what is written on it. The first member of
team A should mime the action written on his/her card and the first member of team B must
guess the action and should write the word on the board. The teams should take turns to mine
and guess/write. Award points for correct guessing and correct spelling.
Answers
Exercise A feeling, dreaming, singing, playing, drinking, holding, owning, teaching,
reaching, meeting, keeping
Exercise B loving, daring, hating, coming, dancing, hoping, sharing, biting
Exercise C knitting, getting, pinning, rotting, knotting, cutting, dripping, gripping, robbing,
fanning, fitting, trimming
29
Unit 13 Auxiliary verb: to be

Helping Verbs: Am, Is, Are, Was, Were
Teaching objectives
to explain the use of the verb to be +
present participle to form the present and
past continuous tenses
to explain that verbs can consist of more
than one word
to help students identify verbs in sentences
Learning outcomes
use the verb to be + present participle
to form the present and past continuous
tenses.
identify verbs that consist of more than
one word.
identify verbs in sentences.
Materials required
The set of pictures from the previous lesson, and some showing more than one person
performing an action
Introduction
Introduce the lesson in the same way as the previous lesson, but this time write on the board
the full verb, e.g. they are running, he is swimming, she is reading. When the list is complete,
elicit that is/are have been used with the ing form of the verb to say what the person is doing
and explain that sometimes a verb is made up of more than one word. Change one of the verbs
into the past tense, e.g. they were running and ask the students if they can explain what you have
done. Ask them to change the other verbs on the list into the past tense in the same way.
Student activity
Ask the students to open their books at page 44 and read the introductory text. Complete one or
two questions from exercise A orally before giving the students a set amount of time to complete
the task. As you check their answers, ask the students to say if the verb is present or past tense.
Explain the tasks in exercises B and C and give the students a set amount of time to complete
them. Ask them to identify the tense of each verb when checking their answers.
Recapitulation
Taking turns round the class, give each student a verb either in the present or past continuous
tense, e.g. we are sitting, they were writing, and ask him/her to change the tense e.g. we were
sitting, they are writing. If students find this difficult, it may help to add the word now, or
yesterday at the start of the verb; the student should also change this when s/he responds.
30
Answers
Exercise A 2. was staying
3. were playing

6. were walking 7. are writing

10. was telling
Exercise B 2. put
3. sleeps

6. baked
7. are going

10. were swimming
Exercise C 1. packed, went 2. sat

5. went, fetched 6. was dancing

9. open, read
10. saved
4. are taking
8. is filling
5. am waiting
9. is playing
4. were enjoying
8. were buying
5. am feeling
9. belongs
3. gave, was reading

7. were bathing
4. was sleeping, came

8. is running
Unit 14 Adverbs
Adverbs
Learning outcomes
Teaching objectives
to introduce the term adverb
to introduce adverbs of time, manner, and
place
to explain that not all adverbs end in ly
to help students complete sentences by
selecting appropriate adverbs
explain that an adverb is a word that

describes how an action is performed.
identify adverbs in sentences including
those that do not end in ly.
correctly complete sentences by selecting
appropriate adverbs.
Materials required
Large sheets of paper and markers for group work
Introduction
Write a simple sentence on the board, e.g. John looked for his school bag. and ask a student
volunteer to underline the verb (looked). Ask if any student can suggest a word ending ly to
describe the verb, e.g. carefully, quickly, hurriedly, lazily. Write the students suggestions on the
board and introduce the term adverb as the word that describes how, where, or when an action
takes place; explain further that not all adverbs end in ly. Ask the students if they can suggest
any adverbs to describe looked in the given sentence, e.g. where? everywhere, here, there.
Student activity
Explain the task and give the students a set amount of time to complete the written answers.
As you check their answers, point out that in sentences 3 and 8, the adverb does not come
immediately after the verb.
31
Recapitulation
Divide the students into groups of four or five and give each group writing materials. Explain
that you are going to say a sentence containing an adverb and the students should write down
the adverb that has the opposite meaning. The winning group will be the one with the most
correct answers. Choose adverbs that are familiar to the students, e.g. slowly fast/quickly;
happily - sadly; up down; in out; quietly loudly; heavily lightly; kindly unkindly; high
low; etc.
Answers
Exercise A 1. brightly

6. up
2. here
7. loudly
3. hard
8. tomorrow
4. there
9. neatly
5. sweetly
10. bravely
Unit 15 Plurals
Nouns: Number
Teaching objectives
to explain and practise, how the plurals of
nouns are formed, including those ending
in s, es, sh, ch, ss, and x
Learning outcomes
correctly form the plural of nouns
including those ending in s, es, sh, ch, ss,
and x.
Materials required
A selection of set of items e.g. 4 pencils, 6 rulers, 2 shoes, etc.; tape/cd/dvd/You tube clip of Five
little ducks or Five currant buns in a bakers shop
Introduction
Show the student an item from one of the sets you have prepared, e.g. a mug, and ask them to
tell you that it is one mug; write this on the board at the start of a list. Show the student the set
of mugs and elicit that there are e.g. three mugs; write this on the board at the start of a new list.
Repeat this with the other sets of items you have prepared until the two lists are complete.
Ask the students to look at the lists and elicit that the s on the end of the nouns indicates that
there is more than one of the item. Point to other objects in the room and ask the students to
give you the plural form e.g. point to a desk and say one desk; five ..... , the students should say
five desks, etc.
Student activity
Explain tasks A and B and give the students a set amount of time to complete the written
answers.
Read the text on page 51 and explain that the e is added because it would be very difficult to
pronounce or hear the plurals if only an s were added; the students could try pronouncing
32
them to demonstrate this point. Ask the students to complete exercise C and as they check their
answers, ask individual students to put each noun into a sentence.
Finally explain exercise D and give the students a set amount of time to complete it before
checking their answers.
Recapitulation
Sing Five little ducks or Five currant buns in a bakers shop.
Answers
Exercise A cows, dogs, ruler, trays, lion, duck, pictures, tables, tree, chair, hens, bags,
trumpet, flute, fences, apples, oranges, eggs
Exercise B 2. crown
3. hill
4. buns
5. socks
6. flowerpots

7. book
8. dog, rabbits 9. bags
10. book, pencil
Exercise C bushes, foxes, boxes, glasses, dishes, brushes, branches, patches, bunches
Exercise D 1. girls
2. boxes
3. glasses
4. watches
5. bushes

6. kisses
7. branches
8. dishes
9. buses
10. shops
Unit 16 Gender
Nouns: Gender
Teaching objectives
to explain that some nouns refer
specifically to male beings and others to
female
Learning outcomes
recognise words that refer specifically to
male beings and those that refer to female
beings.
Materials required
A selection of photographs or drawings of males and females of different ages; Blu-tack or
similar adhesive material
Introduction
Fix the pictures on the board and ask the students to study them and ask how they can be
divided into two separate groups; they should suggest one group of men and boys and another
of women and girls. Ask the students to sort the pictures into the two groups and explain the
terms male and female as you use them to label the groups. Ask if the students can suggest any
male or female words e.g. brother-sister, father-mother, cock-hen, etc. Ask all the male members
of the class to stand, and then all the female members.
Student activity
Ask the students to open their books at page 53 and read the introductory text and the lists of words.
Ask the students to look at page 54 and explain the task. Give them a set amount of time to
33
complete the task. As you check their answers, ask students to tell you the male/female opposite
of the word they have selected.
Recapitulation
Go round the class asking the students in turn to tell you the male/female opposite of the word
you say, e.g. he/she, mother/father/ cow/bull, etc.
Answers
Male Words: grandfather, tiger, peacock, brother, uncle, son
Female Words: girl, cow, sister, hen, woman, lioness
Unit 17 Test 2
Teaching objectives
to assess learning and understanding
of past and present tenses, definite and
indefinite articles, adverbs, and verbs
Learning outcomes
identify and demonstrate correct use
of past and present tenses, definite and
indefinite articles, adverbs, and verbs.
Materials required
finish the assessment while others are still working e.g. reading books, drawing materials, etc.
Prepare for, introduce, and administer this assessment as for lesson 14 above.
Answers
1. (a) The baker baked bread every day.
(b) The dress suited her very well.
(c) My uncle dropped me at school in the morning.
(d) The gardener trimmed the hedges every afternoon.
(e) The dog chased the postman down the street.
2. one:
(a) sink
(b) field
(c) week
(d) apple, bowl
many: (a) cups
(b) cows
(c) days
(d) oranges, pears
3. Male: uncle, cock, king
Female: daughter, tigress, grandmother
4. (a) an, a
(b) a/the, The (c) an/the, an
(d) The, a/the, a/the, an (e) a/the
5. (a) yesterday, today
(b) hard, well (c) silently.
6. (a) writing, have, have, Are
(b) Is, coming
(c) was
(d) hitting, was
(e) knitting; has (f) were, crying (g) was
(h) are, making
(i) is
(j) robbing, were
34
Unit 18 Vocabulary
Opposites
Learning outcomes
Teaching objectives
to explain the meaning of the term
opposite
to introduce some opposite words
explain, by giving examples, the meaning

of the term opposite.
correctly match opposite words.
Materials required
Items, or pictures of pairs of items that display opposite characteristics e.g. a long scarf and a
short scarf, a new car and an old car, a young girl and an old woman, a large slipper and a small
slipper, etc.
Introduction
Display the items or pictures you have prepared and ask individual students to arrange them in
pairs.
Ask the students to look at the pairs and encourage them to use some of the target vocabulary
to compare them. Introduce and explain the term opposite.
Student activity
Ask the students to open their books at page 58 and read the text.
Read through the lists of opposites on page 59 and ask questions to assess understanding, e.g.
When do you feel happy? What makes you feel sad? Is a feather heavy or light? etc.
Explain the written task and give the students a set amount of time to complete it.
Recapitulation
Go round the class asking the students in turn to tell you the opposite of the word you say.
Answers
1. shut/closed
6. tame
2. empty
7. thin
3. weak
8. soft
4. beautiful
9. night
5. low
10. light
35
Unit 19 Verbs
Verbs: Some Past Tense Forms
Teaching objectives
Learning outcomes
to introduce the irregular past tense form

of some verbs
to help students change verbs from the
present to the past tense
recognize and use the irregular past tense

form of some verbs.
correctly change verbs from the present to
the past tense.
Materials required
A copy of your introductory talk written on a large sheet of card or paper; Blu-tack or similar
adhesive material (alternatively, write the text on the board before the lesson, and cover it)
Introduction
Using some of the target verbs, tell the students what you did last night; for example:
Last night I went to the shops and I bought some vegetables. On the way home I saw a friend and
she told me she had lost her purse so I lent her some money. etc.
Elicit that because you were talking about last night, you were using the past tense. Ask the
students to explain how to form the past tense of verbs such as talk, want, like, etc. (add d/ed)
Display the text you have prepared (or uncover it) and ask individual students to come and
underline the verbs. Make a separate list of them and explain that they are all past tenses but
are not formed by adding d/ed. Ask the students if they can tell you the present tense of each of
the verbs and write these on the board next to the past tense form. Explain that there are many
English verbs that do not add d/ed to form the past tense.
Student activity
Read through the list of verbs with the students and ask them to make sentences using the past
tense form of each of them.
Explain the task on pages 6061 and give the students a set amount of time to complete it;
remind them to refer to the lists of verbs if necessary.
Recapitulation
Go round the class asking the students in turn to tell you the correct past tense form of the
present tense you say; include verbs that have regular and irregular past tense forms.
Answers
1. told
6. read
11. fed
36
2. taught
7. met
12. tore
3. bent
8. bought
13. went
4. said, wrote
9. gave
14. stood
5. ate
10. sold
15. lent
Unit 20 Pronouns
Pronouns
Teaching objectives
to introduce the pronouns I, we, me, us,
mine, you, he, she, it, they, him, her, them
to explain how pronouns can be used to
replace proper and common nouns
to help students replace nouns with the
corresponding pronouns
Learning outcomes
replace nouns with the corresponding
pronouns (I, we, me, us, mine, you, he, she,
it, they, him, her, them).
Materials required
None
Introduction
Revise the use of the pronouns he, she, and they that the students learned in Book 1,
Introduce the other pronouns one by one and demonstrate and practise how:
I/am/mine are used to replace the name of the person who is speaking,
we/us are used for a group including the speaker,
it is used to speak about an object,
him/her/them are used to speak about other people.
Student activity
Ask the students to open their books at pages 6263 and read the introductory text. When
reading the second version of the story, ask the students to identify which proper nouns are
being replaced by each pronoun.
Ask the students to look at exercise A and complete the task orally before giving them a set
amount of time to complete it. Check their answers in class.
Explain exercise B and complete the first question orally before giving the students a set amount
of time to complete the task. Check their answers in class.
Recapitulation
Go round the class asking the students in turn to replace a proper noun or common noun in a
short sentence with the appropriate pronoun. For example
Teacher: Reema and Mohamed went to a party.
Student: They went to a party.
Teacher: I liked the film.
Student: I liked it.
37
Answers
Exercise A

Exercise B

1. him
6. him
1. she
6. them
2. she, it
7.I
2. we
7. them
3. us
8. it
3. it, it
8. she, her
4. They
9. They, me
4. they
9. They
5. us
10. He
5. us
10. He
Unit 21 Prepositions
Prepositions
Teaching objectives
to explain the meaning of the term
preposition
to introduce/revise the prepositions in, on,
over, under, into, across, between, behind,
after, at
to help students complete sentences by
adding the correct preposition
Learning outcomes
explain that a preposition indicates
position.
use the prepositions in, on, over, under,
into, across, between, behind, after, at
correctly.
complete sentences by adding the correct
preposition.
Materials required
A doll or teddy bear; a bag or box; other objects that can be used to demonstrate the meanings
of the prepositions
Introduction
Use the doll and box to revise and practise the prepositions the students are familiar with, e.g.
place the doll in/on/over/under the box and ask the students to tell you where it is. Do the same
to teach any unfamiliar prepositions. Ask individual students to move so that they are e.g.
between/behind/across from other objects or students.
Student activity
Look at the prepositions at the top of page 66 and assess understanding by asking individual
students to put each of them into a sentence.
Explain the task and complete the sentences orally before giving the students a set amount of
time to complete the written task.
The Spell Well task can be set as a homework task and tested at a convenient time.
38
Recapitulation
Play Simon Says, using as many of the instructions as possible in your commands. This may
involve instructions such as Simon says put your pencil over/under/between ..... etc.
Answers
1. under
6. in
2. over
7. on
3. at
8. across/in
4. into
9. behind
5. between
10. after
Unit 22 Sentence structure

Lesson 29 (Page 67)
Jumbled Sentences
Teaching objectives
to revise the use of capital letters and full
stop/question mark in a sentence
to help students rearrange a group
of words to form a sentence that has
meaning
Learning outcomes
use capital letters and full stop/question
mark correctly in a sentence.
correctly rearrange a group of words to
form a sentence that has meaning.
Materials required
The words of two sample sentences (1 statement and 1 question) each word on a separate flash
card; Blu-tack or similar adhesive material
Introduction
The students are familiar with this task so fix the words of the two sample sentences you have
prepared on the board in random order and give the students a couple of minutes to look at
them and decide on the correct order of the words. Briefly revise the use of the capital letter and
full stop/question mark.
Student activity
Ask the students to open their books at page 67 and give them a set amount of time to complete
the exercise.
Recapitulation
Play a game: Divide the students into teams and draw a column on the board for each
team. Explain that you are going to say a sentence and the students must decide whether it
is a question or a statement; one member of each team should come and write the correct
punctuation mark on the board.
39
Answers
1. Mary had a little lamb.
3. Rabia put the toys in the cupboard.
5. The hippopotamus is a very big animal.
7. The Sun is shining brightly.
9. Rabab is reading a book.
2. The lion roared angrily.

4. What is your name?
6. Jack and Jill went up the hill.
8. Where do you live?
10. Ali did his homework in the evening.
Unit 23 Joining Words

Conjunctions
Teaching objectives
to revise and practise the use of the
conjunction and
Learning outcomes
use the conjunction and correctly to join
two sentences.
Materials required
A pair of sentences that can be joined using and (each written on a large sheet of paper or
card); Blu-tack or similar adhesive material
Introduction
To revise and, fix the two sentences you have prepared e.g. We went to the park. We played on
the swings. on the board and ask the students to suggest how they could be joined to make one
sentence. They should suggest using and. Rewrite the sentence as one. (We went to the park and
played on the swings.)
Student activity
Ask the students to open their books at page 68 and work through the first exercise orally before
giving the students a set amount of time to complete the exercise.
Recapitulation
Go round the class asking students in turn to complete the sentence you begin, using and.
For example:
Teacher: I went to the shop and
Student: bought some milk.
Teacher: The team played cricket and
Student: won the match.
40
Answers
Exercise A 1. Jim picked up the glass of milk and (he) drank it.

2. The goose laid an egg and it was made of gold.

3. Babar heard someone knocking and (he) opened the door.

4. Ken began to think and his head started to ache.

5. They came to the stream and (they) crossed it.

6. Jill began to read the story and (she) read it right to the end.

7. Use the dictionary and you will find the word in it.

8. Naila sat down at the piano and (she) played a merry tune.

9. The boy wore white and the girl was also in white./The boy and girl wore white.

10. The man sat down on a bench and (he) fell asleep.

Teaching objectives
Learning outcomes
to introduce and practise the conjunction

but
use the conjunctions and and but correctly

to join two sentences.
Materials required
A pair of sentences that can be joined using but, (each written on a large sheet of paper or card);
Blu-tack or similar adhesive material
Introduction
To introduce but, fix the other two sentences you have prepared on the board e.g. The boys went
to the park. It was closed. Ask the students to read the sentences and elicit that the boys expected
the park to be open so they must have been surprised/sad/disappointed to find it was closed.
Explain that the two sentences could be joined using and, but when we want to show this sense
of surprise, we use but to join them; write the new sentence (The boys went to the park but it
was closed.) on the board and ask the students to read it aloud.
Provide other pairs of sentences for the students to practise using but to join them orally, e.g.
Rabab was tired. She could not sleep.
Student activity
Ask the students to open their books at page 69 and read the introductory text that follows
exercise A.
Give the students a set amount of time to complete the questions in exercise B and as you check
their answers, ask them to say why the second sentence is surprising, e.g. if Bisma worked with
care she would expect her sum to be correct and was surprised when it was wrong.
Explain exercise C and give the students a set amount of time to complete it. When you check
their answers, ask the students to explain why they chose the particular conjunction they used.
41
Recapitulation
Go round the class asking students in turn to complete the sentence you begin using and or but
(as you state). For example:
Teacher: I went to the shop and
Student 1: bought some milk.
Teacher: I went to the shop but
Student 2: it was closed.
Answers
Exercise B 1. Bisma did the sum carefully, but the answer was wrong.

2. Sahar dropped the glass, but it did not break.

3. Imran called out to the taxi, but it did not stop.

4. Maha ate two pastries, but (she) was still hungry.

5. The dog ran after the rabbit, but (he) could not catch it.

6. The giant was very friendly, but the children ran away when they saw him.

7. Rabab went to visit Bisma, but she was not at home.

8. Sahar pressed the bell, but there was no sound.

9. Omar tried to get the box from the shelf, but (he) could not reach it.

10. Asad has a pet dog, but he does not look after it.
Exercise C 1. Open the door and come in.

2. He tried to open the gate, but it was stuck.

3. The piper picked up his pipe and (he) began to play a sweet tune.

4. William blew the whistle, but there was no sound.

5. Grandmother put on her glasses and (she) began to read.

6. Mother told Aamir to eat the vegetables, but he refused to do so.

7. The instructor tried to teach Ajmal to swim, but he was frightened.

8. Arif bent down and (he) tied his shoelaces.

9. Asad went to buy a red shirt, but there were none in the shop.

10. The girl picked up the kitten and (she) put it back into its basket.
Unit 24 Reading comprehension, directed writing, and grammar

Lesson 32 (Page 72)
Buddy
Teaching objectives
to help students read a short text
to help students complete a piece of
independent writing based on the given text
42
Learning outcomes
read a short text with understanding.
complete a piece of independent writing
based on a given text.
Materials required
Drawing materials
Introduction
Ask the students to open their books at page 72 and introduce the task by reading the text. Ask
questions to check understanding e.g. What is Buddys fur like? How does Sara look after Buddy/
How does Buddy greet Sara when she returns from school? etc.
Student activity
Explain the task to the students. Before they begin to write, list students suggestions for pets on
the board e.g. cat, dog, bird, pony, etc., and ask for ideas of how to take care of these animals.
Suggest that the students describe the pet in the first sentence(s) and then write about how they
look after it in the remaining sentences.
Recapitulation
Give out drawing materials and ask the students to draw a picture of their pet to illustrate their
work.
Ask some students to read out their written work to the rest of the class.
Lesson 33 (Page 73)

Saras Room
Teaching objectives
to help students read a given text
to help students provide written answers for
questions based on the given text
Learning outcomes
read a given text.
provide correct written answers for
questions based on the given text.
Materials required
Drawing materials
Introduction
Ask two or three students to tell you about their room. Ask questions to prompt them e.g. Where do
you keep your books? Do you have a desk in your room? What else do you have in your room? etc.
Student activity
Ask the students to open their books at page 73. Look at the picture and talk about it before
reading the text.
Read the questions and discuss possible answers before giving the students a set amount of time
to complete the task.
Recapitulation
Give out drawing materials and ask the students to draw their own room. Retain these for use in
the next lesson.
43
Answers
1. Sara keeps her storybooks on a shelf.
2. Sara keeps her school books on the table.
3. Sara makes her own bed.
Lesson 34 (Page 74)

What a Mess!
Teaching objectives
to help students read a given text
to help students provide written answers for
questions based on the given text
independent writing based on given texts
Learning outcomes
read a given text.
provide correct written answers for
questions based on the given text.
complete a piece of independent writing
based on given texts.
Materials required
None
Introduction
Ask the students to open their books at page 74 and introduce the task by discussing the
picture.
Student activity
Read the text and discuss the differences between Saras room and Babars room.
Read the comprehension questions and ask the students to complete them.
Explain the written task and give the students a set amount of time to complete it.
Recapitulation
Select students to read their description and show their picture (from previous lesson) to the
class.
Answers
Exercise A

44
1. Most of Babars toys are to be found on the floor.

2. Babars mother makes his bed.
3. Babar leaves the empty crisps packets on the carpet.
4. Babar makes his bed untidy by throwing his things on it.

Jack and Jill
Teaching objectives
Learning outcomes
to help students read a given text based on

a nursery rhyme
to help students complete a cloze exercise
based on the given text
to help students match halves of sentences
to make complete sentences based on the
given text
to revise nouns, verbs, adjectives, and
opposites
to help students match words with their
meanings
to complete a piece of independent writing
based on a given text
read a given text based on a nursery

rhyme.
correctly complete a cloze exercise based
on the given text.
correctly match halves of sentences to
make complete sentences based on the
given text.
correctly identify nouns, verbs, adjectives,
and opposites.
correctly match words with their
meanings.
correctly complete a piece of independent
writing based on a given text.
Materials required
A tape/cd/dvd/You tube clip of Jack and Jill went up the hill
Note There is a lot of material in this lesson so the teacher may wish to take two periods to
complete it.
Introduction
Write a sentence on the board that contains a proper noun, a common noun, a verb, an
adjective, and a word that has an opposite, e.g. Daniel opened his new book and began to read an
exciting story. Ask the students to read the sentence and identify the different parts.
Student activity
Ask the students to open their books at page 75 and read the story of Jack and Jill. Ask
questions to assess comprehension e.g. Why did jack and Jill go up the hill? What happened to
Jack? How did Jill help her brother? etc.
Explain exercises A G, asking for a few oral answers, and give the students plenty of time to
complete the written tasks.
Read section H with the students and ask comprehension questions. Explain the task and give
the students time to complete it.
Recapitulation
Sing Jack and Jill went up the hill.
Note If this work is completed in two periods, the students could illustrate their written work
and selected students could read their work to the rest of the class as a second recapitulation
activity.
45
Answers
Exercise A 1. water
2. hill
3. rock
4. head
5. home
Exercise B 1. (e)
2. (c)
3. (d)
4. (f)
5. (b)
6. (a)
Exercise C Jack, Jill
Exercise D (any four) went, fetch, drew, began, carry, tripped, was, came, fell, hurt, tied, gave,
drink, had left, helped
Exercise E 1. (c)
2. (a)
3. (d)
4. (b)
Exercise F heavy/warm
Exercise G (a) down (b) light

Walters Red Star
Learning outcomes
Teaching objectives
to help students read a short story
to help students complete true/false
questions based on the story
to help students answer questions based
on the story
to revise proper nouns, and verbs
to help students match words with their
meanings
read a given short story.

correctly complete true/false questions
based on the story.
correctly answer questions based on the
story.
correctly identify proper nouns, and verbs.
correctly match words with their
meanings.
Materials required
Tape/cd/dvd/You tube clip of Mary had a little lamb
Introduction
Ask the students to open their books at page 77 and read the story, asking comprehension
questions at the end of each paragraph. Can the students anticipate what is going to happen at
the end of paragraph 3?
Student activity
Explain exercises A E on page 78, asking for a few oral answers, and give the students plenty
of time to complete the written tasks.
Recapitulation
Sing Mary had a little lamb, a song about another child who took a pet animal to school.
46
Answers
Exercise A 1. Yes
2. No
3. Yes
4. Yes
5. No
6. Yes
Exercise B 1. Walter found a bag of potato crisps inside Stevens desk.

2. Walter enjoyed the gym class.
3. Heather was frightened because she had climbed up the bars at the side of the
gym and could not come down.

4. Walter looked at Janes and Michaels stars and then at his own, because their
stars were green while his star was red.

5. Miss Nash gave Walter a red star because he had brought Heather down from
the bars where she was stuck.
Exercise C (any two) Andrew, Steven, Miss Nash, Michael, Jane, Heather
Exercise D began, got, gave, painted, had, work
Exercise E 1. (d)
2. (c)
3. (e)
4. (b)
5. (a)

At the Playground
Teaching objectives
to help students read a poem
to help students complete a vocabulary
exercise
to revise verbs
writing based on a picture
Learning outcomes
read a poem.
correctly complete a vocabulary exercise.
write a given number of verbs related to a
given context.
complete a piece of writing based on a
picture.
Materials required
Tape/cd/dvd/You tube clip of Boys and Girls come out to play
Introduction
Write a word on the board e.g. sand, and ask the students if they can find any other words in
the given word (an; and; sad) If necessary give them clues to the target words. Repeat this with
one or two other words.
Introduce the topic by asking the students to open their books at page 81 and discussing the
picture. Make a list on the board of all the things the students do at the playground; leave the
list on the board for reference.
Student activity
Ask the students to open their books at page 79, read the poem and discuss the answers to the
questions before asking the students to write their own answers.
Explain exercises B and C and give the students a set amount of time to complete them. They
47
can refer to the list on the board if they need help to complete exercise C.
Finally, explain exercise D. Ask the students to look at the picture again and discuss some ideas.
Remind them that they are writing as we rather than I, and give the students a set amount of
time to complete the written task.
Recapitulation
Ask a few students to read out their written work. Sing Boys and Girls come out to play.
Answers
Exercise A 1. The children take a ride on a little toy car.

2. The children play catch-ball or give the ball a kick.

3. There is no need to feel bad when the bell rings because they can play again
on the playground the next day.
Exercise B lip (sip), way (say), lid (side), cat, ass
Exercise C any appropriate verbs

Ajmal is Naughty
Teaching objectives
to help students read a short story
to help students answer written questions
based on the story
Learning outcomes
read a short story.
answer written questions based on the
story.
Materials required
Drawing materials
Introduction
Ask the students to suggest how a dog spends its day? Talk about working dogs such as guide
dogs, farm dogs, and guard dogs as well as pet dogs. Would the students like to have such a
life?
Explain that you are going to read a story about a boy who thought he wanted to be a dog.
Student activity
Ask the students to open their books at page 82 and read the story as far as Would you like to
go with me? (para 4) Can the students predict what is going to happen?
Continue reading as far as really, really hungry. Can they predict what is going to happen? Will
Ajmal continue to want to be a dog?
Complete the reading and discuss the questions in exercise A on page 83 before giving the
students a set amount of time to complete the written answers.
48
Recapitulation
Give the students drawing materials and ask them to draw a picture illustrating any part of the story.
Answers

1. Ajmal wanted to be a dog because their pet dog, Bomby, just ate, slept, played,
and was petted by everyone. He did not have to go to school or do homework
or go to bed at nine.

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

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

4. Ajmals mother gave him the best dog food for lunch when she came back from
the mall.
Exercise B Ajmal, Bomby
Exercise C any three common nouns from the passage
Lesson 39 (Page 84)

Composition
Teaching objectives
to help students complete two directed
writing tasks
Learning outcomes
write two short texts on given topics.
Materials required
None
Introduction
Discuss your school. Ask questions such as: How big is the school? What special rooms does
it have? (computer room, library, hall, etc.). What is your classroom like? Where do you play?
What do you like about the school? Is there anything you dont like about the school? etc. As the
students share their ideas, write key words on the board.
Repeat this activity on the second topic. Ask questions such as: What is your teachers name?
What does s/he look like? How does your teacher help you? How does your teacher reward good
work and good effort? etc.
Student activity
Ask the students to open their books at page 84 and give them plenty of time and assistance to
complete the written tasks.
Recapitulation
Students should draw pictures to illustrate their written work.
49
Unit 25 Test 3
Teaching objectives
to assess learning of past and present
tenses, opposites, pronouns, the
conjunctions and and but, and
prepositions
Learning outcomes
identify and demonstrate correct use
of past and present tenses, opposites,
pronouns, the conjunctions and and but,
and prepositions.
Materials required
finish the assessment while others are still working e.g. reading books
Prepare for, introduce, and administer this assessment as for Tests 1 and 2
Answers
1. (a) Sara lent her books to Rabia.
(b) My uncle sent me a gift on my birthday.
(c) The Happy Prince said that he was unhappy.
(d) Grandmother told us stories every night.
(e) Aamir fought with all the boys in the class.
2. (a) below/under (b) less/fewer (c) high (d) fat /thick (e) small/tiny (f) short
3. (a) Wasim said that he was going to his sisters house. It was quite far away and it would
take him about a day to reach it. He had decided to hire a car to take him there.
(b) As Maha was walking down the road, she met Rabia and Salma. They asked her where
she was going. She replied that she was going to a shop.
(c) Aamir and Ali study in the same school and they are great friends.
4. (a) Taha was ill and (he) had to go to a doctor.
(b) David was young, but he was not afraid of Goliath the giant.
(c) That building is a palace and a king lives there.
(d) Nasir has a brother and a sister.
(e) The dog looks fierce, but (it) is quite friendly.
5. (a) in (b) across/in (c) under (d) on; at (e) on
6. (a) a; across; up, a , in, in (b) an; a; a, on
50
Notes
51
Notes
52

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Contents

The Grammar Tree 1-5

1. Remembering What You have Learnt

4. Nouns: Common and Proper

5. Capital Letters and Punctuation

7. Months of the Year

10. Verbs: Present and Past Tenses

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

12. Who or What am I?

13. A, An, The

14. Verbs: A Mixed Bag

15. Mixed Sentences

16. Verbs: The ing Form

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

19. Nouns: Number

20. Nouns: Gender

22. Verbs: Some Past Tense Forms

25. Jumbled Sentences

28. Saras Room

29. What a Mess!

30. Jack and Jill

31. Walters Red Star

32. At the Playground

33. Ajmal is Naughty

He, She, They:

Reflexive and Personal

Use: Chapter 9; Tests

The Grammar Tree (Books 15)

Place and Direction,

And: Chapter 38;

Words ending in ly:

Chapter 21; Test 3

Words Ending in ly:

Capital and Small

Capital and Small

Lesson 1 (Pages 16)

to revise capital letters and small letters

to revise the pronouns he, she, and they

Lesson 3 (Pages 36)

explain that the term noun means the

2. girl, vegetables, pot 3. paper, table

Lesson 5 (Pages 8-9)

to further explain the term common noun

explain that common nouns refer to

Lesson 6 (Pages 1012)

sort jumbled letters to spell the names of

encouraging the students to use a wide variety of different adjectives.

Unit 7 Doing words

This is the way we wash our face,

This is the way we brush our teeth,

This is the way we comb our hair,

Lesson 12 (Pages 24-28)

Lesson 13 (Pages 29-30)

to introduce and practise using the verb to

use the verb to be correctly in the present

Unit 9 The definite and indefinite articles (the, a/an)

Lesson 16 (Pages 3537)

Unit 10 Irregular verbs, to be and to have

to revise and practise the simple present

use correctly the simple present and past

The song is sung six time as follows:

Unit 11 Sentence structure

match sentence halves to make complete

Unit 12 Present participles