Learning Language Skills Class 2 Teacher's Guide FAIZA APSACS PDF

Class 2
Teacher’s Guide
Elaine Yee
Class 2
Teacher’s Guide
Elaine Yee
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ISBN 978-981-285-901-3
First published 2011
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Learning Language Skills
Class 2 Lesson Plans
Unit 1: What I Do Every Day
Getting Started (What Julien Does Every Day)

TB 2 pg 2
Objectives
Pupils will be able to:
• discuss what Julien does on a typical school day; and
• compare it with what they do on a typical school day.
Steps
1. Using a clock or any timing device, indicate a specific time e.g. 6:00 a.m. and ask
pupils what they do at that particular point in time. Repeat activity if necessary to
stimulate pupils’ interest.
2. Get pupils to refer to the portrait of the Morris family and introduce the characters.
3. Discuss the pictures by referring to the questions.
4. Pair pupils up and get them to interview each other about their typical school day.
5. Allow pupils to share their responses with the class.
6. Get pupils to understand that most people follow a routine every day.
7. Ask pupils to share what they enjoy doing most and what they enjoy doing least on
a typical day.
Answers (TB 2)
1. Marie wakes Julien up every morning.
2. He wakes up at 5:30 a.m.
3. He feeds the chickens. Marcos/His younger brother helps him.
4. He cycles to school every morning.
5. He plays football with his friends.
6. He helps his father pick coconuts from the trees.
7. It is 6:00 p.m.
8. They are having dinner together.
Pre-listening (How I Feel Today)

TB 2 pg 4
Objectives
• describe some general human emotions; and
• expand their vocabulary by learning the synonyms of various emotions.
Steps
1. Get pupils to look at each of the facial expressions and infer what each one of them
means.
2. Allow pupils to write down the adjectives describing the emotions.
3. Encourage pupils to come up with appropriate synonyms wherever possible, e.g.
frightened, scared, terrified.
4. Get pupils to describe the facial expressions correctly.
5. Get pupils to share occasions when they are feeling a particular emotion.
1
Listening (How Julien Feels/How We Feel Today)
AB 2 Ex. 1A, pg 1
Objectives
Pupils should be able to:
• understand the situations described in the listening text; and
• infer the feelings of the characters and complete the exercise.
Steps
1. Read the listening text to the class once.
2. Then read each incident and get pupils to choose the correct answers and write
them down in the activity book.
3. Read the helping words in part II of the exercise and get pupils to complete the
exercise on their own.
4. Read the sentences in part III of the exercise to the class. Get pupils to complete
the exercise as a class.
Listening Script
Listen to each of the six incidents carefully. Then tick the word that best
describes how Julien feels.
Incident 1: Julien did not sleep well the night before. He could hardly open his eyes on
Sunday morning. How did he feel?
Incident 2: Julien’s father told him that they could go fishing because the weather was
good this morning. Julien loves going fishing. How did he feel?
Incident 3: Julien and his father were out at sea fishing. Dark clouds gathered in the sky
and there were lightning and thunder. The boat rocked from side to side. Julien felt the
cold wind blowing on his face. He held on tightly to the boat. How did Julien feel?
Incident 4:
The rain was so heavy that Julien’s father had to turn back the boat and head for shore.
Their fishing trip had to be cancelled. How did Julien feel?
Incident 5:
Julien and his father found a shelter from the rain. They waited for a long time for the
rain to stop. How did Julien feel?
Incident 6:
Julien and his father were late. His mother wondered why. How did Julien’s mother feel?
2
Phonics (The ‘B’ And ‘P’ Sounds)
TB 2 pg 5, AB 2 Ex. 1B, pg 4
Objectives
• read and enjoy a poem; and
• differentiate words beginning with the ‘b’ from those beginning with the ‘p’ sounds.
Steps
1. Bring an empty cereal box or a breakfast item to class to begin class discussion.
2. Ask the pupils what they normally eat for breakfast.
3. Get pupils to read the poem aloud once.
4. Ask pupils to make a list of all the words beginning with the ‘b’ and ‘p’ sounds in the
poem.
5. Get pupils to read the poem again by paying close attention to the different words.
6. Refer pupils to the pictures of the food items and get them to identify each one of
them.
7. Instruct pupils to complete the exercises in the activity book.
Challenge Yourself
Get pupils to make a list of words with the help of a dictionary.
Phonics And Penmanship (The ‘B’ And ‘P’ Sounds)

AB 2 pg 6
Objectives
• identify words with the ‘b’ and ‘p’ sounds; and
• write legibly and neatly in script.
Steps
1. Get pupils to read the sentences.
2. Get pupils to identify the words with the ‘b’ and ‘p’ sounds.
3. Get pupils to complete the exercises in the activity book.
Pre-reading (Lily’s Bad Habits)

TB 2 pg 7
Objective
Pupils will be able to respond to the picture stimulus and discuss the questions
provided.
Steps
1. Get pupils to refer to each of the pictures in the textbook.
2. Ask the pupils the following questions:
• What is going on in the picture?
• What do you think Lily’s bad habits are?
• What do you think she will do here?
3. Review the answers.
3
Reading (Lily’s Bad Day)
TB 2 pg 8, AB 2 Ex. 1C, pg 8
Objectives
• read and enjoy the story; and
• gather information and interpret the meaning of the given text.
Steps
1. Get pupils to read the story. Ask pupils to talk about their bad day.
2. Pick out suitable vocabulary and explain the words to the pupils wherever
necessary.
3. Ask pupils to discuss the questions at the end of the story.
4. Get pupils to share their answers.
5. Review answers with the class.
6. Ask the pupils what the story teaches them to do.
7. Get them to share with the class any similar experiences they have had and the
course of action they took.
8. Get pupils to do the exercise in the activity book.
Answers (TB 2)
1. Yes, she was. There were going to be party games and a big cake at the party.
2. She planned to make a scrapbook with pictures of horses.
3. Her wardrobe was in a mess so Lily took a long time to find her dress.
4. Lily forgot to bring it to the party.
5. She was angry with herself because she had forgotten to bring Rita’s present.
6. Free response
Connected Activity
Drama — Get pupils to think of the conclusion and act out the story.
Speaking (Breakfast With Grandfather)

TB 2 pg 11
Objectives
• carry out a conversation with each other; and
• speak confidently to describe some of the things that people do every day.
Steps
1. Ask the pupils whether their grandparents have retired yet.
2. Explain the word retired if necessary.
3. Get pupils to share some of the things that retired people do.
4. Pick two pupils to take on the roles of Amna and Grandpa.
5. Get the pupils to read the dialogue.
6. Allow pupils to role-play in the classroom.
7. Ask the pupils which characters they like best and get them to support their answers
with reasons.
Connected Activity
Drama — Get pupils to make up their own dialogue and act out a similar scenario.
4
Vocabulary (Action Words)
TB 2 pg 13, AB 2 Ex. 1D, pg 9
Objectives
• identify action words used in a dialogue; and
• make sentences using these words.
Steps
1. Ask the pupils what they do during their free time.
2. Write down their responses on the board, e.g. “I complete puzzles when I am free.”
3. Highlight the verb in the sentence above and explain that this is an action word.
4. Get pupils to read the conversation between Junior, Peter and Ali.
5. Get pupils to pay close attention to the highlighted words.
6. Get pupils to form their own groups and write a short paragraph using selected
action words from the textbook.
7. Invite groups to share their work with the class.
8. Get pupils to complete the exercise in the activity book.
9. Revise plural and singular nouns with the pupils when reviewing the answers for the
activity book exercise.
Challenge Yourself
Get pupils to read the text and identify the rest of the action words.
5
Grammar (Countable And Uncountable Nouns)
TB 2 pg 15, AB 2 Ex. 1E, pg 10
Objectives
• pick out singular nouns from plural nouns; and
• use the correct determiner with the given nouns.
Steps
1. Bring some of the following materials to the classroom:
• sand
• flour
• marbles
• pencils
2. Pick two pupils and get them to try counting the countable and uncountable
materials.
3. Explain to pupils that things which cannot be counted are known as uncountable
nouns and things which can be counted are known as countable nouns.
4. Explain that words like a few and many go with countable nouns only and words like
a little and much go with uncountable nouns.
5. Write a list of words on the board.
Uncountable Nouns Countable Nouns

a little , much, a lot of few, many
salt coconuts
butter eggs
paint boys
water crabs
noise
sand
6. Then draw a table on the board and set it under the correct headings.
7. Get pupils to pay close attention to the countable and uncountable nouns listed in
the examples.
Challenge Yourself
Get pupils to make a list of countable and uncountable nouns with the help of a
dictionary.
6
Punctuation (Commas In A Series)
TB 2 pg 17, AB 2 Ex. 1F, pg 13
Objective
Pupils should be able to use commas to separate things in a list.
Steps
1. Review the examples in the textbook.
2. Show pupils how commas are used to separate things in a list.
3. Gather pupils into their groups.
4. Get each group to come up with a shopping list of not more than five items.
5. Place all the shopping lists in a box and get a group leader to pick one shopping list
for the group.
6. Instruct the pupils to write a complete sentence beginning with:
‘Julien went to the shop to buy … for his mother.’
7. Get pupils to present their sentences before the class.
8. Check for correct use of commas in each of the sentences.
Reading Comprehension (Marie’s Personal Timetable)

AB 2 Ex. 1G, pg 14
Objectives
• read and interpret a simple personal daily timetable; and
• extract the relevant information to complete the exercises in the activity book.
Steps
1. Get pupils to read the timetable on their own first to get a gist of its meaning.
2. Read the contents of the timetable to the class.
3. Get pupils to read the timetable.
Writing (A Timetable For Lily/My Personal Timetable)

TB 2 pg 18, AB 2 Ex. 1H, pg 17
Objectives
• plan a personal timetable; and
• discuss the advantages of following a personal timetable.
Steps
1. Review the story of ‘Lily’s Day’ with the pupils.
2. Get pupils to list down the things which Lily had to do in order to get ready for Rita’s
birthday party.
3. Get pupils to put the list of things in the right sequence.
4. Get pupils to look at the timetable in the textbook.
5. Ask pupils to list the things they need to do on a typical day.
6. Get pupils to arrange them in the order that they are carried out.
7. Allow pupils to use the timetable in the activity book to plan their personal timetable.
8. Allow pupils to write a short account of what they did yesterday in the workbook.
Model the writing exercise for the pupils if necessary.
7
Unit 2: Taking Care Of Ourselves And Others
Getting Started (People I Care About)

TB 2 pg 20
Objectives
• talk about the people who are important to them; and
• explain why they matter to them.
Steps
1. Ask pupils to bring a photograph of a birthday party or a picture of a birthday cake
and get pupils to discuss it.
2. Show pupils an invitation card and get them to talk about it briefly.
3. Get pupils to refer to the picture in the textbook and run through the questions with
them.
4. Allow pupils to discuss the questions in groups of four.
5. Get pupils to draw up a list of people whom they will invite to their parties.
6. Get pupils to present their lists. They are to identify what is common among the
people whom they will invite. Encourage pupils to share their responses to the
questions listed in the textbook.
7. Focus on the fact that they are surrounded by people they care about.
8. Get pupils to design an invitation card during the art lesson that week as a follow-up
activity.
Answers (TB 2)
1. Free response
2. Free response
3. Free response
8
Pre-listening (Taking Care Of Myself)
TB 2 pg 21
Objectives
• describe some of the ways they take care of themselves; and
• express their ideas on what they should do to take good care of themselves.
Steps
1. Ask pupils how they keep themselves clean and healthy.
2. Ask pupils to look at the pictures in the textbook and get them to discuss the
accompanying questions in their groups.
3. Encourage pupils to come up with sentences that begin with: ‘It is important to …’
4. Discuss the answers with the class.
5. Get pupils to talk about why they sometimes fall sick.
Answers (TB 2)
1. It is important to get enough rest so that we have energy for the next day.
2. Free response
3. Food that contains too much sugar, salt and fat is bad for our bodies. Some
examples are potato chips, sweets and fried food.
4. Free response
5. Free response
Listening (Taking Care Of Myself)

AB 2 Ex. 2A, pg 18
Objectives
• listen to two different scripts;
• understand the simple statements in Listening Text A;
• interpret the situations depicted in the pictures correctly and complete the exercise;
• describe what they do to take care of themselves; and
• listen to the statements in Listening Text B and complete a simple matching
exercise.
Steps
1. Read the statements in Listening Text B to the class only once and get the pupils to
complete the exercise in the activity book.
2. Allow pupils to talk about the things they do to take care of themselves before they
complete part II of the exercise.
3. Read the scenarios described in Listening Text B once.
4. Then get pupils to complete the matching exercise on their own.
9
Listening Script
Listening Text A
Listen to the statements carefully. Then choose the correct picture that best
describes it.
1. I brush my teeth after every meal so that I can keep my teeth healthy.
2. We use our umbrellas when it rains so that we do not get wet.
3. I sit properly and read under a good light so that I will not strain my eyes.
4. When I am not feeling well, I visit the doctor and stay at home to rest.
Listening Text B
Listen to the statements carefully. Then match the pictures correctly.
1. Mrs. Jamal’s neighbour is sick and no one helps to look after her cat. Mrs. Jamal
offers to feed the cat until her neighbour feels better.
2. Freddy was walking home after school when he met Mrs. Jamal at the bus stop.
She was carrying some heavy shopping bags and had trouble boarding the bus.
Freddy quickly helped Mrs. Jamal with her bags.
3. Poor Lucy! She had lost her purse and had no money for lunch. Mr. Brown lent her
some money so that Lucy could buy something to eat.
4. Lucy’s kitten was stuck in a tree. Luckily, helpful Annie happened to be passing by.
She climbed up the tree, carried the frightened kitten down and gave it back to Lucy.
What a helpful person!
Phonics (The ‘Aw’ Sound)

TB 2 pg 22, AB 2 Ex. 2B, pg 21
Objective
Pupils will be able to recognise and pronounce words ending with the ‘aw’ sound.
Steps
1. Bring a ticket to the zoo or some pictures of animals to start the class discussion.
3. Ask pupils to pick out the words ending with the ‘aw’ sound.
4. Get pupils to read the poem again by paying close attention to the words ending
with the ‘aw’ sound.
5. Get pupils to draw pictures based on the poem if they like.
6. Instruct pupils to complete the exercises in the activity book.
Challenge Yourself
Get pupils to make a list of words ending with the 'aw' sound.
10
Phonics And Penmanship (The ‘Aw’ Sound)
AB 2 pg 22
Objectives
• enjoy reading a poem;
• identify words with the ‘aw’ sound; and
Steps
1. Get pupils to read the poem.
2. Get pupils to identify the words with the ‘aw’ sound.
Pre-reading (My Family)

TB 2 pg 23
Objectives
• respond to the picture stimulus and questions; and
• express their thoughts about how they can care for their family members.
Steps
1. Get pupils to look at the pictures and describe what is happening in each picture.
2. Get pupils to answer the questions as a class.
3. Get pupils to talk about what they do to show that they care for their family.
Answers (TB 2)
1. Free response
2. I can teach them how to do their homework.
3. They are quarrelling.
4. Free response
5. Free response
11
Reading (The Day Miffy Ran Away)
TB 2 pg 24, AB 2 Ex. 2C, pg 23
Objectives
• read and enjoy the story;
• empathise with the main character;
• interpret the meaning in the given text; and
• make inferences by answering questions based on the passage.
Steps
1. Read the story to the pupils. Pick out suitable vocabulary and explain the words to
the pupils where necessary.
2. Get pupils to read the story as a class.
3. Get pupils to think about the questions on their own.
4. Allow pupils to share their responses with the class.
5. Discuss the following questions with the pupils at the end of the lesson:
• How do you resolve conflicts/problems at home?
• How do you show appreciation for your family members?
Answers (TB 2)
1. Free response
2. Free response
Connected Activity
Art — Get pupils to draw a family portrait.
12
Speaking (A Special Cake For Mother)
TB 2 pg 27
Objectives
• read and understand the dialogue; and
• learn more about how they can care for their closest family members.
Steps
1. Show pupils a picture of a birthday cake and tell them that they will be learning how
to bake a special cake.
2. Ask pupils if they are familiar with the steps involved in baking a cake. Encourage
pupils to contribute ideas.
3. Pick three pupils to play the parts of Pam, Sally and Peter. Get the pupils to read
the dialogue.
4. Review the ingredients of the cake with the pupils.
5. Explain what the ingredients mean by referring them to the textbook.
6. Ask pupils to get into groups and think of ways to demonstrate their appreciation for
one another.
7. Allow pupils to make oral presentations.
8. Ask pupils to share what they find most difficult to do when they care for someone.
9. Get other pupils to offer solutions to resolve these difficulties. Act as the advisor.
Connected Activity
Literature — Get pupils to write a poem about those they care about.
13
Vocabulary (Synonyms)
TB 2 pg 29, AB 2 Ex. 2D, pg 25
Objectives
• understand what synonyms are;
• identify and come up with their own examples of synonyms; and
• use the synonyms correctly by studying the contextual clues carefully.
Steps
1. Ask the pupils to name the members of their family.
2. Explain that members of the family belong together, using a pupil’s personal
example.
3. Use a diagram to illustrate this relationship.
4. Tell the pupils that words can be clustered into groups or family of words as well.
5. Introduce the concept of ‘synonyms’ by referring to the example of the Synonym
Tree in the textbook.
6. Get pupils to form their own groups and distribute envelopes containing slips of
paper bearing various words on them:
• eat • run • cry • cut

• chew • chase • sob • slice
• swallow • dash • weep • tear
7. Get the pupils to cluster synonyms together in the shortest time possible.
8. Review the answers with the pupils and explain the meaning of each word.
Connected Activity
Art — Get pupils to design a Synonym Tree. They can be as creative as they want.
Challenge Yourself
Get pupils to find the synonyms for the given words.
R I U L G D F R T X Z
Y U J C C E U Y Z E A
R P O C O U N Q X H G
Q T H O U G H T F U L
S F G N H A Y S L P Y
T O I S J A Q O W E J
W A C O N C E R N D M
Q M X L S D A N B B Y
A F F E C T I O N E T
14
Grammar (Simple Present Tense/Definite And Indefinite Articles)
TB 2 pg 31, AB 2 Ex. 2E, pg 27
Objectives
• use the simple present tense to express actions done at the present moment,
regularly or all the time; and
• use ‘the’ before nouns indicating specific things and ‘a’ or ‘an’ before other nouns.
Steps
1. Get pupils to perform a simple skit on what they do every morning.
2. Write down some of these statements on the board for all to read:
e.g. I wake up at six in the morning.
I brush my teeth after breakfast.
3. Highlight the use of simple present tense in these examples.
4. Explain when the simple present tense is used.
5. Read the passage on Alan’s family and get the class to take note of the different
ways of identifying the simple present tense.
6. Refer pupils to the dialogue between Pete and Alan. To teach definitive and
indefinitive articles, place the following objects into a big bag or box:
orange ruler
apple plate
envelope cup/glass
egg book
7. Take out each object from the bag/box and get pupils to identify them.
• Ask pupils to spell each object they see.
• Lead pupils to compare the letters at the start of each word.
• Introduce vowel and consonant sounds.
8. Get pupils to explain when they have to use ‘a’, ‘an’ and 'the' before a chosen noun.
9. Encourage pupils to come up with as many examples as they can.
Challenge Yourself
Get pupils to practise expressing themselves using the simple present tense.
15
Punctuation (Full Stops)
TB 2 pg 35, AB 2 Ex. 2F, pg 30
Objective
Pupils will be able to understand when to add a full stop at the end of a sentence.
Steps
1. Get pupils to read the description of Mrs. Thomas.
2. Get them to describe the difficulties they face in reading the description.
3. Ask pupils how they can make reading the description easier and what can be used
to separate one sentence from another in the description.
4. Explain the function of full stop to the pupils.
5. Get pupils to try reading the short paragraph in the textbook.
6. Ask pupils to compare the difference between the improved paragraph and the
previous description.
Reading Comprehension (Mr. Johnson And Mr. Kane)

AB 2 Ex. 2G, pg 31
Objectives
• read and understand the simple dialogue;
• empathise with the characters’ feelings; and
• extract the correct information and answer simple questions based on the text.
Steps
1. Divide the class into two groups and get each group to read Sally or Alex’s part of
the dialogue.
2. Explain new or difficult words to the pupils.
3. Encourage pupils to talk about why their grandparents are special and about their
feelings towards their grandparents with the class.
4. Get pupils to discuss the comprehension questions as a class.
5. Get pupils to complete the exercises in the activity book on their own.
16
Writing (My Favourite Person)
TB 2 pg 36, AB 2 Ex. 2H, pg 33
Objectives
• engage in the various stages of the writing process; and
• write a letter to show their appreciation to their favourite person.
Steps
1. Bring some ‘thank you’ cards to class and get pupils to talk about these cards.
2. Get pupils to understand what ‘showing appreciation’ to someone means. Discuss
various ways of showing appreciation to others.
3. Review the story of Miffy with the pupils.
4. Ask pupils to talk about the kind of sister Muffy is. List her qualities on the board.
E.g. helpful, generous.
5. Get pupils to read the letter that Miffy has written to Muffy.
6. Get pupils to write a thank-you letter in the activity book.
7. Help pupils to plan their writing by using the pointers given in the activity book.
8. Publish samples of good writing by putting them up on the classroom display or
allowing pupils to read out their letters in class.
9. As a follow-up activity, pupils can mail their letters to their favourite person.
17
Unit 3: Good Friends
Getting Started (Where Is Little Ducky?)

TB 2 pg 38
Objectives
• infer the context of the story by using the pictorial and textual cues; and
• relate to the story based on their personal experiences with the friendships they
have.
Steps
1. Ask pupils to share experiences about being new to a place.
2. Encourage pupils to share their feelings with their class.
3. Get pupils to talk about the story depicted in the pictures.
4. Get pupils to talk about the questions in their groups.
5. Get pupils to talk about why each one of Mother Duck’s friends is special and infer
how each friend uses his/her skill to help Mother Duck look for Little Ducky.
6. Get pupils to share their discussion with the class by using the questions listed in
the textbook.
7. Get pupils to come up with a simple friendship creed after they conclude their
discussion, e.g. A friend is someone who is there when you need him/her. Pupils
can write the creed on a big sheet of paper with colourful markers and present it to
the class.
Answers (TB 2)
1. Mrs Hippo is going to use her loud voice to call Little Ducky’s name.
Mr. Sparrow is going to fly around to look for Little Ducky.
Mr. Dog is going to use his sense of smell to find out where Little Ducky is.
Miss Mouse is going to search all the holes in the wall for Little Ducky.
2. Yes, they are good friends of Mother Duck. They are helping her to find Little Ducky.
3. Free response
18
Pre-listening (What Friends Do For One Another)
TB 2 pg 40
Objective
Pupils will be able to express their thoughts and feelings about the qualities of a good
friend.
Steps
1. Discuss briefly what friends do together by looking at the pictures.
2. Get pupils to talk about the questions in their groups.
3. Get pupils to share their answers with the class.
Answers (TB 2)
1. The girl is helping her friend with his homework.
The boys are playing a game together.
The girls are helping to comfort their friend because she has fallen from her bicycle.
One of the girls helps to put plasters on her knee.
2. Free response
3. Free response
Connected Activity
Literature — Get pupils to write a poem.
Listening (Lucy’s Surprise Visitors)

AB 2 Ex. 3A, pg 35
Objectives
• understand a listening passage; and
• extract the correct information to answer questions about it.
Steps
1. Get pupils to refer to the listening exercise in their activity book.
2. Instruct pupils to listen carefully to the text and pick the correct information to
support their understanding of the text.
3. Review answers with the class.
19
Listening Script
Listen to the story about Lucy.
Lucy woke up with aches all over her body. Her forehead felt hot. Mrs. Barry, Lucy’s
mother, put a thermometer into her mouth and shook her head. Lucy had a fever and
she could not go to school that day. Lucy did not like staying in bed the whole day. It
was more fun to go to school and she would miss her favourite art class that day.
Mrs. Barry cooked Lucy some porridge for lunch but Lucy did not feel like eating much.
Just then, the doorbell rang. Mrs. Barry went to open the door. It was Lucy’s friends,
Jane and Peter. They learned from their teacher that Lucy was ill and had come to visit
her.
Jane brought Lucy a card that she had made during art lesson. Lucy thought the picture
Jane drew of a cat was really good. Peter brought Lucy some of his comic books. He
thought Lucy might be bored staying at home with nothing to do. The two children told
Lucy that the teacher did not give them any homework that day.
Mrs. Barry prepared some biscuits and milk for the visitors. Jane and Peter ate some
food and left for home. They did not stay long at Lucy’s place because she needed to
sleep.
Lucy decided that her day was not too bad after all. Suddenly she felt hungry
and Mrs. Barry was more than happy to give her some more porridge.
Listen to the questions. Then choose the correct answers.
1. What happened to Lucy?

2. Which statement is correct?
3. How did Jane and Peter know that Lucy was sick?
4. What did Jane and Peter bring for Lucy?
5. Why couldn’t Jane and Peter stay long?
20
Phonics (The ‘Oo’ And ‘Ee’ sounds)
TB 2 pg 42, AB 2 Ex. 3B, pg 36
Objectives
• read and enjoy a poem; and
• pronounce words ending with the ‘oo’ and ‘ee’ sounds.
Steps
1. Start the lesson by getting pupils to talk about some special hobbies that their
friends may have.
2. Introduce pupils to Amy, the main character in the poem.
4. Ask pupils to pick out the words with the ‘oo’ and ‘ee’ sounds.
5. Get pupils to read the poem again by paying close attention to the words with the
‘oo’ and ‘ee’ sounds.
6. Refer pupils to the pictures in the textbook and get them to identify each of the given
pictures.
7. Review the answers with pupils and get them to pronounce the respective words.
Answers (TB 2)
‘oo’ — wood, foot, book
‘ee’ — sheep, knee, tree
Phonics And Penmanship (The ‘Oo’ And ‘Ee’ Sounds)

AB 2 pg 38
Objectives
• identify words with the ‘oo’ and ‘ee’ sounds; and
Steps
2. Get pupils to identify the words with the ‘oo’ and ‘ee’ sounds.
21
Pre-reading (Someone's In Trouble)
TB 2 pg 44
Objectives
• organise a series of pictures to form a story; and
• discuss the characterisations in the story.
Steps
1. Get pupils to refer to each of the pictures in the textbook and describe what is
happening in each picture.
2. Allow pupils to organise the pictures in the correct sequence to tell a story.
3. Get pupils to answer the questions to help them make sense of the story.
Answers (TB 2)
1. A strong wind blew her hat away into a river nearby.
2. Another mouse heard her cries and used a branch/stick to pull her out of the river.
3. The mouse that was saved was lucky and the one who saved her was brave.
4. Free response
Reading (Rossi And Lex)

TB 2 pg 46, AB 2 Ex. 3C pg 39
Objectives
• understand the characterisations and the main theme presented in the story; and
• extract the correct information to complete the exercise in the activity book.
Steps
1. Get pupils to talk about friendship.
2. Read the story to the class and explain any difficult words.
3. Get pupils to read the story and discuss these questions with the class:
• What is a hero?
• Do you know of an ordinary person who is a hero?
• In what ways is he/she a hero?
Answers (TB 2)
1. Rossi was brave/a good friend.
2. It means that one should repay another person for his/her kindness by doing
him/her a good deed.
22
Speaking (New In School)
TB 2 pg 49
Objective
Pupils will be able to conduct a conversation with a new friend in school.
Steps
1. Ask pupils to share experiences about being new to a place. Ask them how they
make new friends.
2. Get four pupils to play the parts of Danish, Thomas, James and Oliver.
3. Place emphasis on the use of tone in conducting a conversation with a stranger.
Pupils should speak politely and sincerely.
4. Get pupils to discuss the questions in the textbook.
5. Allow room for pupils to come up with as many creative ideas as they can about
how they make new friends.
6. Get pupils to do a role-play in their groups and act out how to make new friends.
7. Allow pupils to enact their scenarios for one another and encourage comments and
feedback from the audience.
8. Get pupils to discuss the qualities found in a friend. Get them to list all the attributes.
9. Discuss these attributes with the pupils and get them to talk about their importance.
Answers (TB 2)
1. Free response
2. Free response
3. Free response
4. Free response
23
Vocabulary (Antonyms)
TB 2 pg 52, AB 2 Ex. 3D, pg 41
Objectives
• explain what antonyms are; and
• identify pairs of words which are opposite in meaning.
Steps
1. Begin by explaining what antonyms are.
2. Get pupils to role-play the roles of Mr. Buttermouth and Mr. Gummy.
3. Pair pupils up and get them to identify pairs of words in the dialogue that are
opposite in meaning.
4. Review answers with the pupils.
5. Distribute a list of antonyms to each group.
E.g. clean, sell, well, narrow, buy, quiet, give, sick, top, pull, in, out, wide, bottom,
push, noisy, dirty, take.
6. Get the pupils to pair up words which are opposite in meaning and paste them onto
a big sheet of paper.
7. Allow pupils to present their answers and to explain the meaning of the individual
words.
Answers (TB 2)
smart/untidy happy/sad
handsome/silly rude/polite
like/dislike soft/loud
Challenge Yourself
Get pupils to pair up the antonyms correctly.
Grammar (Possessive Adjectives)

TB 2 pg 53, AB 2 Ex. 3E, pg 43
Objective
Pupils will be able to use possessive adjectives to denote ownership of things.
Steps
1. Refer pupils to the passage about Tina.
2. Highlight the possessive adjectives in the passage and ask pupils to explain why
they are used.
3. Get pupils to link the possessive adjectives to their respective pronouns or subjects.
4. Review further examples in the textbook.
5. Get pupils to form sentences using the possessive adjectives in their groups.
6. Encourage them to use real examples by using their own names wherever possible.
7. Allow pupils to share their sentences with the class.
8. Get pupils to complete the exercises in their activity book.
24
Reading Comprehension (Jack And Tommy)
AB 2 Ex. 3F, pg 45
Objectives
• read and enjoy the poem;
• empathise with the characters; and
• complete a simple exercise based on the text.
Steps
1. Read the poem to the class and explain new or difficult words to the pupils.
2. Encourage pupils to appreciate the rhyming scheme in the poem.
3. Get pupils to read the text on their own.
4. Get pupils to talk about the similarities and differences between themselves and
their best friends.
5. Read the statements in the exercise to the class.
6. Get pupils to complete the exercise in the activity book on their own.
Writing (My Pen Pal)

TB 2 pg 54, AB 2 Ex. 3G, pg 48
Objectives
• learn how to address and write a postcard; and
• write simple sentences to tell a new friend about themselves.
Steps
1. Bring some postcards to class with authentic messages.
2. Get pupils to examine these cards and describe the features.
3. Point out that postcards have pictures printed on them and the pictures usually tell
you or show you something about a certain place.
4. Point out what the columns are used for.
5. Point out where the stamp should be pasted on a postcard.
6. Ask pupils who have pen pals to talk about them.
7. Allow pupils to read the postcards.
8. Get pupils to complete the exercise in the activity book, using the pointers given.
9. Correct pupils’ writing and allow some to transfer their writing onto real postcards.
10. Display these postcards on the board.
25
Unit 4: People At Work
Getting Started (A Busy Market)

TB 2 pg 56
Objective
• describe the occupations of the people in the picture; and
• talk about the kind of work they do.
Steps
1. Get pupils to talk briefly about the sights and sounds found in a local market.
2. Get pupils to describe the people who work at the market.
3. Get pupils to look at the picture in the textbook and discuss the questions in their
groups.
4. Introduce pupils to the appropriate vocabulary used to describe the various
occupations depicted in the picture, e.g. fishmonger, butcher and fruit vendor. Pupils
should be able to understand that ‘occupation’ means a job or profession.
5. Get pupils to discuss the nature of the work of each occupation.
6. Get pupils to talk about the importance of their jobs in society.
7. Introduce the term ‘occupations’ and explain what this unit would cover.
8. Encourage pupils to list other occupations they are familiar with.
Answers (TB 2)
1. They are the people we see in the market every day. They work in the market.
2. The fishmonger sells fish in the market. He is weighing a fish for a customer.
The butcher sells meat in the market. He is cutting up some meat for the two
customers.
The fruit vendor sells all kinds of fruit in the market. The fruit vendor is giving her
customer a bag of fruit.
3. A fishmonger, a butcher, fruit vendor and deliverymen
4. Yes. The people who work in the market provide us with fresh food.
26
Pre-listening (Help! Help!)
TB 2 pg 57
Objectives
• talk about the kind of work policemen do; and
• make the correct inferences by answering questions based on pictorial cues.
Steps
1. Read to the pupils a recent newspaper article that is related to the kind of work
policemen do. Talk about the article and discuss the kind of work a policeman does.
2. Get pupils to interpret the events depicted in the picture and discuss the questions
in their groups.
3. Allow pupils to present their answers in class.
4. Get pupils to discuss the role that policemen play in the community.
Answers (TB 2)
1. The man is snatching an old lady's bag.
2. He is running towards the man.
3. No, no one else is around
4. Yes, he helps to keep our community safe by fighting crime. (Accept other suitable
answers.)
27
Listening (News Flash!)
AB 2 Ex. 4A, pg 50
Objectives
• talk about the kind of work policemen do; and
• make the correct inferences by answering questions based on a text they are
listening to.
Steps
1. Read to pupils a recent newspaper article that is related to the kind of work
policemen do. Talk about the article and discuss the kind of work a policeman does.
2. Read the listening text and get pupils to complete the exercise in their activity book.
3. Get pupils to discuss the role that policemen play in the community.
Listening Script
Listen to the following text.
News Flash!
Police caught three men robbing a bank along Smith Street this afternoon at half past
two. There were only a few customers at the bank when the robbery took place. The
robbers had used fake guns to force the cashier to empty all the money at the counter.
The robbery took less than ten minutes. Fortunately, the bank manager sounded the
alarm and the police arrived. When the robbers stepped out of the bank, they were
surrounded by police cars. Knowing that they were outnumbered, the robbers gave
themselves up. The policemen arrested the three men and took them away in their
police cars. No one was hurt during this incident. A customer at the bank, Mr. Brown,
said, “The police acted very quickly and took the robbers by surprise. Thank goodness
the robbers were caught!” Two bags of money with one hundred and fifty thousand
dollars inside were recovered from the robbers.
Answer the questions.

1. Which statement is correct?
2. What did the bank manager do when the robbery took place?
3. What did the robbers do when they saw the police cars?
4. How did Mr. Brown feel about the incident?
5. How much money was in the robbers’ bags?
28
Phonics (The ‘Th’ Sound)
TB 2 pg 58, AB 2 Ex. 4B, pg 51
Objective
• read a poem and pronounce words with the ‘th’ sound correctly; and
• learn standard English pronunciation.
Steps
1. Show pupils how to say the ‘th’ sound.
2. Discuss with pupils the difference between the pronunciations of the ‘th’ in standard
English. Pupils are to understand that the correct pronunciation is necessary for
effective communication with others.
3. Write words with the ‘th’ sounds on the board and get pupils to practise reading
these words.
4. Get pupils to read the poems.
5. Ask pupils to repeat the words containing the ‘th’ sounds after you say them.
6. Get pupils to read the poem again by paying close attention to the words with the
‘th’ sound.
7. Get pupils to read the sentences in the textbook aloud.
Challenge Yourself
Get pupils to find the ‘th’ sounds in the given sentence.
Answers (TB 2)
fourth, brother, threw, mother, another, bath
Phonics And Penmanship (The ‘Th’ Sound)

AB 2 pg 53
Objectives
• identify words with the ‘th’ sound; and
Steps
2. Get pupils to identify the words with the ‘th’ sound.
29
Pre-reading (My Pet Is Sick)
TB 2 pg 59
Objectives
• look at the pictures and interpret the situation correctly;
• empathise with the character; and
• answer the questions correctly.
Steps
1. Get pupils to look at the pictures and describe what is happening.
2. Get pupils to answer the questions as a class.
3. Encourage pupils to recount personal experiences of when their pets were ill.
Answers (TB 2)
1. He feels worried because his dog is sick.
2. They are at the animal clinic.
Reading (Hardy's Kind Deed)

TB 2 pg 60, AB 2 Ex. 4C pg 54
Objectives
• understand the characterisations and the main theme presented in the story; and
Steps
1. Get pupils to talk about what a kind deed is.
2. Read the story to the class and explain difficult words.
3. Get pupils to read the story and discuss the questions in the textbook with the class.
Answers (TB 2)
1. Free response
2. Free response
3. Free response
30
Speaking (The Zookeeper)
TB 2 pg 62
Objective
Pupils will be able to role-play how to conduct a simple interview.
Steps
1. Get pupils to say what they know about the occupations found at the zoo.
2. Encourage them to talk about a zookeeper’s job in particular.
3. Get two pupils to act out the interview in the textbook.
4. Ask pupils to review the questions in the textbook in their groups and share their
answers with the rest of the class.
5. Get pupils to talk about other occupations.
6. Pair other pupils to simulate interviews for the other occupations in front of the
class.
7. Get the class to come up with a list of questions for the interviewer for each
occupation.
8. Summarise the content of the interviews.
Answers (TB 2)
1. He feeds the animals, cleans their cages and makes sure that they are healthy.
2. He bathes the animals and cleans their cages.
3. He likes his job because he loves animals.
4. Free response
Connected Activities
Social Studies — Get pupils to make a scrapbook about the occupations they are
familiar with.
Drama — Get pupils to act out an interview.
31
Vocabulary (Homophones)
TB 2 pg 65, AB 2 Ex. 4D, pg 56
Objectives
• explain what homophones are;
• identify pairs of homophones by studying the contextual clues carefully; and
• explain the meanings of the homophones accurately.
Steps
1. Explain what homophones mean. Use pictures or draw on the board to illustrate the
meaning of the words. Use examples in the textbook and additional examples like
these:
bear bare
flower flour
hair hare
meat meet
2. Write the examples on the board and get pupils to make sentences with the words.
3. Get pupils to complete the exercise in their textbook.
4. Review the answers with them.
5. Go through the pictures with the pupils.
Challenge Yourself
Get pupils to increase their knowledge on homophones by completing a simple
exercise.
Answers (TB 2)
1. know and no 2. rode and road 3. see and sea
4. week and weak 5. blew and blue
32
Grammar (Present Continuous Tense)
TB 2 pg 67, AB 2 Ex. 4E, pg 58
Objective
Pupils will be able to use the present continuous tense to express actions happening at
the moment of description/at present.
Steps
1. Get pupils to look at the pictures and read the text.
2. Get pupils to talk about the pictures and elaborate on what is happening.
3. Explain how the present continuous tense is used to pupils.
4. Get pupils to play a game of charades. Write the actions on pieces of paper and get
pupils to select one from a hat. A list of scenarios for the charades/mime game:
• waking up late in the morning and rushing to get ready for school
• giving an unwilling dog a bath
• gardening in the hot sun
• catching a big fish from a boat
• setting the table for dinner.
5. Get individual pupils to perform or act out a particular action and get the class to
describe what he/she is doing:
e.g.
• John is reading.
• Mary is singing.
6. Remind pupils to use the present continuous tense to describe the actions.
7. Explain to pupils how they have to add ‘ing’ after the verb.
8. Ask pupils to do the exercise in the textbook as a class and review their answers.
Answers (TB 2)
Challenge Yourself — 1, 2, 3, 6.
Punctuation (Comma After ‘Yes’ And ‘No’)

TB 2 pg 69, AB 2 Ex.4F, pg 61
Objective
Pupils will learn how to place a comma in the correct places after ‘Yes’ and ‘No’
answers.
Steps
1. Get pupils to read the dialogue in the textbook.
2. Explain to the pupils where the comma should be placed in ‘Yes’ or ‘No’ responses.
3. Allow pupils to guess who the mysterious person is based on the clues given.
4. Get pupils to talk about what a pilot does in his/her job.
33
Reading Comprehension (The Bus Driver)
AB 2 Ex. 4G, pg 62
Objectives
• read and understand a simple story;
• empathise with the main character; and
Steps
1. Read the story to the class and explain new or difficult words to the pupils.
2. Encourage pupils to talk about the character in the story.
4. Explain the instructions in the activity book to the class. Then get pupils to complete
the exercise on their own.
Writing (Seema’s Dream Job/My Dream Job)

TB 2 pg 70, AB 2 Ex. 4H, pg 64
Objective
Pupils will be able to describe what they want to be when they grow up.
Steps
1. Get pupils to list the various occupations that have been mentioned in the textbook.
2. Get pupils to read what Seema wants to be when she grows up.
3. Ask pupils to discuss the questions in the textbook in their groups.
4. Get pupils to share their responses with the class.
5. Get pupils to complete the writing exercise in their activity book and get them to
plan their composition by using the pointers given.
6. Publish samples of good writing by putting them up on the classroom display or
allowing pupils to read out their compositions in class.
34
Unit 5: Things I Enjoy Doing
Getting Started (At The Beach)

TB 2 pg 72
Objectives
• identify some of the things that people like to do during their free time by drawing on
their own personal observations;
• look at a picture and discuss it with their peers; and
• talk about and give reasons for some of the things they like to do in their own free
time.
Steps
1. Get pupils to talk about what some people enjoy doing during their free time.
2. Encourage pupils to share their personal experiences of what they do when they
are at the beach.
3. Get pupils to talk about what the people in the picture are doing.
4. Introduce pupils to the term ‘hobbies’ and explain that it is used to describe the
things that people enjoy doing during their leisure time.
5. Conduct a simple survey to find out the most common hobbies. Pay attention to
unusual hobbies, if any.
Answers (TB 2)
1. Swimming in the sea, sunbathing on the beach, reading, building sandcastles,
surfing, flying kites, fishing
2. Free response
3. Free response
4. Free response
35
Pre-listening (Making A Banana Split)
TB 2 pg 73
Objectives
• look at the sequence of pictures and interpret the sequence correctly;
• identify and name the items depicted in the picture; and
• make simple suggestions in response to the questions.
Steps
1. Get pupils to look at each picture and discuss what is happening.
2. Get pupils to discuss the questions in their groups.
Answers (TB 2)
1. Peeled bananas, vanilla, strawberry and chocolate ice cream, whipped cream,
chocolate sauce and cherries
2. She shares it with someone.
3. Free response
Connected Activity
Home Economics — Get pupils to think of how they would create their very own recipe
for a banana split.
Listening (A Delicious Dessert/Whose Hobby Is It?)

AB 2 Ex. 5A pg 66
Objectives
• listen to and understand two short texts; and
• extract the correct information to answer questions about it.
Steps
1. Get pupils to jot down short notes as Listening Script A is being read out.
2. Explain to pupils that jotting down notes will help them with the subsequent activity.
3. Get pupils to fill in the quantity for each ingredient and number the instructions in
the correct order.
4. Read to pupils Listening Script B and get them to match each person to his/her
hobby.
5. Review the correct answers with the pupils.
36
Listening Script
Listening Script A
Listen to the instructions on how to make a delicious banana split. Then

complete parts I and II of the listening exercise.
Ingredients
2 bananas
2 scoops of vanilla ice cream
1 scoop of chocolate ice cream
3 cherries
4 tablespoons of chocolate sauce
1 can of whipped cream
Steps
1. First, you will need to peel the bananas and place them side by side in a dish.
2. Next, put two scoops of vanilla ice cream and one scoop of chocolate ice cream on
top of the bananas.
3. Add some whipped cream over the ice cream.
4. Spoon the chocolate sauce over the ice cream.
5. Place the cherries on top of each scoop of ice cream.
6. Your delicious banana split is ready to be served!
Listening Script B
Listen carefully to the text and match the correct person to his/her hobby.
Jane is a bookworm; she spends all her free time reading. It is her favourite hobby. Her
friends, Raza and Andy, have favourite hobbies too. Raza likes to paint in his free time.
He is really good at it. Andy's hobby is collecting stamps. In fact, Andy spends most of
his free time looking at his stamp album. His mother, Mrs. Parsons, wishes Andy would
spend some of his free time outdoors. She really likes being outdoors in the garden with
her roses. Her hobby is gardening.
Optional Activity
If time permits, get the ingredients ready and allow pupils to get into groups to make the
banana split in class.
37
Phonics (The ‘Sh’ Sound)
TB 2 pg 75, AB 2 Ex. 5B, pg 68
Objective
Pupils will be able to read a poem and pronounce words with the ‘sh’ sound as in ‘show’
and ‘bush’ correctly.
Steps
1. Start off the lesson by getting pupils to play a game, ‘Hush … Be quiet!’
2. Play some music and get pupils to ‘freeze’ and respond with ‘Hush … Be quiet!’
when you stop the tape at random intervals.
3. Write ‘sh’ on the board and get pupils to pronounce the diagraph ‘she’ correctly.
4. Read the poem once through and get pupils to recite it after the teacher.
5. Get pupils to read the two poems as a class.
6. Get pupils to read the words containing the ‘sh’ sound again.
Phonics And Penmanship (The ‘Sh’ Sound)

AB 2 pg 70
Objectives
• identify words with the ‘sh’ sound; and
Steps
2. Get pupils to identify the words with the ‘sh’ sound.
Pre-reading (What Is Your Hobby?)

TB 2 pg 76
Objectives
• recognise and name the hobbies and activities depicted in the pictures;
• differentiate between hobbies that are safe and those that might be dangerous; and
• express their own opinions about the hobbies in the pictures.
Steps
1. Get pupils to look at the pictures and talk about the hobbies depicted in the pictures.
2. Engage pupils in discussion about hobbies that might be dangerous.
3. Get pupils to discuss the questions in the textbook.
Answers (TB 2)
1. Surfboarding, collecting stamps, playing the piano, making model aeroplanes
2. Free response
3. Free response
4. Free response
38
Reading (Sairah’s Hobby)
TB 2 pg 77, AB 2 Ex. 5C, pg 71
Objective
Pupils will be able to extract the correct information to answer questions about the text.
Steps
1. Ask one or two pupils about their hobbies.
2. Read the story to the pupils and get pupils to read the story as a class.
3. Pick out suitable vocabulary and discuss the words with the pupils wherever
necessary.
4. Get pupils to identify the sequence of events that take place.
5. Get pupils to pair up and talk about how they feel about what happened to the main
character.
Answers (TB 2)
1. It was Sunday and she was home with nothing to do.
2. Mrs. Jamal’s hobby is knitting.
3. She thinks her hobby is boring.
4. Sairah learns how to make dried flowers from her grandmother and decides to
make it her hobby.
39
Speaking (Show And Tell)
TB 2 pg 79
Objectives
• talk about their hobbies in a show and tell activity; and
• learn how to make simple class presentations.
Steps
1. Get pupils to read the text aloud.
2. Get pupils to discuss the questions about the text.
3. Review the answers with the pupils.
Show And Tell

1. Guide pupils to prepare for their presentation by referring to the guiding questions.
2. Allow pupils time to prepare for their presentation.
3. Encourage pupils to bring items from their collection or any visual aids to
accompany their presentation.
Use the rubrics below for evaluating pupils’ presentation during ‘Show And Tell’.
Rubrics for evaluating pupils’ presentation

Average Good Very Good Excellent
(1 to 5 (1 to 5 (1 to 5 (1 to 5
marks) marks) marks) marks)
Used the questions to plan for the
‘Show And Tell’ activity.
Spoke clearly during the class
presentation.
Brought related items to help with
the presentation.
Talked about what is interesting
about his/her hobby.
Answers (TB 2)
1. He started two years ago.
2. His uncle gave him a matchbox after he returned from overseas.
3. He has more than 100 matchboxes.
4. His favourite matchbox is the one with a picture of an eagle on it.
Connected Activity
Mathematics — Get pupils to do a simple survey about their classmates’ hobbies. Then
gather the data and present the information in a pictograph.
40
Vocabulary (Homographs)
TB 2 pg 81, AB 2 Ex. 5D, pg 72
Objectives
• use deductive reasoning to explain what homographs are;
• infer the meanings of each pair of homographs by understanding the context of the
sentences; and
• demonstrate their understanding by making up their own examples.
Steps
1. Get pupils to study the pairs of sentences in the textbook.
2. Get them to answer the questions found in the textbook. Get pupils to explain the
meanings of the homographs found in the sentences.
3. Get pupils to deduce that words that sound and look alike but possess different
meanings are called homographs.
4. Get pupils to work in groups and get them to construct sentences using the words
given in the textbook.
5. Get pupils to complete the crossword puzzle in the activity book.
41
Grammar (Simple Past Tense)
TB 2 pg 82, AB 2 Ex. 5E, pg 74
Objectives
• understand how to use the simple past tense to describe actions or events that
have already taken place; and
• differentiate between regular and irregular verbs.
Steps
1. Review the examples in the textbook with the pupils.
2. Get pupils to focus on the highlighted words and explain to them that these verbs
are used in the form of the simple past tense.
3. Explain how the simple past tense form is formed for regular and irregular verbs.
4. Get pupils to identify adverbs of time, e.g. last year, six months ago, last week,
yesterday.
5. Prepare slips of paper with verbs in the past tense and adverbs of time. Distribute
these to the groups and get them to make sentences incorporating the verbs in the
simple past tense together with the adverbs of time.
Verbs in Past Tense Adverbs of Time
ran two hours ago

ate one hour ago
went last Monday
felt yesterday
drank just now
6. Get pupils to share their sentences with the class and complete the exercises in the
activity book.
Challenge Yourself
Get pupils to come up with other examples of regular and irregular verbs and create
sentences.
Punctuation (Apostrophe To Show Possession)

TB 2 pg 84, AB 2 Ex. 5F, pg 76
Objective
Pupils will be able to use the apostrophe to show possession.
Steps
1. Go around the classroom and use pupils’ belongings to illustrate possession.
2. Get pupils to answer the question ‘Whose is this?’
3. Record pupils’ responses by writing statements that show the use of the
apostrophe, e.g. This is Amy’s blue pencil.
4. Shared items may be used to denote the use of the apostrophe for plural nouns,
e.g. These are the boys’ basketball.
5. Get pupils to read out what Mrs. Saeed finds.
6. Explain the use of the apostrophe to show possession.
42
Reading Comprehension (Asad And Julien's Hobby)
AB 2 Ex. 5G, pg 77
Objectives
• read and understand the simple dialogue;
• empathise with the characters' feelings; and
Steps
1. Divide the class into two groups and get each group to read Asad or Julien's part of
the dialogue.
2. Explain new or difficult words to the pupils.
3. Read the statements to the pupils.
Writing (Tina’s Hobby/My Favourite Hobby)

Book 2 p 86, AB 2 Ex. 5H, pg 79
Objective
Pupils will be able to use the pointers to write a short essay about their hobbies.
Steps
1. Get pupils to recall the hobbies that they have read about in this unit.
2. Get pupils to read about Tina’s hobby.
3. Get pupils to answer questions to test their understanding of what they read:
• What this hobby is about
• How Tina got started on this hobby
• What are the things she needs in this hobby
• Why she likes this hobby and what she has learnt from engaging in this hobby
4. Get pupils to plan their short essay by using the pointers given.
5. Get pupils to complete the writing exercise in the activity book.
6. Publish a sample of writing to showcase the various hobbies amongst the pupils.
43
Unit 6: A World Of Adventure
Getting Started (Benjamin The Brave)

TB 2 pg 88
Objective
• look at the pictures and answer the questions; and
• use an inductive approach to explain what an adventure is.
Steps
1. Introduce pupils to Benjamin The Brave.
2. Explain the term ‘voyage’ to the pupils.
3. Get pupils to assess the two situations and ask them to describe what is happening
in each one of them.
4. Get pupils to discuss the questions listed in the textbook.
5. Allow pupils to explain how each of the events is unusual, exciting and dangerous.
6. Lead pupils to discover that an adventure refers to a series of events that are
unusual, exciting and possibly involves a fair bit of risk-taking.
7. Round up the discussion by getting the pupils to predict the ending to the two
pictures depicted in the textbook.
Answers (TB 2)
1. Free response
2. Free response
3. Yes, Benjamin and his friends are in danger in the first picture. Benjamin does not
seem to be in any danger in the second picture.
4. Free response
44
Pre-listening (The Pirate’s Treasure)
TB 2 pg 90
Objectives
• infer the story from the pictures in the textbook; and
• understand how an adventure is defined.
Steps
1. Get pupils to look at each of the pictures and answer the questions found in the
textbook.
2. Lead pupils to explain how each of the things reveals something about Benjamin's
travel.
3. Get pupils to list these things in a checklist.
4. End the lesson by getting pupils to name any other things Benjamin would bring
before he embarks on a voyage.
Answers (TB 2)
Map The map is important because it helps Benjamin to navigate or find
his way to the place that he is going to and it also leads him home.
Benjamin will need to plan his journey before he sets sail.
Ship/vessel This is the means of transport for Benjamin. He will need to learn
how to control the sails to help him move in the right direction. The
ship can carry many people and load many things.
Tools Benjamin will need these to protect or defend himself from danger or
when he is attacked by enemies
Food items Since Benjamin is going on a long journey, he will need to prepare
some food and water to give him energy.
Listening (Lenny The Sailor)

AB 2 Ex. 6A, pg 80
Objectives
• understand the story described in the listening text;
• empathise with the main character; and
• recall the correct answers and complete a simple exercise.
Steps
1. Read the listening text to the class twice.
2. Explain any difficult words.
45
Listening Script
Listen carefully to the life of Lenny the sailor.
Lenny’s father was a rich merchant who left him a lot of money when he passed away.
As a young man, Lenny was foolish and spent all his money. Soon, he realised that he
had nothing left. Lenny decided to become a merchant like his father. He sold all his
furniture and carpets and used the money to buy all the things he needed to board a
ship, which would take him to many different places. Lenny wanted to do trading at the
ports by selling and buying goods from other merchants. Lenny experienced many
adventures in all seven of his journeys at sea. He met fierce monsters and strange-
looking animals. There were times when he and some of the other sailors had to kill
terrible creatures. There were many times when he almost lost his life but he managed
to stay alive each time. Lenny decided to stop travelling when he became an old man.
By then, he was rich, as he had discovered many treasures during his adventures.
Many of his friends enjoyed listening to his exciting travel stories and some even got to
share some of his treasures.
Listen to the questions. Then choose the correct answers.

1. What happened to Lenny when his father died?
2. Why did Lenny become a merchant?
3. What does ‘trading’ mean?
4. How many adventures did Lenny have?
5. What did Lenny do when he became an old man?
Phonics (The ‘Br’, ‘Bl’, ‘Pr’ And ‘Pl’ Sounds)

TB 2 pg 92, AB 2 Ex. 6B, pg 81
Objectives
• read two poems; and
• pronounce words beginning with the ‘br’, ‘bl’, ‘pr’ and ‘pl’ sounds.
Steps
1. Introduce pupils to the two poems found in the textbook.
2. Get pupils to pay careful attention to the highlighted words and allow them to
practise pronouncing the words.
3. Give pupils cards with the ‘br’, ‘bl’, ‘pr’ and ‘pl’ blends written on them.
4. Give pupils another set of cards with the following groups of letters written on them:
ay ess ick ead
5. Get pupils to combine the ‘br’, ‘bl’, ‘pr’ and ‘pl’ blends with the clusters of letters
above to form new words.
6. Check that the pupils have generated the following words:
• bray, pray and play
• bless and press
• brick and prick
• bread and plead
46
Phonics And Penmanship (The ‘Br’, ‘Bl’, ‘Pr’ And ‘Pl’ Sounds)
AB 2 pg 82
Objectives
• identify words with the ‘br’, ‘bl’, ‘pr’ and ‘pl’ sounds; and
Steps
2. Get pupils to identify the words with the ‘br’, ‘bl’, ‘pr’ and ‘pl’ sounds.
Pre-reading (Danger Alert!)

TB 2 pg 94
Objectives
• make predictions about a story by discussing a given picture; and
• answer a series of questions.
Steps
1. Get pupils to refer to the picture in their textbook and get them to answer the
questions that follow.
2. Get pupils to understand the dangerous circumstances that Benjamin is in so that
they can better appreciate what an adventure entails.
3. Encourage the pupils to make predictions about the story based on the scenario.
Answers (TB 2)
1. Benjamin is trying to stay afloat by holding onto a plank.
2. It capsized.
3. There is a shark in the water.
4. He should swim to the island and find a safe place to rest.
47
Reading (Benjamin And The Giant Bird)
TB 2 pg 95, AB 2 Ex. 6C, pg 83
Objectives
• read and enjoy a story;
• understand what an adventure is; and
• extract the correct information from the text to complete a simple exercise.
Steps
1. Allow pupils to read the story and encourage them to make predictions as they go
along.
2. Pick out suitable vocabulary and discuss the words with the pupils wherever
necessary.
3. Ask pupils at the end of the story what they like or dislike about the story.
4. Encourage pupils to share their thoughts.
5. Get pupils to complete the exercise in the activity book and get them to answer the
questions based on the story.
6. Get pupils to talk about some of Benjamin’s qualities at the end of the lesson.
7. Encourage pupils to support their responses with evidence from the text as far as
possible.
E.g. Benjamin is clever because he thinks of ideas to help himself.
Answers (TB 2)
1. He had to swim there because his boat capsized.
2. Benjamin does not know what happened to them.
3. He wanted to tie himself to the Giant Bird when it leaves the island.
4. Free response
48
Speaking (Jump Into The Sea!)
TB 2 pg 97
Objective
Pupils will be able to stage a simple play to recount one of Benjamin’s adventures at
sea.
Steps
1. Introduce pupils to the concept of a play. Tell them that there are a few characters
involved and sometimes props are used in the play to create a sense of realism.
2. Get pupils to form groups of five and read the text.
3. Get pupils to appoint character roles for each member of the group.
4. Allow pupils to prepare their props and to practise their lines.
5. Encourage pupils to be as creative as possible in their presentation.
6. Set aside time for pupils to present their plays in class.
7. Use the rubrics below to evaluate pupils’ performance.
8. Ask the pupils what they would have done if the same thing happened to them.
9. Encourage pupils to talk about what they like or dislike about the story.
Rubrics for evaluating pupils’ play presentation

Criteria Average Good Very Good Exceptional
(1 to 5 marks) (1 to 5 marks) (1 to 5 marks) (1 to 5 marks)
Lines are read
convincingly.
There is good use of facial
expression and body
language.
There is good projection of
voice.
There is creative use of
props.
There is good
collaboration among
members of the group.
Connected Activity
Drama — Get pupils to write a script and act out the ending of the play in their groups.
49
Vocabulary (Words With Multiple Meanings)
TB 2 pg 100, AB 2 Ex. 6D, pg 85
Objective
Pupils will be able to explain the different meanings of the given words by studying the
context of use.
Steps
1. Get pupils to examine the pictures in the textbook.
2. Explain what words with multiple meanings are by giving examples.
3. Review the answers to the questions in the textbook with the pupils.
4. Get pupils to read the pairs of sentences found in the textbook and get them to
explain the meaning of each word by studying the context in which it is used.
5. Distribute a list of multiple meaning words to the pupils and get them to make two
sentences using each of the words by associating them with different meanings.
E.g. glasses, well, nail, right, fit
6. Get pupils to present the sentences they have constructed to the class.
Answers (TB 2)
1a. bat (a nocturnal animal)
1b. bat (one of the kinds of equipment used for baseball or softball)
2a. roll (a kind of bread)
2b. roll (the movement of a object going down a slope)
3a. light (not weighing much)
3b. light (something that brightens up the room when it is switched on)
Grammar (Simple Future Tense)

TB 2 pg 102, AB 2 Ex. 6E, pg 88
Objective
Pupils will be able to use the simple future tense to express an action in the future.
Steps
1. Refer pupils to the pictures in the textbook.
2. Briefly discuss with the pupils what is happening in each of the pictures and refer
them to the statements made by Benjamin incorporating the simple future tense.
3. Lead pupils to understand how the simple future tense is used to express intentions.
4. Get pupils to discuss in their groups what they would take with them on a long
journey if they were Benjamin.
5. Encourage pupils to use the simple future tense to express their intentions.
6. Help pupils to support their reasons for selecting certain essential things.
7. Allow pupils to come up with creative ideas.
50
Reading Comprehension (The Strange Island)
AB 2 Ex. 6F, pg 89
Objectives
• rearrange a story in the correct sequence by referring to contextual cues;
• read and enjoy a story in the fantasy genre; and
• empathise with the main characters.
Steps
1. Read the different sections of the story to the class and explain new or difficult
words to the pupils.
2. Get pupils to read the sections on their own.
3. Get pupils to picture the events as a drama to help them to make sense of the
jumbled sections.
4. Explain the instructions in the activity book to the class.
5. Get pupils to complete the exercise on their own.
Writing (Story Chart)

TB 2 pg 104, AB 2 Ex. 6G, pg 93
Objective
Pupils will be able to create a story chart by incorporating the beginning, the middle and
the ending portions of a story.
Steps
1. Review the story of Benjamin And the Giant Bird in the textbook.
2. Get pupils to recount the main events that make up the story.
3. Tell pupils that a story chart presents the story in three parts: beginning, middle and
the ending.
4. Get pupils to focus on each part of the story chart.
5. Teach pupils that the beginning of the story provides information on how the story
starts.
6. Tell pupils that the middle part of the story tells you how the story develops or the
events that happen one after another.
7. Reinforce the idea that the ending of the story tells you what happens at the end of
the story.
8. Get pupils to practise using the story chart by getting them to recount some of their
favourite fairy tales using the three parts.
9. Get pupils to refer to the story in their activity book and tell them to transfer the main
ideas onto the story chart provided in their activity book
10. Display some of the pupils’ story charts in the classroom.
51
Unit 7: Our Environment
Getting Started (Don’t Kill Us)

TB 2 pg 106
Objectives
• talk about trees and their importance in the environment; and
• understand the urgent need for the preservation of the environment.
Steps
1. Refer pupils to the picture in the textbook and get them to discuss the questions.
2. Allow pupils to mime what is happening.
• Select pupils to act as the woodcutter and the trees.
• Select others to act as the forest creatures, etc.
• Explain to the pupils that the forest was once a place with many healthy-looking
trees. These trees were the homes of many animals in the forest. Unfortunately,
one day, a few woodcutters came and chopped down the trees. The birds flew
away and the other animals ran away. The woodcutters loaded their trucks with
the logs and drove away after that. The animals in the forest lost their homes.
They were very sad.
3. Encourage pupils to discuss various points of view by getting them to describe how
the trees feel, how the animals feel and how the woodcutters feel.
Answers (TB 2)
1. He is about to chop down the trees with his axe.
2. There will be less shade, food and fresh air, and the forest animals will lose their
homes.
3. Free response
4. Free response
52
Pre-listening (A World Without Trees)
TB 2 pg 108
Objective
Pupils will be able to describe the consequences of cutting down too many trees.
Steps
1. Get pupils to look at the picture in the textbook and discuss the given questions.
2. Review answers with the pupils and encourage them to explain their choice of
answers.
3. Get pupils to discuss how long it takes for a tree to grow from a seed into a fully-
grown tree. Get pupils to compare how long it takes to throw away a stack of
newspapers or magazines. Highlight to the pupils that although trees can be
replanted, the process takes many years and if we do not do something to preserve
them, we will run out of trees one day.
Answers (TB 2)
1. The trees on this piece of land have been chopped down.
2. He is feeling hot because there are no trees to shelter him from the sun.
3. The animals are lost/sad because they have lost their homes.
4. Free response
Listening (Rainforests)
AB 2 Ex. 7A, pg 94
Objectives
• listen to facts about the rainforest carefully; and
• extract the correct information and key facts to complete the exercise in the activity
book.
Steps
1. Ask pupils to talk about what they know about rainforests. Show them pictures if
possible.
2. Read the text to pupils.
3. Get them to complete the exercise in the activity book.
53
Listening Script
Listen to the text and write down the correct answers.
Rainforests are home to about 15 million types of plants, animals and insects. Every
day in the world, about 2.4 acres of rainforest about the size of two football fields are
destroyed every second.
Since so many rainforests are destroyed, many people living in these forests are left
homeless. 500 years ago, there were about 9 million people living in the forests in
Brazil. Now, there are only 200,000 people living in these forests. Scientists think that
50,000 types of plants, animals and insects disappear every year altogether when trees
are cut down in the rainforest. If people continue to destroy the rainforests in this way,
scientists believe that there will be no more rainforests 40 years from now.
Rainforests, the size of about two football fields, are destroyed every second in the
world. There are about 200,000 people living in the rainforests in Brazil today. If nothing
is done now, rainforests will disappear completely 40 years from now.
Phonics (The ‘Gr’ And ‘Gl’ Sounds)

TB 2 pg 109, AB 2 Ex. 7B, pg 95
Objective
Pupils will be able to read a poem and pronounce the ‘gl’ and ‘gr’ sounds.
Steps
1. Get pupils to read the poem and pay careful attention to the ‘gl’ and ‘gr’ sounds.
2. Get them to draw a list of words that begin with the ‘gl’ and ‘gr’ sounds in the poem.
3. Allow pupils to read each of the words slowly and carefully.
4. Refer pupils to the exercise in the activity book and get them to practise reading the
‘gl’ and ‘gr’ sounds.
5. Review answers with the pupils and get them to focus on the ‘gl’ and ‘gr’ sounds.
Phonics And Penmanship (The ‘Gl’ And ‘Gr’ Sounds)

AB 2 pg 96
Objectives
• identify words with the ‘gl’ and ‘gr’ sounds; and
Steps
1. Get pupils to read the sentence.
2. Get pupils to identify the words with the ‘gl’ and ‘gr’ sounds.
54
Pre-reading (Reduce, Reuse And Recycle)
TB 2 pg 110
Objective
• look at the pictures and say what the people are doing to reduce waste, reuse and
recycle; and
• answer questions based on pictorial cues.
Steps
1. Get pupils to refer to the pictures in the textbook.
2. Discuss each set of pictures with the pupils and get them to talk about ways in
which they can reduce waste, reuse and recycle.
3. Encourage pupils to think about what other things they can do for the environment.
Answers (TB 2)
1. The lady is using her own shopping bag.
The girl is using the recycling bins to throw away a plastic bottle.
The pupils are making something creative with recycled materials.
2. Yes. By recycling, they can reduce waste.
3. Use both sides of a piece of paper.
Buy recycled paper.
4. Free response (Allow pupils to come up with as many suggestions as they can.)
5. To save the environment by reducing waste
To conserve resources
To save money
Make creative use of waste that can be recycled
Connected Activity
Study Skills — Get pupils to do some research on the Internet to find out more about
how they can reuse and recycle.
55
Reading (Paper Recycling)
TB 2 pg 112, AB 2 Ex. 7C, pg 97
Objectives
• list some practical ways in which they can recycle paper; and
• describe the stages in which paper is recycled.
Steps
1. Get pupils to refer to the passage in the textbook.
2. Get them to talk about ways in which they can recycle paper.
3. Get pupils to read the title of the story. Ask them how much they know about paper
recycling.
4. Allow pupils to read the passage and guide their reading by explaining difficult
words.
5. Pause at appropriate junctures to focus on the use of associated vocabulary such
as ‘mill’, ‘pulp’ and ‘fibre’ with the pupils.
6. Refer pupils to the exercises in the activity book.
7. Reinforce the lesson by getting pupils to write a commitment pledge to recycle. This
can be displayed on the class notice board.
Commitment Pledge
I, ________________________________ promise to save the trees by

________________________________________________________________ today.
Name: ______________________________
Signature: __________________ Date: ______________
Answers (TB 2)
1. Recycled paper is new paper that is made from waste paper.
2. It is good to recycle to reduce waste and prevent more trees from being cut down.
3. It is made of fibre and water.
4. The ink is removed.
5. Free response
Connected Activity
Art — Get pupils to do some craftwork using recycled materials.
56
Speaking (Making A Speech)
TB 2 pg 114
Objective
Pupils should be able to deliver a speech based on the theme of this unit.
Steps
1. Refer pupils to their textbook and the speech by Mr. Wood.
2. Pick different pupils to read the speech and focus on the tone, eye contact and body
language used to convey the message.
3. Explain to pupils that a speech serves to convince somebody of something and it is
written in formal language.
4. Get pupils to discuss the questions.
5. Review the answers with the pupils and familiarise them with the outline of a
speech.
6. Optional activity: Allow pupils time to write their own speeches.
7. Point out to pupils that a speech should be interactive because it is presented to a
live audience. Exercise flexibility by allowing pupils to work in pairs or in groups if
they wish.
8. Give sufficient time for pupils to practise their speeches.
9. Use the rubrics for evaluating their speeches.
Rubrics for evaluating pupil’s speech

Average Good Very Good Excellent
(1 to 5 (1 to 5 (1 to 5 (1 to 5
marks) marks) marks) marks)
Used the pointers to
outline your speech
Introduced topic
clearly to your
audience
Spoke in a clear voice
to convince others of
your beliefs
Used examples to
support the main idea
Maintained eye
contact with the
audience
Ended your speech by
re-stating the main
idea
Other comments by
the teacher:
Answers (TB 2)
1. He wants to persuade people to recycle paper.
2. We may run out of trees if we do not try to recycle paper. Moreover, trees take a
long time to grow.
3. Free response
57
Vocabulary (Analogies)
TB 2 pg 115, AB 2 Ex. 7D, pg 99
Objectives
• study a pair of analogous words; and
• explain the relationship between this pair of words to help them derive the answer to
the given word.
Steps
1. Direct pupils to study each set of words.
2. Guide them through the questions to help them deduce the answer to the given
word.
3. Lead pupils to understand the concepts behind the analogous words.
4. Get pupils to solve the puzzles in their groups.
5. Get pupils to explain the relationship between each pair of words.
6. Allow pupils to come up with their own word puzzles.
8. Review the answers with the pupils and explain how the answers are derived.
Answers (TB 2)
1. slow
2. cheap
3. frog
4. plane
Grammar (Subject-Verb Agreement)

TB 2 pg 117, AB 2 Ex. 7E, pg 101
Objectives
• revise what subjects and verbs are;
• learn subject-verb agreement; and
• explain the relationship between singular subjects and singular nouns; plural
subjects with plural nouns.
Steps
1. Get pupils to find out what Mr. Wood is doing with the two boxes.
2. Get pupils to study the verbs used in each sentence and revise the definitions of
subject and verb.
3. Explain what subject-verb agreement is.
4. Prepare slips of paper with singular and plural verbs written on them.
5. Distribute these to the pupils and get them to separate them accordingly.
6. Get pupils to make sentences using the verbs to show subject-verb agreement.
7. Get pupils to present their written sentences and check for grammatical accuracy.
58
Punctuation (Question Mark)
TB 2 pg 120, AB 2 Ex. 7F, pg 102
Objective
Pupils will be able to add a question mark at the end of a question.
Steps
1. Review the focus for this unit and run through the list of questions with the pupils.
2. Lead the pupils to pay close attention to the use of question marks at the end of
each question.
3. Familiarise pupils with the structure of a question and a statement.
4. Introduce some words that start off WH questions i.e. ‘Who’, ‘What’, ‘Why’, ‘Which’
and ‘Where’.
5. Get pupils to formulate their own questions using the starters given.
6. Check that pupils have added a question mark at the end of each of their questions.
Reading Comprehension (Trees And Forests)

AB 2 Ex. 7G, pg 103
Objectives
• read and understand the factual information presented in the passage;
• understand the main points of the passage;
• increase their awareness of modern environmental issues; and
• extract the correct information to answer simple questions based on the text.
Steps
1. Read the passage to the class and explain new or difficult words to the pupils.
2. Encourage pupils to talk about the issues presented in the passage.
3. Read the questions to the class.
59
Writing (Design A Poster)
TB 2 pg 121, AB 2 Ex. 7H, pg 106
Objective
Pupils will be able to design a poster to convey an important message.
Steps
1. Show samples of real-life posters in class to start the discussion.
2. Get pupils to read through each one of them to determine the message conveyed
by the posters.
3. Lead pupils to compare the effectiveness of each poster.
4. Get pupils to examine the poster illustrated in the textbook.
5. Ask pupils to discuss the questions found there.
7. Refer pupils to the suggested ideas found in their activity book and get them to
design their posters.
8. Combine this activity with the speech-making activity. Pupils can use the posters to
complement their speeches.
9. Display posters in the classroom or around the school to create awareness of the
importance and urgency of recycling.
Answers (TB 2)
1. The message is about saving the environment.
2. Free response
3. Free response
4. Free response
5. Free response
Connected Activity
Study Skills — Get pupils to do further research on the Internet.
60
Unit 8: A World Of Fantasy
Getting Started (Who Are These Characters?)
TB 2 pg 124
Objective
Pupils will be able to name some characters in fantasy stories and discuss their roles.
Steps
1. Read a short story about knights and princesses to get the pupils interested in the
lesson.
2. Ask the pupils to refer to the characters portrayed in the textbook and get them to
name who they are.
3. Get pupils to work in their groups and discuss the questions in the textbook.
5. Get pupils to create a simple story involving the characters.
6. Get pupils to come up with creative names for their characters.
7. Get pupils to present their stories to one another.
8. Get pupils to share their discussion with the class by using the questions listed in
the textbook.
9. End the lesson by asking pupils to name their favourite characters portrayed in the
textbook or in any fantasy book. Encourage them to write down their favourite
characters and the reasons for their choice in this format:
My favourite character in a fantasy story is ____________________ because

__________________________________________________________________.
Answers (TB 2)
1. He is a knight.
2. He is wearing an armour that protects his body.
3. Free response
4. This is a witch.
5. She is probably making a magic potion. (Accept other suitable answers.)
6. Free response
61
Pre-listening (The Unicorn)
TB 2 pg 125
Objectives
• understand what a mythical creature is;
• learn more about the unicorn as a mythical creature.
Steps
1. Refer pupils to the picture in the textbook and get them to share where they have
seen this creature before.
2. Allow pupils to share their responses.
3. Get pupils to discuss the questions in their groups.
4. Gather responses from pupils.
Answers (TB 2)
1. It is a unicorn. It looks like a horse but it has a horn on its head.
2. Free response
3. It is something unreal.
Connected Activity
Literature — Get pupils to find out more about the myth of the unicorn by looking for
stories on the Internet.
Listening (The Unicorn)

AB 2 Ex. 8A, pg 107
Objectives
• understand what a mythical creature is;
• learn more about the unicorn as a mythical creature; and
• understand a simple poem.
Steps
1. Get pupils to recall what they know about unicorns.
2. Allow pupils to share their responses.
3. Share with pupils some interesting details about this mythical creature.
4. Read a given poem to the pupils and get pupils to complete the exercise in their
activity book.
5. Review the answers with the class.
6. Round up the lesson by getting pupils to review what they have learnt about
unicorns.
7. Allow pupils to draw this mythical creature during their art lessons. Display these
pictures in the classroom.
62
Listening Script
Listen to the poem. Then read the sentences and choose the correct answers.
On this land once walked a great creature

Whose wondrous beauty and splendor
Made it stand out among the other animals
It looked like a horse but it was more special.
This was the wonderful Unicorn,

With its silver mane and golden horn.
The body was like stardust of a silvery hue
And his eyes so deep and a midnight blue.
There was something magical

When one looked deep into its eyes
For in there one could see, quite possible
The reflection of the moon in the skies.
The Unicorn could read a man’s feelings

And it knew what he was thinking.
It was a creature so brave and noble
Its kindness made it very gentle.
The Unicorn loved good and hated evil

Only those with a pure heart so true
Could ever catch sight of this creature
With its spiral horn and eyes so blue.
Phonics (The ‘Sn’ And ‘Sm’ Sounds)

TB 2 pg 126, AB 2 Ex. 8B, pg 108
Objective
Pupils will be able to read a poem and pronounce words beginning with ‘sn’ and ‘sm’
sounds.
Steps
1. Start the lesson by showing the class a picture of a snail and a snake.
2. Get pupils to name the animals and tell them that the poem, which they are about to
read, tells the story about a snail and a snake.
4. Ask pupils to pick out the words starting with the ‘sn’ and ‘sm’ sounds.
5. Get pupils to pair up and list the words on the board.
6. Get each pair of pupils to practise reading these words first before reading the
poem.
7. Allow the pupils to read the poem aloud in class.
63
Phonics And Penmanship (The ‘Sn’ And ‘Sm’ Sounds)
AB 2 pg 109
Objectives
• identify words with the ‘sn’ and ‘sm’ sounds; and
Steps
2. Get pupils to identify the words with the ‘sn’ and ‘sm’ sounds.
Pre-reading (Meet A Dragon)

TB 2 pg 127
Objectives
• describe what dragons are like based on a series of pictures;
• compare the conventional ideas of dragons with a different portrayal of a dragon in
the passage; and
• answer a series of questions based on the text.
Steps
1. Ask pupils to think about how they would react if they were to meet a dragon.
2. Get pupils to look at the pictures and discuss the questions in groups and share
their responses with the class.
3. Ask pupils how they would react if they were to meet this particular dragon in the
picture.
Answers (TB 2)
First picture:
1. A dragon is flying above a village.
2. The villagers are frightened.
Second picture:
1. The dragon is trying to make friends with the villagers.
2. They are running away.
64
Reading (McGreggor And The Dragon)
TB 2 pg 128, AB 2 Ex. 8C, pg 110
Objectives
• read and enjoy a fairytale story;
• talk about the moral of the story; and
• extract the correct information to complete a simple exercise.
Steps
1. Ask pupils if they know any stories about dragons and get them to talk about their
characteristics.
2. Read the story to the pupils and get them to read the passage.
3. Explain difficult or new words to the pupils.
4. Get pupils to answer these questions:
• What is the meaning of ordinary?
• Do you think the dragon in this story is special or ordinary?
5. Get pupils to compete the exercise in the activity book.
6. Discuss the following questions with the pupils at the end of the lesson:
• What ‘bad’ characters in fantasy stories do you know?
Answers (TB 2)
1. He wanted to kill it.
2. He heard that it was fearsome.
3. It was harmless.
4. He is going to take the dragon to see the King.
5. Free response
65
Speaking (Character Parade)
TB 2 pg 131
Objective
Pupils will be able to take on a character’s role and participate in a Character Parade.
Steps
1. Ask pupils to list some of the characters they have come across in fantasy stories.
2. Get pupils to group these into good and bad characters.
3. Refer pupils to the speech made by the fairy in the textbook.
4. Get pupils to read what she is saying.
5. Ask the pupils to describe what she is wearing.
6. Inform pupils that they would be taking part in a Character Parade.
7. Give pupils some guiding questions so that they can formulate their speech.
8. Allow pupils time to prepare their costumes and any necessary props for their
parade.
9. Take pictures of the pupils as they come dressed up as their characters and give a
speech on the day of the performance.
10. Encourage pupils to cast their votes for the:
• Best dressed character
• Best speech by a character
11. Display the pictures of the various characters on the board.
Guiding points for the speech for the Character Parade:

• Choose a character from a fantasy story.
• Name the character.
• Write down the role that the character plays.
• Talk about whether the character has any special abilities.
• Talk about whether the character has any enemies.
• Describe what the character wears.
• Describe the things normally associated with the character.
• Describe what the character is like.
Connected Activity
Creative Writing — Get pupils to write a short play.
66
Vocabulary (Similes)
TB 2 pg 132, AB 2 Ex. 8D, pg 111
Objectives
• explain what similes are; and
• use similes to describe a given situation or actions.
Steps
1. Refer pupils to the story of the dragon they read earlier on and ask them to describe
the claws of the dragon.
2. Write down the simile on the board: as sharp as knives.
3. Tell pupils that this is a simile which comprises the words ‘as’, an adjective (or
describing word) and a noun.
4. Get pupils to pick out other examples mentioned in the textbook and get them to
discuss each one of them.
5. Get pupils to read the story in the textbook and discuss the use of the similes
highlighted in blue.
6. Get the pupils to create their own similes.
7. Allow pupils to present their similes to the class and solicit feedback from the other
pupils by asking them if they agree or disagree with the similes.
8. Encourage the pupils to use similes in their writing to add a sense of vividness in
their description.
Grammar (Asking Questions Using ‘May’ And ‘Should’)

TB 2 pg 133, AB 2 Ex. 8E, pg 113
Objective
Pupils will be able to form questions by using ‘may’ and ‘should’.
Steps
1. Get pupils to review the story of ‘McGreggor And The Dragon’.
2. Refer them to the textbook and get them to read the conversation that took place
between King Utah and the Dragon.
3. Highlight to pupils how questions can be formed by using ‘may’ and ‘should’.
4. Allow pupils to carry out a simple role-play in their groups.
5. Present the following scenarios to each group:
• A child seeking his parents’ permission to go out with his friends
• A pupil asking the teacher for permission to do something
• A teacher asking the principal a question
• Policemen offering help to someone
• Somebody asking strangers for direction
6. Encourage pupils to formulate as many questions as they can using ‘may’ or
‘should’
7. Instruct pupils to complete the exercise in the activity book.
67
Punctuation (Exclamation Mark)
TB 2 pg 134, AB 2 Ex. 8F, pg 114
Objectives
• understand how to use exclamation marks;
• express shock or surprise;
• make an order or command; and
• emphasise that someone is shouting.
Steps
1. Get pupils to study the explanatory notes for exclamation marks and refer them to
each of the examples provided in the textbook.
2. Show pupils how exclamation marks function.
3. Put pupils into groups and get them to practise reading.
4. Encourage pupils to vary their pitch and tone to communicate the intended meaning
expressed in those sentences.
Reading Comprehension (Princess Maria And The Urk)

AB 2 Ex. 8G, pg 115
Objectives
• read and enjoy a fairytale story;
• empathise with the main character's feelings; and
• answer simple questions based on the text.
Steps
1. Read the story to the class and explain new or difficult words to the pupils.
2. Encourage pupils to talk about the characters in the story.
4. Explain the instructions in the activity book to the class.
68
Writing (Elements Of A Fantasy Story)
TB 2 pg 135, AB 2 Ex. 8H, pg 118
Objective:
Pupils will be able to craft a fantasy story by incorporating some of the elements in a
story such as setting, characters, conflict and resolution.
Steps
1. Tell pupils about the elements found in fantasy stories.
2. Refer pupils to the settings depicted in the textbook.
3. Get pupils to look at the various characters illustrated in the textbook and get them
to name these characters.
4. Highlight to pupils that every story should have a conflict to make it interesting.
5. Get pupils to talk about the kinds of endings they can find in a fantasy story.
6. Get pupils to get into their groups and create a simple story by mixing and matching
the elements listed in the textbook.
7. Get pupils to present their stories to the class.
8. Allow pupils to cast their votes for their favourite stories.
9. Get pupils to turn to their activity book to plan the outline of their own story.
10. Set aside some time for pupils to complete their fantasy stories.
69
Developed to address the requirements of the English curriculum,
Learning Language Skills adopts a learner-centred and lively
approach to the teaching and learning of Standard English.
Learning Language Skills teaches the four skills in English language

learning – listening, speaking, reading and writing – in an integrated
and communicative manner. It encourages active learning through
pair work and group work during listening, speaking, reading and
writing activities.
Key Features
• Units centre around themes pupils can relate to
• Wide range of texts, including fiction, personal recounts,
instructions, reports and letters
• Variety of activities to cater to different learning abilities and
types of intelligence
• Activities and questions to encourage critical and creative thinking
• Lively illustrations to stimulate thinking and sustain interest
Components of Package
• Pupil’s Textbooks
• Pupil’s Activity Books
• Teacher’s Guides
Cover Design by
Computer Research & Resource Department, APSACS Secretariat
ISBN 978-981-285-901-3

Learning Language Skills Class 2 Teacher's Guide FAIZA APSACS PDF

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Class 2

Published by EPB Pan Pacific

An imprint of Panpac Education Private Limited

Distributed in Pakistan by Paramount Books (Private) Limited

All rights reserved.

EPB Pan Pacific is a trademark of Times Publishing Limited

First published 2011

(E)LLTG2_Imprint .indd ii 1/28/11 4:44:23 PM

Getting Started (What Julien Does Every Day)

Pre-listening (How I Feel Today)

Phonics And Penmanship (The ‘B’ And ‘P’ Sounds)

Pre-reading (Lily’s Bad Habits)

Speaking (Breakfast With Grandfather)

Uncountable Nouns Countable Nouns

Reading Comprehension (Marie’s Personal Timetable)

Writing (A Timetable For Lily/My Personal Timetable)

Getting Started (People I Care About)

Listening (Taking Care Of Myself)

2. We use our umbrellas when it rains so that we do not get wet.

Listen to the statements carefully. Then match the pictures correctly.

Phonics (The ‘Aw’ Sound)

Pre-reading (My Family)

• eat • run • cry • cut

Reading Comprehension (Mr. Johnson And Mr. Kane)

Getting Started (Where Is Little Ducky?)

Listening (Lucy’s Surprise Visitors)

Listen to the questions. Then choose the correct answers.

1. What happened to Lucy?

Phonics And Penmanship (The ‘Oo’ And ‘Ee’ Sounds)

Reading (Rossi And Lex)

Grammar (Possessive Adjectives)

Writing (My Pen Pal)

Getting Started (A Busy Market)

Answer the questions.

Phonics And Penmanship (The ‘Th’ Sound)

Reading (Hardy's Kind Deed)

Drama — Get pupils to act out an interview.

Punctuation (Comma After ‘Yes’ And ‘No’)

Writing (Seema’s Dream Job/My Dream Job)

Getting Started (At The Beach)

Listening (A Delicious Dessert/Whose Hobby Is It?)

Listen to the instructions on how to make a delicious banana split. Then

Phonics And Penmanship (The ‘Sh’ Sound)

Pre-reading (What Is Your Hobby?)

Show And Tell

Rubrics for evaluating pupils’ presentation

Verbs in Past Tense Adverbs of Time

ran two hours ago

Punctuation (Apostrophe To Show Possession)

Writing (Tina’s Hobby/My Favourite Hobby)

Getting Started (Benjamin The Brave)

Listening (Lenny The Sailor)

Listen to the questions. Then choose the correct answers.

Phonics (The ‘Br’, ‘Bl’, ‘Pr’ And ‘Pl’ Sounds)

ay ess ick ead

Pre-reading (Danger Alert!)

Rubrics for evaluating pupils’ play presentation

Grammar (Simple Future Tense)

Writing (Story Chart)

Getting Started (Don’t Kill Us)

Phonics (The ‘Gr’ And ‘Gl’ Sounds)

Phonics And Penmanship (The ‘Gl’ And ‘Gr’ Sounds)

I, ________________________________ promise to save the trees by

Signature: ____ Date: