TM 1 Sample Chapter-1 Copy PDF

# Unit 4: Families ## Scheme of Work | Period | Skill focus | Objectives | Materials | Resources | Additional resources from Scholastic | Related children's books from Scholastic | |---|---|---|---|---|---|---| | 1 | Understanding the theme | - Listen to instructions. - Read aloud a passage with p...

# Unit 4: Families ## Scheme of Work | Period | Skill focus | Objectives | Materials | Resources | Additional resources from Scholastic | Related children's books from Scholastic | |---|---|---|---|---|---|---| | 1 | Understanding the theme | - Listen to instructions. - Read aloud a passage with proper pronunciation, intonation and expression. - Develop cognitive information. | - Audio player and speakers. | CB pages 38-39. |_More Words_ grade 1, pages 11-16_ _All About Words_ grade 2 pages 28-29_ _Fun with Words_ grade 3, pages 18-22_ | _Family Day_ by J. Freeman _My Big Fat Family Book_ by B. Fitzgerald _Our Amazing Birthday Party_ by E. Block _Room, Room, Room_ by N. Hobbie _Elizabeth's Excellent Egg_ by S. Eaton_ _The Garden_ by L. Edwards_ _Who Would Have Thought...?_ by M. P. Wilson, grade 1-3_ | | 2 | Reading | - Understand the meaning of pronouns. - Develop vocabulary related to family members. | CB pages 40-41. | | | | | 3 | Comprehension | - Understand that we normally use 'she' to talk about a female, and use ‘he’ to talk about a make. | CB pages 40-41. | | | | | 4 | Grammar | - Understand that the simple present tense is used in sentences talking about things that we know are true. | CB pages 41-42, WB page 17. | | | | | 5 | Spelling | - Recognize the 'ng' sound in spelling. - Independently the use of 'ng' sound in spelling. | CB pages 42-43, WB pages 18-19. | - 81 flash cards or words written on strips of paper, along with 'ng' words, like King, gong, sing, ring, bang, rung, bing, thing, long, song, dong, pang, hung, wong, chong. - Flash cards with 'I', 'you', 'we', 'they', 'he', 'she', 'it'. - Audio player and a strip of paper with CB page 42 and 43. | | | | 6 | Listening | - Say sentences indicating members of the familty. - Listen to find specific information. | CB pages 44. | | | | | 7 | Speaking | - Communicate effectively. - Introduce the family to audience. | CB pages 45. | | | | | 8 | Writing | - Write about an family member. - Encourage students to write about their family member . | CB pages 46-47, WB page 20. | | | | | 9 | Writing | - Read a paragraph aloud. - Use pronouns in sentences. | CB pages 46-47. | | | | | 10 | Review | - Answer questions related to the unit. - Answer additional points. | CB pages 47. | | | | ## Period 1 ### Introducing the Theme 1. As a warm-up activity, draw this table on the board and ask students to copy it into their notebooks. | Name | Father | Mother | Grand mother | Grand father | Brother | Sister | |--------------|--------|--------|----------------|----------------|---------|--------| | Sheena | **✓** | **✓** | **✓** | **✓** | - | - | | Sonam | **✓** | **✓** | - | **✓** | - | - | | Rai | - | **✓** | **✓** | **✓** | - | - | | Martin | **✓** | **✓** | **✓** | - | - | - | | Sharifah | **✓** | **✓** | - | - | - | - | 2. Ask students to complete the table with the names of students sitting in front of and behind them, as well as to the left and right of them. 3. Ask: What do you call the people sitting around you? Guide students to the answer, *neighbor*. 4. **Before you read:** Ask the questions and encourage students to respond in turns. Explain that people who live with you are your family and the people who live near you are your neighbors. 5. Play the audio. Ask students to keep their books closed and listen carefully. ### Reading Aloud 1. Read the text aloud. 2. Discuss and explain the meaning of difficult words. Refer to the glossary to explain *lonely* and *cheerful*. 3. Read the first three paragraphs and ask the first while-reading question. 4. After reading the whole text, ask students to answer the last while-reading question. Give them enough time to understand the pictures. Help them to make the connection between the pictures and the text. Then, ask them to fill in the boxes with the names of the children. 5. As a wrap-up activity, write the *Together song* on the board and sing it in a chorus. Ask students to stand in a circle, holding and swinging hands while singing. ### Together song >Here we go around with family and friends >Family and friends >Here we go around with family and friends >And play together merrily. >We share and care for neighbours around >neighbours around >We share and care for neighbours around >And join hands merrily. ## Period 2 ### Reading for Understanding 1. Ask students the following riddles to recap learning: - I am at number one with my parents and grandparents. Who am I? - I live with my noisy brothers. Do you know at which number? - I have a brother and a sister. I live at number two. Who am I? - Father died when I was a child. I live with my mother and grandma. Who am I? 2. Read aloud each paragraph and explain the meaning. Revise the meaning of difficult words. - After reading the first paragraph, ask: How many brothers or sisters does Sheena have? Why doesn't she feel lonely? - After reading the second paragraph, ask: What kind of a person do you think Sonam is? - After reading the third paragraph, discuss the meaning of *scolds.* Ask students to read the previous sentence. Ask: How does Raj feel when his brothers make noise? - After reading the fourth paragraph, ask: What kind of a person do you think Martin is? - After reading the fifth paragraph, ask: Why does Martin tell jokes to Sharifah? 3. Ask students to read the text aloud in groups of five. Focus on correct pronunciation, intonation and voice modulation. 4. **After you read:** Encourage students to respond in turns. Ask them to give reasons for their answers. ### Reading Comprehension 1. The comprehension skill focus in this unit is *organizing information*. Highlight to students that to organize information, they can use pictures, diagrams or tables. Explain that organizing information helps us in writing paragraphs or letters and answering questions. 2. Ask students to complete the exercises given on CB page 40. 3. To reinforce learning, you may ask students to make the following table to organize information about the family members of each child given in the text. | Name | Father | Mother | Grand mother | Grand father | Brother | Sister | |--------------|--------|--------|----------------|----------------|---------|--------| | Sheena | **✓** | **✓** | **✓** | **✓** | - | - | | Sonam | **✓** | **✓** | - | **✓** | - | - | | Rai | - | **✓** | **✓** | **✓** | - | - | | Martin | **✓** | **✓** | **✓** | - | - | - | | Sharifah | **✓** | **✓** | - | - | - | - | 4. As a wrap-up activity, draw the following diagrams on the board. Ask students to copy them into their notebooks and complete them with the names of the family members of Sonam and Sharifah. Sonam -- -- -- ---- -- Sharifah -- -- -- ---- -- ### Answers **A** 1. Raj 2. Sheena 3. Sharifah 4. Sonam **B** grandfather, grandmother, father, mother ## Period 3 ### Vocabulary 1. As a warm-up activity, ask students to come forward and act like their favourite parent, grandparent or sibling. (Note: Be careful with children who have a single parent or no parents.) 2. Refer to the illustrations on CB pages 40-41. Ask students to complete the exercise. Remind them to read the text carefully before writing the answers. 3. As a wrap-up activity, ask these questions: - Who are the members in your family? - Who wakes you up in the morning? - Who helps you get ready in the morning? - Who tells you stories? You could talk about different kinds of families - large and small - and how they are special in their own ways. ### Answers **CB page 40** 1. grandmother 2. sister **CB page 41** 3. grandfather, grandmother 4. mother 5. father 6. brother ## Period 4 ### Grammar 1. As a warm-up activity, write these sentences on the board. - Jeena is my neighbour. - Jeena is my friend. - Jeena is ten years old. - Jeena has a dog. - Jeena is very cheerful. - Jeena tells jokes. 2. Ask a student to read aloud the sentences. 3. Ask: Why do these sentences look similar and boring? Help students realize that they look similar and boring because *Jeena* is repeated in every sentence. 4. Replace *Jeena* with *she* in the second, third and fifth sentences. Ask students if the sentences read better when we replace *Jeena* with *she*. 5. Follow the methodology of *Show-Explain-Apply* to teach grammar in context. 6. Read the examples given on CB page 41. Relate them to the sentences on the board, where *Jeena* has been replaced with *she*. 7. Explain that the words that take the place of naming words or nouns are other naming words called *pronouns*. ### Activity to reinforce learning: - Ask students to stand in groups of five. - Pick up the *I* flash card. Point towards yourself and say aloud *I*. Ask students to point towards themselves and say *I*. - Now, pick up the *you* card. Point towards the students and say aloud *you*. Ask students to point towards others and say *you*. - Call a few students to come forward. Stand with them, raise the *we* card and say aloud *we*. Ask students to form groups and point towards themselves and say *we*. - Now, point towards another group, raise the *they* card and say aloud *they*. Ask students to point towards other groups and say *they*. - Point to a girl, raise the *she* card and say aloud *she*. Ask students to do the same. - Now, point towards a boy, raise the *he* card and say aloud *he*. Ask students to do the same. - Now, point towards the board or a chair, raise the *it* card and say aloud *it*. Ask students to point towards a thing and say *it*. 9. Ask students to apply what they have learnt to the exercise given on CB page 42. Review that all students have circled the correct pronouns. 10. **Try it out:** Ask students to form pairs for this activity. Encourage students to use pronouns. This activity teaches students to respect diversity. 11. As a wrap-up activity, write this poem on the board and recite in a chorus with appropriate actions. ### Happy song >If I am happy I will clap my hands >Clap, clap, clap, clap >If you are happy you will clap your hands >Clap, clap, clap, clap >If she is happy she will clap her hands >Clap, clap, clap, clap >If he is happy he will clap his hands >Clap, clap clap, clap >If they are happy they will clap their hands >Clap, clap, clap, clap >If we are happy we will clap our hands >Clap, clap, clap, clap ### Answers **CB page 42** **Circle:** 1. you 2. I 3. We 4. She 5. It 6. He 7. They ## Period 5 ### Grammar 1. As a warm-up activity, write the following sentences on the board. Ask students to read them and make the sound that the animal makes. - Lions roar - Cats purr - Dogs bark. - Cows moo. - Ducks quack. 2. Follow the methodology of *Show-Explain-Apply* to teach grammar in context. 3. Read the examples given on CB page 42. Explain that verbs in the simple present tense are also used to talk about things that we know are true. Refer to the sentences on the board. 4. Ask: Do you know why we used the simple present tense in the sentences? 5. Guide students to answer: Because we are talking about things that we know are true. 6. Ask students to apply what they have learnt to the exercise given on CB pages 42 and 43. 7. **Try it out:** Ask students to talk about their family members. Encourage them to use verbs in the simple present tense to say what work each member does. Help students to frame correct sentences. 8. As a wrap-up activity, write this poem on the board and recite in a chorus. >When the sun rises >And the birds chirp. >People go out, >Every day to work. >As the sun sets >And the birds chirp. >People go back >To be at home. ### Answers **CB page 42** **Circle:** 1. plays 2. works 3. live **CB page 43** **Circle:** 4. scolds 5. plays 6. walk ## Period 6 ### Spelling 1. As a warm-up activity, write the following rhyme on the board, highlighting the *ing* in all the words. Recite the poem line by line and ask students to recite after you. >The bell has rung >Ting a tong >Let's bang the gong >Ping a pong >Let's sing a song >Ding a dong. 2. Read the words given in Exercise A on CB page 43. Emphasise the *ng* sound. Ask students to repeat the words given. 3. Explain that the letters *n* and *g* together make the *ng* sound. Then *n* and *g* sounds are shortened and combined. 4. Ask students to complete Exercise B on the same page. Review that students have filled in the blanks correctly. 5. Say the words aloud and ask students to repeat after you. ### Activity to reinforce learning: - Divide the class into two teams A and B. - Put the flash cards face down on your desk. - Ask two students from Team A to come forward and pick a flash card. Ask the first student to read aloud the first word and the second student to read the second one. - Ask Team B to identify the student who spoke the *ng* word. Ask one student from Team B to write the *ng* word on the board. Help students if they are unable to spell the words correctly. Draw attention to how the *ng* sound is spelt. - Ask teams to take turns to play the game. 7. As a wrap-up activity, draw a grid with nine squares on the board. Ask students to play the game in pairs. The student who writes three *ng* words in a row, column or diagonally wins the game. ### Answers **CB page 43** Accept any for: *Sing, song, Feng, Ring, bang, gong, King, Ming, Wong, sing, along* ## Period 7 ### Listening 1. As a warm-up activity, ask students to stand in a circle. 2. Show the flash card to one student. Ask him or her to whisper the message in the ear of his or her neighbour. Continue till the last student gets the message. Ask the last student to say the message aloud. Show the original message. 3. Direct students to listen to the text attentively and draw lines to join the phrases given on CB page 44. 4. Play the audio of the listening text given below. >My name is Priya. I have a brother and a sister. We play football together. My mother works in a bank. My father is a teacher. Our grandparents live with us, too. My grandmother tells me stories at bedtime. My grandfather helps me with my homework. 5. Play the audio again and ask students to peer-check the answers. ### Answers **CB page 44** 1. Priya's mother - *a. tells her stories at bedtime.* 2. Priya's father - *b. plays football.* 3. Priya's grandmother - *c. helps her with homework.* 4. Priya's sister - *d. works in a bank.* 5. Priya's grandfather - *e. is a teacher.* ### Speaking 1. Explain the background of the dialogues on CB page 45. 2. Read aloud the dialogues in the speech bubbles. 3. You may ask a few pairs of students to act out the dialogues. 4. **Try it out:** Ask students to get into groups of three and introduce their group members to the rest of the class. Encourage them to use short, simple sentences. This activity teaches the life skill of effective communication. 5. As a wrap-up activity, ask the following riddles related to members of the family. - She is not a young girl and she is not old. She is the one who gave birth to me. Who is she? >Answer: *mummy, mother, mom* - Father of my father. Or father of my mother. >Answer: *grandfather* - He works hard at home and at work. Loves me a lot. Married to my mother. Who is he? >Answer: *father, daddy, dad, papa* ## Period 8 ### Writing 1. As a warm-up activity, ask students the following questions: - How many families live in your neighborhood? - Who is your next-door neighbor? - Do you celebrate festivals with your neighbors? 2. The exercise on CB page 46 is a guided writing exercise. Explain the instructions and ask students to complete the paragraph. Review to ensure that students have written correct sentences. 3. As a wrap-up activity, ask students to draw the following diagram. Then, ask them to write answers to the questions. The answers will help them to write a short paragraph on their neighbors. --Why do you like >your neighbors?-- -- -- --- Name of the family ?(Mr and Mrs) -- --- ----> How many >people are there >in the family? ---- >What is their >house number? 4. Whom do you like best in your neighbor's family? ### Answers **CB page 46** Suggested answer: *Zara. She lives, She, her mother, her brother, She, many friends, She, a very sweet girl.* ## Period 9 ### Writing 1. To recap learning, ask a few students to read out the paragraph they had written about their neighbors in the coursebook. 2. Draw this table on the board or on a sheet of chart paper. | | We | They | He | She | It | |---|---|---|---|---|---| | Mr and Mrs Jain | **✓** | | | | | | Tania | | **✓** | | | | | Cat | | | **✓** | | | | Tree | | | | **✓** | | | Bicycle | | | **✓** | | | | Girls | | | | | **✓** | | Birds | | | | | **✓** | | Boy | | | | | **✓** | | Child | | | | | **✓** | 3. Ask students to come forward in turns. Ask them to use one noun and a related pronoun from the table to make two sentences. Give this example: *Mr and Mrs. Jain are our neighbors. They have a cat.* 4. As a wrap-up activity, ask students to complete this paragraph about their neighbors. >My Neighbors >>Mr and Mrs ___________ are my neighbors. >>I like going to their ___________ house because _______________. ### Answers **WB page 20** Suggested answer: *My name is Priya. There are four members in my family. Their names are Jaydeb, Sipra and Tinni. They are my father, mother and sister. My father works in a bank. My mother is an engineer. My sister goes to school. I like to go to the zoo with my family.* ## Period 10 ### Review 1. Ask students to revise the concepts taught in the unit and tick the boxes. 2. Encourage them to use the blanks to note down any additional points they have learnt. ### Project Work 1. This is an individual activity. 2. Ask students to draw a family picture and label the members. Ask them to introduce their family members to the class.