Conversations - Grade 2 - English_AY24_TM

AI-powered exercises

2

CONVERSATIONS Achieve Fluency in Verbal Communication

Teacher Manual

NEP 2020 based |

NCF compliant

|

Teacher led activities

Teacher Manual

CONVERSATIONS Achieve Fluency in Verbal Communication

2

Expert Opinion Dr Rejaul Karim Barbhuiya Assistant Professor, Central Institute of Educational Technology (CIET), NCERT, Ministry of Education, Government of India

Times have changed. Today is not the time of memorising and copying. Students must be enabled to think for themselves and articulate their thoughts well. They should be able to participate meaningfully and confidently in day-to-day activities – whether they be buying groceries, registering a formal complaint, or voicing opinions freely. A problem-solving attitude, critical outlook, scientific temperament and creativity are non-negotiable skills in the 21st century.

Ms Sonia Kumari Assistant Professor, Kamala Nehru College, University of Delhi

Dr Aakash Chowkase Post-doctoral Research Fellow, University of California, Berkeley, USA, Department of Psychology

NEP 2020 acknowledges the multilingual reality of India and asserts that the bridge of home language or other familiar language is absolutely crucial for children in the foundational years, not only to help them to comprehend basic subjects, but also to acquire additional languages like English. Thus, the needs-based and systematic use of learners' home languages should be encouraged in the classrooms, along with an anxiety-free, purpose-oriented and input-rich environment.

The National Education Policy 2020 talks about technology playing an important role in improving the learning outcomes and learning experiences of children. With the growing penetration of the internet and the easy availability of smartphones and other electronic devices, both parents and teachers can participate in and supervise children's learning through various online apps, quizzes, videos, e-books, educational games and so on.

In a nutshell, digital learning has the potential to impact on what children learn and how they learn.

In the post-Covid world, more than ever before, the parents' role is being seen as pivotal to children's growth and learning. The National Education Policy 2020 released by the Government of India, recognises parents as equal partners in their children's education. At home, it is important for caregivers to create a safe, engaging and positive environment for children to learn, apply themselves and have fun. Parents can also engage actively with children around their homework, curricular and co-curricular activities and projects.

Aparna Dixit Head of Content and Research, Centre for Learning Resources

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Foreword In the age of globalisation and unprecedented technological advancement, English stands as a universally comprehensible medium of communication. It has evolved into one of the essential tools that learners require to thrive in today's world and secure their future. Studies from across the globe have also shown that English communication skills significantly impact on career prospects and lifelong learning.

Functional and fluent communication skills in English, encompassing the crucial facets of LSRW (Listening, Speaking, Reading, and Writing), are pivotal for children's knowledge acquisition, intellectual, social, and emotional development and lifelong learning.

In particular, robust listening and speaking skills not only form the bedrock of the language learning process but also pave the way for enhanced reading and writing capabilities. Yet, the majority of educational efforts prioritise teaching reading and writing from the very outset, sometimes neglecting listening and speaking skills. These foundational skills are often overlooked in educational institutions due to high pupil-teacher ratios, lack of opportunities to express themselves in English, and, most significantly, a lack of structured and dedicated class time for honing these skills.

It is within this context that Uolo Speak has been introduced as a groundbreaking English program tailored for learners in pre-primary to grade 8, with a special emphasis on English listening and speaking. In alignment with the National Education Policy (NEP) of 2020 and the learning outcomes set forth by the National Council of Educational Research and Training (NCERT).

The Conversations book serves as the classroom-based avenue for developing functional speaking skills. The book contains teacher-led English speaking and listening activities that adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR). This approach systematically guides learners in mastering the targeted competencies. Through these activities, learners engage in high-quality, age-appropriate, and experiential tasks that foster confidence and fluency in English. The accompanying Teacher Manual provides in-depth implementation plans for these activities.

The mobile interface of this educational product ensures consistent practice of functional English skills. These exercises transcend conventional question types, employing cutting-edge technology to facilitate learning and provide instant feedback. For instance, learners can practise English speaking on the App and receive AI - generated feedback. This allows learners to grow skills over a period of time and gain confidence to express themselves in English in their daily lives.

Uolo Speak offers a potent, captivating, and unique learning experience for learners. It embodies a pragmatic, results-oriented approach to cultivating indispensable functional English skills required for the 21st century.

We extend our warmest wishes to all educators, parents, and learners as they embark on this exciting journey with Uolo Speak, filled with fun and joyful experiences.

Dr Laraine O'Connell

D. Litt., English, North West University, South Africa I am a veteran English teacher and lecturer, with a great love for English and for teaching.

I have taught English and trained teachers over many years. I live in South Africa and it is a wonderful experience working with a company promoting the learning of English in India.

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Instructional Model “In the 21st century, language teaching must go beyond traditional approaches and must aim to enable students to use language skills in real-life contexts for a wide variety of purposes” (NEP, 2020).

According to Vygotsky and Krashen’s theory of second language teaching, language acquisition happens

best when learners are engaged in purposeful and meaningful tasks in an anxiety-free, non-judgmental, communication-oriented, input-rich, supportive and stress-free environment, along with a lot of scaffolding practices. This approach to second-language teaching is also highlighted by the NIPUN Bharat Mission document and NEP, 2020.

In this context, the Conversations series, along with the learning activities designed in it, can play a crucial

role in creating an input-rich environment, employing diverse avenues for speaking practice in a fear-free and non-judgemental setting, coupled with real-time feedback.

The book has been developed based on the ‘Gradual Release of Responsibility’ (GRR) model—a teaching-

and-learning model that has been widely recommended by the NEP, 2020 and the NCF, 2023. The GRR has been promoted by educational researchers and practitioners all over the world for its effectiveness in promoting student engagement and deep understanding of content and skills.

The GRR model includes three steps, each one consecutively shifting the ‘responsibility’ from teachers to learners so that learners become independent users of the language.

I do: The teacher first provides explicit instructions and modelling that initiate the learning process.

We Do: As learners begin to grasp the content and skills, the teacher also begins to shift the responsibility to them, facilitating a guided practice where the teacher and the learners participate collaboratively.

You Do: Finally, the learners take full ownership of their learning through independent practice and the application of the skills learnt in the program.

Based on this approach, there are three core instructional models on which the activities work (please refer to lesson plans in the Teachers' Manual for greater clarity). These are: I do

We do

You do

Listen

Echo

Express and Repeat (E&R)

Fully guided; Modelled speaking by the teacher

Collaborative: Shared speaking

between the learners and the teacher

Independent practice and

application by the learners

To sum it up, this has been created with a view to doing away with the fear of speaking in English among learners and allowing them to express themselves confidently in English in real-life situations.

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CONTENTS

1 2 3 4 5 6 7 8 9 10 11 12

About Myself

2

My Likes

16

What I Do Every Day

30

Ask Away

44

Describe It

58

Can You Help Me?

72

How Do You Feel?

86

Ask and Answer

100

Fun Ride

114

Listen to My Story

128

Tell Me How

142

What Happens Next?

156

How Are You Today?

The Perfect Sunday

A Fun Day

Shopping for a Present

Missing Dog

Zoya Makes a Friend

What to Play?

The Picnic Form

On the Way

Clever Dabbu

Rainy Day Picnic

Brothers or Enemies? v

Chapter Outcomes Chapter No.

1

Chapter Title

Big Skill

Listening Speaking Competencies

About Myself

Introducing oneself

Briefly introduce oneself Respond to simple questions about oneself and one’s family, in a few words

My Likes

Sharing their likes

Answer simple questions about one’s likes Answer simple questions about others’ likes

3

What I Do Every Day

Talking about one’s daily activities

Answer questions about daily routine Talk about one’s daily routine and activities

4

Ask Away

Asking questions

Ask simple ‘wh’ questions to gain information in a real-life context Participate in conversations, meaningfully and politely

5

Describe It

Describing something

Identify important details from a description Describe 2–3 key details about something or someone

Can You Help Me?

Requesting for help

Request politely for help Respond politely to others’ request for help

How Do You Feel?

Expressing feelings using simple words

Talk about one’s feelings using simple sentences Understand others’ feelings

Ask and Answer

Asking for permission

Ask for permission, politely Respond to someone’s requests, politely and in simple sentences

Fun Ride

Talking about past events

Answer simple questions on what they did Answer simple questions on what someone is doing

Listen to My Story

Telling a short story

Tell one’s favourite story to someone, briefly Narrate a story with expression and confidence

Tell Me How

Following and giving instructions

Follow simple instructions Give very simple instructions to do something

What Happens Next?

Talking about future plans

Predict the next event in a story Answer simple questions about one’s plans for the next day/the near future.

2

6 7

8 9

10 11

12

vi

Student Selection Activities In order to ensure participation of the maximum number of learners during the classroom presentations and to keep the surprise element going, you can try the following quick games for inviting learners to participate:

• Randomly pick the learners’ names written on chits / ice cream sticks / playing cards.

• Ask the learners to write code names for themselves on a chit. Randomly pick the chit from the jar and ask who it belongs to.

• Call out the roll number randomly.

• Say some unique identification markers, e.g. the one who is carrying a blue water bottle, the one who has a red bag, the one who was born in the month of March, the one whose birth date is 15, the one

who has curly hair, the one who has two ponytails, the one who was born on the same date as that on

which the lesson is being taught, the one who has the same roll number as the date when the lesson is being taught.

• Throw a ball of paper or a plastic ball and give an opportunity to the one who catches it.

• Throw a ball of paper or a plastic ball and give an opportunity to the person who is sitting next to the one who catches it.

• Sing a song/recite a poem while students swiftly pass an object from one to the other. The one who is holding it when the song/poem ends, has to present.

• After their presentation, each student invites the next presenter.

• Open a book randomly at a page. Call out that (roll) number for presentation.

• Pick any letter flashcard from a pile of flashcards. Choose the one whose name starts/ends with that letter.

• Pick any learner’s identity card / passport-size photograph / notebook placed upside down on a table.

Call that student for a presentation.

• Roll a dice once to call out a single digit (roll) number, or roll a dice twice to call out a double digit (roll) number for presentation.

• At the count of three, the learners as well as the teacher show a number from 1-10 using their fingers.

The learner whose number matches the teacher’s will be invited to present.

• Play stone, paper, scissor with the whole class. Invite those students first whose action matches yours.

• At the count of three, the teacher as well as the learners will show a colour flashcard. The learners whose colour matches with the teacher’s is invited to present first.

vii

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

viii

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

ix

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

x

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

xi

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xii

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

xiii

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xiv

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

1

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Chapter 1

About Myself

Big Skill: Introducing oneself Learning Objectives: Learners will be able to: • briefly introduce oneself.

• respond to simple questions about oneself and one’s family, in a few words.

Chapter 1

About Myself Period 1

Introducing oneself

1

UE24CB_Grade 2.indb 1

2

12/13/2023 2:35:41 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 1—About Myself.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. How many children are there in the picture?

(There are five children in the picture.)

2. Where are the children?

(The children are in a classroom.)

3. What is the boy doing?

(The boy is standing / smiling / talking.)

4. Who is sitting in front of the children?

(The teacher is sitting in front of the children.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a beautiful classroom. The teacher is teaching the class.

There are five children. The boy in the middle is standing and saying something. All the children look happy.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 2 of your content book. We will read the poem—How Are You Today?

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the first picture?

(I see swings and flowers. / I see two children in the picture.)

2. Where are the boy and the girl?

(The boy and the girl are in a park.)

3. What are they doing?

(They are talking / playing / smiling / walking.)

Explain: We are going to read a short poem—How Are You Today? It is about a boy and a girl. They meet in a playground. They tell each other about themselves. Now, let us begin reading.

Instruct: Pay attention to what they say about themselves.

Chapter 1 • About Myself

3

Listen

4

2

1

UE24CB_Grade 2.indb 2

2

I am 6, and I am Siddhu.

Just like me, are you 6 years old too?

Let’s hop, skip, and play a game!

Hey, I am Abha. What is your name?

Good morning, sweet morning!

How are you today?

Good morning, sweet morning!

Let’s dance and play.

How Are You Today?

12/13/2023 2:35:45 PM

4

3

Chapter 1 • About Myself

hop (hop): to move by jumping on one foot meet (meet): to see someone skip (skip): to move with little jumps and steps together (tuh.gedh.uh): with each other visiting (viz.it.ing): going to see a person

Good morning, sweet morning!

Together we’ll dance and play!

I live far away. I am visiting my grandmother.

I have come here with my mother and big brother.

Yes, yes, and I live down that way.

Nice to meet you! Where do you stay?

UE24CB_Grade 2.indb 3

Period 1

12/13/2023 2:35:49 PM

3

Talking Book

Period 1 continued During the Text

Read the poem aloud OR play the Talking Book in the classroom.

While reading the poem, say each line with proper voice modulation and expression to make the poem sound interesting. Also, put stress on the rhyming words.

You may pause at the annotations and ask these suggested questions.

After 1 What is your name?

(My name is Raghav.)

After 2 How old are you?

(I am seven years old.)

For open-ended questions, encourage learners to answer by telling their name, age, the place where they live, and about their family members.

After 3 Where do you stay?

(I stay in Kamlesh Nagar.)

After 4 Who do you live with?

(I live with my parents and grandparents.)

You can rephrase the answers in complete sentences, based on your learners’ responses. For example: My name is Raghav.

After the Text

You may ask these suggested questions.

1. Tell me something about Siddhu.

(Siddhu is a boy. He is six years old.)

2. Tell me something about Abha.

(Abha is a girl. She is very sweet.)

3. Tell me something about yourself.

(My name is Piku. I am a girl. I live in New Delhi.)

You may praise the learners if they are able to speak about themselves in 1-2 lines. You may also ask the class to repeat the sentences. This will boost their confidence.

Chapter 1 • About Myself

5

Period 1

Talking Book

Yes, yes, and I live down that way.

Nice to meet you! Where do you stay?

I live far away. I am visiting my grandmother.

I have come here with my mother and big brother.

Good morning, sweet morning!

Together we’ll dance and play!

hop (hop): to move by jumping on one foot meet (meet): to see someone skip (skip): to move with little jumps and steps together (tuh.gedh.uh): with each other visiting (viz.it.ing): going to see a person

3

Chapter 1 • About Myself

UE24CB_Grade 2.indb 3

12/13/2023 2:35:49 PM

6

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—hop (hop).

Instruct: Repeat the meaning after me—to move by jumping on one foot.

Instruct: Repeat the sentence after me—I hop in the park.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

meet

meet

to see someone

I meet my friend in the school.

skip

skip

to move with little jumps and steps

I skip in the park.

together

tuh.gedh.uh

with each other

My family lives together.

visiting

viz.it.ing

going to see a person

I am visiting my uncle.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I meet / my friend / in the school.

You may explain the meaning of ‘hop’ and ‘skip’ by associating the words with actions. For example: You may jump on one foot while explaining ‘hop’. And you may move with little jumps and steps to explain ‘skip’.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘hop’ and tell them to me.

E&R

Repeat this process with all the keywords.

Model Responses: 1. I like to hop.

2. I meet Ritik in the park.

3. The children like to skip and dance.

4. Rio and Anu play together.

5. Indu is visiting her friend, Riya.

Conclusion

4 mins

Say: Today, we read a poem called How Are You Today? We learnt how to talk about ourselves. Now, we can tell others our name, age, where we live and what we like.

We also learnt the words, ‘hop’, ‘meet’, ‘skip’, ‘together’ and ‘visiting’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 4. Learn to talk about yourself by listening to and repeating the projects given in the app.

Chapter 1 • About Myself

7

E-Speak 1 PROJECT 1A

Practise at Home

My Name

Nisha tells the class about herself.

Listen and record it.

PROJECT 1B

Period 2

My Birthday

Nisha talks about her birthday. Listen and record it.

PROJECT 1C

My Parents

Nisha tells her friend about her parents. Listen and record it.

4

UE24CB_Grade 2.indb 4

12/13/2023 2:35:49 PM

8

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—About Myself. In the last class, we read a poem called How Are You Today? The poem is about two friends, Siddhu and Abha. They introduce themselves by telling their names, ages, games they play, where they live and about their family members.

We also learnt the keywords, ‘hop’, ‘skip’, ‘meet’, ‘together’ and ‘visiting’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this poem and the projects, we are learning to talk about ourselves. We are learning to tell our name, age, where we live, birthday and about our family.

Listen

Example from Text: The boy, Siddhu introduces himself to Abha. He tells Abha his name.

He says, ”I am Siddhu.“ He tells Abha his age, ”I am 6.“ Abha tells Siddhu where she lives.

She says, ”I live down that way.”

Example from E-Speak 1: As a part of your homework project, you heard Nisha tell us some important things about herself like her name, age, and about her parents.

Echo E-Speak 1

8 mins

Say: Now, I will say what Nisha tells us about herself.

Echo

Instruct: Repeat the Project 1A after me—Hello! My name is Nisha Gupta. I am seven years old.

Instruct: Repeat the Project 1B after me—My birthday is on the 20th of September.

I celebrate it with my family.

Instruct: Repeat the Project 1C after me—My mother’s name is Ujala Gupta. She is a baker.

My father’s name is Sanjay Gupta. He is a teacher.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hello! / My name is / Nisha Gupta. / I am / seven / years old.

Chapter 1 • About Myself

9

Speak on the Spot Boost Your Speaking

Myself

You have made new friends at school. Tell them about yourself.

My name is ...

I am ... years old.

I am a ...

I have ... members in my family.

I love to play ...

Period 2

My favourite colour is ...

Speak loudly and clearly.

Look at your friends when you talk.

5

Chapter 1 • About Myself

UE24CB_Grade 2.indb 5

12/13/2023 2:35:50 PM

10

Period 2 continued E & R Speak on the Spot

15 mins

Explain: In the poem How Are You Today?, we learnt about Abha and Siddhu. Now, you need to tell me about yourself. For example: My name is Dhruv. I am six years old. I am a boy. I love to play with my dog.

E&R

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to stand straight and talk about themselves with a bright smile.

You can read the model responses in between the presentations to give some ideas and hints to the learners.

Model Responses: 1. Hello friends!

My name is Udit. I am six years old. I am a boy.

I have three members in my family.

I love to play hide-and-seek. My favourite colour is pink.

2. Good morning, everyone.

My name is Arshi. I am six years old. I am a girl.

I have four members in my family.

I love to play ludo. My favourite colour is blue.

Thank you.

3. Hello friends!

My name is Suman. I am six years old. I am a girl.

I have seven members in my family.

I love to play with my pet, Shera. My favourite colour is black.

Thank you.

If learners present well, you can praise them by saying, ‘You presented well!’, ‘You spoke loud and clear.’ or ‘Well tried!’. In case the learners struggle, you can say ‘You should speak clearly and confidently’ or ‘You can speak louder next time’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app about your family members, in 1–2 lines.

Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: You have to tell the class about your mother. Fill in all the details about your mother. Practise saying the sentences aloud, again and again, in front of your friends or an older family member.

You may ask the learners to bring a picture of their mother to show it to the class during the presentation.

Chapter 1 • About Myself

11

E-Speak 2 PROJECT 1D

Practise at Home

My Family

We all love our family members. Talk about your family members in 1-2 lines.

Gaming Zone It’s Fun Time

Aman’s Favourite Things

Match Aman’s favourite things with the correct pictures.

Period 3

One has been done for you.

My favourite colour

My favourite fruit

My favourite animal My favourite toy 6

UE24CB_Grade 2.indb 6

12/13/2023 2:35:52 PM

12

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Aman’s Favourite Things.

Say: Let us help Aman match his favourite things given on the left with the pictures on the right correctly.

Show the example given in the book.

Instruct: Now, match Aman’s favourite fruit, animal and toy with the pictures.

You may ask these suggested questions.

1. What is Aman’s favourite colour?

(Aman’s favourite colour is red.)

2. What is Aman’s favourite animal?

(Aman’s favourite animal is an elephant.)

3. What is Aman’s favourite toy?

(Aman’s favourite toy is a ball.)

4. Which is Aman’s favourite fruit?

(Aman’s favourite fruit is mango.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Family’, where you told us about your family members.

Instruct: Listen to my response to the project.

Listen

‘Hello! There are four members in my family. I live with my father, mother and grandmother. We all eat dinner together.’

Say: Now, you will listen to another response and repeat after me.

‘Hello! There are seven members in my family. I live with my mother, father, grandparents and little sister. We also have a pet dog.’

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hello! / There are / seven members / in my family. / I live with / my mother, / father, / grandparents and / little sister. / We also have / a pet dog.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 1 • About Myself

13

Echo

14

watches tv

riding a bicycle

paints

01_U24EN0201.indd 7

Chapter 1 • About Myself

I love my mother very much!

my homework

She helps me with

reads

(name)

. .

.

bakes cakes

.

.

.

cleaning my table

(date)

(food)

(what she does)

In her free time, she

She likes to eat

She is a/an

Her birthday is on

My mother’s name is

Hello!

1Write: Complete the sentences about your mother.

You are studying about ‘My Family’ in your English class.

Your teacher wants you to tell the class about your mother. Prepare and present it in the class.

My Mother

The Final Show

Plan and Speak

7

12/21/2023 4:02:24 PM

packing my bag

UE24CB_Grade 2.indb 8

8

Notes Corner

You can also give your own answers.

You can read from the book.

Smile when you speak.

Speak confidently.

3 Present: In class, tell your friends about your mother.

elder.

2 Practise: Now, practise speaking about your mother in front of an

Period 3

12/13/2023 2:36:03 PM

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will tell the class about your mother. You may also present the picture of your mother to the class in case you have it with you today.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting.

You may start by giving a model answer so that the children can understand how to present in the class. Accept details that are not mentioned in the template given in the book.

Model Responses: 1. Hello!

My mother’s name is Mamta Gupta. Her birthday is on 20 February. She is a businesswoman. She likes to eat chole bhature. In her free time, she reads books.

She helps me with cleaning my table. I love my mother very much!

Thank you!

2. Hello!

My mother’s name is Shreya Gomes. Her birthday is on 11 August. She is a teacher.

She likes to eat ice cream. In her free time, she paints. She helps me with riding a bicycle. I love my mother very much!

Have a good day!

3. Hello!

My mother’s name is Indu Agarwal. Her birthday is on 29 July. She is a homemaker.

She likes to eat sweets. In her free time, she bakes cakes. She helps me with packing my bag. I love my mother very much!

Thank you!

You may encourage the learners to clap after every presentation to motivate the presenters.

If learners present well, you may praise them by saying ‘Keep it up!’, ‘Well done!’ or ‘Good job!’.

In case learners struggle to present, you can say ‘Let us try it once again.’, ‘Let me help you.’ or ‘You are doing great, let us try it together’.

Conclusion

2 mins

Say: In this chapter, we learnt how to talk about ourselves. We can now talk about ourselves by telling others our name, age, about our family members and our favourite things.

Chapter 1 • About Myself

15

Chapter 2

My Likes

Big Skill: Sharing their likes Learning Objectives: Learners will be able to: • answer simple questions about one’s likes.

• answer simple questions about others’ likes.

Chapter 2

My Likes

Period 1

Sharing their likes

9

UE24CB_Grade 2.indb 9

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16

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 2—My Likes.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I can see a girl lying on the floor. / I can see some toys. / I can see two books.)

2. What do you think the girl is doing?

(The girl is thinking about some activities that she likes.)

3. What do you see in the bubbles?

(I can see the girl painting and skipping. / The girl is flying a kite. / The girl is cycling.)

4. Where do you think the girl is?

(I think the girl is in a room / drawing room / living room.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a girl lying in her room. The girl is thinking about something. The four bubbles seem to show all the things that she likes. She likes skipping with a rope, painting, riding a bicycle and flying a kite.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 10 of your content book. We will read the story—The Perfect Sunday.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the picture?

(I see a girl sitting on the bed. / I see a room with a bed, pictures and a window with pink curtains. / I see a bright sun outside the window.)

2. What do you think the girl is doing?

(I think the girl is smelling something nice. / I think the girl is stretching her arms on the bed.)

3. How does the day look outside the window?

(It is a bright and sunny day.)

Explain: We are going to read a story called The Perfect Sunday. It is about a girl named Ria who spends her Sunday with her family doing things that they all like. Now, let us begin reading.

Instruct: Pay attention to the words used by Ria and her parents to talk about the things that they like.

Chapter 2 • My Likes

17

Listen

18

2

1 3

UE24CB_Grade 2.indb 10

10

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serves (suhvs): puts food on a plate

UE24CB_Grade 2.indb 11

Chapter 2 • My Likes

quickly (kvik.lee): fast

Ria: Yay! I really like the plan, Father.

neighbourhood (nay.buh.huud): the place around your home

delicious (di.li.shuhs): good to taste or smell

Mother: Alright, let us all have some ice cream then.

perfect (per.fekt): completely correct

4

Ria: Look, there is the ice-cream man! I really like vanilla ice-cream cones!

Father: Yes, it is just perfect.

Mother: I like the weather today. It’s neither too hot nor too cold.

Father: Let us go out today. I really like the new park in the neighbourhood. We can go there, play some games, and then have lunch in a restaurant.

Mother: You are welcome, my sweet girl. What would you like to eat for lunch?

Ria: Wow! It tastes so yummy! Thank you!

Ria brushes her teeth, takes a bath, and puts on fresh clothes. Mother serves a plate of delicious sambar dosa to Ria and her father.

Mother: Good! Then quickly get ready for breakfast.

Ria: Like it? I love it!

Mother: I am making sambar dosa. Do you like it?

All of them get dressed to go to the picnic.

Ria: What are you making, Mother?

Father: Get ready, then. Hurry up!

Mother: Me too! Oh, I love Sundays like this!

Ria wakes up to the smell of something nice and tasty. ‘Wow! What is this smell? It is so good!’ thinks Ria. She quickly gets off her bed and goes into the kitchen.

The Perfect Sunday

Period 1

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11

Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

You may use proper voice modulation while reading the dialogue of the different characters in the story.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings, and stress on their pronunciation. For example: ‘Delicious’ means good to smell or taste.

It is pronounced as di.li.shuhs. You may stress on the syllable in bold, like ‘li’.

You may pause at the annotations and ask these suggested questions.

After 1 What did Ria’s mother make for breakfast? What do you like to eat for breakfast?

(Ria’s mother made sambar dosa for breakfast.

I like to eat sandwiches for breakfast.)

For annotations 1 and 4, allow learners to think and share what they like.

After 2 What did Ria and her family plan to do after breakfast?

(Ria and her family decided to go to the new park in the neighbourhood and then go and have lunch in a restaurant.)

After 3 Why was the weather perfect?

(The weather was perfect because it was neither too hot nor too cold.)

After 4 Which ice cream did Ria eat? Which is your favourite ice cream?

(Ria ate vanilla ice-cream cones. I like to eat mango ice-cream bars.)

For open-ended questions based on the learners’ personal choices, you may encourage them to share their answers in complete sentences. For example: I like to eat mango ice-cream bars.

After the Text

You may ask these suggested questions.

1. Which day is mentioned in the story?

(The day mentioned in the story is Sunday.)

2. What nice and tasty dish did Ria smell when she woke up?

(Ria smelled sambar dosa made by her mother.)

3. Ria’s favourite dish is sambar dosa. What is your favourite dish?

(I like to eat chole bhature. / I like to eat pizza.)

4. What do you like to do on Sundays?

(I like to play on Sundays. / I like to go out with my family on Sundays. / I like to watch TV on Sundays.)

Chapter 2 • My Likes

19

Talking Book

Mother: Me too! Oh, I love Sundays like this!

Period 1

Father: Get ready, then. Hurry up!

All of them get dressed to go to the picnic.

Mother: I like the weather today. It’s neither too hot nor too cold.

Father: Yes, it is just perfect.

Ria: Look, there is the ice-cream man! I really like vanilla ice-cream cones!

Mother: Alright, let us all have some ice cream then.

delicious (di.li.shuhs): good to taste or smell

neighbourhood (nay.buh.huud): the place around your home perfect (per.fekt): completely correct quickly (kvik.lee): fast

serves (suhvs): puts food on a plate

11

Chapter 2 • My Likes

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20

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—delicious (di.li.shuhs).

Instruct: Repeat the meaning after me—good to taste or smell.

Instruct: Repeat the sentence after me—Mother made a delicious breakfast on Sunday.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

neighbourhood

nay.buh.huud

the place around your home

There is a new park in our neighbourhood.

perfect

per.fekt

completely correct

Rohan made a perfect plan for Sunday.

quickly

kvik.lee

fast

Neha quickly got ready to go out.

serves

suhvs

puts food on a plate

Mother serves a delicious breakfast to us.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: There is / a new park / in our / neighbourhood.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘delicious’ and tell them to me.

Repeat this process with all the keywords.

E&R

Model Responses: 1. My father cooks delicious food.

2. There is a supermarket in our neighbourhood.

3. The weather is perfect today.

4. I quickly packed my bags for the vacation.

5. My father serves hot soup to my sister.

Conclusion

4 mins

Say: Today, we read a story called The Perfect Sunday. In this story, Ria spent her Sunday with her family doing things they like. Ria ate sambar dosa for breakfast. Then, her father decided to go to the new park, which he liked. Later, they went to a restaurant for lunch. In the end, Ria enjoyed her favourite vanilla ice cream. We learnt to talk about our likes and about the likes of others.

We also learnt the words ‘delicious’, ‘neighbourhood’, ‘perfect’, ‘quickly’ and ‘serves’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 12. Learn to say what Pihu likes by listening to and repeating the projects given in the app.

Chapter 2 • My Likes

21

E-Speak 1 Practise at Home PROJECT 2A

I Like to Play

Pihu tells her friend why she likes to play. Listen and record it.

PROJECT 2B

Period 2

I Play Inside

Pihu tells her friend about her favourite indoor game. Listen and record it.

PROJECT 2C

I Play Outside

Pihu is in the park with her friends. She tells them about her favourite outdoor game. Listen and record it.

12

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22

Period 2 Warm Up

5 mins

Text Recall

Say: The name of the chapter is—My Likes. In the last class, we read a story called The Perfect Sunday, where Ria and her parents spent the Sunday doing things they all like—eating sambar dosa, going to the park in nice weather, eating lunch at a restaurant and having vanilla ice cream. We learnt to talk about our likes and the likes of others.

We also learnt the keywords ‘delicious’, ‘neighbourhood’, ‘perfect’, ‘quickly’ and ‘serves’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to talk about the things that we like. We are also learning to answer simple questions about what someone else likes.

When we share our likes, we talk about what we enjoy doing and why we like it.

Listen

Example from Text: In the story, Ria says that she likes sambar dosa. Her father plans to go to the new park in the neighbourhood, which he likes. After that, they decide to go and have lunch at a restaurant. Ria’s mother shares that she likes the weather that day, it is neither too cold nor too hot. In the end, Ria tells her mother and father that she likes to eat vanilla ice-cream cones.

Example from E-Speak 1: As a part of your homework project, you heard Pihu talk about what she likes. She tells her friend why she likes to play. She also tells her friend about the indoor and outdoor games that she likes.

Echo E-Speak 1

8 mins

Say: Now, I shall say what Pihu told her friends about why and what she likes to play.

Instruct: Repeat the Project 2A after me—I like to play because it makes me happy. I can meet all my friends. It makes me feel active.

Instruct: Repeat the Project 2B after me—My favourite indoor game is carrom. I play it in my house. I play it with my father. I like to strike the carrom pieces.

Instruct: Repeat the Project 2C after me—My favourite outdoor game is hide-and-seek.

I play it in the park with my friends. I like to hide behind the trees.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I like to play / because / it makes me / happy. / I can / meet all my friends. / It makes me / feel / active.

Chapter 2 • My Likes

23

Echo

Speak on the Spot Boost Your Speaking

My Favourite Game

Tick (ü) the game that you like to play at school. Say TWO sentences about that game.

Badminton

Hopscotch

Skip rope

Football

Basketball

Period 2

Hide-and-seek

My favourite game is ...

I play it with ... (who you play it with) I play it at/in ... (place) I play it in ... (lunch time/ sports period/ in the morning) Speak loudly.

Look at your friends when you speak.

You can read from the book.

13

Chapter 2 • My Likes

UE24CB_Grade 2.indb 13

12/13/2023 2:36:10 PM

24

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, you will come and tell us about the game that you like to play at school.

Look at the pictures of the games given on page no. 13 of the book. You need to choose any one game that you like the most. Speak at least two sentences about that game.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to smile and look at their friends when they speak. You may ask them to greet their friends at the beginning and end of their presentations.

You may read a few model responses at the beginning or in between the learners’ presentations.

This will give them some ideas, words and phrases to enhance their presentations.

Model Responses: 1. Good morning, everyone!

My favourite game is hide-and-seek. I play it with my friends. I play it in the school ground. I play it in lunch time.

Thank you.

2. Good morning, everyone!

My favourite game is badminton. I play it with my sister. I play it in the garden. I play it in the evening.

Thank you.

3. Good morning, everyone!

My favourite game is hopscotch. I play it with my cousins. I play it in the park. I play it in the morning.

Thank you.

If the learners share their answers confidently and correctly, you can give them feedback like ‘Well done!’, ‘Good work!’ and ‘Good job!’. In case they are struggling, you can tell them, ‘Let us try together.’, ‘Let me help you.’ or ‘You have a good command over language, just speak a bit louder.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app about your best friend in 1-2 lines. You can also listen to the model response in the app. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Think of a few things that your best friend likes. Write down a few lines about what he/she likes. You can also ask your friend if you don’t know anything about them. Practise saying the sentences aloud, again and again, in front of your friend or an older family member.

You may ask the learners to bring a photo of them with their best friends, if they have any.

Chapter 2 • My Likes

25

E-Speak 2 PROJECT 2D

Practise at Home

My Best Friend

We like so many things about our best friends. Tell us what do you like about your best friend in 1-2 lines.

Gaming Zone What Do You Like?

It’s Fun Time

Period 3

Make a happy face for things that you like. Make a sad face things that you don’t like. One has been done for you.

for

1. Do you like to eat green vegetables?

2. Do you like to eat mangoes?

3. Do you like to play with dogs?

4. Do you like to swim?

5. Do you like to play?

14

UE24CB_Grade 2.indb 14

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26

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—What Do You Like?

Say: There are some questions along with the pictures given. On the right side, there are some incomplete faces. You have to read the questions and complete the faces with a smiling or sad face based on if you like it or not.

Show the example given in the book.

Instruct: Now, read the remaining questions carefully. If your answer is yes, then draw a happy face. If your answer is no, draw a sad face.

You may ask these suggested questions.

1. Do you like to eat green vegetables? What is your favourite vegetable?

(Yes, I like to eat green vegetables. My favourite vegetable is beans / cabbage / spinach.)

2. What is your favourite fruit?

(My favourite fruit is mango / grapes / guava.)

3. Do you like to play with dogs?

(Yes, I like to play with dogs. / No, I do not like to play with dogs.)

4. Do you like to play? What is your favourite game?

(Yes, I like to play. My favourite game is hide-and-seek / ludo / basketball.)

5. Do you know how to swim?

(Yes, I know how to swim. / No, I do not know how to swim.)

Listen Echo E-Speak 2

8 mins

Say: You did the digital project called ‘My Best Friend’, where you told us what you like about your best friend, in 1-2 lines.

Listen

Instruct: Listen to my response to the project.

‘Sanket is my best friend. I like that he is very kind towards animals.’

Say: Now, you will listen to another response and repeat after me.

‘Varsha is my best friend. I like her because she loves to read good books.’

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Varsha / is my / best friend. / I / like her / because / she loves to / read / good books.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 2 • My Likes

27

Echo

28

water plants

football

catch the ball

Science

Art

UE24CB_Grade 2.indb 15

Chapter 2 • My Likes

Hindi

English

Her/His favourite subject is

carrom

ludo

EVS

Maths

run and catch

hide-and-seek

.

.

She/He likes to play

sing

.

jump

watch TV

Her/His favourite food is

read books

.

She/He likes to

play games

.

My best friend is

Hello everyone!

1 Write: Think about your best friend. Write about them.

How well do you know your best friend? Write about his/her favourite things. Practise and present your lines in the class.

My Best Friend’s Favourites

The Final Show

Plan and Speak

12/13/2023 2:36:21 PM

15

times with expression.

UE24CB_Grade 2.indb 16

16

Notes Corner

Speak loudly.

Smile and look at your friends when you speak.

You can read from the book.

You may bring the photo of your best friend to show it in class.

3 Present: Now, tell your class about your best friend.

2 Practise: Read the lines about your best friend. Practise many

Period 3

12/13/2023 2:36:26 PM

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will tell the class about your best friend. Talk about his/her likes and favourite things, like food, subject and game. You may show the photo of your best friend, if you have it with you.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to speak confidently in front of the class. If their best friend is present in the same class, they can ask them to come and stand with them while presenting.

Model Responses: 1. Hello everyone!

My best friend is Sneha.

She likes to watch TV. Her favourite food is pizza.

She likes to play ludo.

Her favourite subject is English.

Thank you!

2. Hello everyone!

My best friend is Shree.

She likes to read books.

Her favourite food is dosa and sambar.

She likes to play carrom.

Her favourite subject is Science.

Thank you!

3. Hello everyone!

My best friend is Aakash.

He likes to play games.

His favourite food is sandwiches.

He likes to play football.

His favourite subject is Maths.

Thank you!

If the learners share their answers confidently and correctly, you can give them feedback, like ‘Well done!’, ‘Good work!’ and ‘Good job!’. In case they are struggling, you can help them by rephrasing their responses into complete sentences. You may allow the learners to read from the book.

Conclusion

2 mins

Say: In this chapter, we learnt how to answer questions about our likes and about others’ likes.

Chapter 2 • My Likes

29

Chapter 3

What I Do Every Day

Big Skill: Talking about one’s daily activities Learning Objectives: Learners will be able to: • answer questions about daily routine.

• talk about one’s daily routine and activities.

Chapter 3

What I Do Every Day

Period 1

Talking about one’s daily activities

17

UE24CB_Grade 2.indb 17

30

12/13/2023 2:36:28 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 3—What I Do Every Day. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Who do you see in the picture?

(I see a girl with her grandparents. / I see a girl and her grandparents in their drawing room.)

2. What do you think they are doing?

(I think they are talking about something. / They are talking about what the girl does every day.)

3. Look at the bubble. What do you think the girl does every day?

(The girl studies and waters the plants every day.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see a girl talking to her grandparents in their drawing room.

She is telling them about her daily routine. Daily routine means the activities that we do every day from morning to night. She studies and waters the plants every day.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 18 of your content book. We will read the poem—A Fun Day. Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the first picture?

(I see a boy sitting on his bed. / I see an alarm clock, a red ball and a lamp.)

2. Where do you think the boy is?

(The boy is at home. / The boy is in his bedroom.)

3. What is the boy doing?

(The boy is yawning. / The boy is waking up from his sleep.)

Explain: We are going to read a poem called A Fun Day. In the poem, Aditya is telling us about the different things he does on a Sunday. Now, let us begin reading.

Instruct: Pay attention to the words and phrases used by Aditya to talk about his daily routine.

Chapter 3 • What I Do Every Day

31

Listen

32

2

1

UE24CB_Grade 2.indb 18

18

I eat my breakfast and get ready to play.

I comb my hair; my shirt is grey.

I brush my teeth and take a bath then.

It is Sunday! I wake up at ten.

A Fun Day

12/13/2023 2:36:33 PM

4

3

Period 1

UE24CB_Grade 2.indb 19

Chapter 3 • What I Do Every Day

bounce (bouns): to make something move up or away after hitting a surface quickly (kwik·lee): at a fast speed ready (red.ee): fully prepared for something shiny (shai.nee): bright slope (slohp): side of a hill or mountain, higher on one side

—Aditya

Next Sunday will be just as much fun, I hope.

We ride our bicycles down the slope.

I finish it quickly. I have a friend to meet.

Mama says, “Lunch is ready. It is time to eat.”

I bounce it on the floor; I bounce it on the wall.

I start to play with my shiny red ball!

12/13/2023 2:36:38 PM

19

Talking Book

Period 1 continued During the Text

Read the poem aloud OR play the Talking Book in the classroom.

While reading the poem, pay attention to the keywords, their meanings and pronunciation. For example: ‘Bounce’ means to make something move up or away after hitting a surface. It is pronounced as bouns.

You may pause at the annotations and ask these suggested questions.

After 1 The boy wakes up at ten on Sundays. At what time do you wake up on Sundays?

(I wake up at 8 o‘clock on Sundays.)

After 2 What does the boy do after taking a bath and putting on his clothes?

(He eats his breakfast and gets ready to play.)

After 3 What do you think the boy will do next?

(He will play with his friend. / He will talk to his friend.)

After 4 What do you like to do on a Sunday?

(I like to go out and play on a Sunday. / I like to read storybooks on a Sunday.)

For open-ended questions based on real-life experiences, you can rephrase the learners’ responses into complete sentences. For example: I like to go out and play on a Sunday.

After the Text

You may ask these suggested questions.

1. What is the name of the boy in the poem?

(The name of the boy is Aditya.)

2. What is the first thing that Aditya does after waking up?

(Aditya brushes his teeth and takes a bath after waking up.)

3. What does Aditya do after having lunch?

(He goes to meet a friend after lunch.)

4. What is your daily routine on weekdays?

(I wake up at 6 o’ clock. After brushing my teeth and taking a bath, I eat my breakfast. Then, I head to school. In the evening, I go out to play with my friends.

Then, I watch my favourite cartoon show for a while. I have dinner with my family.

At 9 o’ clock, I go to bed.)

Chapter 3 • What I Do Every Day

33

I start to play with my shiny red ball!

I bounce it on the floor; I bounce it on the wall.

Talking Book

Mama says, “Lunch is ready. It is time to eat.”

I finish it quickly. I have a friend to meet.

We ride our bicycles down the slope.

Next Sunday will be just as much fun, I hope.

Period 1

—Aditya

bounce (bouns): to make something move up or away after hitting a surface quickly (kwik·lee): at a fast speed ready (red.ee): fully prepared for something shiny (shai.nee): bright slope (slohp): side of a hill or mountain, higher on one side

19

Chapter 3 • What I Do Every Day

UE24CB_Grade 2.indb 19

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34

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—bounce (bouns).

Instruct: Repeat the meaning after me—to make something move up or away after hitting a surface.

Instruct: Repeat the sentence after me—I like to bounce my ball.

Repeat this process for the other keywords as well.

Word

Pronunciation

Meaning

Sentence

quickly

kwik.lee

at a fast speed

She ran quickly to catch the ball.

ready

red.ee

fully prepared for something

I am ready to go out and play.

shiny

shai.nee

bright

I have a pair of shiny shoes.

slope

slohp

side of a hill or mountain, higher on one side

I ride the bicycle down the slope.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: She ran / quickly / to catch / the ball.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘bounce’ and tell them to me.

E&R

Repeat this process with all the keywords.

Model Responses: 1. Smitha and Rita bounce the red ball.

2. The monkey quickly climbs up the tree.

3. I get ready for school in the morning.

4. The bag is blue and shiny.

5. It is fun to run down the slope.

Conclusion

4 mins

Say: Today, we read a poem called A Fun Day. In the poem, Aditya shared what he likes to do on a Sunday. We learnt to talk about our daily routine and the things we do every day. We also learnt the words ‘bounce’, ‘quickly’, ‘ready’, ‘shiny’ and ‘slope’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 20. Learn to talk about your morning routine by listening to and repeating the projects given in the app.

Chapter 3 • What I Do Every Day

35

E-Speak 1 Practise at Home PROJECT 3A

Wake up, Niti!

Niti talks about her morning routine. Listen to her and record it.

PROJECT 3B

Period 2

Breakfast Time Niti tells us about the time she eats her breakfast. Listen and record it.

PROJECT 3C

Going to School Niti shares about the time she leaves for school. Listen and record it.

20

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36

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—What I Do Every Day. In the last class, we read a poem called A Fun Day. In the poem, Aditya described what he did on a Sunday. We learnt to answer simple questions about our daily routine.

We also learnt the keywords ‘bounce’, ‘quickly’, ‘ready’, ‘shiny’ and ‘slope’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this poem and the projects, we are learning to talk about our daily lives and answer simple questions about our daily routine. When we talk about our daily routine, we share all the activities that we do in a day.

Listen

Example from Text: In the poem, Aditya is talking about what he does every Sunday. He wakes up at ten and then he brushes his teeth. Then, he takes a bath and combs his hair.

After having his breakfast, he goes out to play. In the afternoon, he eats his lunch. Then, he meets his friend and they go cycling.

Example from E-Speak 1: As a part of your homework project, you heard Niti talk about her morning routine. She shared the time she wakes up, has her breakfast, and leaves for school.

Echo E-Speak 1

8 mins

Say: Now, I will say what Niti shared about her daily routine.

Instruct: Repeat the Project 3A after me—Good morning! I wake up at 6 o’ clock in the morning.

Instruct: Repeat the Project 3B after me—I eat my breakfast at 7 o’ clock. I eat bread and butter. I drink a glass of milk for breakfast.

Instruct: Repeat the Project 3C after me—I leave for school at 7:30 a.m. I go to school by bus.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I eat / my breakfast / at 7 o’ clock. / I eat / bread and butter. / I drink / a glass of milk / for breakfast.

Chapter 3 • What I Do Every Day

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Echo

Speak on the Spot Boost Your Speaking

All About My Day Complete the dialogue and share your daily routine with your teacher.

When do you reach home after school?

I reach home at ... in the afternoon. (time) What do you do after you reach home?

I ... after I reach home. rest

Period 2

eat

change my clothes

do my homework

play

talk to my mother

What do you play in the evening?

I play ... with my friends. (name of the game/sport) At what time do you go to bed?

Every night, I go to bed at ... . (time) Speak politely and with expressions.

Look at the teacher when you give your answers.

21

Chapter 3 • What I Do Every Day

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38

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, you have to share your daily routine in the class today. I will ask you questions about your daily routine and you have to answer them.

E&R

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may complete the dialogue cycle with each learner independently. Encourage them to use the helping words or they may also give their own answers.

Model Responses: 1. Teacher: Good morning! When do you reach home after school?

Student 1: I reach home at 1 o’ clock in the afternoon.

Teacher: What do you do after you reach home?

Student 1: I change my clothes after I reach home.

Teacher: What do you play in the evening?

Student 1: I play cricket with my friends.

Teacher: At what time do you go to bed?

Student 1: Every night, I go to bed at 9 o’ clock.

2. Teacher: Hello! When do you reach home after school?

Student 2: I reach home at 2 o’ clock in the afternoon.

Teacher: What do you do after you reach home?

Student 2: I eat my lunch after I reach home.

Teacher: What do you play in the evening?

Student 2: I play hide-and-seek with my friends.

Teacher: At what time do you go to bed?

Student 2: Every night, I go to bed at 10 o’ clock.

If the learners can share about their daily routine in complete sentences, you can give them feedback like ‘Well done’, ‘Very nice!’ or ‘I appreciate your effort’. If they are struggling, you can tell them ‘Let me help you’, ‘Let us try together’ or ‘You did really well, just speak a bit louder’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app in 1–2 lines what you do every year on Republic Day. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Think and write about what you like to do on holidays on page no. 23 of your content book. You may ask for help at home to do the work correctly. Practise saying the sentences aloud, again and again, in front of an elder.

You may encourage the learners to make their presentations interesting by using props or drawings that represent their holiday activities. Encourage them to bring the props for the next class.

Chapter 3 • What I Do Every Day

39

E-Speak 2 PROJECT 3D

Practise at Home

Republic Day Republic Day is a national holiday. Tell us what you do on the Republic Day holiday in 1-2 lines.

Gaming Zone My Daily Routine

It’s Fun Time

Period 3

Number the pictures in the order of your daily routine.

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40

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—My Daily Routine.

Say: There are some pictures given on page no. 22, showing what one does in one’s daily routine.

Instruct: Look at what is happening in each picture. Number the pictures in the order of your daily routine. Write the numbers in the boxes.

You may ask these suggested questions.

1. What does the first picture show?

(The boy is sleeping.)

2. What do you do after waking up?

(I brush my teeth. / I drink milk and eat my breakfast after waking up.)

3. What would you do after you get back home from school?

(I will play after I go back home from school. / I will sleep after going home.)

4. What do you do at school?

(I study at school.)

You may guide the learners to think freely. Everyone’s daily routine can be slightly different.

Listen Echo E-Speak 2

8 mins

Say: You did the digital project called ‘Republic Day’, where you told us about what you do on Republic Day.

Listen

Instruct: Listen to my response to the project.

‘Every year, on Republic Day, I go to my school in the morning to see the school program.’

Say: Now, you will listen to another response and repeat after me.

‘Every year, on Republic Day, I go to the park with my father to see the flag being hoisted.

I sing our national anthem.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Every year, / on / Republic Day, / I go / to the park / with my father / to see / the flag / being hoisted.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 3 • What I Do Every Day

41

Echo

42

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Chapter 3 • What I Do Every Day

I go to bed at

.

with my with my family.

(person who you play it with)

wash vegetables

make beds

.

for my breakfast. It is my

. I like to sleep till late

clean the house

(name of the game)

I eat dinner at

I play

set the table

I help my mother

I eat favourite food.

I wake up at on a holiday.

Hello!

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1Write: Complete the sentences about what you do on your holiday.

Holidays are fun! Write a few lines about what you do on holidays. Talk about it in class.

My Holiday

The Final Show

Plan and Speak

UE24CB_Grade 2.indb 24

24

Notes Corner

You can give your own answers.

Smile when you speak.

You can read from the book.

Speak confidently.

12/13/2023 2:36:59 PM

3 Present: In class, tell your friends about how you spend your holiday.

members.

2Practise: Now, practise talking about your holiday to your family

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class what you do on holidays. You may talk about the time you wake up, what you eat for breakfast, and what you do throughout the day.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to stand straight and speak loudly. Guide them to look at their friends while speaking. You can allow them to read from the book.

You may read out the model responses given below between the learners’ presentations, if needed. These model responses can help the learners get more ideas, use correct vocabulary, and frame better sentences.

Model Responses: 1. Hello!

I wake up at 9 o’ clock. I like to sleep till late on a holiday.

I eat idlis for my breakfast. It is my favourite food.

I help my mother clean the house.

I play football with my brother.

I eat dinner at 9 o’ clock with my family.

I go to bed at 10 o’ clock.

2. Hello!

I wake up at 10 o’ clock. I like to sleep till late on a holiday.

I eat poha for my breakfast. It is my favourite food.

I help my mother set the table.

I play ludo with my grandmother.

I eat dinner at 8 o’ clock with my family.

I go to bed at 9 o’ clock.

3. Hello!

I wake up at 9 o’ clock. I like to sleep till late on a holiday.

I eat a sandwich for my breakfast. It is my favourite food.

I help my mother make the beds.

I play cricket with my sister.

I eat dinner at 9 o’ clock with my family.

I go to bed at 10 o’ clock.

If the learners present their daily routine well and confidently, praise them by saying ‘Well done!’, ‘Good job!’ or ‘Thank you for sharing your routine with us’. In case the learners struggle, you can say, ‘Let us try together’, ‘You are doing well. Just speak a bit louder’ or ‘You are doing well. Let me help you’.

Conclusion

2 mins

Say: In this chapter, we learnt to answer the questions about our daily routine. We also learnt to share our daily routine and activities.

Chapter 3 • What I Do Every Day

43

Chapter 4

Ask Away

Big Skill: Asking questions Learning Objectives: Learners will be able to: • ask simple ‘wh’ questions to gain information in a real-life context.

• participate in conversations, meaningfully and politely.

Chapter 41 Chapter

Ask Away

Period 1

Asking questions

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 4—Ask Away.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Who do you see in the picture?

(I see children with their teacher in the picture.)

2. Where are the children in the picture?

(The children are in the classroom.)

3. What do you think is happening in the class?

(I think the teacher is teaching the students how to ask questions. / I think the teacher wants the students to ask their questions.)

4. What do you think the children are doing?

(I think the children are raising their hands and waiting for their turn to ask their teacher questions.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a picture of a classroom. It seems the teacher is teaching them how to ask questions. The students are raising their hands. They are waiting for their turn to ask their teacher questions. The teacher is thinking about which student to choose.

He seems confused.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 26 of your content book. We will read the story—Shopping for a Present.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the first picture?

(I can see some toys lying on the mat. / I see a father talking to his son.)

2. Read the title carefully. What do you think they are talking about?

(I think they are talking about shopping for a birthday present.)

3. Look at the picture carefully and ask me a question starting with ‘what’.

(What time of the day is it? / What do you see outside the window?)

4. What do you see in the second picture?

(I see the boy holding his father’s hand and pointing to the shop selling kites.)

Explain: We are going to read a story called Shopping for a Present. In this story, a boy and his father are having a conversation about a birthday present. A conversation is a talk between two or more people. The boy and his father decide to go to the market to buy a birthday present. The boy is excited to buy a gift for himself. Now, let us begin reading.

Instruct: Pay attention to the different questions asked by the boy and his father in the story.

Chapter 4 • Ask Away

45

Listen

46

2

1

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26

Dad: Where are you taking me, Atul?

(Atul stops outside a kite shop)

[At the market]

Atul: I know what I want. But I will tell you at the market.

Dad: What gift do you want?

Atul: (very excited) Wow! Dad, that will be super fun!

Dad: Come on, Atul! Let’s go and shop for your birthday present.

[At home on a Sunday morning]

Shopping for a Present

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5

4

3

Period 1

UE24CB_Grade 2.indb 27

Chapter 4 • Ask Away

lucky (luhk.ee): having good luck market (maa.kit): a place where people go to buy and sell things returns (ri·tuhnz): comes back from somewhere shopkeeper (shop.kee.puh): a person who owns or runs a shop storeroom (stor.room): a room where extra things are kept

Atul: Thank you so much, Dad. This is the best present ever.

Shopkeeper: Only seventy rupees.

Dad: How much does this kite cost?

Atul: Oh! These are beautiful. I want the green one.

Well, it’s your lucky day! I found a few bird-shaped kites in the storeroom.

Which colour do you want?

Shopkeeper: Wait a minute! Let me look in the storeroom.

(He goes into a room and returns a few minutes later)

Atul: No, I really want a bird-shaped kite. Can we go to a different shop, Dad?

Shopkeeper: I am sorry! I don’t think I have any left. Would you like to see some other kites?

Atul: (to the shopkeeper) shopkeeper Good morning, sir. Do you have any bird-shaped kites?

Atul: Yes, Dad. Please! I want to fly a kite.

Dad: A kite shop? So, you want a kite?

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27

Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciations. For example: ‘Lucky’ means having good luck. It is pronounced as luhk.ee.

You may pause at the annotations and ask these suggested questions.

After 1 What do you think Atul will ask for his birthday present?

(I think Atul will ask for a toy car, a football and new clothes for his birthday present.)

After 2 Where do you think Atul is taking his father?

You may look at the pictures for hints.

(I think Atul is taking his father to a kite shop.)

For annotation 1, you may accept all the answers and tell the learners, ‘Let’s read ahead to find out what Atul will ask for, as a birthday present.’

After 3 What type of kite does Atul want?

(He wants a bird-shaped kite.)

After 4 What do you think Atul will do now?

(Atul will take his father to another shop. / I think he will buy some other kite.)

After 5 Why do you think the shopkeeper said that it was Atul’s lucky day?

(I think the shopkeeper said that because he found the bird-shaped kite in his storeroom.)

You can rephrase the learners’ responses into complete sentences and ask them to repeat them.

For example: I think Atul will ask for a toy car, a football and new clothes for his birthday present.

After the Text

You may ask these suggested questions.

1. What would you want as your birthday present?

(I would want to buy a doll, a carrom board, a cricket bat and a t-shirt.)

2. Where did the shopkeeper find the bird-shaped kite?

(The shopkeeper found the bird shaped-kite in the storeroom.)

3. Ask me a question about Atul from the story.

(Where did Atul go with his father? / What did Atul buy for his birthday?)

4. What did we learn in this chapter?

(We learnt to ask simple questions and how to respond to questions.)

Chapter 4 • Ask Away

47

Dad: A kite shop? So, you want a kite?

Atul: Yes, Dad. Please! I want to fly a kite.

Atul: (to the shopkeeper) shopkeeper Good morning, sir. Do you have any bird-shaped kites?

Talking Book

Shopkeeper: I am sorry! I don’t think I have any left. Would you like to see some other kites?

Period 1

Atul: No, I really want a bird-shaped kite. Can we go to a different shop, Dad? Shopkeeper: Wait a minute! Let me look in the storeroom.

(He goes into a room and returns a few minutes later) Well, it’s your lucky day! I found a few bird-shaped kites in the storeroom.

Which colour do you want?

Atul: Oh! These are beautiful. I want the green one.

Dad: How much does this kite cost?

Shopkeeper: Only seventy rupees.

Atul: Thank you so much, Dad. This is the best present ever.

lucky (luhk.ee): having good luck market (maa.kit): a place where people go to buy and sell things returns (ri·tuhnz): comes back from somewhere shopkeeper (shop.kee.puh): a person who owns or runs a shop storeroom (stor.room): a room where extra things are kept

27

Chapter 4 • Ask Away

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48

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—lucky (luhk.ee).

Instruct: Repeat the meaning after me—having good luck.

Instruct: Repeat the sentence after me—I won the match, as today is my lucky day.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation Meaning

Sentence

market

maa.kit

a place where people go to buy and sell things

I bought this dress from the Kamla Nagar market.

returns

ri.tuhnz

comes back from somewhere My father returns from his office trip tomorrow.

shopkeeper

shop.kee.puh a person who owns or runs a The shopkeeper helped me find the blue shop ball.

storeroom

stor.room

a room where extra things are kept

The old newspapers are kept in the storeroom.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: I won / the match, / as today / is my / lucky day.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘lucky’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. Today is my lucky day, because my mother made my favourite food.

2. My grandmother buys fruit from the market.

3. The happy puppy returns to its kennel.

4. The shopkeeper sells fresh mangoes.

5. My old toys are in the storeroom.

Conclusion

4 mins

Say: The name of the chapter is Ask Away. We read a story called Shopping for a Present, where we read a conversation between Atul and his father. They went to the market to buy Atul’s birthday present. In this chapter, we learnt to ask simple questions to get information from someone. We also learnt how to engage in simple conversations. We learnt the words ‘lucky’, ‘market’, ‘returns’, ‘shopkeeper’ and ‘storeroom’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 28. Learn to ask questions by listening to and repeating the projects given in the app.

Chapter 4 • Ask Away

E&R

49

E-Speak 1 Practise at Home PROJECT 4A

Please Tell Me

Tanya asks a few questions to her cousin, Priya. Listen to her and record it.

PROJECT 4B

Period 2

Tanya’s Best Friend

Priya replies to Tanya’s questions about her best friend. Listen and record it.

PROJECT 4C

My Free Time

Tanya wants to know more about what Priya likes. Listen to what she asks and record it.

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50

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Ask Away. In the last class, we read a story called Shopping for a Present. In the story, we read a conversation between Atul and his father.

They went to the market to buy a birthday present and Atul bought a bird-shaped kite.

We learnt to ask simple questions and engage in conversations meaningfully.

We also learnt the keywords ‘lucky’, ‘market’, ‘returns’, ‘shopkeeper’ and ‘storeroom’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to ask simple ‘wh’ questions in a real-life context. These questions begin with ‘wh’ words like what, where, when and which.

‘What’ is used to ask about something. ‘Which’ is used to ask about choice. ‘Where’ is used to ask about the place. ‘When’ is used to ask about the time. We are also learning to participate in conversations, politely and meaningfully.

Listen

Example from Text: In the story, Atul and his father ask questions like ‘What gift do you want?’, ‘Where are you taking me, Atul?’, ‘How much does this kite cost?’ and many others. All these questions start with ‘wh’ question words. Atul and his father have a polite conversation with the shopkeeper and ask him to look for the kite. They are polite and respectful while talking to the shopkeeper.

Example from E-Speak 1: As a part of your homework project, you heard the conversation between Tanya and her cousin Priya. In the conversation, they ask each other a few questions.

Echo E-Speak 1

8 mins

Say: Now I will say the questions asked by Tanya and the answers given by Priya.

Instruct: Repeat the Project 4A after me—Hi Priya! My best friend Fiza studies in class 2E. Do you know her? Are you friends with her?

Instruct: Repeat the Project 4B after me—Hi Tanya! Yes, I know Fiza. We both study in class 2E. Yes, we are friends. She is a nice girl.

Instruct: Repeat the Project 4C after me—Priya, I play ludo in my free time. What about you? Which game do you like to play?

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hi Priya! / My best friend Fiza / studies in class 2E. / Do you know her? / Are you / friends with her?

Chapter 4 • Ask Away

51

Echo

Speak on the Spot Boost Your Speaking

I Have a Question

You have to ask a question to your teacher to know more about him/her.

Choose any one WH word to ask your teacher a question.

What

Which

When

Who

Where

How

Choose any one of the things you want to ask your teacher about.

Period 2

birthday

hobby sport

family and friend food

Now, ask your question.

Be polite and respectful when you speak.

Speak clearly.

Look at your teacher when you ask the question.

29

Chapter 4 • Ask Away

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52

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine you get a chance to ask your teacher a question, so that you can find out more about him/her. First, choose any one ‘WH’ word to form your question. Then, choose a topic about which you want to ask a question. Finally, form your question.

E&R

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You should respond to the questions asked by the learners. You may read out some model questions in between to give them some better ideas.

Model Responses: 1. Student 1: Hello sir, when is your birthday?

Teacher: My birthday is on 5 March.

2. Student 2: Good morning, ma’am. What is your hobby?

Teacher: I like to paint in my free time.

3. Student 3: Good afternoon, sir. Which sport do you like to play?

Teacher: I like to play table tennis.

If the learners ask good questions, give them feedback like ‘Well done!’, ‘Good try’ or ‘Awesome’.

In case any learner struggles to ask a question, you can say, ‘Let me help you’, ‘Well tried!’, ‘I appreciate your effort’ and help him/her frame the correct question.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app questions you would like to ask your new friend in 1–2 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: You have to complete the dialogue between you and your new neighbour’s son on page no. 31. Ask for help at home to do the task correctly.

Practise asking the questions aloud, again and again, in front of an older family member.

Chapter 4 • Ask Away

53

E-Speak 2 Practise at Home

PROJECT 4D

My New Friend

You made a new friend. What question will you ask her/him? Tell us in 1-2 lines.

Gaming Zone Question Words

It’s Fun Time

Read the sentences and fill the crossword with WH words.

3

Period 3

1

Across: 1. _____ are you? I hope you are feeling good.

W

2. ______ will I eat dinner? I am hungry.

E

2

W

T

N

Down: 2. _________ is your name? My name is Saloni.

3. _________ are you going after school? I am going to the park to play.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Question Words.

Say: A crossword puzzle is given below, along with the clues on the right-hand side.

Instruct: Read the clues carefully. Fill in the blanks correctly with ‘WH’ words to complete the question. Write down the words in the blank to complete the crossword puzzle.

You may ask these suggested questions.

1. What do you ask someone to check how they feel?

(How are you?)

2. You are very hungry. Fill in the blank to complete the question that you will ask— ____ will I eat dinner?

(When will I eat dinner?)

3. How do you ask someone their name?

(What is your name?)

4. What question word do you use to ask about a place?

(I use ‘where’ to ask about a place.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My New Friend’, where you asked your new friend questions in 1–2 lines.

Listen

Instruct: Listen to my response to the project.

‘Hello, Rashmi! I am Radhika. What is your favourite colour? Which is your favourite game?’

Say: Now, you will listen to another response and repeat after me.

‘Hello Payal! I am Mona. What is your favourite food? Which is your favourite toy?’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Hello Payal! / I am Mona. / What is your / favourite food? / Which is your / favourite toy?

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 4 • Ask Away

55

Echo

56

.

?

?

UE24CB_Grade 2.indb 31

Chapter 4 • Ask Away

I go to bed at (time)

.

When do you go to bed?

My favourite colour is

.

My birthday is on 7th September. Which is your favourite colour?

(ask birthday)

(ask age)

I am seven years old.

.

Hello! My name is Riyansh. What is your name?

(ask name)

My name is

Hi!

1 Write: Complete the dialogue.

Imagine your teacher is your new neighbour’s son. Present your dialogue in the class.

Nice to Meet You

The Final Show

Plan and Speak

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32

Notes Corner

You may ask any other question of your own.

You can read from the book.

Speak clearly and politely.

3 Present: Now, present the conversation in the class.

2 Practise: Practise the dialogues with an elder in your family.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Imagine your teacher is your new neighbour’s son. Now, you will present the dialogue between you and him to the class.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may ask the learners to present their dialogues loudly and clearly, in a polite manner.

You may complete the entire conversation cycle with each learner in the class.

Model Responses: 1. Student 1: Hi! What is your name?

Teacher: Hello! My name is Riyansh. What is your name?

Student 1: My name is Rahul. How old are you?

Teacher: I am seven years old.

Student 1: When is your birthday?

Teacher: My birthday is on 7 September. Which is your favourite colour?

Student 1: My favourite colour is blue.

Teacher: When do you go to bed?

Student 1: I go to bed at 9 p.m.

2. Student 2: Hi! What is your name?

Teacher: Hello! My name is Riyansh. What is your name?

Student 2: My name is Riya. How old are you?

Teacher: I am seven years old.

Student 2: When is your birthday?

Teacher: My birthday is on 7 September. Which is your favourite colour?

Student 2: My favourite colour is red.

Teacher: When do you go to bed?

Student 2: I go to bed at 8 p.m.

If the learners present well, praise them by saying ‘Well done!’ or ‘You spoke confidently’. In case any learner struggles to ask a question or give a response, you can motivate them by saying, ‘Let me help you’, ‘Do not worry, you are doing great’ or ‘Do you wish to look at the book and speak?’.

Conclusion

2 mins

Say: In this chapter, we learnt to ask simple ‘Wh’ questions and talk to others meaningfully and politely.

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57

Chapter 5

Describe It

Big Skill: Describing something Learning Objectives: Learners will be able to: • identify important details from a description.

• describe 2–3 key details about something or someone.

Chapter 5

Describe It

Period 1

Describing something

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 5—Describe It. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I can see a woman and a boy in the picture. They are sitting and studying.)

2. What is the woman doing?

(The woman is pointing at the picture of a bird and describing it.)

3. What is the boy doing?

(The boy is listening to the woman and smiling.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a beautiful room. A woman and a boy are sitting at the table. The woman is describing the bird in the book to the boy. The boy is listening carefully. He is smiling.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 34 of your content book. We will read the text—Missing Dog. Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the picture?

(I see houses, trees, lampposts, a boy and a poster of a dog.)

2. What is the boy doing?

(The boy is putting up a poster on the lamppost.)

3. How does the boy look?

(The boy looks sad.)

4. Look at the poster and the title carefully. Why do you think the boy is sad?

(I think the boy is sad because his dog is missing.)

Explain: We are going to read a text called Missing Dog. It is about a boy named Rishi who has lost his dog. He puts posters of his dog on the lampposts around the city. Now, let us begin reading.

Instruct: Pay attention to how he describes his dog in detail.

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Listen

60

2

1

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34

She has a blue collar around her neck. It has the name Daisy on it.

Daisy is a friendly dog. She is very big and fluffy. Her fur is golden. Her eyes are brown.

There is a pink spot on her nose.

Hello! I am Rishi. I lost my dog Daisy yesterday. She saw an ice cream cart and ran after it. I cannot find her anywhere.

Missing Dog

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3

Period 1

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Chapter 5 • Describe It

collar (kaw·luh): a small belt around the neck of a dog fluffy (fluhf.ee): covered in soft fur friendly (frend·lee): kind and happy fur (fur): soft hair of an animal noon (noon): twelve o’clock in the day

Thank you.

Please help me find Daisy. If you see her, please call on 672852947.

I lost her near the Clock Tower around noon.

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Talking Book

Period 1 continued During the Text

Read the text aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Collar’ means a small belt around the neck of a dog. It is pronounced as kaw.luh. You may stress on the syllable in bold, like ‘kaw’.

You may pause at the annotations and ask these suggested questions.

After 1 When did Rishi lose his dog?

(Rishi lost his dog, Daisy, the day before.)

After 2 What does Daisy look like?

(Daisy is very big and fluffy. / Daisy is brown and furry. / Daisy is very big and her eyes are brown.)

After 3 Where did Rishi lose Daisy?

(Rishi lost Daisy near the Clock Tower.)

For annotation 4, allow the learners to express their feelings freely. Compliment them on using appropriate feeling words.

After 4 How would you feel if you lost something dear to you?

(I will feel very sad. / I will not feel good.)

If the learners struggle, you may rephrase their answers in complete sentences. For example: Rishi lost his dog, Daisy, the day before.

After the Text

You may ask these suggested questions.

1. What is Rishi doing to find Daisy?

(Rishi is putting up posters on the lampposts.)

2. Would you like to keep a pet at home?

(Yes, I would like to keep a pet at home. / No, I would not like to keep a pet at home.)

3. What would you do if you lost your pet?

(I would tell my parents about it. / I would go to the police. / I would ask my friends to help me find my pet.)

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Period 1

Talking Book

I lost her near the Clock Tower around noon.

Please help me find Daisy. If you see her, please call on 672852947.

Thank you.

collar (kaw·luh): a small belt around the neck of a dog fluffy (fluhf.ee): covered in soft fur friendly (frend·lee): kind and happy fur (fur): soft hair of an animal noon (noon): twelve o’clock in the day

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—collar (kaw.luh).

Instruct: Repeat the meaning after me—a small belt around the neck of a dog.

Instruct: Repeat the sentence after me—I bought a new collar for my dog.

Repeat this process for the other keywords as well.

Word

Pronunciation

Meaning

Sentence

fluffy

fluhf.ee

covered in soft fur

Shweta wrapped the baby in a fluffy blanket.

friendly

frend.lee

kind and happy

Tarun is friendly with his customers.

fur

fur

soft hair of an animal

The cat licked its fur.

noon

noon

twelve o’ clock in the day

We had lunch at noon.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Shweta / wrapped / the baby / in a / fluffy blanket.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘collar’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. The tiny dog wore a black collar.

2. My kitten, Rachel is white and fluffy.

3. Tia gave me a friendly smile.

4. The rabbit’s fur is very soft.

5. The party will begin at noon.

Conclusion

4 mins

Say: Today, we read a text called Missing Dog, which is about Rishi and his lost dog, Daisy.

Rishi described Daisy in detail so that she could be found easily. In the same way, we can also describe things and people. We learnt how to describe someone or something in detail. We also learnt the words ‘collar’, ‘fluffy’, ‘fur’, ‘friendly’ and ‘noon’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 36. Learn to describe different things by listening to and repeating the projects given in the app.

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E-Speak 1 Practise at Home PROJECT 5A

New Lunch Box

Preeti talks about her new lunch box. Listen to her and record it.

PROJECT 5B

Period 2

My Water Bottle

Preeti is telling her friend about her water bottle. Listen and record it.

PROJECT 5C

Preeti’s Pencil Box

Preeti tells her friend about her pencil box. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Describe Me. In the last class, we read a text called Missing Dog where Rishi’s dog went missing. We learnt to describe someone or something with important details.

We also learnt the keywords ‘collar’, ‘fluffy’, ‘friendly’, ‘fur’ and ‘noon’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to identify the important details in a description. We are also learning to talk about key or important details when describing someone or something. When we describe someone or something, we talk about what they look like, why we like them, and what the good thing about them is.

Listen

Example from Text: In the story, when Rishi’s dog, Daisy, goes missing near the Clock Tower, he puts posters of her on the lampposts. He describes Daisy as a big and fluffy dog with golden fur. She has brown eyes and a pink spot on her nose. He also talks about her nature by saying that she is a friendly dog. Rishi uses all these key details to describe Daisy, so that she can be found easily. He adds the important detail of a phone number to contact whenever Daisy is found.

Example from E-Speak 1: As a part of your homework project, you heard Preeti describe her new lunch box, water bottle and pencil box. She talked about what they look like and what she keeps in them.

Echo E-Speak 1

8 mins

Say: Now, I shall tell you what Preeti told her friends about her lunch box, water bottle and pencil box.

Instruct: Repeat the Project 5A after me—My new lunchbox is blue and pink in colour. It is square in shape.

Instruct: Repeat the Project 5B after me—My water bottle is red in colour. It keeps the water cool. I carry my water bottle to school every day.

Instruct: Repeat the Project 5C after me—I like my blue pencil box. It has a picture of a dog on it. I keep my pencils, eraser, sharpener and scale in it.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: My new lunchbox / is blue and pink / in colour. / It is / square / in shape.

Chapter 5 • Describe It

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Echo

Speak on the Spot Boost Your Speaking

That’s My School

Tell us a few things about your school.

The name of my school is ...

The colour of my school building is ...

It has many ... classrooms

desks

chairs

Period 2

blackboards

trees

chalks

It has a ... playground where we play. big

small

huge

green

round

It has a ... with many ... playground, trees

library, books

sports room, games

hall, chairs

I like the … of my school.

Speak loudly and with expressions.

Look at your friends and teachers when you speak.

You can read from the book.

You can give your own answers.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to tell us a few things about your school. You can use the clues given on page no. 37 to help you or add your own lines. When you describe your school, talk about its name, the colour of its buildings, the kind of playground it has and why you like your school.

E&R

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to look at their friends when they speak. You may read out some model answers in between the learners’ presentations so that they get better ideas and more appropriate vocabulary for their presentations.

Model Responses: 1. Good morning! I am Rivaan. The name of my school is GK Niketan School. The colour of my school building is yellow. It has many classrooms. It has a big playground where we play. It has a sports room with many games. I like the canteen of my school.

Thank you.

2. Good morning! I am Nitisha. The name of my school is Richard Public School. The colour of my school building is blue. It has many chairs. It has a round playground where we play. It has a library with many books. I like the classrooms of my school.

Thank you.

3. Good morning! I am Nihaal. The name of my school is TN Global School. The colour of my school building is pink. It has many trees. It has a huge playground where we play. It has a hall with many chairs. I like the garden of my school.

Thank you.

If the learners present their sentences confidently, you can praise them by saying, ‘Great job!’, ‘Very nice presentation!’ or ‘You described your school well’. In case they struggle, you can say ‘It’s okay, I will help you’; and ask them guiding questions about the school like, ‘What is the colour of our school building?’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app what you like about your favourite person, in 1–2 lines. Listen to the clue given in the app. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Think about your favourite person—what does he/she look like and what kind of a person is he/she? Write the details about them with the help of the prompts. Ask for help at home to do the work correctly. Practise saying the lines loudly, again and again, in front of your family members. You can also bring a photograph of your favourite person, to the classroom, for your presentation.

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E-Speak 2 Practise at Home

PROJECT 5D

I Like You

We all have a favourite person. We like him/her a lot. Tell us what you like about your favourite person, in 1-2 lines.

Gaming Zone It’s Fun Time

Describing Words

Rearrange the letters to make these words.

BIG

ANGRY

GREEN

Period 3

SPICY

PCSIY S

P

I

NGERE

C Y

GBI

NRYAG

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Describing Words.

Say: Let’s solve a puzzle! Here are some pictures with jumbled letters below them.

Instruct: Rearrange the letters below each picture to make a word that describes the picture.

Show the example given in the book.

You may ask these suggested questions.

1. What is the colour of the parrot?

(The colour of the parrot is green.)

2. Which word tells us about the size of the tractor?

(The word ‘big’ tells us about the size of the tractor.)

3. What is the expression on the emoji?

(The expression on the emoji is angry.)

4. Tell me one sentence with the word spicy.

(I love vegetable sandwiches because they are spicy. / The sauce is very spicy!)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘I Like You’, where you told us what you like about your favourite person.

Listen

Instruct: Listen to my response to the project.

‘My favourite person is my sister. She is very sweet and kind. She always helps me.’

Say: Now, you will listen to another response and repeat after me.

‘My favourite person is my brother. He is very smart. I like that he plays carrom with me.’

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: My favourite / person is / my brother. / He is / very smart. / I like that / he plays / carrom with me.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 5 • Describe It

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Echo

70 sister

father

best friend

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Chapter 5 • Describe It

big

small brown

black

He/She has .......................................................... eyes.

His/Her name is .......................................................... .

mother

My favourite person is my ................................................... .

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(continued...)

2 Write: Complete the sentences about your favourite person.

1 Think about your favourite person.

Think and write about your favourite person. What does he/ she look like? What kind of person is he/she?

Practise saying your lines and present it in the class.

My Favourite Person

The Final Show

Plan and Speak brave

kind

respectful

helpful

takes care of

plays with

polite

gentle

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40

Notes Corner

You can bring a photo of your favourite person.

Look at your friends and teacher when you speak.

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You can add your own lines about your favourite person.

Smile when you speak.

4Present: Tell your class about your favourite person.

members.

3Practise: At home, practise saying these lines in front of your family

He/She likes to ......................................................... .

helps

He/She always .......................................................... me.

smart

intelligent

He/She is very .......................................................... .

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will come to the front and tell the class about your favourite person. Talk about what he/she looks like, what kind of a person he/she is and what he/she likes to do.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Remind them to show the photograph of their favourite person at the end of their presentations, if they have it with them.

Model Responses: 1. Good morning!

My favourite person is my mother. Her name is Mrs Sarita Gupta. She has brown eyes. She is very helpful and gentle. She always takes care of me. She likes to sketch in her free time.

Thank you.

2. Good morning!

My favourite person is my father. His name is Mr Shyam Gupta. He has black eyes.

He is very smart. He always helps me. He likes to play cricket.

Thank you.

3. Good morning!

My favourite person is my best friend. Her name is Shalini. She has small eyes. She is very intelligent and kind. She always plays with me. She likes to draw and paint in her free time.

Thank you.

If the learners present their sentences confidently, you can praise them by saying, ‘You described your favourite person very well!’ or ‘Excellent presentation!’. In case they struggle, you can say ‘It’s okay, I will help you’, ‘You are doing great, let us try it together’, ‘You are doing great. Do you wish to read the sentences from the book or try again?’ etc. to boost their confidence.

Conclusion

2 mins

Say: In this chapter, we learnt how to describe someone or something. We can identify key details about a person, animal or thing. We can also describe them by giving key details about them.

Chapter 5 • Describe It

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Chapter 6

Can You Help Me?

Big Skill: Requesting for help Learning Objectives: Learners will be able to: • request politely for help.

• respond politely to others’ request for help.

Chapter 6

Can You Help Me?

Period 1

Requesting for help

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 6—Can You Help Me? Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I see two children, a book, some colour pencils, an eraser and a paper.)

2. What do you think the boy is doing?

(I think the boy is giving a colour pencil to the girl.)

3. What do you see in the drawing on the table?

(I see mountains, flowers and the sun.)

4. Where are the children sitting?

(The children are sitting in the classroom.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see that two children are sitting in a classroom. There is a book, some colour pencils, an eraser and a piece of drawing paper on the desk. The boy is giving a colour pencil to the girl. Maybe, the girl forgot to bring her colours. So, the boy is sharing his colour pencils with her.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 42 of your content book. We will read the story—Zoya Makes a Friend.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the picture?

(I see a girl, a cat and two hens in the picture.)

2. Where is the cat?

(The cat is on the branch of a tree.)

3. How does the girl look?

(The girl looks worried / sad / upset.)

4. Where is the girl?

(The girl is in a field.)

You may point to the picture of the field in the book and explain that it is a place where farmers work. This will help the learners to develop a contextual understanding of the word ‘field’.

Explain: We are going to read a story called Zoya Makes a Friend. It is about a girl called Zoya, who with the help of her grandfather, saves a kitten that was stuck in a tree.

Now, let us begin reading.

Instruct: Pay attention to the words and phrases that Zoya uses to ask for help from her grandfather.

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Listen

74

2

1

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42

Grandfather said, “What happened, Zoya? How can I help you?”

Zoya asked politely, “Oh, grandfather! I need your help, please!

find its way down. Zoya wanted to help. She ran to her grandfather.

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On a sunny Sunday morning as Zoya was feeding the hens, she heard a tiny meowing sound. Zoya followed the sound. After some time, she found a tiny, fluffy kitten stuck on a branch in a tree. The kitten looked scared. It could not

Little Zoya lived in a beautiful village in the mountains.

Zoya Makes a Friend

3

Chapter 6 • Can You Help Me?

carried (ka.reed): took from one place to another fetched (fe.chd): went and brought something back gentle (jen.tl): kind and caring placed (playst): kept or put stuck (stuhk): not able to come down

touch, he reached for the scared kitten. It quickly rolled into his arms.

Grandfather fetched a ladder and carefully placed it against the tree.

He climbed up as Zoya looked on, worried for the kitten. With a gentle

Grandfather smiled and said, “Of course! I would be happy to help.”

Zoya replied, “There is a little kitten stuck in a tree! Can you please get it down?”

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Period 1

furry friend.

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43

Zoya carried the kitten back to her house. She gave it some food and a cozy blanket. Zoya had made a new

you.”

Grandfather replied, “You are welcome, my little girl. We should always help others. I am proud of

Zoya was very happy. With a big smile on her face, she said, “Thank you so much for your help, grandfather. You are very kind.”

Talking Book

4

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Fetched’ means went and brought something back. It is pronounced as fe.chd. You may stress on the syllable in bold, like ‘fe’.

During the read aloud, you may tell the learners that the baby of a cat is called a kitten.

You may pause at the annotations and ask these suggested questions.

After 1 What was Zoya doing when she heard a meowing sound?

(Zoya was feeding the hens when she heard the meowing sound.)

After 2 What did Zoya ask her grandfather for? What request word did she use?

(Zoya asked her grandfather for help. She used the request word ‘please’.)

For annotation 2, make the learners aware that we can always ask for help if we don’t know how to do something.

For example, you can ask your parents to help you if you don’t know how to fold your bedsheets. Also, tell them that it is a good practice to help each other.

After 3 Which word is used to tell us what the kitten feels?

(The word ‘scared’ is used to tell us about what the kitten is feeling.)

After 4 What did Zoya say to her grandfather when he helped her?

(Zoya said to her grandfather, “Thank you so much for your help.”)

You can ask the learners to share their experiences when they helped someone. You may start this activity by sharing your experience first. For example: Once my friend forgot to bring a pen to school, so I helped her by lending her an extra pen.

After the Text

You may ask these suggested questions.

1. Who was Zoya’s new friend?

(Zoya’s new friend was the tiny kitten.)

2. Have you ever asked for help?

(Yes, I have asked for help. I forgot my lunch so I asked my friend to share his lunch. / No, I have not asked for help.)

3. When do we say ‘please’ to someone?

(We say ‘please’ when we want to ask for some help. / We say ‘please’ when we have to make a request.)

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Zoya replied, “There is a little kitten stuck in a tree! Can you please get it down?”

Talking Book

Grandfather smiled and said, “Of course! I would be happy to help.”

Grandfather fetched a ladder and carefully placed it against the tree.

He climbed up as Zoya looked on, worried for the kitten. With a gentle touch, he reached for the scared

kitten. It quickly rolled into his arms.

Period 1

Zoya was very happy. With a big smile on her face, she said, “Thank you so much for your help, grandfather. You are very kind.”

Grandfather replied, “You are welcome, my little girl. We should always help others. I am proud of you.”

Zoya carried the kitten back to her house. She gave it some food and a cozy blanket. Zoya had made a new furry friend.

carried (ka.reed): took from one place to another fetched (fe.chd): went and brought something back gentle (jen.tl): kind and caring placed (playst): kept or put stuck (stuhk): not able to come down

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—carried (ka.reed).

Instruct: Repeat the meaning after me—took from one place to another.

Instruct: Repeat the sentence after me—I carried my bag to the class.

Repeat this process for the other keywords as well.

Word

Pronunciation Meaning

Sentence

fetched

fe.chd

went and brought something back

Misha fetched a glass from the kitchen.

gentle

jen.tl

kind and caring

My grandfather is very gentle.

placed

playst

kept or put

I placed the keys on the table.

stuck

stuhk

not able to come down

I saw a rat stuck on the top of the cupboard.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I / saw / a rat / stuck / on / the top of / the cupboard.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘carried’ and tell them to me.

E&R

Repeat this process with all the keywords.

Model Responses: 1. Riya carried the book to the library.

2. I fetched my notebook from the class.

3. My dog is cute and gentle.

4. I placed my lunch on the table.

5. The ball is stuck in the tree.

Conclusion

4 mins

Say: Today, we read the story called Zoya Makes a Friend. In this story, Zoya finds a kitten stuck on the branch of a tree. She asks her grandfather for help to get it down. Her grandfather gets the kitten down. Zoya takes it to her home and makes the kitten her new friend. We learnt to ask for help in a polite manner.

We also learnt the words ‘carried’, ‘fetched’, ‘gentle’, ‘placed’ and ‘stuck’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 44. Learn to ask for help by listening to and repeating the projects given in the app.

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E-Speak 1 Practise at Home PROJECT 6A

Monty Needs Help

Monty asks his father for help.

Listen and record it.

PROJECT 6B

Period 2

Pack My Bag

Monty needs his mother’s help to pack his school bag. Listen and record it.

PROJECT 6C

Picking the Clothes

Monty’s sister asks him for help. Listen to Monty’s reply and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is Can You Help Me? In the last class, we read a story called Zoya Makes a Friend. In this story, Zoya found a kitten stuck on the branch of the tree. She asked for help from her grandfather to get it down from the tree. Her grandfather got the kitten down. We learnt to politely ask for help; and to politely respond to the request for help.

We also learnt the keywords ‘carried’, ‘fetched’, ‘gentle’, ‘placed’ and ‘stuck’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning how to request for help politely.

We are also learning how to respond politely to others’ requests for help. We always have to be polite when asking for help and when helping others. We use the word ‘please’ or the question ‘Can you please help me?’ when asking for help. We always thank others for their help by saying ‘Thank you’ or ‘Thank you very much’. Remember, helping others is a good practice.

Listen

Example from Text: When Zoya saw the cat stuck in the tree, she asked her grandfather politely for help by saying, ‘I need your help, please.’ Her grandfather also responded politely by saying, ‘I would be happy to help.’ Also, Zoya thanked her grandfather for his help by saying, ‘Thank you so much for your help’. At the end of the story, the grandfather mentioned that we should always help others.

Example from E-Speak 1: As a part of your homework project, you heard Monty ask his father and mother for help. You also heard his reply to his sister when she asked for help.

You must have noticed that Monty was very polite while requesting for help, and while responding to a request for help.

Echo E-Speak 1

8 mins

Say: Now, I will tell you how Monty requests for help and responds to help.

Instruct: Repeat the Project 6A after me—Father, please help me with my Maths homework. This question is not easy for me.

Instruct: Repeat the Project 6B after me—Mother, my school bag is very heavy today. Can you please help me pack it?

Instruct: Repeat the Project 6C after me—Yes, I will help you. I can start by picking up all my dirty clothes and keeping them in the basket.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Yes, / I will / help you. / I can / start by / picking up / all my / dirty clothes / and / keeping them / in the basket.

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Echo

Speak on the Spot Boost Your Speaking

Helpful Family You have to ask a family member for help. Tell your class how you will make a request.

Choose the person you want to ask help from. father

mother

grandmother

brother

sister

grandfather

Period 2

Choose one thing you want to get help with. doing a school project

combing hair

cleaning cupboard

tying shoe lace

preparing for a test

Present your request to the class.

Hello friends!

My name is ...

Dear ... , can you please help me in ... ?

Speak politely with expression.

Look at your friends when speaking.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine you have to ask a family member for help. Tell your class how you will request for help. First, choose the person you want to ask for help. Then, choose one thing you want to get his/her help with. Finally, present your request to the class.

E&R

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to speak in a polite tone. Guide them to look at their friends and speak with a smile. Encourage them to end their presentation with a ‘thank you’.

Model Responses: 1. Hello friends!

My name is Manan Gupta.

Dear father, can you please help me to clean my cupboard?

Thank you.

2. Hello friends!

My name is Rashi Modi.

Dear sister, can you please help me to comb my hair?

Thank you.

3. Hello friends!

My name is Urvashi.

Dear grandmother, can you please help me to tie my shoelaces?

Thank you.

If the learners make their requests in complete sentences, then you can appreciate them by saying, ‘Well done!’, ‘It was nicely said’ or ‘Keep it up!’. If the learners struggle to speak in complete sentences, then you can say ‘Let’s try once again’ or ‘Let’s do it together’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the response that you will give when your friend asks to borrow your yellow toy car. First, listen to the request made by your friend in the app. Then, record your response in 1–2 lines. Practise in front of the camera and make several attempts before submitting your final response.

The best model response will be read out to the class.

2. Plan and Speak: Imagine your teacher is your classmate. You have to complete the dialogue related to making requests and responding to requests given on page no. 47. Practise saying the sentences aloud, again and again, in front of your family members.

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E-Speak 2 PROJECT 6D

Practise at Home

How Can I Help You?

Your friend wants to borrow your yellow toy car. Listen to what he says. Record your response to him in 1-2 lines.

Gaming Zone It’s Fun Time

Who Said It?

Match the sentences with the correct pictures.

Period 3

Can I help you make dinner?

Sure, I will help you with colouring.

Mother, can I help you carry the bags?

Please help me water the plants.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Who Said It? Say: On the left-hand side, some sentences are given. On the right-hand side, some pictures are given.

Instruct: You have to match the pictures with the sentences.

You may ask these suggested questions.

1. What will you say if you want someone to help you water the plants?

(I will say ‘Please help me water the plants.’)

2. What will you say if someone says ‘Will you help me with colouring?’

(I will say ‘Sure, I will help you with colouring.’)

3. What will you say if you want to help your mother carry the bags?

(I will say, ‘Mother, can I help you carry the bags?’)

4. What will you say if you want to help your mother to make dinner?

(I will say, ‘Can I help you make dinner?’)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘How Can I Help You?’, where you responded to your friend when he asked you for your yellow toy car.

Listen

Instruct: Listen to my response to the project.

‘Sure, I can share my yellow toy car with you. We can also play with it together.’

Say: Now, you will listen to another response and repeat after me.

‘I am playing with it right now. Can I give it to you after some time?’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: I am / playing / with it / right now. / Can I / give it / to you / after / some time?

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 6 • Can You Help Me?

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Echo

84

I want to borrow

Chapter 6 • Can You Help Me?

mother

I will ask my

Can I borrow your bicycle?

father

06_U24EN0211.indd 47

pencil colour

.

elder brother

?

sister

sketch pen

(object)

and tell you.

(mention the colour)

Yes. Which colour do you want?

crayon

.

to read?

for colouring my

(name of a story book)

Can I borrow your

I want

Yes, which storybook do you want?

Can you give me a

1Write: Complete the dialogue.

Imagine your teacher is your classmate. Complete and present the dialogue.

May I Borrow?

The Final Show

Plan and Speak

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48

Notes Corner

You can read from the book.

Say the dialogue with feeling.

Speak loudly and clearly.

3 Present: Now, say the dialogue with the teacher in class.

2 Practise: Practise your dialogue with a family member.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Imagine I am your classmate and you have to make a request to me. Now, you will present in the class how you will make your request and respond to my request.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Motivate them to speak clearly and loudly.

Model Responses: 1. Student 1: Can you give me a storybook to read?

Teacher: Yes, which storybook do you want?

Student 1: I want the book Cinderella.

Student 1: Can I borrow your colour pencils for colouring my flower?

Teacher: Yes, which colour do you want?

Student 1: I want to borrow the yellow colour.

Teacher: Can I borrow your bicycle?

Student 1: I will ask my mother and tell you.

2. Student 2: Can you give me a book to read?

Teacher: Yes, which storybook do you want?

Student 2: I want to read The Little Red Riding Hood.

Student 2: Can I borrow your crayons for colouring my kite?

Teacher: Yes, which colour do you want?

Student 2: I want to borrow the blue colour.

Teacher: Can I borrow your bicycle?

Student 2: I will ask my elder brother and tell you.

If learners present well and make the requests politely, you may give feedback like, ‘You spoke politely!’, ‘You spoke confidently and clearly’ or ‘Good job!’. In case learners struggle to present, you can say ‘You are doing great, let us try it again,’ or ‘Why don’t you look in the book and try again?’

Conclusion

2 mins

Say: In this chapter, we learnt how to make requests for help and how to respond to requests for help politely. We also learnt that helping others is a good quality.

Chapter 6 • Can You Help Me?

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Chapter 7

How Do You Feel?

Big Skill: Expressing feelings using simple words Learning Objectives: Learners will be able to: • talk about one’s feelings using simple sentences.

• understand others’ feelings.

Chapter 7

How Do You Feel?

Period 1

Expressing feelings using simple words

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 7—How Do You Feel?

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. How many children are there in the picture?

(There are six children in the picture.)

2. Where are the children standing?

(The children are standing at the windows of their houses.)

3. Do all the children have the same expression? How do you know?

(No, all the children do not have the same expression in the picture. Some children look happy. Some look sad.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a picture of a building that has many colourful windows.

Children are standing at the windows. There are six children in total. All of them show different feelings. Some children look happy. A few children look sad.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 50 of your content book. We will read the story—What to Play?

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the first picture?

(In the first picture, I see a girl and a boy playing in the park.)

2. What is the girl playing?

(The girl is playing hopscotch.)

3. Look at the second picture. What could the boy be talking about?

(The boy could be talking about the time when he felt scared.)

Explain: We are going to read a story called What to Play? The story is based on a conversation between Albert and Priya. They are talking about what they should play together. Now, let us begin reading.

Instruct: Pay attention to how Albert and Priya try to understand each other’s feelings.

You may explain the meaning of the word ‘conversation’ to the learners. A conversation is when two or more people are talking about something.

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Listen

88

2

1

UE24CB_Grade 2.indb 50

50

Priya: Oh! Then which game do you like?

Albert: Really? I always feel scared to hide alone. I don’t like to play hide-and-seek.

Priya: No, no, my favourite game is hide-and-seek. I love to find new places to hide.

Albert: Nice! Is that your favourite game?

Priya: Hi, Albert! I am playing hopscotch. hopscotch

Albert: Hello, Priya! What are you playing?

What to Play?

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4

3

Period 1

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Chapter 7 • How Do You Feel?

careful (keuh·ful): look after yourself hide (hyd): to be in a place where no one can find or see you hole (hohl): an opening hopscotch (hop.skoch): a game in which players hop into and over squares drawn on the ground scared (skeuhd): afraid that something bad might happen

Priya: I love ludo! Let’s play at your home.

Albert: Oh, ha, ha! How about ludo?

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51

Talking Book

Priya: Oh, no! There is a hole in my pocket. I have lost all the marbles!

Albert: Sure, it will be fun!

Priya: Yes, I enjoy playing with marbles. They are so colourful!

I have some in my pocket right now. Do you want to play?

Albert: Oh! You must be careful.

What about marbles? Do you like playing with them?

Priya: Not so much! I fall down when I run too fast.

Albert: My favourite game is football! I like it because everyone can play together! It is so much fun to kick the ball! Do you also like it?

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

You may modulate your voice and expressions while reading the dialogue between the two characters, Albert and Priya.

You may pause at the annotations and ask these suggested questions.

After 1 Which is your favourite game?

(My favourite game is hide-and-seek.)

After 2 Which game do you not like to play?

(I don’t like to play chess. / I don’t like to play football.)

For annotations 1 and 2, you may compliment the learners on sharing their likes and dislikes.

After 3 Why do you like playing your favourite game?

(I like playing football because I feel great when I score a goal. / I like cricket because I am a good batsman.)

After 4 How do you think Priya must be feeling? What do you think Albert and Priya will do now?

(I think Priya must be feeling sad. I think they will play a different game. / I think they will go home.)

For open-ended questions based on the learners’ realities and experiences, you may reframe the answers to form complete sentences. For example: I like cricket because I am a good batsman.

After the Text

You may ask these suggested questions.

1. Who were talking about games in the story?

(Albert and Priya were talking about games in the story.)

2. In the end, what game did they decide to go home and play?

(They decided to go home and play ludo.)

3. What happened to Priya’s marbles?

(The marbles fell through the hole in Priya’s pocket.)

4. How do you feel when you play your favourite game?

(I feel happy and joyful when I play my favourite game.)

Chapter 7 • How Do You Feel?

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Albert: My favourite game is football! I like it because everyone can play together! It is so much fun to kick the ball! Do you also like it?

Talking Book

Priya: Not so much! I fall down when I run too fast.

Albert: Oh! You must be careful.

What about marbles? Do you like playing with them?

Priya: Yes, I enjoy playing with marbles. They are so colourful!

I have some in my pocket right now. Do you want to play?

Albert: Sure, it will be fun!

Period 1

Priya: Oh, no! There is a hole in my pocket. I have lost all the marbles!

Albert: Oh, ha, ha! How about ludo?

Priya: I love ludo! Let’s play at your home.

careful (keuh·ful): look after yourself hide (hyd): to be in a place where no one can find or see you hole (hohl): an opening hopscotch (hop.skoch): a game in which players hop into and over squares drawn on the ground scared (skeuhd): afraid that something bad might happen

51

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90

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Echo

Instruct: Repeat the word after me—careful (keuh.ful).

Instruct: Repeat the meaning after me—look after yourself.

Instruct: Repeat the sentence after me—Tanya was careful while running in the park.

Repeat this process for the other keywords as well.

Word

Pronunciation Meaning

Sentence

hide

hyd

to be in a place where no one can find or see you

My cat likes to hide behind the sofa.

hole

hohl

an opening

There is a hole in my coat.

hopscotch

hop.skoch

a game in which players hop into and over squares drawn on the ground

I love to play hopscotch.

scared

skeuhd

afraid that something bad might happen Seema is scared of the dark.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: There / is a / hole / in my coat.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘careful’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. Riya was careful while opening the glass jar.

2. My cousins always hide under the bed.

3. There is a hole in the wall.

4. I play hopscotch with my friends.

5. I am scared of staying alone at home.

Conclusion

4 mins

Say: Today, we read the story called What to Play? The story is about Albert and Priya, who are talking about their favourite games and how they feel about different games. We learnt to talk about our feelings. We also learnt to understand others’ feelings.

We also learnt the words ‘careful’, ‘hide’, ‘hole’, ‘hopscotch’ and ‘scared’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 52. Learn to share your feelings by listening to and repeating the projects given in the app.

Chapter 7 • How Do You Feel?

E&R

91

E-Speak 1 Practise at Home PROJECT 7A

The Lost Toy

Isha lost her teddy bear. Listen to Isha talk about it and record it.

PROJECT 7B

Surprise!

Period 2

Isha got a surprise gift from her father.

Listen to how she feels and record it.

PROJECT 7C

Oh no! My Notebook!

Isha’s brother tore her notebook.

Listen to how she feels and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is How Do You Feel? In the last class, we read a story called What to Play? In the story, we read how Albert and Priya share their feelings about what they like to play and what they do not like to play. We learnt to talk and share our feelings.

We also learnt to understand others’ feelings.

We also learnt the keywords ‘careful’, ‘hide’, ‘hole’, ‘hopscotch’ and ‘scared’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to share our feelings. We are also trying to understand how others feel. We can feel happy, sad, excited, angry, upset and scared. We may experience different feelings about different things, events, or occasions.

Listen

Example from Text: In the story, Albert and Priya talked about what they like to play and what they do not like to play. Priya shared that she loves to play hide-and-seek because she likes to find new places to hide. On the other hand, Albert is scared to hide alone.

Priya understood Albert’s feelings and asked to play a different game. Albert told her that he likes to play football because he enjoys kicking the ball. Priya said that she does not like football so much because she falls when running too fast. Albert, too, understood her feelings. Both Albert and Priya love to play with marbles and ludo.

Example from E-Speak 1: As a part of your homework project, you heard Isha share her feelings. She talks about how she felt when she lost her teddy bear, got a surprise gift from her father, and her brother tore her notebook.

She uses feeling words, ‘sad’, ‘happy’ and ‘angry’ for different situations.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Isha shared about her feelings.

Instruct: Repeat the Project 7A after me—I lost my teddy bear. I am sad. I miss my teddy bear.

Instruct: Repeat the Project 7B after me—I got a brown teddy bear from my father. I am so happy. I will play with it.

Instruct: Repeat the Project 7C after me—My brother tore my notebook. I am very angry.

I will not talk to him.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I lost / my / teddy bear. / I am / sad. / I miss / my / teddy bear.

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Echo

Speak on the Spot Boost Your Speaking

What a Day!

Tell the class how you are feeling today.

Hello friends!

My name is ...

Period 2

I am very ... today.

happy

excited

sad

angry

I am ... because ...

I brought my new colours to school

I was late for school

someone threw water on my shirt

it is my birthday

my friend is absent

I got my favourite food for lunch

Speak with expressions.

You can give your own answer.

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94

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to share with the class how you are feeling today. Also, talk about why you are feeling that way. You may look at the help words given on page no. 53.

E&R

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may read aloud the model responses given below between learners’ presentations if needed.

These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences.

Model Responses: 1. Hello friends!

My name is Ashish.

I am very excited today.

I am excited because it is my birthday. Thank you.

2. Hello friends!

My name is Mona.

I am very angry today.

I am angry because someone threw water on my shirt. Thank you.

3. Hello friends!

My name is Rohit.

I am very sad today.

I am sad because my friend is absent today. Thank you.

If the learners express their feelings correctly, you may praise them by saying, ‘Well done!’, ‘You expressed your feelings well!’ or ‘You spoke clearly, but I hope you feel better soon!’. In case they struggle, you can say, ‘Let us try together’, or ‘You can speak louder and clearer next time.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app how your family felt as your sister danced beautifully on the stage in 1–2 lines. Listen to the stimulus given in the app.

Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Imagine that your brother has won an award. Write down a few lines about how you and your brother are feeling. Ask for help at home to do the work correctly. You can practise saying the lines loudly in front of an older family member.

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E-Speak 2 PROJECT 7D

Practise at Home

Hooray!

Your sister danced beautifully on the stage. People clapped loudly for her. Talk about how your family is feeling in 1-2 lines.

Gaming Zone Feelings

It’s Fun Time

Match the faces with the correct feelings. One has been done for you.

Period 3

happy

sad

angry

scared

sleepy

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Feelings.

Say: There are faces on the left-hand side, and feeling words related to those faces on the right-hand side.

Show the example given in the book.

Instruct: Now, match the faces with the correct feelings.

You may ask these suggested questions.

1. How do you feel when you get a gift?

(I feel happy when I get a gift.)

2. How do you feel when you lose your favourite toy?

(I feel sad when I lose my favourite toy.)

3. How will you feel if someone breaks your toy?

(I will feel angry if someone breaks my toy.)

4. How do you feel after dinner?

(I feel sleepy after dinner.)

5. How do you feel when someone tells you a ghost story?

(I feel scared when someone tells me a ghost story.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Hooray!’, where you had to record how your family members were feeling after watching your sister’s beautiful performance on the stage.

Listen

Instruct: Listen to my response to the project.

‘My family members and I were very happy to see my sister perform. We were excited to meet and hug her.’

Say: Now, you will listen to another response and repeat after me.

‘My family members and I were so proud to see my sister dance on the stage. We were full of joy.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: My family members / and I / were / so proud / to see / my sister / dance / on the stage. / We were / full of joy.

You can also read a few of the best responses submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 7 • How Do You Feel?

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Echo

98

.

his good drawing

glad

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Chapter 7 • How Do You Feel?

happy

proud

joyful

He is very .

Everyone in my family is .

I am very for/of my brother.

Thank you.

keeping the class clean

full attendance

his good work

My brother got an award for

Hi! I am

excited

.

1Write: Complete the sentences about your feelings.

cheerful

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55

Imagine your brother has won an award. Tell the class how you and your brother are feeling.

Congratulations!

The Final Show

Plan and Speak

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56

Notes Corner

You can give your own answers.

Smile and look at your friends when you speak.

Speak with expressions.

3Present: Present your feelings to the class.

times with expressions.

2Practise: Read the lines aloud in front of your family. Practise many

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Imagine that your brother won an award. Now, you will present to the class how you and your brother are feeling about it.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting.

You may read aloud the model responses given below between learners’ presentations if needed.

These model responses can help the learners get more ideas, use adequate vocabulary, and frame better sentences.

Model Responses: 1. Hi, I am Mohan.

My brother got an award for his good drawing.

He is very happy.

Everyone in my family is proud.

I am very excited for my brother.

Thank you.

2. Hi, I am Meera.

My brother got an award for winning the race.

He is very excited.

Everyone in my family is happy.

I am very proud of my brother.

Thank you.

3. Hi, I am Tina.

My brother got an award for full attendance.

He is very glad.

Everyone in my family is joyful.

I am very proud of my brother.

Thank you.

If the learners express their feelings confidently, you may praise them by saying, ‘Well done!’, ‘You expressed your feelings loud and clear!’ or ‘Good job!’. In case they struggle, you can say ‘You may look at the book and try again,’ or ‘You should maintain eye contact with the audience and speak loudly’.

Conclusion

2 mins

Say: In this chapter, we learnt to understand the feelings of other people. We also learnt to talk about our personal feelings.

Chapter 7 • How Do You Feel?

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Chapter 8

Ask and Answer

Big Skill: Asking for permission Learning Objectives: Learners will be able to: • ask for permission, politely.

• respond to someone’s requests, politely and in simple sentences.

Chapter 8

Ask and Answer

Period 1

Asking for permission

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100

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 8—Ask and Answer.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. How many children are there in the picture?

(There are two children in the picture.)

2. What are they doing?

(They are sitting and colouring.)

3. Look at the book on the table. What is written on it?

(The word ‘Art’ is written on the book.)

4. What paintings do you see in the picture?

(I see the paintings of a butterfly, a girl, a river and a tree.)

Read aloud the model description of the cover page.

Say: On the cover page, we see two girls sitting together in a room. One girl is colouring a flower. The other girl seems to be asking for permission to use the blue crayon. There are a few beautiful paintings on the wall.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 58 of your content book. We will read the story—The Picnic Form.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. Who do you see in the first picture?

(I see a girl. She is with her mother.)

2. Where are they?

(They are at home.)

3. Look at the girl’s hands carefully. What is the girl holding?

(The girl is holding a paper / a picnic form.)

4. Where do you think the girl has come from?

(I think the girl has come from her school.)

Explain: We are going to read a story called The Picnic Form. It is about a girl named Ameena. She is asking her parents for permission to go on the school picnic. Now, let us begin reading.

Instruct: Pay attention to the sentences used by Ameena to ask for permission.

Chapter 8 • Ask and Answer

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Listen

102

2

1

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58

“May I please go for my class picnic?” she asks. “Everyone in my class is going. I want to go too.”

Ameena is upset. She goes to her Dad.

“Mom, we are going for a picnic on Friday. Could you please sign my form?” says Ameena. “I know you are excited. But it is cold outside. I am worried. You might fall sick,” says Mom.

Ameena is excited about the picnic.

“Pay attention, children. We are going for a picnic to the Lake Garden. Please ask your parents to sign the form. We will dance, sing, and play games,” says Teacher Riya.

The Picnic Form

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4

3

Chapter 8 • Ask and Answer

attention (uh.ten.shun): carefully listening or watching excited (ik.sai.tid): feeling happy muffler (muh·fuh·luh): a woolen cloth worn around the neck upset (up.set): feeling sad worried (wuh.rid): being afraid

Ameena is ready for the picnic now.

“Thank you, Mom! Thank you, Dad!” she hugs them.

Ameena is so happy. She runs to her parents.

She wakes up the next morning. The signed form is on the table. There is also a new coat and a muffler next to it.

Now, Ameena is very upset. She cries herself to sleep.

“Umm… Ameena. You just got well. You can fall sick again. I cannot sign the form,” says Dad.

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Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Attention’ means carefully listening or watching. It is pronounced as uh.ten.shun. You may stress on the syllable in bold, like ‘ten’.

While reading the story aloud, you may modulate your voice for different characters. You may speak the lines used for asking permission in a polite manner.

You may pause at the annotations and ask these suggested questions.

After 1 How does Ameena feel about going on the picnic?

(Ameena feels happy and excited about going on the picnic.)

After 2 How does Ameena ask her father’s permission to go on the picnic?

(Ameena says “May I please go for my class picnic?”)

For annotation 2, you may tell the learners about the phrases that can be used to ask for permission, like ‘May I’, ‘Can I’ and ‘Could I’.

After 3 Why did Ameena’s father not want her to go on the picnic?

(Ameena’s father did not want her to go on the picnic because she had just got well and could fall sick again.)

After 4 What other things were there next to the form?

(A new coat and a muffler were there next to the form.)

You may rephrase the learners’ responses into complete sentences and ask them to repeat those sentences after you. For example: Ameena’s father did not want her to go on the picnic because she had just got well and could fall sick again.

After the Text

You may ask these suggested questions.

1. How did Ameena feel when her mother did not sign the form?

(Ameena felt upset when her mother did not sign the form.)

2. What did Ameena say to her parents in the end?

(Ameena said “Thank you, Mom! Thank you, Dad” in the end.)

3. If you have to ask for permission to go on a school picnic, how will you ask your parents?

(I will ask by saying, “May I go on the school picnic, please?” / “Could I please go on the school picnic?”)

You may give more such situations to the learners where they could ask for permission. For example: How will you ask your parents for permission to go to your friend’s place?

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Talking Book

Period 1

“Umm… Ameena. You just got well. You can fall sick again. I cannot sign the form,” says Dad. Now, Ameena is very upset. She cries herself to sleep.

She wakes up the next morning. The signed form is on the table. There is also a new coat and a muffler next to it.

Ameena is so happy. She runs to her parents.

“Thank you, Mom! Thank you, Dad!” she hugs them.

Ameena is ready for the picnic now.

attention (uh.ten.shun): carefully listening or watching excited (ik.sai.tid): feeling happy muffler (muh·fuh·luh): a woolen cloth worn around the neck upset (up.set): feeling sad worried (wuh.rid): being afraid

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—attention (uh.ten.shun).

Instruct: Repeat the meaning after me—carefully listening or watching.

Instruct: Repeat the sentence after me—The students were paying attention to the teacher.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

excited

ik.sai.tid

feeling happy

Aman was excited about the holidays.

muffler

muh.fuh.luh

a woolen cloth worn around Lily has a red muffler. the neck

upset

up.set

feeling sad

Kavitha is upset because she lost her toy.

worried

wuh.rid

being afraid

I was worried when I missed the school bus.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Aman was / excited / about / the holidays.

You may change your facial expressions to express the words ‘excited’, ‘worried’ and ‘upset’. Ask the learners to copy your expressions as this will help to develop a contextual understanding of the words.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘attention’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. Meera watched the film with attention.

2. Ramesh was excited to visit the zoo.

3. Tina is wearing a muffler because it is very cold today.

4. Anu was upset because she could not go to the party.

5. I was worried when I lost my book.

Conclusion

4 mins

Say: Today, we read a story called The Picnic Form. We learnt how to ask for permission in a polite way. We also learnt the words ‘attention’, excited’, ‘muffler’, ‘upset’ and ‘worried’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 60. Learn to ask for permission and respond to them by listening to and repeating the projects given in the app.

Chapter 8 • Ask and Answer

E&R

105

E-Speak 1 Practise at Home PROJECT 8A

May I?

Priyam asks for permission to enter the class. Listen and record it.

PROJECT 8B

Period 2

Could You?

Priyam wants to borrow a pencil from his friend. Listen and record it.

PROJECT 8C

Yes, You May!

Anisha asks Priyam for his pencil colours. Listen to how Priyam responds and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Ask and Answer. In the last class, we read a story called The Picnic Form. In the story, we read how Ameena asked permission from her parents to go on the class picnic. We learnt to ask for permission in a polite manner.

We also learnt the keywords ‘attention’, ‘excited’, ‘muffler’, ‘upset’ and ‘worried’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to ask for permission in a polite manner. We are also learning to respond to someone’s requests politely. When we ask for permission, we start our questions with ‘May I?’, ‘Can I?’ or ‘Could I?’. Whenever our request is accepted, we say ‘Thank you’.

Listen

Example from Text: In the story, we read how Ameena politely asked her mother and father to fill in the form for her school picnic. First, she asked her mother, “Could you please sign my form?”. Her mother politely said no, because it was cold outside and her mother was afraid that she might fall sick. Then, she politely asked her father, “May I please go for my class picnic?”. Her father politely said no because she had just got well. In the end, when her parents signed the form, she said, “Thank you, Mom! Thank you, Dad!” to them.

Example from E-Speak 1: As a part of your homework project, you heard Priyam asking for permission and replying to requests politely. First, he asked for permission to enter the class. Then, he asked a friend if he could borrow a pencil. Finally, Priyam responded to Anisha when she asked for his pencil colours.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Priyam said while asking for permission and responding to Anisha.

Instruct: Repeat the Project 8A after me—Good morning, ma’am. May I come in?

Instruct: Repeat the Project 8B after me—Hi Riya! Could you please lend me your pencil?

I have lost mine.

Instruct: Repeat the Project 8C after me—Hello Anisha! Yes, you may borrow my pencil colours. Please do not break them.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Good morning, / ma’am. / May I / come in?

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Echo

Speak on the Spot Boost Your Speaking

Asking for Permission You have to ask your teacher to go to the library. Complete the dialogue and present your lines in the class.

Good morning, sir.

Good morning, Niraj. ... I go to the library?

Period 2

... , Niraj. You can/can’t go now. ... , sir. ... , Niraj. Do you like to read books?

Yes sir, I like to read ... welcome

story books

sure may

comics

thank you picture books

okay

sorry

you can go later 61

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108

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that you want to go to the library. You have to ask for permission from me and respond to my question politely.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You must try to complete the entire conversation cycle with each learner. Encourage them to ask for permission politely. Motivate them to maintain eye contact with you.

You may read aloud the model responses given below between the learners’ presentations, if needed. These model responses can help them get more ideas, use adequate vocabulary and frame better sentences.

Model Responses: 1. Student 1: Good morning, sir.

Teacher: Good morning, Niraj.

Student 1: May I go to the library?

Teacher: Sure Niraj, you can go now.

Student 1: Thank you, sir.

Teacher: You’re welcome, Niraj. Do you like to read books?

Student 1: Yes sir, I like to read storybooks.

2. Student 2: Good morning, ma’am.

Teacher: Good morning, Pihu.

Student 2: May I go to the library?

Teacher: No Pihu, you can’t go now.

Student 2: Okay ma’am.

Teacher: You can go later, Pihu. Do you like to read books?

Student 2: Yes ma’am, I like to read comics.

If the learners ask for permission correctly, you can give them feedback like, ‘Well done!’, ‘That is the correct way to ask for permission’, or ‘I appreciate your effort’. In case the learners struggle, you can tell them, ‘You can use the help boxes’, or ‘Let us try again’.

Conclusion

2 mins

Homework

1. E-Speak 2: Listen to your brother requesting you to go to the park with him. You have to record your response to him in 1-2 lines, in the app. Practise in front of the camera and make several attempts before submitting your final response.

The best model response will be read out to the class.

2. Plan and Speak: Imagine that you have to borrow something from your cousin, Aditi. Think and write how you will ask her for permission. You may practise saying the lines loudly, again and again, in front of an older family member.

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E-Speak 2 PROJECT 8D

Practise at Home

Let’s Go to the Park

Listen to your brother requesting you to go to the park with him. Respond to him in 1–2 lines.

Gaming Zone What to Ask?

It’s Fun Time

Match the permissions with the correct pictures. One has been done for you.

Period 3

Can I borrow your pencil?

May I join the game?

Can I play outside?

May I ask a question?

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—What to Ask? Say: There are some pictures on the right-hand side and some permissions asked written on the left-hand side.

Show the example given in the book.

Instruct: Look at the permissions asked carefully and match them with the correct pictures.

You may ask these suggested questions.

1. What do you say when you want to play a game with your friends?

(I say, ‘May I join the game?’)

2. What do you say to your mother when you want to go out and play?

(I say to my mother, ‘Can I play outside?’)

3. What do you say when you want to ask a question in the classroom?

(I say, ‘May I ask a question?’)

4. What do you say when you want to borrow a pencil from your friend?

(I say, ‘Can I borrow your pencil?’)

You may explain to the learners that we use the phrase ‘May I…?’ when we ask permission from our teachers and we use the phrase ‘Can I…?’ when we ask permission from our family and friends.

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Let’s Go to the Park’, where you had to respond to your brother’s request about going to the park.

Listen

Instruct: Listen to my response to the project.

‘Sure Yash, we can go to the park. We can go and play on the swings.’

Say: Now, you will listen to another response and repeat after me.

‘Sorry Yash, I cannot go to the park now. I have to complete my homework.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Sorry Yash, / I cannot / go to / the park / now. / I have to / complete / my homework.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 8 • Ask and Answer

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Echo

112 skipping rope

umbrella

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Chapter 8 • Ask and Answer

sunglasses

with us.

rackets

to the park to play?

Aditi: That is so sweet of you. We will have so much fun!

You: Yes, we can. We can also take

ball

Aditi: Can we take your

You: Thank you.

Aditi: Yes, you can.

cap

You: It is sunny outside. Can I borrow your

Aditi: Let us go to the park together.

1Write: Write how you will ask for permission.

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?

You and your cousin, Aditi, are going to the park to play. You want to borrow something from her. Ask for her permission politely. Practise and present your lines in the class.

What Will You Say?

The Final Show

Plan and Speak

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64

Notes Corner

You can give your own answers.

Look at the teacher when asking for permission.

Speak politely.

3 Present: Say the dialogues with the teacher.

2 Practise: Now, practise these lines with an elder.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Imagine I am your cousin, Aditi. Now, you will present to the class how you will ask permission from me to borrow something that you need.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may read aloud the model responses given below between the learners’ presentations if needed. These model responses can help them get more ideas, use adequate vocabulary and frame better sentences.

You may encourage the learners to ask for permission loudly, clearly, and in a polite manner.

Model Responses: 1. Aditi: Let us go to the park together.

Student 1: It is sunny outside. Can I borrow your cap?

Aditi: Yes, you can.

Student 1: Thank you.

Aditi: Can we take your skipping rope to the park to play?

Student 1: Yes, we can. We can also take a ball with us.

Aditi: That is so sweet of you. We will have so much fun!

2. Aditi: Let us go to the park together.

Student 2: It is sunny outside. Can I borrow your sunglasses?

Aditi: Yes, you can.

Student 2: Thank you.

Aditi: Can we take your rackets to the park to play?

Student 2: Yes, we can. We can also take the shuttlecock with us.

Aditi: That is so sweet of you. We will have so much fun!

If the learners are able to ask the correct questions to get permission, you can praise them by saying, ‘That was nicely done’, ‘Good job with asking the questions’, or ‘Well done!’. In case the learners struggle, you may help them by saying, ‘You should ask for permission in a polite tone’ or ‘You may look at the book and try again’.

Conclusion

2 mins

Say: In this chapter, we learnt how to ask for permission, politely. We also learnt to respond to requests in simple sentences and in a polite manner.

Chapter 8 • Ask and Answer

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Chapter 9

Fun Ride

Big Skill: Talking about past events Learning Objectives: Learners will be able to: • answer simple questions on what they did.

• answer simple questions on what someone is doing.

Chapter 9

Fun Ride

Period 1

Talking about past events

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 9—Fun Ride.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Who do you see in the picture?

(I see a mother and her daughter in the picture.)

2. How do you think the girl is feeling?

(I think the girl is feeling excited. / I think the girl is very happy.)

3. Look at the bubbles. What do you think the girl is telling her mother?

(I think the girl is telling her mother about her day at school. / I think the girl is telling her mother about what she did at school.)

4. What do you see in the bubbles?

(I can see the girl having lunch with a friend. / I can see the girl running. / I can see the girl raising her hand in the class.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see a girl and her mother. The girl is describing her day to her mother. She had lunch with her friend. She ran a race, and she studied in class.

The mother is very excited to know about her daughter’s day at school.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 66 of your content book. We will read the story—On the Way. Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the picture?

(There is a boy and a postman in the picture. / I see some houses in the picture.

There is also a postman and two boys in the picture.)

2. What is the postman holding?

(The postman is holding some letters.)

3. Where do you think the boy is going?

(I think the boy is going to the school. / The boy is going home from school.)

Explain: We are going to read a story called On the Way. The story is about a boy named Anuj, who shares with us his experience of riding his bicycle to school for the first time.

Now, let us begin reading.

Instruct: Pay attention to the things Anuj does in the story.

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115

Listen

116

2

1

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At her front gate, I met Aunt Zoya walking her dog, Polo. Polo wagged his tail when he saw me. Then, he ran after my bicycle. I waved them goodbye.

First, I saw Postman Raman. He had a bag full of letters. I stopped my bicycle to greet him. He showed me many colourful stamps.

On Monday, I cycled to school for the first time. I was very excited.

On the Way

4

3

Chapter 9 • Fun Ride

greet (greet): to say hello to someone puddle (puh·dl): a small pool of water on the ground reached (reecht): to get to the place success (suhk.ses): a thing that goes well wagged (wagd): moved from side to side many times

—Anuj

Thankfully, I got there on time. My first bicycle ride to school was a success!

I was worried that I would be late. I kept cycling until I reached the school.

Splash! I had not seen the puddle of water. My white shoes were not white anymore, but I did not stop.

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67

Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Puddle’ means a small pool of water on the ground. It is pronounced as puh.dl. You may stress on the syllable in bold, like ‘puh’.

You may pause at the annotations and ask these suggested questions.

After 1 Why was Anuj excited?

(Anuj was excited because he cycled to school for the first time.)

After 2 Tell any one thing that Anuj did on his way to school.

(Anuj greeted the postman. / Anuj met Aunt Zoya and her dog, Polo.

He waved them goodbye.)

After 3 Why are Anuj’s shoes not white anymore?

(Anuj’s shoes are not white anymore because he cycled through a puddle. / Anuj’s shoes got dirty because he did not stop at the puddle.)

After 4 Did Anuj reach the school on time?

(Yes, Anuj reached the school on time.)

You may rephrase the learners’ responses in complete sentences and ask them to repeat those sentences. For example: Anuj’s shoes are not white anymore because he cycled through a puddle.

After the Text

You may ask these suggested questions.

1. Was this Anuj’s first time riding a bicycle to school?

(Yes, this was Anuj’s first time riding a bicycle to school.)

2. Mention a few things that Anuj did during the day.

(Anuj cycled to school for the first time. / He met a dog named Polo. / Anuj met Aunt Zoya. / He dirtied his shoes. / Anuj reached school on time.)

3. Do you cycle to school?

(Yes, I cycle to school. / No, I am too young to cycle to school on my own.)

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117

Splash! I had not seen the puddle of water. My white shoes were not white anymore, but I did not stop.

Talking Book

I was worried that I would be late. I kept cycling until I reached the school.

Thankfully, I got there on time. My first bicycle ride to school was a success!

Period 1

—Anuj

greet (greet): to say hello to someone puddle (puh·dl): a small pool of water on the ground reached (reecht): to get to the place success (suhk.ses): a thing that goes well wagged (wagd): moved from side to side many times

67

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118

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—greet (greet).

Instruct: Repeat the meaning after me—to say hello to someone.

Instruct: Repeat the sentence after me—I greet my teacher every morning.

Repeat this process for the other keywords as well.

Word

Pronunciation Meaning

Sentence

puddle

puh.dl

a small pool of water on the ground

There was a puddle of water on the road.

reached

reecht

to get to the place

I reached my school on time.

success

suhk.ses

a thing that goes well

The play was a success as many people came to watch it.

wagged

wagd

moved from side to side many times

My dog wagged its tail when it saw me.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The play / was a success / as many / people came / to watch it.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘greet’ and tell them to me.

E&R

Repeat this process with all the keywords.

Model Responses: 1. I greet my friends after I reach school.

2. The frogs jump in the puddle.

3. The train reached the station early.

4. My family is proud of my sister’s success.

5. My dog, Rocky, wagged his tail after I gave the food to him.

Conclusion

4 mins

Say: The name of the chapter is—Fun Ride. We read a story called On the Way. In the story, we read about Anuj’s first bicycle ride to school. We read about what he did and what happened on his way to the school. We learnt to answer simple questions about the things that someone does. We also learnt the words ‘greet’, ‘puddle’, ‘reached’, ‘success’ and ‘wagged’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 68. Learn to share what someone did by listening to and repeating the projects given in the app.

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119

E-Speak 1 Practise at Home PROJECT 9A

A New Boy

Raj saw a new boy at the park. Listen to Raj describe the boy and record it.

PROJECT 9B

Period 2

Colourful Butterfly

Raj saw a butterfly. Listen to him talk about his experience and record it.

PROJECT 9C

My New Friend

Raj made a new friend at the park.

Listen to what they did together and record it.

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120

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Fun Ride. In the last class, we read a story called On the Way. In the story, we read about a boy named Anuj, and his day when he rode his bicycle to school for the first time. He shared what happened on his way to the school.

We also learnt the keywords ‘greet’, ‘puddle’, ‘reached’, ‘success’ and ‘wagged’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to share what we did in the past and answer simple questions about what someone did. When we talk about something done in the past, we give the details in the proper order.

Listen

Example from Text: In the story, Anuj tells us about what he did on his way to school.

He gives the information in the correct order. He rode his bicycle to the school for the first time. On his way, he first met Postman Raman. Then, he met Aunt Zoya with her dog, Polo.

After that, he splashed through a puddle with his bicycle and his white shoes got dirty. He did not stop because he was worried that he would not make it to school in time. Finally, he was able to reach school on time.

Example from E-Speak 1: As a part of your homework project, you heard Raj share what he saw and did in the park. He shared about the new boy he met in the park; he talked about the colourful butterfly and what he did with his new friend in the park.

Echo E-Speak 1

8 mins

Say: Now, I shall speak about Raj’s experience in the park.

Instruct: Repeat the Project 9A after me—I saw a new boy playing in the park.

He was wearing a green T-shirt and blue pants.

Instruct: Repeat the Project 9B after me—I saw a colourful butterfly in the park. It was very beautiful. I tried to catch it, but it flew away.

Instruct: Repeat the Project 9C after me—Shyam is my new friend. We played football in the park. He kicks the ball very hard.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I saw / a new boy / playing / in the park. / He was / wearing / a green T-shirt / and blue pants.

Chapter 9 • Fun Ride

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Echo

Speak on the Spot Boost Your Speaking

Kartik’s Day Out

Imagine you are Kartik. Tell your teacher about your day out with your family.

1Think: Choose any one of the places.

Period 2

Where did you go?

I went to the … with my family (place) How did you go?

We went by … (car/ bus/motorcycle) What did you eat?

We ate … (food) What did you play together?

We played … together. (game)

Speak clearly.

Look at your teacher when talking about your day.

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122

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that you are a boy named Kartik. Now, tell me about a day out with your family. Choose any one of the places given on page no. 69.

E&R

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may guide the learners to give details while maintaining eye contact with you. Motivate them to speak loudly and clearly.

Model Responses: 1. Teacher: Where did you go?

Student 1: I went to the lake with my family.

Teacher: How did you go?

Student 1: We went by car.

Teacher: What did you eat?

Student 1: We ate sandwiches.

Teacher: What did you play together?

Student 1: We played badminton together.

2. Teacher: Where did you go?

Student 2: I went to the zoo with my family.

Teacher: How did you go?

Student 2: We went by bus.

Teacher: What did you eat?

Student 2: We ate pizza and rajma chawal.

Teacher: What did you play together?

Student 2: We played hide-and-seek together.

If the learners share their answers confidently and correctly, you can give them feedback like ‘You spoke well’, ‘Well done. You answered my questions well’, or ‘You gave all the details correctly’. If the learners are struggling, you can tell them ‘You are doing well, but you may look in the book and speak’, or ‘You have a good command, just speak a bit louder.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app about what you saw at school today in 1-2 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Think about what you did at school yesterday and write down a few lines about it. Ask for help at home to do the work correctly. Practise saying the lines aloud in front of an older family member.

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E-Speak 2 PROJECT 9D

Practise at Home

At Your School

We see so many things in school everyday. Talk about what you saw at your school today, in 1–2 lines.

Gaming Zone It’s Fun Time

The Race

Period 3

Here are some pictures from a racing event. Put them in the correct order. One has been done for you.

1

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—The Race.

Say: Given below are some pictures from a racing event.

Instruct: Look at the pictures carefully. You need to put the pictures in the correct order by writing the numbers beside them. Number 1 has been marked for you.

Show the example given in the book.

You may ask these suggested questions.

1. What happens after you start the race?

(I run the race.)

2. How do you complete a race?

(I complete the race by crossing the finishing line.)

3. What happens if you win a race?

(I get a medal / trophy. / I become very happy.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘At Your School’, where you had to record what you saw at your school that day.

Listen

Instruct: Listen to my response to the project.

‘Hello friends! I saw a peacock in my school garden today. It was beautiful.’

Say: Now, you will listen to another response and repeat after me.

‘Hello everyone! I saw a dance performance at my school today. It was a beautiful performance.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Hello everyone! / I saw / a dance performance / at / my school / today. / It / was / a beautiful / performance.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

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Echo

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(what you did)

(activity class)

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favourite subject.

I studied

I had

friends yesterday.

I played

I ate

I

My name is

Hello friends. .

which is my

class yesterday.

with my

for my lunch.

at school yesterday.

2Write: Complete the sentences.

1Think about what you did yesterday.

Write a few lines about what you did at school yesterday. Then, present it in the class.

About Yesterday

The Final Show

Plan and Speak

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yesterday.

Notes Corner

Look at your friends when you speak.

Speak loudly and clearly.

4 Present: Tell your friends and teacher about what you did

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3Practise: Practise your lines aloud in front of your family members.

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you have to share with the class what you did at school yesterday.

You should start and end your presentation with greetings.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to share their responses loudly and clearly. Ask them to maintain eye contact while sharing their response.

You may ask the learners to do some actions to show eating or playing while sharing their responses.

Model Responses:

1. Hello friends.

My name is Neha.

I made a painting at school yesterday.

I ate noodles for my lunch.

I played hide-and-seek with my friends yesterday.

I had a sports class yesterday.

I studied maths which is my favourite subject.

Thank you!

2. Hello friends.

My name is Karan.

I made a card at school yesterday.

I ate idli and sambar for my lunch.

I played football with my friends yesterday.

I had an art class yesterday.

I studied science which is my favourite subject.

Thank you!

3. Hello friends.

My name is Anita.

I gave a speech at school yesterday.

I ate a sandwich for my lunch.

I played catch the ball with my friends yesterday.

I had a music class yesterday.

I studied English which is my favourite subject.

Thank you!

If the learners share their past events confidently and correctly, you can give them feedback like ‘You gave the details confidently’ or ‘Well done! You spoke loud and clear’. If the learners are struggling, you can tell them ‘Do you wish to look in the book and try again?’ or ‘You have a good command, just speak a bit louder.’

Conclusion

2 mins

Say: In this chapter, we learnt to share what we did on a particular day or time and answer simple questions about what someone did.

Chapter 9 • Fun Ride

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Chapter 10

Listen to My Story

Big Skill: Telling a short story Learning Objectives: Learners will be able to: • tell one’s favourite story to someone, briefly.

• narrate a story with expression and confidence.

Chapter 10

Listen to My Story

Period 1

Telling a short story

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 10—Listen to My Story.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. What do you see in the picture?

(I see a girl, a boy and their parents in the picture. / I see a yellow car. / I see a tent. / I see a forest. / I see a kettle on a campfire. / I can see the mother and father are each holding a mug in their hands.)

2. Where do you think the two children and their parents are?

(I think the two children and their parents are in a forest / jungle.)

3. What do you think the little boy is doing?

(I think the little boy is trying to climb the tree.)

4. What do you think is happening in the picture?

(I think the two children are camping in a jungle with their parents.)

You may point at the picture of the kettle and the campfire to establish the contextual meaning of the words.

Read aloud the model description of the cover page.

Say: On the cover page, we see two children with their parents. They are camping in the jungle. They have set up a tent and a campfire. The parents are having hot tea. The mother is also roasting something over the fire. The little girl looks happy while listening to her parents. The little boy is trying to climb a tree.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 74 of your content book. We will read the story—Clever Dabbu.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the first picture?

(I see three crocodiles and a deer in the first picture. / I see a blackberry tree. / I can see a river.)

2. How do the crocodiles look in the second picture?

(The crocodiles look happy in the second picture.)

3. What are the crocodiles thinking in the second picture?

(The crocodiles are thinking about a party with a lion.)

Explain: We are going to read a story called Clever Dabbu. In the story, we will read about a little deer called Dabbu who makes a clever plan to cross a river filled with crocodiles to reach the other side and have blackberries. Now, let us begin reading.

Instruct: Pay attention to how the story is narrated with expressions.

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Listen

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2

1

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Dabbu went near the river. The river was full of big and scary crocodiles. “So many crocodiles!

How will I cross the river? They will eat me for lunch!” Dabbu said to himself. He closed his eyes and thought for some time. He had a plan!

“Those blackberries look so ripe and juicy. Many of them are on the ground! I can eat them”, said Dabbu to himself. “Oh, but I will have to cross the river!”

Dabbu, the deer, was walking by the riverside. He saw a big blackberry tree on the other side.

Clever Dabbu

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3

Period 1

Talking Book

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Chapter 10 • Listen to My Story

thought (thot): to think about something

ripe (ripe): grown and ready to eat

hosting (hohst.ing): inviting people to a party for food and fun

cross (cross): to move from one side to other

cheered (cheerd): shouted with joy

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75

He counted thirty-six crocodiles up to the other side of the river. When he stepped onto the other side, he shouted with joy, “Hurrah! I reached the blackberries.”

The crocodiles quickly lined up from one side of the river to the other. Clever Dabbu walked on the crocodiles, counting, “1, 2, 3, 4, 5, 6, 7. . .”

Dabbu replied, “Great! Please stand in a line. I will step on each one of you to count the total number.”

The crocodiles cheered, “Yayyyy! A party! We all will come.”

Dabbu went to the crocodiles and said, “Hello! Uncle Lion is hosting a party. He is inviting everyone. He wants to know how many crocodiles will come to the party.”

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on the pronunciation. For example: ‘Hosting’ means inviting people to a party for food and fun. It is pronounced as hohst.ing. You may stress on the syllable in bold, like ‘hohst’.

You may pause at the annotations and ask these suggested questions.

After 1 Why does Dabbu want to cross the river?

(Dabbu wants to cross the river to eat the juicy and ripe blackberries on the other side.)

After 2 Who does Dabbu think wants to eat him for lunch?

(Dabbu thinks that the crocodiles want to eat him for lunch.)

After 3 What does Dabbu tell the crocodiles?

(Dabbu tells the crocodiles that Uncle Lion is hosting a party. He also tells them that Uncle Lion wants to invite everyone and wants to know how many crocodiles will come to the party.)

After 4 How many crocodiles did Dabbu count up to the other side of the river?

(Dabbu counted thirty-six crocodiles up to the other side of the river.)

You may rephrase the answers in complete sentences based on the responses given by the learners.

For example: Dabbu tells the crocodiles that Uncle Lion is hosting a party. He also tells them that Uncle Lion wants to invite everyone and wants to know how many crocodiles will come to the party.

After the Text

You may ask these suggested questions.

1. What is the name of the deer in the story?

(The name of the deer is Dabbu.)

2. Do you think that Dabbu is clever? Why? (Yes, I think Dabbu is clever because he fools the crocodiles to get across the river without being eaten.)

3. If you were one of the crocodiles, how would you feel?

(If I were one of the crocodiles, I would feel angry at being fooled. / If I were one of the crocodiles, I would feel sad for not getting to attend any party.)

For open-ended questions, you may praise the effort made by the learners to come up with their own answers, even if they are not grammatically accurate or in complete sentences.

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Dabbu went to the crocodiles and said, “Hello! Uncle Lion is hosting a party. He is inviting everyone. He wants to know how many crocodiles will come to the party.”

The crocodiles cheered, “Yayyyy! A party! We all will come.”

Talking Book

Dabbu replied, “Great! Please stand in a line. I will step on each one of you to count the total number.”

The crocodiles quickly lined up from one side of the river to the other. Clever Dabbu walked on the crocodiles, counting, “1, 2, 3, 4, 5, 6, 7. . .”

Period 1

He counted thirty-six crocodiles up to the other side of the river. When he stepped onto the other side, he shouted with joy, “Hurrah! I reached the blackberries.”

cheered (cheerd): shouted with joy

cross (cross): to move from one side to other

hosting (hohst.ing): inviting people to a party for food and fun ripe (ripe): grown and ready to eat

thought (thot): to think about something

75

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—cheered (cheerd).

Instruct: Repeat the meaning after me—shouted with joy.

Instruct: Repeat the sentence after me—The children cheered and clapped when the magic show was over.

Repeat this process for the other keywords as well.

Word

Pronunciation

Meaning

Sentence

cross

cross

to move from one side to other

I use the zebra crossing whenever I cross the road.

hosting

hohst.ing

inviting people to a party for food and fun

Priya is hosting a party today.

ripe

ripe

grown and ready to eat

The mangoes are ripe and juicy.

thought

thot

to think about something

I thought about a funny story.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I use / the zebra crossing / whenever / I cross / the road.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

Instruct: Make some sentences with the word ‘cheered’ and tell them to me.

Repeat this process with all the keywords.

Model Responses:

E&R

1. Mita cheered for her friends on the sports day.

2. I will take a boat to cross the river.

3. Pranit is hosting his birthday party.

4. Sara loves to eat ripe guavas.

5. Ramesh thought happily about last year’s summer holidays.

Conclusion

4 mins

Say: Today, we read a story called Clever Dabbu. In the story, we read about a deer named Dabbu, who came up with a clever plan to cross a river filled with crocodiles.

We learnt to narrate a story briefly, and with expressions, to others.

We also learnt the words, ‘cheered’, ‘cross’, ‘hosting’, ‘ripe’ and ‘thought’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 76. Learn to narrate a story by listening to and repeating the projects given in the app.

Chapter 10 • Listen to My Story

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134

Period 2

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Listen to My Story. In the last class, we read a story called Clever Dabbu. In the story, we read about a little deer called Dabbu, who made a clever plan to cross a river filled with crocodiles to eat the ripe and juicy blackberries on the other side.

We also learnt the keywords ‘cheered’, ‘cross’, ‘hosting’, ‘ripe’ and ‘thought’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to tell our favourite stories.

We are also learning to narrate stories using expressions and with confidence. When we tell the stories using expressions and with confidence, it makes the people listening to them believe and imagine them. They will be interested to know what will happen next in the story.

Listen

Example from Text: In the story, we read that Dabbu wanted to cross the river to eat the juicy and ripe blackberries on the other side. But the river was filled with big and scary crocodiles. So, Dabbu came up with a clever plan. He told the crocodiles that Uncle Lion was hosting a party and he was inviting everyone. He asked the crocodiles to line up so that he could count their total number. Dabbu walked on each crocodile to count them.

There were thirty-six crocodiles up to the other side of the river. When he reached the other side, he was very happy and jumped for joy and the crocodiles realised that Dabbu had fooled them.

Example from E-Speak 1: As a part of your homework project, you heard Naina reading the story of ‘The Ant and the Grasshopper’ Grasshopper’.

Echo E-Speak 1

8 mins

Say: Now, I am going to narrate the story called ‘The Ant and the Grasshopper’ that Naina read.

Instruct: Repeat the Project 10A after me—Once upon a time, an ant and a grasshopper lived by the river. The ant worked hard all day to store grains. The grasshopper only sang and danced.

Instruct: Repeat the Project 10B after me—The lazy grasshopper made fun of the ant.

He asked the ant to sing and dance with him. The ant did not listen to him.

Instruct: Repeat the Project 10C after me—In winters, the grasshopper did not have food to eat. He went to the ant for help. The ant asked him to sing and get food.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty.

For example: Once upon / a time, / an ant / and a / grasshopper / lived by / the river. / The ant / worked hard / all day / to store grains. / The grasshopper / only sang / and danced.

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Echo

136

Period 2

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to choose any one story and narrate it to the class with proper expressions.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to greet their friends before they start narrating the story.

Also, ask them to maintain eye contact with the audience while narrating the story.

Model Responses:

1. Good morning, friends! I will narrate the story The Hare and the Tortoise.

A hare and a tortoise went for a race. The hare ran very fast. He slept for some time because the tortoise was far away. The tortoise kept on walking and finished the race first.

Thank you!

2. Hello, friends! I will narrate the story The Lion and the Mouse.

A lion was sleeping, and a mouse jumped on him. The lion woke up and caught the mouse. The mouse said he was sorry and the lion let him go. One day, the mouse saw the lion caught in a net. He bit through the net. The lion was free.

Thank you!

3. Good morning, friends! I will narrate the story The Fox and the Crow.

The crow had a piece of cheese in her beak. The fox asked her to sing with her lovely voice. She opened her beak wide in happiness. The cheese fell into the fox’s mouth.

Thank you!

If the learners present the story with proper expressions, you can praise them by saying, ‘That was a lovely presentation’, ‘That was a lovely narration’ or ‘I loved your expressions’. In case the learners are struggling, you can say, ‘Let us try together’, ‘Let me help you’ or ‘You have a good command over the language, just try to speak with more expressions’.

You may ask the learners to produce the sounds of the animals from the story that they have chosen. They can also walk or run like those animals.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the name of your favourite story and what you like about it in 1-2 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: You have to narrate your favourite story to the class. Think about it and then write a few lines on it on page no. 79. Practise saying the sentences aloud, again and again, in front of your friends or an older family member.

You may ask the learners to present their story with the help of props to make the narration more interesting!

Chapter 10 • Listen to My Story

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Period 3

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Name the Story.

Say: The names of some stories are given on the left-hand side. The pictures related to those stories are given on the right-hand side.

Instruct: Read the names of the stories and match them with the correct pictures.

You may ask these suggested questions.

1. Who are there in the story Three Little Pigs?

Pigs there are three pigs and a bad wolf.)

(In the story Three Little Pigs, 2. Who are there in the story Little Red Riding Hood?

Hood there is a girl called Little Red Riding Hood, (In the story Little Red Riding Hood, her grandmother, a wolf and a hunter.)

3. What did the fox say about the taste of the grapes in the story The Fox and the Grapes?

Grapes the fox said that the grapes were sour.)

(In the story The Fox and the Grapes, 4. Who are there in the story The Shepherd Boy? Boy there is a shepherd boy, his sheep and a wolf.)

(In the story The Shepherd Boy,

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Favourite Story’, where you shared with us the name of your favourite story and what you like about it in 1–2 lines.

Listen

Instruct: Listen to my response to the project.

‘Hello, friends! My favourite story is Jack and the Beanstalk. In the story, I liked the part where Jack climbed up the beanstalk and reached a place in the clouds.’

Say: Now, you will listen to another response and repeat after me.

‘Hi, friends! My favourite story is Cinderella. In the story, I liked the part where the fairy godmother came and helped Cinderella to get ready for the dance.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: Hi, friends! / My favourite story / is Cinderella. / In the story, / I liked / the part where / the fairy godmother / came and helped / Cinderella / to get ready / for the dance.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 10 • Listen to My Story

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Echo

140 .

Then,

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Chapter 10 • Listen to My Story

Finally,

.

(name of the characters)

Firstly,

The story is about

The name of my favourite story is

Hello friends. My name is

3–4 lines.

2 Write: Write about your story in

1 Think of your favourite story.

.

.

.

79

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You have to narrate your favourite story to the class. Write about your story. Then, present it in the class.

Tell a Tale!

The Final Show

Plan and Speak help.

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80

Notes Corner

Tell your story clearly and loudly.

Look at your friends when you tell the story.

Narrate the story with expression.

4 Present: Present your favourite story in the class.

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3 Practise: Practise your story at home. You can ask your parents for

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you have to narrate your favourite story to the class.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may ask the learners to narrate their story with proper expressions and voice modulation.

They may also do some actions while narrating the story.

You may ask the learners to show the props while narrating the story, if they have brought any.

Model Responses:

1. Hello friends. My name is Sanju.

The name of my favourite story is Goldilocks and the Three Bears.

The story is about a girl named Goldilocks and a family of three bears.

Firstly, the three bears who live in a cottage go out for a walk in the forest one morning.

Then, a girl called Goldilocks enters their cottage. She drinks the soup from the small bowl and sleeps on the small bed.

Finally, the bears come back and see the empty bowl of soup and Goldilocks sleeping on the small bed. Goldilocks wakes up and sees the three bears. She gets scared and runs away.

Thank you!

2. Hello friends. My name is Vidhi.

The name of my favourite story is The Monkey and the Crocodile.

The story is about the friendship between a monkey and a crocodile.

Firstly, a crocodile in a pond is friends with a monkey who lives on a jamun tree near the pond.

Then, one day the crocodile wants to take the monkey to his home. He asks the monkey to climb on his back. On the way, the crocodile tells the monkey that his wife wants to eat the monkey’s heart. The monkey quickly thinks of a plan and tells the crocodile that he left his heart in the tree.

Finally, the crocodile goes back to the jamun tree and the monkey quickly climbs back up the tree, saving himself from the crocodile and his wife.

Thank you!

If the learners narrate the story with proper expressions and voice modulation, you can praise them by saying, ‘That was a lovely narration’, ‘Well done with the presentation’ or ‘It was narrated well’. In case the learners struggle, you can help them by saying, ‘You are narrating the story well, let me help you’ or ‘You have a good command over the language, just try to tell the story with more expressions.’

Conclusion

2 mins

Say: In this chapter, we learnt to tell the stories briefly. We also learnt to narrate a story using expressions and with confidence.

Chapter 10 • Listen to My Story

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Chapter 11

Tell Me How

Big Skill: Following and giving instructions Learning Objectives: Learners will be able to: • follow simple instructions.

• give very simple instructions to do something.

Chapter 11

Tell Me How

Period 1

Following and giving instructions

81

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142

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 11—Tell Me How. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. How many children are there in the picture?

(There are two children in the picture.)

2. Where are the children?

(The children are standing on the footpath / road.)

3. What do you think the boy is telling the girl?

(The boy may be telling the girl to stop / not cross the road.)

4. What is written on the three road signs? (‘Stop’, ‘Wait’ and ‘Go’ are written on the three road signs.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a boy and a girl standing on a footpath. They are standing next to a road sign. It says ‘Stop’, ‘Wait’ and ‘Go’. It looks like the boy is using his hand to tell the girl to stop walking / not cross the road.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 82 of your content book. We will read the story—Rainy Day Picnic.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the first picture?

(I see a mother, father and daughter. / I see a family of three people.)

2. Where is the family?

(The family is in their home. / The family is in their living room.)

3. How do you think the little girl may be feeling in this picture?

(I think that the little girl may be feeling sad / worried.)

Explain: We are going to read a story called Rainy Day Picnic. In this story, Mita is going to learn to play a game. Now, let us begin reading.

Instruct: Pay attention to how Mita’s father explains how to play the game.

Chapter 11 • Tell Me How

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Listen

144

2

1

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Rule number 4: If you are on a snake, slide down.

Rule number 3: If you are on a ladder, move up.

Rule number 2: Move your token.

Rule number 1: Roll the dice.

He got the board game out and said, “Listen to the rules carefully!

“Mita, I will teach you how to play,” said Dad.

“That’s okay. We can play Snakes and Ladders!” said Mom.

“No picnic for us,” Mita said sadly.

It was raining all day.

Rainy Day Picnic

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3

Period 1

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Chapter 11 • Tell Me How

carefully (kair.fuh.lee): with a lot of attention indoor (in.door): inside a house or building rolled (rowld): moved something by turning it again and again token (tow.kun): a small piece that you move in a board game after rolling the dice understood (uhn·duh·stood): learnt about

It was the best indoor picnic ever!

They played all evening. In the end, Mita won the most games!

Now, Mita understood the game.

Mita moved the token up to 56. That was a big jump!

Then, she got 6. She reached 9.

“There is a ladder on 9!” said Mita.

Mita moved her red token — one… two… three!

Mita rolled the dice. She got 3!

That’s it! The first one to reach 100 wins!”

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Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Carefully’ means with a lot of attention.

It is pronounced as kair.fuh.lee. You may stress on the syllable in bold, like ‘kair’.

You may pause at the annotations and ask these suggested questions.

After 1 What is Rule number 1?

(Rule number 1 is to roll the dice.)

After 2 What do you do if your token is on a snake?

(If your token is on a snake, you move / slide down.)

After 3 Who wins the game?

(The person who reaches the number 100 first, wins the game.)

After 4 What should Mita do now?

(Mita should move up / climb the ladder.)

After the Text

You may ask these suggested questions.

1. Can you tell me another game that can be played by rolling a dice?

(Ludo is another game that can be played by rolling a dice.)

2. Have you ever played Snakes and Ladders?

(Yes, I have played Snakes and Ladders. / No, I have never played Snakes and Ladders.)

3. Who won most of the games of Snakes and Ladders in the story?

(Mita won most of the games of Snakes and Ladders in the story.)

4. Did you ever give instructions to anyone? What was it about?

(Yes, I instructed my friends on how to open the toy box. / No, I never gave instructions to anyone.)

For open-ended questions based on the learner’s realities and experiences, you may help the learners to rephrase the answers into complete sentences. For example: Yes, I have played Snakes and Ladders.

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That’s it! The first one to reach 100 wins!”

Mita rolled the dice. She got 3!

Mita moved her red token — one… two… three!

Talking Book

Then, she got 6. She reached 9.

“There is a ladder on 9!” said Mita.

Mita moved the token up to 56. That was a big jump!

Now, Mita understood the game.

They played all evening. In the end, Mita won the most games!

Period 1

It was the best indoor picnic ever!

carefully (kair.fuh.lee): with a lot of attention indoor (in.door): inside a house or building rolled (rowld): moved something by turning it again and again token (tow.kun): a small piece that you move in a board game after rolling the dice understood (uhn·duh·stood): learnt about

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—carefully (kair.fuh.lee).

Instruct: Repeat the meaning after me—with a lot of attention.

Instruct: Repeat the sentence after me—We must cross the road carefully.

Repeat this process for the other keywords as well.

Word

Pronunciation

Meaning

Sentence

indoor

in.door

inside a house or building

Ludo is an indoor game.

rolled

rowld

moved something by turning it again and again

I rolled the ball down the slope.

token

tow.kun

a small piece that you move in a board game after rolling the dice

Move your token to square number fifty-six.

understood

uhn.duh.stood

learnt about

I understood the story.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Ludo / is an / indoor / game.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘carefully’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. We must work carefully in the kitchen.

2. Chess is an indoor game.

3. I rolled the dice on the board to get the number six.

4. My token is on square number thirteen.

5. I understood the rules of the game.

Conclusion

4 mins

Say: Today, we read a story called Rainy Day Picnic. In the story, we saw Mita’s father giving her instructions on how to play Snakes and Ladders. In this chapter, we learnt to understand instructions. We also learnt to give simple instructions to do something.

We learnt the words ‘carefully’, ‘indoor’, ’rolled’, ‘token’ and ‘understood’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects given on page no. 84. Learn to give simple instructions by listening to and repeating the projects given in the app.

Chapter 11 • Tell Me How

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E-Speak 1 Practise at Home PROJECT 11A

My Pencil Stand

Pihu is telling Nisha about the things they need to make a pencil stand. Listen and record it.

PROJECT 11B

Period 2

How to Start?

Pihu gives instructions about making a pencil stand. Listen and record it.

PROJECT 11C

The Final Touch

Pihu tells Nisha the final steps to make the pencil stand. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Tell Me How. In the last class, we read a story called Rainy Day Picnic. In the story, we read that Mita’s father gave her instructions on how to play Snakes and Ladders. After Mita understood the game, they played it all evening.

It was the best indoor picnic for her. In this chapter, we learnt to follow simple instructions.

We also learnt to give very simple instructions to do something.

We learnt the keywords ‘carefully’, ‘indoor’, ‘rolled’, ‘token’ and ‘understood’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to follow and give simple instructions to do something. When we give instructions, we want something to be done using those steps. We use words like ‘first’, ‘then’, ‘next’, ‘at the end’ etc. to give instructions to someone.

Listen

Example from Text: In the story, we read that Mita’s father gave her step-by-step instructions on how to play Snakes and Ladders. He said that the rule number 1 is to roll the dice. Rule number 2 is to move the token. Rule number 3 is if one’s token is on the ladder, one has to move it up. Rule number 4 is if one’s token is on the snake, one has to slide it down. The instructions given by her father helped Mita to understand the game and play it. She followed the instructions carefully and won the most games.

Example from E-Speak 1: As a part of your homework project, you heard Pihu giving instructions to Nisha. She told Nisha about all the things that are needed to make a pencil stand and the steps to make that pencil stand.

Echo E-Speak 1

8 mins

Say: Now, I will tell you the instructions given by Pihu.

Instruct: Repeat the Project 11A after me—To make a pencil stand, we need some ice-cream sticks, a round-cut cardboard, a plastic glass and some glue.

Instruct: Repeat the Project 11B after me—First, take the round-cut cardboard. Then, paste the plastic glass on the cardboard.

Instruct: Repeat the Project 11C after me—Now, put some glue on one end of the ice-cream sticks. Finally, paste the ice-cream sticks around the glass. Your pencil stand is ready.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: To make / a pencil stand, / we need some / ice-cream sticks, / a round-cut / cardboard, / a plastic glass / and some glue.

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Echo

Speak on the Spot Boost Your Speaking

Let’s Decorate It Imagine you are Pihu. Give instructions to Nisha on how to decorate the pencil stand.

1 Write: Complete the sentences to give instructions.

To decorate the pencil stand, you will need … (mention the items needed)

Period 2

First, use … to colour the pencil stand.

Second, use … to tie around the pencil stand.

Then, use … to paste on the pencil stand.

You can also use … to decorate it.

Your pencil stand is ready! paint brush jute rope

ribbons paint

pom-pom balls small mirrors

paper stars

paper flower glitters

Speak loudly and clearly.

You can read from the book.

Look at your friends and your teacher when you speak.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that you are Pihu. You have to give instructions to Nisha on how to decorate a pencil stand. Present your instructions to the class.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

Model Responses:

1. To decorate the pencil stand, you will need paint, a paint brush, ribbons, pom-pom balls and small mirrors.

First, use paint to colour the pencil stand.

Second, use a ribbon to tie around the pencil stand.

Then, use small mirrors to paste on the pencil stand.

You can also use pom-pom balls to decorate it.

Your pencil stand is ready!

2. To decorate the pencil stand, you will need paint, a paint brush, jute rope, paper stars and paper flowers.

First, use paint to colour the pencil stand.

Second, use a jute rope to tie around the pencil stand.

Then, use paper flowers to paste on the pencil stand.

You can also use paper stars to decorate it.

Your pencil stand is ready!

3. To decorate the pencil stand, you will need paint, a paint brush, ribbons, glitter and paper stars.

First, use paint to colour the pencil stand.

Second, use a ribbon to tie around the pencil stand.

Then, use paper stars to paste on the pencil stand.

You can also use glitter to decorate it.

Your pencil stand is ready!

If the learners share the instructions correctly, with adequate vocabulary, and in the correct sequence, you can praise them by saying, ‘That was nicely explained!’, ‘Well done!’ or ‘Good work!’.

In case the learners are struggling, you can tell them, ‘Let us try together’, ‘Let me help you’ or ‘You are doing great, just speak a bit louder’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the instructions that you will give to your brother to clean the table as he has spilled water on it. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: Imagine that your sister’s room is messy. You have to give instructions to your sister to clean her room. You may write down the lines on page no. 87. Practise saying the lines loudly in front of a friend or an older family member.

Chapter 11 • Tell Me How

151

E-Speak 2 PROJECT 11D

Practise at Home

Tidy the Table

Your brother spilled water on the table. Tell him how to clean it, in 1-2 lines.

Gaming Zone It’s Fun Time

Brush Your Teeth Period 3

Number the instructions for brushing your teeth, in the correct order.

One has been done for you.

Put some toothpaste

Your teeth are clean

on the toothbrush

Wash the toothbrush

Rinse your mouth

1

Brush your teeth

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Brush Your Teeth.

Say: The pictures given below show a boy trying to brush his teeth.

Show the example given in the book.

Instruct: You have to number these pictures in the same order as you brush your teeth.

You may ask these suggested questions.

1. What is the first thing you do before brushing your teeth?

(I wash my toothbrush.)

2. What should you do after brushing your teeth?

(I should rinse my mouth with water.)

3. If you follow all the steps correctly, what will happen?

(My teeth will become clean.)

4. How many times do you brush in a day?

(I brush once / two times / twice a day.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Tidy the Table’, where you gave instructions to your brother to clean the table, in 1–2 lines, as he spilled some water on it.

Listen

Instruct: Listen to my response to the project.

‘First, take a dry towel from the kitchen. Then, wipe the table with it.’

Say: Now, you will listen to another response and repeat after me.

‘First, soak up the water from the table with a dry napkin. Then, wipe the table with a dry cloth.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: First, / soak up the water / from the table / with a dry napkin. / Then, / wipe the table / with a / dry cloth.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 11 • Tell Me How

153

Echo

154

clean your room

clean your bed

sheets

chair

UE24CB_Grade 2.indb 87

.

. Keep in cupboard.

toys

Chapter 11 • Tell Me How

. in the basket.

.

books

Your room is

Fold your

Put

Then, tidy your

First,

bookshelf

make your bed

table

1 Write: Complete the sentences to give instructions.

drawer

games

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clothes

Your sister’s room is messy. Write the instructions to clean the room.

Practise and present it in the class.

Follow the Steps

The Final Show

Plan and Speak

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Notes Corner

You can read from the book.

Smile when you speak.

Do not be scared.

Speak loudly and clearly.

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3 Present: In class, tell your friends how you will give the instructions.

family members.

2 Practise: Practise giving the instructions many times with your

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Imagine that your sister’s room is messy. You have to present in front of the class the instructions that you will give your sister to clean the room.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting.

You may encourage the learners to give the instructions in a polite manner.

Model Responses: 1. First, make your bed.

Then, tidy your bookshelf.

Put your games in the basket.

Fold your clothes. Keep your books in the cupboard.

Your room is tidy.

2. First, clean your bed.

Then, tidy your drawer.

Put your toys in the basket.

Fold your sheets. Keep your clothes in the cupboard.

Your room is tidy.

3. First, make your bed.

Then, tidy your table.

Put your clothes in the basket.

Fold your sheets. Keep the toys in the cupboard.

Your room is clean.

If the learners share the instructions correctly, with adequate vocabulary, and in the correct sequence, you can praise them by saying, ‘That was nicely explained!’, ‘I liked the way you gave instructions!’ or ‘Good job!’. In case the learners are struggling, you can tell them, ‘Let me help you’ or ‘You are doing great, just speak a bit louder’.

Conclusion

2 mins

Say: In this chapter, we learnt to follow instructions. We also learnt to give simple instructions to do something.

Chapter 11 • Tell Me How

155

Chapter 12

What Happens Next?

Big Skill: Talking about future plans Learning Objectives: Learners will be able to: • predict the next event in a story.

• answer simple questions about one’s plans for the next day/the near future.

Chapter 12

What Happens Next?

Period 1

Talking about future plans

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156

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 12—What Happens Next?

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture.

You may ask these suggested questions.

1. Who do you see in the picture?

(I see two girls in the picture.)

2. Where are the children?

(The children are at home.)

3. What are they doing?

(They are watching a show on the TV. / They are talking about a show.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see two girls sitting together on a sofa. They are in their drawing room which is beautifully decorated. A TV show that they were watching has just ended. Now, the two girls seem to be wondering what is going to happen next.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 90 of your content book. We will read the story—Brothers or Enemies?

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you see in the picture?

(I see two boys in the picture. / I see two boys fighting in the picture.)

2. What could the two boys be fighting over?

(The two boys could be fighting over a TV remote / a broken toy / a bar of chocolate.)

3. Have you ever fought with someone?

(Yes, I have fought with my sister over a few toffees. / No, I love my brother very much. I have never fought with him.)

Explain: We are going to read a story about two brothers called Brothers or Enemies?

It’s about two brothers who fight every day about everything. However, something new happens between them. Can you predict what it is? Now, let us begin reading.

Instruct: Pay attention to the simple questions that help us predict what can happen next.

You may explain the meaning of the word ‘predict’ to the learners. It means to guess what might happen in the near future.

Chapter 12 • What Happens Next?

157

Listen

158

2

1

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90

He played with it all the time. But now the doll was broken.

It was a big doll with a purple hat.

Grandma gave it to Monty on his birthday. He loved the doll.

Do you know what Rishi did? He broke Monty’s favourite toy.

“I will NEVER speak to Rishi again,” Monty screamed.. He ran to his room.

Monty and Rishi were brothers, but they fought over everything everything.

Brothers or Enemies?

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3 4

Chapter 12 • What Happens Next?

broke (browk): separated into small pieces everything (ev.ree.thing): all things favourite (fa.vor.it): a thing that someone likes best or enjoys the most hugged (hugd): held tightly in one’s arms screamed (skreemd): made a very loud noise

Do you think they will fight again tomorrow?

What could be inside it? It was Rishi’s favourite toy. He gave it to Monty and said he was sorry.

Monty hugged Rishi.

Oh no! Was Rishi going to break another toy? Ah, no! Rishi gave a box to Monty.

Monty was crying on his bed.

Suddenly, Rishi came into his room.

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Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom.

While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Everything’ means all things. It is pronounced as ev.ree.thing. You may stress on the syllable in bold, like ‘ev’.

You may pause at the annotations and ask these suggested questions.

After 1 What do you think Rishi did?

(I think Rishi broke Monty’s doll. / I think Rishi fought with Monty.)

After 2 What does the doll look like?

(It is a big doll with a purple hat. / The doll is wearing a yellow shirt and blue pants.)

You may explain to the learners that it is not a good habit to fight with others.

After 3 Do you think Rishi will break another toy?

(No, I think Rishi will not break another toy. / No, I think Rishi will say sorry.)

After 4 Can you guess what could be inside the box?

(I think it could be a doll. / I think it could be Monty’s favourite toy inside the box.)

You can rephrase the answers in complete sentences based on your learners’ responses. For example: I think it could be Monty’s favourite toy inside the box.

After the Text

You may ask these suggested questions.

1. Are Monty and Rishi enemies?

(No, Monty and Rishi are not enemies. They are brothers. They fight often. But they still love each other.)

2. Do you think Monty and Rishi will fight again tomorrow?

(No, I don’t think they will fight again tomorrow. / Yes, I think they will fight again tomorrow.)

3. What will you do if your brother or sister breaks your favourite toy?

(I will try to fix it with the help of my elders at home. / I will cry and tell my parents.)

Chapter 12 • What Happens Next?

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Talking Book

Period 1

Monty was crying on his bed.

Suddenly, Rishi came into his room.

Oh no! Was Rishi going to break another toy? Ah, no! Rishi gave a box to Monty.

What could be inside it? It was Rishi’s favourite toy. He gave it to Monty and said he was sorry.

Monty hugged Rishi.

Do you think they will fight again tomorrow?

broke (browk): separated into small pieces everything (ev.ree.thing): all things favourite (fa.vor.it): a thing that someone likes best or enjoys the most hugged (hugd): held tightly in one’s arms screamed (skreemd): made a very loud noise

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence.

Instruct: Repeat the word after me—broke (browk).

Instruct: Repeat the meaning after me—separated into small pieces.

Instruct: Repeat the sentence after me—The glass bowl fell and broke.

Repeat this process for the other keywords as well.

Word

Pronunciation

Meaning

Sentence

everything

ev.ree.thing

all things

I like everything sweet.

favourite

fa.vor.it

a thing that someone likes best or enjoys the most

Blue is my favourite colour.

hugged

hugd

held tightly in one’s arms

I hugged my grandma when I saw her.

screamed

skreemd

made a very loud noise

The boy screamed when he saw a lizard.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I like / everything / sweet.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘broke’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. Today, I broke my scale by mistake.

2. I share everything with my best friend.

3. Sonali is reading her favourite book.

4. I hugged my friend when I met her.

5. I screamed when the lights suddenly went off.

Conclusion

4 mins

Say: Today, we read a story called Brothers or Enemies? In this chapter, we learnt to predict the next event in a story. We also learnt the words ‘broke’, ‘everything’, ‘favourite’, ‘hugged’ and ‘screamed’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 92. Learn to share your plans for the near future by listening to and repeating the projects given in the app.

Chapter 12 • What Happens Next?

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E-Speak 1 Practise at Home PROJECT 12A

You are Invited!

It is Piyush’s birthday. Listen to who he will invite and record it.

PROJECT 12B

Period 2

Come to My Party!

Piyush is talking about where he will celebrate his birthday. Listen and record it.

PROJECT 12C

Fun Time!

Piyush talks about two things that he will do on his birthday. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—What Happens Next? In the last class, we read a story called Brothers or Enemies? In the story, we read about two brothers, Monty and Rishi who fought with each other about everything. We learnt to predict what would happen next in the story. We also learnt the keywords ‘broke’, ‘everything’, ‘favourite’, ‘hugged’ and ‘screamed’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to predict the future events of a story. We are also learning to answer simple questions about one’s plan for the next day or the near future. When we predict the events of a story, we begin the sentence with ‘I think’.

Listen

Example from Text: In the story, there were questions in between to help us guess what would happen next. One day, when Monty screamed and said that he would never talk to Rishi again, there was a question, “Do you know what Rishi did?” Later, we came to know that Rishi broke Monty’s favourite toy. We saw Rishi give Monty a box, and there was a question, “What could be inside it?” We came to know that Rishi’s favourite toy was inside the box. Finally, the story ended with a question, “Do you think they will fight again tomorrow?” All these questions helped us predict what may happen next in the story.

Example from E-Speak 1: As a part of your homework project, you heard Piyush sharing his plans for his birthday. He talks about whom he will invite, where he will celebrate it and the two things that he will do on his birthday.

Echo E-Speak 1

8 mins

Say: Now, I will tell you the things that Piyush plans to do on his birthday.

Instruct: Repeat the Project 12A after me—Hello! My birthday is on 20 September. I will invite my friends Suraj, Pia and Rinku. I will also invite my grandma and my cousin Molly.

Instruct: Repeat the Project 12B after me—I will celebrate my birthday in my house. We will decorate the house.

Instruct: Repeat the Project 12C after me—On my birthday, I will dance with my friends.

I will also eat my favourite vanilla cake.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I will / celebrate / my birthday / in my house. / We will / decorate / the house.

Chapter 12 • What Happens Next?

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Echo

Speak on the Spot Boost Your Speaking

Plan Your Birthday

You have to plan your next birthday. Tell us your plan.

Hi! I am ...

My birthday is on ...

I will celebrate my birthday at/in ...

I will invite ...

Period 2

I will play ...

I will cut ... cake.

I will eat ... park

ludo

cousin

garden

friends

home

carrom

round

chocolate

pizza

cake

big

chips

samosa

vanilla

hide-and-seek

grandparents

Speak loudly.

Look at your friends when you speak.

Speak in complete sentences.

You can give your own answers.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to present in front of the class how you will plan your next birthday.

Instruct: Think for 2–3 minutes and then make your presentation.

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may read aloud the model responses given below between learners’ presentations if needed.

These model responses can help the learners get more ideas, use adequate vocabulary, and frame better sentences.

Model Responses: 1. Hi! I am Ronit. My birthday is on 2 July.

I will celebrate my birthday at home.

I will invite my friends.

I will play carrom.

I will cut a vanilla cake.

I will eat samosas.

2. Hi! I am Preeti. My birthday is on 18 May. I will celebrate my birthday in the park.

I will invite my cousins.

I will play hide-and-seek.

I will cut a chocolate cake.

I will eat chips.

3. Hi! I am Pooja. My birthday is on 16 June.

I will celebrate my birthday in the garden.

I will invite my grandparents.

I will play ludo.

I will cut a strawberry cake.

I will eat pizza.

If the learners present well with adequate vocabulary, you can praise them by saying, ‘That was a lovely presentation!’, ‘That sounds like a nice birthday plan’ or ‘Good job with the presentation’. In case the learners face difficulty in presenting their plans, you can help them by saying, ‘Let us try to frame the sentences together’, ‘Let me help you’ or ‘You are doing good, now can you tell me what will you do next on your birthday?’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to listen to the audio of the story ‘The Ant and the Dove’ in the app. You have to record what you think will happen next in the story, in 1–2 lines.

Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class.

2. Plan and Speak: You have to choose any one of the stories given on page no. 95. Think what will happen next in the story. You may practise saying these lines aloud, again and again, in front of an older family member.

Chapter 12 • What Happens Next?

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E-Speak 2 PROJECT 12D

Practise at Home

What Will Happen Next?

Listen to the story ‘The Ant and the Dove’. Say what you think will happen next, in 1-2 lines.

Gaming Zone What Is Next?

It’s Fun Time

Period 3

Draw a line to match what will happen next in each picture. One has been done for you.

Feeling sleepy

Watching the plant grow

Watering the plant

Eating the dish

Taking a bath

Going to bed

Making a dish

Drying after a bath

94

12_U24EN0206.indd 94

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166

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—What Is Next?

Say: Look at the pictures on the left. You have to predict what will happen next.

Show the example given in the book.

Instruct: Draw a line to match each picture on the left-hand side to the one on the right-hand side that shows what will happen next.

You may ask these suggested questions.

1. What do you think will happen after you water the plant?

(I think the plant will grow.)

2. What will you do soon after taking a bath?

(I will dry myself after taking a bath.)

3. You have finished making a dish. What will you do next?

(I will eat the dish.)

4. What will you do if you feel sleepy?

(I will go to bed.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘What Will Happen Next?’, where you heard the story ‘The Ant and the Dove’ and told us what you think will happen next in the story.

Listen

Instruct: Listen to my response to the project.

‘The ant will quickly go inside the man’s nose and make him sneeze. The dove will hear his voice and fly away.’

Say: Now, you will listen to another response and repeat after me.

‘The ant will go and bite the man’s leg. The man will scream and throw away the gun out of pain. The dove will hear his voice and fly away.’

You may break the sentences into meaningful chunks for the learners to repeat them easily.

For example: The ant will / go and bite / the man’s leg. / The man will / scream and / throw away the / gun out of pain. / The dove will / hear his / voice and / fly away.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 12 • What Happens Next?

167

Echo

168 UE24CB_Grade 2.indb 96

96

the story.

Notes Corner

Speak with hand movements and expressions.

Look at your friends when you speak.

Speak loudly.

4Present: Tell your friends about what you think will happen next in

3Practise: At home, practise these lines in front of an elder.

Period 3

12/13/2023 2:41:37 PM

Period 3 continued E & R Plan and Speak

20 mins

Say: You have to choose any one story from the ones given on page no. 95 and present what you think will happen next in the story.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

You may ask the learners to present their story with proper voice modulation and expressions.

You may also ask them to maintain eye contact with their peers while presenting the story.

Model Responses: 1. Hello friends!

I will talk about the story The Fox and The Grapes.

I think the fox will go away and find some other food to eat.

It can also happen that the fox will ask a bird to throw some grapes from the tree.

Thank you!

2. Hello friends!

I will talk about the story A Greedy Dog. I think the dog saw himself in the water and the bone fell from his mouth.

It can also happen that the other dog was kind and shared his bone.

Thank you!

If the learners present the ending of the story with grammatically correct sentences and adequate vocabulary, you may give them feedback like, ‘That was an interesting ending’, ‘That was great!’ or ‘I like your ending. It was fun.’ In case the learners struggle while presenting, you may help them by saying, ‘Let me help you to come up with the ending of the story.’ or ‘You have a good command over the language, just try to speak with more expressions.’

Conclusion

2 mins

Say: In this chapter, we learnt to predict the next event in a story. We also learnt to answer simple questions about our plans for the next day / the near future.

Chapter 12 • What Happens Next?

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About the Book This Conversations book aims to systematically build English language skills in learners and enable them to verbally express themselves in real-world situations. Each chapter focuses on building specific English language competencies and weaves together activities that are research-based, age-appropriate, contextual, experiential and joyful. The activities adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR), which has been endorsed by the NEP, 2020 and the NCF, 2023. Through the series, learners receive dedicated time and space within the classroom to express themselves in English which helps them in becoming confident speakers of the language.

Special Features • Activity-based Learning: The book offers joyful experiential activities that build English communication competencies.

• Texts per the NEP 2020 Themes: The book has exciting and stimulating texts that pave the way for English communication activities.

• Tech Integration: The book works in sync with the digital world, where various other activities and projects are undertaken. Learner outputs are evaluated through an AI-based speech recognition engine.

• Teachers’ Manual: The book is complemented by the Teachers’ Manual that enables teachers to conduct each session effectively.

About Uolo Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia and the Middle East.

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