Conversations - Grade 5 - English_AY24_TM

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5

CONVERSATIONS Achieve Fluency in Verbal Communication

Teacher Manual

NEP 2020 based |

NCF compliant

|

Teacher led activities

Teacher Manual

CONVERSATIONS Achieve Fluency in Verbal Communication

5

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

Can You Help Me?

2

Talking Politely

16

Tell Us About It

30

Giving Directions

44

Questioning and Answering

58

Raising a Complaint

72

Rhyme a Few Lines

86

Tell Us in Short

100

Welcome, Problem Solvers!

114

In My Imagination

128

Telling About Events

142

My Views

156

I Want to Learn Chess

Conversations Around Us

Prank at the Mall

The Path to the New Library

Imagination Is the Key!

Action Against Potholes!

If Animals Had Jobs!

Dudhsagar Falls: A Unique Experience

The Book Club

The Mysterious Sound!

A New Friend

The Book Swap v

Chapter Outcomes Chapter No.

1

Chapter Title

Big Skill

Listening Speaking Competencies

Can You Help Me?

Making a request

Make a formal request with appropriate body language Make an informal request in a polite manner

2

Talking Politely

Taking part in formal conversations

Articulate thoughts correctly during a formal conversation Use appropriate body language and polite expressions

3

Tell Us About It

Describing an event

Answer simple questions about an event/incident Describe an event briefly and with few key details

4

Giving Directions

Giving step-bystep instructions

Understand the spatial directions given by someone Give clear and step-by-step instructions to someone

5

Questioning and Answering

Asking questions to gain information, and responding to them

Ask close-ended and open-ended questions Participate in an interview to gain/share information

6

Raising a Complaint

Registering a complaint

Raise a complaint Express one’s concerns in a polite yet firm manner

Rhyme a Few Lines

Creating and reciting short poems

Create short poems Present short poems and songs with expressions

Tell Us in Short

Giving a summary

Give important details Give a short summary

Welcome, Problem Solvers!

Stating problems and solutions

State a problem State simple solutions for a problem

In My Imagination

Sharing imaginations

Share one’s imaginations Present imaginations, with expressions

Telling About Events

Expressing creatively

Narrate key events in a story in sequential manner Enact a scene from a story/drama/film

My Views

Presenting informed opinions

Present an informed opinion Support opinions with relevant facts, information and logic

7

8 9

10 11

12

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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.

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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

Can You Help Me?

Big Skill: Making a request Learning Objectives: Learners will be able to: • make a formal request with appropriate body language.

• make an informal request in a polite manner.

Chapter 1

Can You Help Me?

Period 1

Making a request

1

U24ENCB_Grade5.indb 1

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2

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 1—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. Who do you see in the picture?

(I see an old lady and a little girl.)

2. Where are they?

(They are in a grocery store. / They are in a shopping mall.)

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

(I think the old lady dropped some items she bought from the market and the little girl is helping her by picking them up. / I think the little girl is helping the old lady.)

4. How do the old lady and the girl look in the picture?

(The old lady looks worried and the little girl looks happy to help the old lady.)

Read aloud the model description of the cover page.

Say: On the cover page, we see an old lady and a little girl in a grocery store. The old lady seems to have dropped some items she bought from the store. The little girl is helping her by picking up those items. The girl looks happy while helping the old lady.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 2 of your content book. We will read the story—I Want to Learn Chess.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you think is happening in the first picture?

(I think the girl is telling something to her mother after coming back from school.)

2. How does the girl look in the second picture?

(The girl looks worried / anxious / sad in the second picture.)

3. What do you see in the last picture on the page?

(I can see the girl, a man and a boy who is playing chess.)

4. Where do you think the girl is in the last box?

(I think the girl is in a chess class.)

Explain: We are going to read a story called I Want to Learn Chess. It is about a girl named Amisha, who wants to learn chess for her inter-class chess competition. Now, let us begin reading.

Instruct: Pay attention to the words and phrases used by Amisha in the story to request various things.

Chapter 1 • Can You Help Me?

3

Listen

4

1

U24ENCB_Grade5.indb 2

2

Amisha is excited about learning chess. She goes with her mother to a sports academy nearby. Upon arriving there, they come across a coach teaching some children. She quickly approaches him.

Really, Amisha? That’s great! Why don’t you take part in it?

Guess what, Mom? Our school is organising an inter-class chess competition next month.

I want to participate in it, but I am not sure.

Amisha excitedly rushes to her mother as soon as she arrives home. She has some interesting news to share.

That’s not a problem. You can always learn.

Hello Amisha! I am Anant.

I’m doing well. How about you?

Hello, sir! My name is Amisha. How are you?

12/13/2023 5:28:14 PM

Let us go to the sports academy to get you enrolled.

Yes! I want to master each and every move in chess. Could you please help me, Mom?

I don’t know how to play chess.

I Want to Learn Chess

2

4

Period 1

Best of luck, Amisha. You’re going to enjoy playing this game.

I am very thrilled. I am looking forward to learning this new game.

Certainly, here is the form. Please fill in all the details.

This sounds wonderful. I have never played chess before. I am very excited to learn all about it! Could you please give me an enrollment form?

It is a two-player game on a chessboard with black and white pieces. It’s a strategy game.

Could you please tell me what the game is about?

U24ENCB_Grade5.indb 3

Chapter 1 • Can You Help Me?

approaches (uh.prow.chuhz): moves closer to somebody or something from a distance enrolled (uhn.rowld): joined a course or class strategy (stra.tuh.jee): a plan used to achieve a result thrilled (thrild): excited wonderful (wuhn.duh.fl): very good

Of course! We have chess classes every Monday and Friday at 5 p.m. You will learn everything, from basic things like moving and capturing the pieces to advanced things like gambit.

That sounds amazing! Learning chess will help me sharpen my mind.

Can you provide some details about the classes?

Yes, Amisha, we teach chess here.

I am good too! I want to learn how to play chess. Do you give chess classes here?

3

12/13/2023 5:28:18 PM

3

Talking Book

Period 1 continued During the Text

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

You may use voice modulation for different characters while reading the dialogue.

You may pay special attention to the sentences and questions used in the story to make a request.

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

After 1 What do you think the interesting news is?

(I think that Amisha has to share the news about the inter-class chess competition. / I think that Amisha has to share the news about the picnic that the school is organising.)

After 2 Where does Amisha’s mother want to get her enrolled?

(Amisha’s mother wants her to get enrolled in a sports academy / chess class.)

For annotation 2, you may ask the learners whether they are enrolled in any sports or any other extra-curricular classes after school.

After 3 How many players are needed to play chess?

What else did the coach mention about the game of chess?

(Two players are needed to play chess. It is played on a chessboard with black and white pieces. It is a strategy game.)

After 4 How will learning chess help Amisha?

(Learning chess will help Amisha to sharpen her mind.)

After the Text

You may ask these suggested questions.

1. What did Amisha tell her mother after coming back home?

(Amisha came home and told her mother about the inter-class chess competition.)

2. Have you ever participated in an inter-class competition?

(Yes, I have participated in an inter-class dance competition. / No, I haven’t participated in any inter-class competition because I have stage fright.)

3. Can you think of a time when you requested something from your parents?

What did you request?

(Last Monday, I requested my mother to take me to the new bookstore to buy a new book for my next book review. / On Sunday, I requested my father to explain a chapter in maths to me.)

For open-ended questions, based on the learners’ experiences and realities, you may rephrase their responses into complete sentences. For example: On Sunday, / I requested / my father / to explain / a chapter / in maths to me.

Chapter 1 • Can You Help Me?

5

I am good too! I want to learn how to play chess. Do you give chess classes here?

Could you please tell me what the game is about?

Yes, Amisha, we teach chess here.

Talking Book

It is a two-player game on a chessboard with black and white pieces. It’s a strategy game.

This sounds wonderful. I have never played chess before. I am very excited to learn all about it! Could you please give me an enrollment form?

Period 1

That sounds amazing! Learning chess will help me sharpen my mind.

Can you provide some details about the classes?

Certainly, here is the form. Please fill in all the details.

Of course! We have chess classes every Monday and Friday at 5 p.m. You will learn everything, from basic things like moving and capturing the pieces to advanced things like gambit.

I am very thrilled. I am looking forward to learning this new game.

Best of luck, Amisha. You’re going to enjoy playing this game.

approaches (uh.prow.chuhz): moves closer to somebody or something from a distance enrolled (uhn.rowld): joined a course or class strategy (stra.tuh.jee): a plan used to achieve a result thrilled (thrild): excited wonderful (wuhn.duh.fl): very good

3

Chapter 1 • Can You Help Me?

U24ENCB_Grade5.indb 3

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6

Period 1 continued Echo Introducing Keywords

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

5 mins Echo

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

Instruct: Repeat the word after me—approaches (uh.prow.chuhz).

Instruct: Repeat the meaning after me—moves closer to somebody or something from a distance.

Instruct: Repeat the sentence after me—Aditi quickly approaches the teacher as soon as she sees her.

Repeat this process for the other keywords as well.

Word

Pronunciation

Meaning

Sentence

enrolled

uhn.rowld

joined a course or class

Divya enrolled herself in a sports academy to learn basketball.

strategy

stra.tuh.jee

a plan used to achieve a result

The children of grade 6 made a strategy to complete their school project.

thrilled

thrild

excited

Alia was thrilled to learn the new board game.

very good

The museum is a wonderful place to explore.

wonderful wuhn.duh.fl

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Divya / enrolled herself / in a / sports academy / to learn / basketball.

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 ‘approaches’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. Tina approaches the teacher to ask her about the maths class.

2. Seema enrolled herself at a dance school.

3. Rohan came up with a strategy to complete his homework on time.

4. Priya was thrilled to go out during the vacation.

5. I read a wonderful book over the weekend.

Conclusion

4 mins

Say: Today, we read the story called I Want to Learn Chess. In the story, Amisha told her mother about the inter-class chess competition and Amisha’s mother asked her to enrol herself at a sports academy to learn chess. We read how Amisha went to the chess class and requested the coach to share details about the game and timing of the classes. We learnt the words ‘approaches’, ’enrolled’, ‘strategy’, ‘thrilled’ and ‘wonderful’; and how to use them in sentences.

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

Chapter 1 • Can You Help Me?

E&R

7

E-Speak 1 Practise at Home PROJECT 1A

Day Trip

Sagar requests his mother to let him go on a school excursion. Listen to Sagar’s request and record it.

PROJECT 1B

Period 2

Give Details

Sagar asks his friend Rajan for more details about the excursion. Listen to him and record it.

PROJECT 1C

Pack My Bag

Sagar requests his mother to help him pack his bag for the excursion. Listen and record it.

4

U24ENCB_Grade5.indb 4

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8

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 I Want to Learn Chess, where Amisha tells her mother about the inter-class chess competition. Amisha requests her mother to help her learn the moves in chess. She also interacts with the chess coach and requests him to share more details about the game and the timing of the classes. We learnt to make formal and informal requests in a polite manner.

We also learnt the keywords ‘approaches’, ’enrolled’, ‘strategy’, ‘thrilled’ and ‘wonderful’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to make formal and informal requests in a polite manner and with appropriate body language. We are also learning about the appropriate words that can be used to make a request.

Listen

Example from Text: In the story, Amisha told her mother about the inter-class chess competition and requested her to help her learn the chess moves. She said, “Could you please help me, Mom?”. Her mother decided to enrol her in a chess class. When she went to the chess class, she requested the coach to tell her about the game. She said, “Could you please tell me what the game is about?”. She also requested him to give her details about the timing of the classes. She said, “Can you provide some details about the classes?”. We use ‘can’ or ‘could’, when we request someone. We use ‘can’ for informal requests. We use ‘could’ for formal requests.

Example from E-Speak 1: As a part of your homework project, you heard Sagar requesting his mother to let him go on the school excursion. He requested his friend Rajan to give him more details about the excursion. Finally, he requested his mother to help him pack his bag for the excursion.

Echo E-Speak 1

8 mins

Say: Now, I shall speak the requests Sagar made to his mother and friend.

Instruct: Repeat the Project 1A after me—Mother, our school is taking us on an excursion to the museum. Can you please fill the form for me? I want to go there with my friends.

Instruct: Repeat the Project 1B after me—Hey Rajan! I need to give more details to my parents about the school excursion. Can you please give me more information about the location and timings of the museum?

Instruct: Repeat the Project 1C after me—Mother, can you please help me pack my bag for the excursion? I am confused about the things that I should keep and the things that I should not take with me.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Mother, / our school is / taking us / on an excursion / to the museum. / Can you please / fill the form for me? / I want to / go there / with my friends.

Chapter 1 • Can You Help Me?

9

Echo

Speak on the Spot Boost Your Speaking

Let’s Go on a Trip Make a polite request to your parents to take you to your favourite destination on a holiday.

Father/Mother, my vacations are starting from … (date) Can you please take me to … which is my favourite destination? (name of place)

Period 2

I love this place because it has … mountains

natural beauty

lakes

beaches

forts

palaces

amusement parks

scenic view

sunny

pleasant

cloudy

chilly

windy

The weather will be … cool

Can we also … ? go for camping

do boating

play on the beaches

go on a wildlife safari

visit the local temples

shop in the local markets

visit the museums and gardens

do some adventure activities

Speak clearly and confidently.

Be polite while making a request.

You can give your own answers.

5

Chapter 1 • Can You Help Me?

U24ENCB_Grade5.indb 5

12/13/2023 5:28:21 PM

10

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, imagine you want to go to your favourite destination on holiday. Make a polite request to your parents to take you there.

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 share their requests confidently and politely. Make sure they use correct body language while making the request.

Model Responses: 1. Father, my vacations are starting from 1 December.

Can you please take me to Kerela which is my favourite destination?

I love this place because it has beaches.

The weather will be pleasant.

Can we also play and make sand castles on the beaches?

2. Mother, my vacations are starting from 1 May. Can you please take me to Mussoorie which is my favourite destination?

I love this place because it has mountains.

The weather will be cool.

Can we also do some adventure sports?

3. Father/Mother, my vacations are starting from 5 March.

Can you please take me to Mysore which is my favourite destination?

I love this place because it has palaces.

The weather will be sunny.

Can we also visit the museums and gardens?

You may compliment the learners for framing correct sentences by saying, ‘Well attempted!’ or ‘Good job!’. Your feedback may also be based on their presentation style, like ‘You should look at the audience, and speak with a smile’ or ‘You should speak louder and more confidently’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app a polite request to your teacher, to organise a potluck in your class, in 3–4 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 a request you would want to make to the principal of your school for any one of the situations given on page no. 7. Write down the details of the request you want to make. You may ask for help at home to do the work correctly.

Practise saying the sentences aloud, again and again, in front of your friends or an older family member.

Chapter 1 • Can You Help Me?

11

E-Speak 2 PROJECT 1D

Practise at Home

Potluck in School

A potluck is a meal where each student brings a food item from their home. Everyone shares their food. You have to make a polite request to your teacher, in 3-4 lines, to organise a potluck for the class.

Gaming Zone Period 3

It’s Fun Time

Formal or Informal

Read these requests. Put (F) if it is a formal request and (I) if it is an informal request.

Sir, could you please take action against the potholes?

Dad, please give me some cookies to eat.

Ma’am, could you please explain this topic again?

Can you please pass me the TV remote?

Mom, can I go and play in the park with my friends?

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Formal or Informal.

Say: There are some requests written with a blank box next to the requests.

Instruct: Read the requests carefully and write (F) in the box if it is a formal request and (I) if it is an informal request.

You may explain to the learners to whom we make a formal request and to whom we make an informal request. For example: We make formal requests to any senior authority like the principal, teachers or some officer. We make informal requests to our family members, friends and relatives.

You may ask these suggested questions.

1. Is it a formal or informal request to ask the authority to take action about the potholes on the road?

(Asking the authority to take action about potholes is a formal request.)

2. Is it a formal or informal request to ask your dad to give you some cookies?

(Asking dad to give some cookies is an informal request.)

3. Is it a formal or informal request to ask your teacher to explain a topic?

(Asking a teacher to explain a topic is a formal request.)

4. Is it a formal or informal request to ask someone to pass the TV remote at home?

(Asking someone to pass the TV remote at home is an informal request.)

5. Is it a formal or informal request to ask your mother to go out and play with your friends?

(Asking your mother to go out and play with your friends is an informal request.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Potluck in School’, where you had to make a formal request to your teacher, to organise a potluck in your class.

Instruct: Listen to my response to the project.

Listen

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

Echo

‘Hello ma’am, this academic year is going to end in a month. Can we please have a potluck in our class before our final exams start? This will help us to bond and spend time with our friends.’

‘Hello sir, our Diwali holidays will start in a week. Before the holidays, could we please plan a potluck in our class? We would love to have a pre-Diwali celebration with our friends in the class.’

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hello sir, / our Diwali holidays / will start in a week. / Before the holidays, / could we please / plan a potluck / in our class?

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 • Can You Help Me?

13

14 Add more dustbins in the school

U24ENCB_Grade5.indb 7

Chapter 1 • Can You Help Me?

It will benefit us because

The students

Could you please

Sir/Ma’am,

Add new books in the library

(how will it help the students)

(problem you are facing)

(make a request)

2Write: Complete the sentences to make your request.

Get new sports equipment

1Choose any one situation.

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.

.

?

Make a request to your school principal for any ONE of the following situations.

Then, present it in the class.

Requesting the Principal

The Final Show

Plan and Speak

U24ENCB_Grade5.indb 8

8

Notes Corner

Smile and speak politely.

You can read from the book.

Imagine your teacher to be the principal and make your request.

4Present: Now, present your request to your teacher.

3Practise: Practise your request in front of your family members.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present a request you would make to the principal in one of the given situations.

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 present their requests with appropriate body language.

You may read out the model responses in between the learners’ presentations. This will give them an idea of how requests are made and also boost their confidence.

Model Responses: 1. Ma’am, Could you please get some new sports equipment for our school?

The students are unable to practise properly during the sports period.

It will benefit us because we can practise for a longer time and it will also help us to prepare for the competitions. Thank you.

2. Sir, Could you please add more dustbins at school?

The students are unable to throw trash in the dustbins because most of them are full by noon.

It will benefit us because we can keep our classroom and school clean. Thank you so much.

3. Ma’am, Could you please add some new books to the library?

The students of our grade have already read most of the books there.

It will benefit us because we will get exposure to different genres and that will also improve our reading skills. Thank you.

If the learners present confidently, you can praise them by saying ‘Good try!’, ‘Well done!’ or ‘Keep it up!’. In case the learners struggle, you can say, ‘Let me help you’, ‘You have a good command of the language, just try to speak loudly’ or ‘You are doing great, let us try together’.

Conclusion

2 mins

Say: In this chapter, we learnt to make formal and informal requests, in a polite manner with the correct body language.

Chapter 1 • Can You Help Me?

15

Chapter 2

Talking Politely

Big Skill: Taking part in formal conversations Learning Objectives: Learners will be able to: • articulate thoughts correctly during a formal conversation.

• use appropriate body language and polite expressions.

Chapter 2

Talking Politely

Period 1

Taking part in formal conversations

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Period 1 Warm Up

5 mins

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

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 can you see in the picture?

(In the picture, I can see a student. I can also see a librarian.)

2. What is the child holding?

(The child is holding a book in his hand.)

3. What do you think is happening in this picture?

(I think the boy is asking about a book. / I think the child is getting a book issued.)

4. Look at the title carefully. What do you think the chapter is about?

(I think the chapter is about talking politely with other people.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a boy in a library. He has a book. There is a librarian as well. The boy seems to be talking politely to the librarian. The librarian is smiling.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 10 of your content book. We will read the story—Conversations Around Us. Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. Which sports class is shown in the first picture? How do you know?

(The first picture shows a Taekwondo class. I know this because there is a board behind the girl that has Taekwondo written on it.)

2. What are the two children doing at the back? Is anyone guiding them?

(At the back, the two children are practising Taekwondo. Their teacher is guiding them.)

3. What do you think the little girl is talking about?

(I think the little girl is asking the teacher about Taekwondo classes.)

You may explain what ‘Taekwondo’ is to the learners. It is a martial art that is from Korea. It is similar to karate.

Explain: We are going to read a story called Conversations Around Us. It is about Neha asking her school’s Taekwondo teacher, Ms Puri, to sign her up for the classes. Now, let us begin reading.

Instruct: Pay attention to the words and phrases used by the girl when inquiring about Taekwondo classes.

Chapter 2 • Talking Politely

17

Listen

18

2

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Ms Puri: Oh, for that, you have to cross many levels. Dan black belt is the highest rank in Taekwondo. If you reach this level, you become a Taekwondo Grand Master. For the beginner’s course, you will get a white belt.

Neha: That’s wonderful. I can hardly wait to have the same black belt as my aunt.

Ms Puri: Sure, Neha. A new batch for beginners will start next week. The duration of the course is three months.

Neha: I would like to enquire about the Taekwondo classes that take place after school. Could you help me out, please?

Ms Puri: Hello, Neha. How can I help you today?

Neha: Good afternoon, Ms Puri. My name is Neha. I am in grade 5.

12/13/2023 5:28:49 PM

Neha wants to sign up for Taekwondo classes at the sports academy in her school.

Her mother asks her to enquire about the classes. Neha meets Ms Puri at the sports academy. Ms Puri helps all the students with their enquiries. Let’s read the conversation between Neha and Ms Puri.

Conversations Around Us

4

3

Period 1

U24ENCB_Grade5.indb 11

Chapter 2 • Talking Politely

academy (uh. (uh.ka.duh.mee): .duh.mee) a school for training in a subject enquire (uhn.kwai.uh): to ask for some information from somebody showing off (show.uhng of): displaying something proudly sign up (sine uhp): join a group, class or activity tournaments (taw.na.muhnts): a sports competition between a number of teams or players in which only one of them wins

Ms Puri: You are welcome, Neha. See you tomorrow, then.

Neha: Thank you, Ms Puri. This has been very helpful. I will come back tomorrow to submit my form.

Ms Puri: The classes will be held from Monday to Friday between 4 pm and 5 pm. Here is an admission form. You will need to get it filled in by one of your parents.

Neha: I can’t wait to get started, Ms Puri! Can I sign up right now? What would be the class timings for this batch?

Ms Puri: Definitely, Neha! You can participate as soon as you are ready.

Neha: Sounds good! Will I get to represent our school in tournaments as well?

Ms Puri: I am sure you will have lots of fun. In Korean, “tae” means “to kick” or “smash with feet.” You will learn many kicks and become a Taekwondo master.

Neha: Oh, wow! I hope to complete all the levels! What kind of moves will I get to learn? My aunt always looks so cool, showing off her Taekwondo moves.

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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 also ask any eager or confident learner to read Neha’s lines while you read Ms Puri’s lines.

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

After 1 What information does Ms Puri give Neha?

(Ms Puri tells her that the new batch will begin next week. She also mentions that taekwondo classes last three months.)

After 2 What colour belt will be given to her when she begins her class?

(When she begins her classes, she will be given a white belt.)

After 3 What is the meaning of Taekwondo in Korean?

(In Korean ‘tae’ means to kick or smash with feet. So, I think Taekwondo could mean ‘learning to kick’ or ‘fighting with kicks’.)

After 4 What does Neha need to do with the form?

(Neha needs to get the admission form filled in by one of her parents.)

You may discuss with learners if they are interested in any sports or whether they take any special classes after school.

After the Text

You may ask these suggested questions.

1. Who do you think inspired Neha to learn Taekwondo? How do you know?

(Neha’s aunt inspired her to learn Taekwondo. I know this because Neha wants to get a black belt like her aunt. She also thinks her aunt looks very cool when she shows her Taekwondo moves.)

2. If given a chance, would you like to attend taekwondo classes? Why or why not?

(Yes, I would like to attend Taekwondo classes because I want to learn a martial art. / No, I would not like to learn Taekwondo because I am not interested in martial arts.)

3. In the chapter, Neha was polite and formal in making her inquiry. Where else do you think we should be polite?

(I think we should be polite in all inquiries and conversations. / I think we should be polite when we make formal requests to anyone, especially at school. / I think we should always be polite to everyone.)

You may write Kalaripattu, Gatka and Thang-Ta on the board. Then, tell the learners that these are Indian martial arts practiced in Kerala, Punjab and Manipur. This will be a good way to expand your learners’ vocabulary and knowledge.

Chapter 2 • Talking Politely

19

Neha: Oh, wow! I hope to complete all the levels! What kind of moves will I get to learn? My aunt always looks so cool, showing off her Taekwondo moves.

Talking Book

Ms Puri: I am sure you will have lots of fun. In Korean, “tae” means “to kick” or “smash with feet.” You will learn many kicks and become a Taekwondo master.

Neha: Sounds good! Will I get to represent our school in tournaments as well?

Period 1

Ms Puri: Definitely, Neha! You can participate as soon as you are ready.

Neha: I can’t wait to get started, Ms Puri! Can I sign up right now? What would be the class timings for this batch?

Ms Puri: The classes will be held from Monday to Friday between 4 pm and 5 pm. Here is an admission form. You will need to get it filled in by one of your parents.

Neha: Thank you, Ms Puri. This has been very helpful. I will come back tomorrow to submit my form.

Ms Puri: You are welcome, Neha. See you tomorrow, then.

academy (uh. (uh.ka.duh.mee): .duh.mee) a school for training in a subject enquire (uhn.kwai.uh): to ask for some information from somebody showing off (show.uhng of): displaying something proudly sign up (sine uhp): join a group, class or activity tournaments (taw.na.muhnts): a sports competition between a number of teams or players in which only one of them wins

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Chapter 2 • Talking Politely

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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—academy (uh.ka.duh.mee).

Instruct: Repeat the meaning after me—a school for training in a subject.

Instruct: Repeat the sentence after me—I go to the sports academy to learn badminton.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

enquire

uhn.kwai.uh

to ask for some information from somebody

I want to enquire about chess classes at my school.

showing off

show.ungh of

displaying something proudly

Lalita was happily showing off her gold medal after winning the race.

sign up

sine uhp

join a group, class or activity

I want to sign up for swimming classes this year.

tournaments

taw.na.muhnts

a sports competition between I want to participate in the a number of teams or players badminton tournaments next month. in which only one of them wins

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I want to / enquire about / chess classes / at my school.

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 ‘academy’ and tell them to me.

Repeat this process with all the keywords.

E&R

Model Responses: 1. Sheetal joined the dance academy to learn Indian classical dance.

2. I want to enquire about the football classes that will start from next week.

3. Priya was happily showing off the gifts she got for her birthday.

4. Mohan wants to sign up for the cricket classes from next month.

5. Our school won many volleyball tournaments last year.

Conclusion

4 mins

Say: Today, we read the story called Conversations Around Us. It was about Neha asking Ms Puri about joining Taekwondo classes after school. In this chapter, we learnt how to have a formal conversation politely. We also learnt the words ‘academy’, ‘enquire’, ‘tournaments’ and the phrases ‘showing off’ and ‘sign up’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 12. Learn to inquire about something politely by listening to and repeating the projects given in the app.

Chapter 2 • Talking Politely

21

E-Speak 1 Practise at Home PROJECT 2A

Music Class Risha calls the music centre to enquire about classes. Listen to her and record it.

PROJECT 2B

Come Visit Us The music teacher at the centre replies to

Period 2

Risha’s query. Listen and record it.

PROJECT 2C

Plan to Visit The music teacher asks Risha to visit

the centre and get more details. Listen to Risha’s reply and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Talking Politely. In the last class, we read a story called Conversations Around Us. In the story, we saw Neha politely inquiring from Ms Puri about joining the Taekwondo class.

We also learnt the words ‘academy’, ‘enquire’, ‘tournaments’ and the phrases ‘showing off’ and ‘sign up’; 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 politely during formal conversations. We are also learning to use appropriate polite expressions and body language during formal conversations.

Listen

Example from Text: In the story, Neha asked questions to the teacher, Ms Puri, regarding the Taekwondo class. She used polite greetings like ‘Good afternoon’ and ‘Thank you’, while talking to her teacher. She inquired politely about the time and the duration of the class by saying, “I would like to enquire about the Taekwondo classes that take place after school. Could you help me out, please?” She wanted to know whether she would be able to represent her school during the tournaments. She also listened to the instructions given

by Ms Puri. Towards the end, she thanked Ms Puri for giving her all the details by saying, “Thank you, Ms Puri. This has been very helpful. I will come back tomorrow to submit my form.” Neha used a formal tone while talking to her teacher, Ms Puri.

Example from E-Speak 1: As a part of your homework project, you heard Risha inquiring about the music classes. You also heard the reply given by the music teacher to Risha regarding the music classes. She was having a formal conversation as she was talking to the teacher about music classes.

Echo E-Speak 1

8 mins

Say: Now, I shall say what Risha asked the music teacher and the music teacher’s reply.

Instruct: Repeat the Project 2A after me—Good afternoon, sir! I am Risha. I want to join the music classes. Could you please tell me at what time are they held? Could you also tell me on which days are these classes held?

Instruct: Repeat the Project 2B after me—Hi Risha! I am glad to know that you are interested in joining the classes. Please come and visit us today to learn more about the classes, their timings and the fees.

Instruct: Repeat the Project 2C after me—Oh! I am sorry. I cannot come today as my parents are busy with their work. Can I visit you on Sunday? Are you open on Sundays?

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Good afternoon, sir! / I am Risha. / I want to / join the music classes.

Chapter 2 • Talking Politely

23

Echo

Speak on the Spot Boost Your Speaking

Joining the Class Imagine you are Risha. You are at the music centre to get more details. Present your conversation with the teacher, in the class.

… ma’am! I am Risha.

Good morning, Risha.

I called you to learn more about the new music class.

Oh yes, I remember. How can I help you?

I want to learn to play the … guitar

piano

drums

violin

tabla

flute

Period 2

That is very nice. At what time would you like to attend the classes?

I would like to attend the classes … at 4 p.m.

in the afternoon

in the evening

from 5 p.m. to 6 p.m.

Sure, Risha. On what days would you like to attend the classes?

I would like to attend the classes on … (days of the week) That would be alright.

…

What is the fee structure?

What will the cost be?

How much is the fee per month?

You have to pay ₹2000 per month.

Sure, ma’am. I am so … to join these classes. (feeling) Speak in complete sentences.

Look at your teacher while saying your lines.

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Chapter 2 • Talking Politely

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that you are Risha and you are at the music centre to get more details about the classes. What conversation will you have with the teacher?

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

E&R

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

You should complete the dialogue cycle with each learner independently. Guide the learners to speak using the words and phrases given in the help box, if needed. Encourage them to say their own lines too.

Model Responses: 1. Student 1: Good morning, ma’am! I am Risha.

Teacher: Good morning, Risha.

Student 1: I called you to learn more about the new music class.

Teacher: Oh yes, I remember. How can I help you?

Student 1: I want to learn to play the drums.

Teacher: That is very nice. At what time would you like to attend the classes?

Student 1: I would like to attend the classes at 4 p.m.

Teacher: Sure, Risha. On what days would you like to attend the classes?

Student 1: I would like to attend the classes on Friday and Saturday.

Teacher: That would be alright.

Student 1: What is the fee structure?

Teacher: You have to pay 2000 per month.

Student 1: Sure, ma’am. I am so excited to join these classes.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the answer that you will give to the question asked by your mother’s friend when she came to your house. 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 entered a new class and the new class teacher wants to know more about you. Write the things that you will tell about yourself, on page nos. 15–16. Practise saying the sentences aloud, again and again, in front of an older family member.

Chapter 2 • Talking Politely

25

E-Speak 2 PROJECT 2D

Practise at Home

My Aspiration Ms Anjali, your mother’s friend, has come to your

house. She is meeting you for the first time and wants to know more about you. Listen to her question and respond to it in 3-4 lines.

Gaming Zone It’s Fun Time

Formal Conversation Period 3

Match the sentences to the pictures.

Coach, you have guided us so

well during the practice sessions.

Ma’am, when do I have to return this book?

Mrs Gupta, I need help with this assignment.

Sir, thank you so much for giving me the first prize.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Formal Conversation.

Say: On the left, there are some sentences. On the right, there are some pictures that are related to those sentences.

Instruct: Read the sentences carefully and match them correctly to the picture.

You may ask these suggested questions.

1. What do you think the student is saying to the teacher in the first picture?

(Mrs Gupta, I need help with this assignment.)

2. What do you think the boy is telling the coach in the second picture?

(Coach, you have guided us so well during the practice sessions.)

3. What do you think the girl who has won the first prize is saying, in the third picture?

(Sir, thank you so much for giving me the first prize.)

4. What do you think the girl is asking the librarian, in the last picture?

(Ma’am, when do I have to return this book?)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Aspiration’, where you told Ms Anjali what you want to be when you grow up.

Instruct: Listen to my response to the project.

Listen

‘Hello, Ms Anjali. When I grow up, I want to be a dancer. I enjoy learning different kinds of dance and I love to perform on the stage. I am already taking classes to learn Indian classical dance.’

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

‘Hello, Ms Anjali! When I grow up, I want to be a writer. I love reading books. I would love to write fun and interesting stories for children.’

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

For example: When I grow up, / I want to / be a writer. / I love / reading books. / I would love to write / fun and interesting stories / for children.

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 • Talking Politely

27

Echo

28

Chapter 2 • Talking Politely

U24ENCB_Grade5.indb 15

(hobby)

.

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15

(continued...)

. What do you want to be when you grow up?

. Sir/Ma’am, what is your hobby?

regularly?

That’s nice. What is your favourite hobby?

about my new class.

Do you practise

(feeling word)

. How are you?

How do you feel about your new class?

. Thank you for asking.

sir/ma’am.

(share your practise schedule)

I like to

I

I like

I am very

(greeting)

1Write: Complete the conversation.

You have entered a new class. Your new class teacher wants to know more about you. Present your lines in the class.

My New Class

The Final Show

Plan and Speak I want to be a

(what do you want to be)

because

.

(give a reason for your choice)

Why do you want to become

I have a dream of becoming a

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16

Notes Corner

You can read from the book.

Speak in complete sentences.

Be polite and confident while speaking.

3Present: Now, say the dialogue with your teacher.

2Practise: Practise saying your lines with a family member.

Period 3

.

?

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now imagine that you are the new student in the class and I want to know more about you. So, you will get into a conversation with me and answer my questions.

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 loudly and clearly. Allow them to read out their response from the book.

You may give different responses to the questions asked by the learners. You may also add more questions to the conversation if a learner seems confident.

Model Responses: 1. Student 1: Good morning, sir.

Teacher: Good morning, Aarav. How are you?

Student 1: I am fine. Thank you for asking.

Teacher: How do you feel about your new class?

Student 1: I am very excited about my new class.

Teacher. That’s nice. What is your favourite hobby?

Student 1: I like to read storybooks.

Teacher: Do you practise reading regularly?

Student 1: I read every day before going to bed. Sir, what is your hobby?

Teacher: I like to paint. What do you want to be when you grow up?

Student 1: I have a dream of becoming a doctor.

Teacher: Why do you want to become a doctor?

Student 1: I want to be a doctor because I want to treat and cure poor people.

Teacher: Thank you for sharing.

If the learners present well and confidently, give feedback like ‘Well done!’ and ‘Good job! Keep it up!’. In case the learners struggle, you can say, ‘Let us try together’, ‘You can do it’, or ‘Do you wish to practise for a while and present later?’

Conclusion

2 mins

Say: In this chapter, we learnt to share our thoughts politely during formal conversations. We also learnt to use appropriate body language and polite expressions during conversations.

Chapter 2 • Talking Politely

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Chapter 3

Tell Us About It

Big Skill: Describing an event Learning Objectives: Learners will be able to: • answer simple questions about an event/incident.

• describe an event briefly and with few key details.

Chapter 3

Tell Us About It

Period 1

Describing an event

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 3—Tell Us About 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. Who do you see in the picture?

(I see a boy and his father talking to each other and laughing.)

2. What is the boy telling his father?

(I think the boy is telling a funny story to his father. / I think the boy is telling his father about some people playing music with some utensils.)

3. Can you remember a funny story / event?

(Yes, I remember a funny event when my cousin was ironing his clothes without turning on the switch. He kept saying that the iron needed repair. He did not even check the switch once. / No, I can’t think of any such story right now.)

Read aloud the model description of the cover page.

Say: On the cover picture, a boy is telling his father a hilarious story. The story is about his friends creating music using kitchen utensils. They both are laughing aloud about it.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 18 of your content book. We will read the story—Prank at the Mall.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you think the two children at the back are doing?

(I think they are talking about some event that happened in the past. / I think they are talking about a mall.)

2. What do you think is happening in the second picture?

(I think that the girl, her father and her mother are scared of the man wearing the hat. The girl is screaming and the father is running away.)

3. Do you know what a prank is? Have you played a prank on anyone?

(A prank is a trick that you play on someone as a joke. Yes, I played a prank on my sister. I hid behind the door of her bedroom and when she came in, I surprised her from behind and she was so scared. / No, I am scared that I will be scolded if the prank goes wrong.)

Explain: We are going to read a story called Prank at the Mall. It is about a girl, Asmita and her family who are going shopping. Asmita’s friend, Kamal, has joined them. She tells him about a funny incident that happened in the mall the last time she went there with her parents. Now, let us begin reading.

Instruct: Pay attention to how Asmita describes the funny event to Kamal with a few key details.

Chapter 3 • Tell Us About It

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Listen

32

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18

Asmita laughed, “We went to the mall to buy some clothes. Mom and I had already selected our clothes. We went to the men’s section to find shirts for Dad.

Asmita and her mom looked at each other and burst out laughing. Kamal was curious now. “What happened the last time?” he asked.

Asmita’s dad, Rajeev Uncle, said in a teasing tone, “Do you remember what happened last time?”

Kamal’s mother agreed, and all of them got into the car.

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was last

“Sure! Let me call and get his mother’s permission first.” Anju Aunty pulled out her phone.

“Mom, can Kamal go to the mall with us, please?”

Kamal and Asmita were playing in the park. Suddenly, they heard Asmita’s mom’s voice. “Asmita! Come on, let’s go! We need to go to the mall to buy shoes,” said Anju Aunty.

Prank at the Mall

4

3

Period 1

Talking Book

U24ENCB_Grade5.indb 19

Chapter 3 • Tell Us About It

curious (kyoo.ree.uhs): eager to know or learn about something mannequins (ma.nuh.knz): human-shaped dolls used to display clothes in stores permission (puh.mi.shn): to allow prank (prank): a trick or joke teasing (tee.zihng): laughing at somebody and making jokes in a friendly way

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Kamal thought the prank was really funny. He kept laughing until they reached the mall.

Asmita said, “The people working at the store started laughing. They shouted together, ‘HAPPY APRIL FOOL’S DAY!’ It was actually a real man dressed like a mannequin. There were many more like him. When we realised this, we also started laughing at ourselves. We had been fooled!”

Kamal held his breath. “What happened next?”

Asmita said, “All three of us stood in front of the mannequin. Suddenly, it started moving! All of us were so scared that we started screaming at the same time. In fact, I was so scared that I threw my new clothes at the mannequin.”

Anju Aunty joined in, “Yes, then I finally found a shirt on a mannequin that I liked.

I called Asmita and her dad to look at it.”

Asmita continued, “You must have seen those large dolls that look like humans in the clothing stores, right?

They are called mannequins. Every time I passed by one of them, I felt a tap on my shoulder. I told Mom, but she didn’t believe me. Then, I was walking over to my father when I felt somebody pull off my cap. I turned around and saw that my cap was stuck to the hand of the mannequin.

I started wondering how that happened.”

“Really? What was it?” asked Kamal.

Something really funny happened with us there.”

Period 1 continued During the Text

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

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

After 1 Who are going to the mall?

For annotations 2, 3 and 4, (Kamal, Asmita, Asmita’s mother, Anju and motivate the learners to make Asmita’s father, Rajeev, are going to the mall.) the predictions. Praise them After 2 for thinking differently and What do you think might have happened the last creatively. time the family went shopping?

(The family might have left their shopping bags in the mall. / The parents might have forgotten Asmita in the mall. / They might have enjoyed it a lot.)

After 3 What do you think happened?

(I think a friend of Asmita was in the mall too and was having fun with her. / I think someone was playing a prank on her. / I think her father was playing a prank on her.)

After 4 What do you think happened next in Asmita’s story?

(I think people around would have laughed at Asmita and her family. / I think the people in the store must have started running because they were scared.)

For open-ended questions based on real-life experiences and comprehension, you may help the learners rephrase their answers into complete sentences. For example: I think people around would have laughed at Asmita and her family.

After the Text

You may ask these suggested questions.

1. How did Kamal know Asmita was going to tell a funny story?

(Asmita and her mother burst out laughing before telling the story. So, Kamal knew it was going to be a funny story.)

2. What was the April Fool’s prank played on Asmita and her parents?

(The prank played on Asmita’s family was that they had gone shopping in the mall.

They were being tapped on their shoulder every time they passed a mannequin.

Someone had pulled off Asmita’s cap too. Then, a mannequin started moving.

Asmita and her family were scared, but the people working in the store started laughing at them. They were pranked by the store people.)

3. Have you ever been pranked on April Fool’s Day? Tell us about it.

(Yes, I was pranked once. I was going to the park and suddenly heard the loud barking of the dogs. I was scared and started running back towards my home, when I heard my friends laughing and calling out ‘April Fool’. / No, I have not been fooled. Once, my friends tried to fool me but I did not get tricked.)

If time permits, get responses from all the learners. Ask them to share the incident in 2–3 sentences. Allow the use of mixed language in the class for better expression. You can rephrase later in English.

Chapter 3 • Tell Us About It

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Something really funny happened with us there.”

“Really? What was it?” asked Kamal.

Asmita continued, “You must have seen those large dolls that look like humans in the clothing stores, right?

They are called mannequins. Every time I passed by one of them, I felt a tap on my shoulder. I told Mom, but she didn’t believe me. Then, I was walking over to my father when I felt somebody pull off my cap. I turned around and saw that my cap was stuck to the hand of the mannequin.

I started wondering how that happened.”

Talking Book

Period 1

Anju Aunty joined in, “Yes, then I finally found a shirt on a mannequin that I liked.

I called Asmita and her dad to look at it.”

Asmita said, “All three of us stood in front of the mannequin. Suddenly, it started moving! All of us were so scared that we started screaming at the same time. In fact, I was so scared that I threw my new clothes at the mannequin.”

Kamal held his breath. “What happened next?”

Asmita said, “The people working at the store started laughing. They shouted together, ‘HAPPY APRIL FOOL’S DAY!’ It was actually a real man dressed like a mannequin. There were many more like him. When we realised this, we also started laughing at ourselves. We had been fooled!”

Kamal thought the prank was really funny. He kept laughing until they reached the mall.

curious (kyoo.ree.uhs): eager to know or learn about something mannequins (ma.nuh.knz): human-shaped dolls used to display clothes in stores permission (puh.mi.shn): to allow prank (prank): a trick or joke teasing (tee.zihng): laughing at somebody and making jokes in a friendly way

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Chapter 3 • Tell Us About It

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Period 1 continued Echo Introducing Keywords

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—curious (kyoo.ree.uhs).

Instruct: Repeat the meaning after me—eager to know or learn about something.

Instruct: Repeat the sentence after me—The dog was curious about the new surroundings and explored every corner.

Repeat this process for the other keywords as well.

Word

Pronunciation Meaning

5 mins

Echo

Sentence

mannequins ma.nuh.knz

human-shaped dolls used to display clothes in stores

The mannequins at the store came in all sizes.

permission

puh.mi.shn

to allow

My mother gave me permission to go on the school trip.

prank

prank

a trick or joke

Seema hid Sam’s shoes to play a prank on him.

teasing

tee.zihng

laughing at somebody and Maya’s sister was teasing her by giving making jokes in a friendly way her funny nicknames.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The mannequins / at the store / came in / all sizes.

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 ‘curious’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. I am curious to read more about the different planets.

2. My sister bought the dresses that were put on the first two mannequins.

3. The teacher gave us the permission to practise the skit in the auditorium.

4. My brother played a prank on me by hiding my school bag.

5. Yesterday, Leena was teasing me by acting like me.

Conclusion

4 mins

Say: Today, we read the story called Prank at the Mall. In the story, a girl, Asmita, was describing a funny incident to her friend. In this chapter, we learnt to describe an event with a few details. We also learnt to answer simple questions about an event. We learnt the words ‘curious’, ‘mannequins’, ‘permission’, ‘prank’ and ‘teasing’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 20. Learn to describe an event by listening to and repeating the projects given in the app.

Chapter 3 • Tell Us About It

E&R

35

E-Speak 1 Practise at Home PROJECT 3A

New Water Park Rajeev describes the opening of a new water park in his city. Listen and record it.

PROJECT 3B

Period 2

A Must Visit Rajeev explains why the water park is a must visit. Listen and record it.

PROJECT 3C

Oh, What Fun! Rajeev continues to talk about the facilities that are available at the water park. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Tell Us About It. In the last class, we read a story called Prank at the Mall. The story is about a girl, Asmita, who is sharing a funny incident that happened with her and her parents, when they went to the mall the last time. We learnt to describe simple incidents that happen in our lives with a few details. We also learnt to answer simple questions about an event.

We also learnt the keywords ‘curious’, ‘mannequins’, ‘permission’, ‘prank’ and ‘teasing’; 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 small events and incidents from our daily lives. We are also learning to describe them with a few key details and answer simple questions about them.

Listen

Example from Text: In the story, we saw Asmita sharing the incident with relevant details with her friend, Kamal. She gave details about what happened, where it happened, and how she and her family reacted. She described the prank that was played on them at the shopping mall by the store people. She mentioned how she felt scared when someone was tapping her shoulder as she was crossing the mannequins. Then, she gave details of how her cap got stuck to the hand of a mannequin and finally, how a mannequin started moving as three of them stood in front of it. Finally, the people at the store started laughing and shouted ‘April Fool’s Day’. All the key details were mentioned by Asmita when she described the prank to Kamal.

Example from E-Speak 1: As a part of your homework project, you heard Rajeev talk about the opening of a new water park in the city. He explained why the water park is a must visit and talked about the facilities that are available at the water park.

Echo E-Speak 1

8 mins

Say: Now, I shall speak about how Rajeev described the opening of a new water park.

Instruct: Repeat the Project 3A after me—A new water park opened in our city on 23 September. It was inaugurated by the mayor of the city. It is located near the airport.

Instruct: Repeat the Project 3B after me—The water park has many water activities. There are huge rides and fun slides. It is also a good picnic spot for a family.

Instruct: Repeat the Project 3C after me—The water park offers many facilities. You can get costumes of your size from the counter. There is a food court which offers a variety of food items.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: A new water park / opened in our city / on 23 September. / It was / inaugurated by / the mayor of the city. / It is located / near the airport.

Chapter 3 • Tell Us About It

37

Echo

Speak on the Spot Boost Your Speaking

New Sports Complex A new sports complex has opened in your neighbourhood. Give important details about the sports complex.

Hello!

A new sports complex has opened … (place) It was inaugurated on … (date/day) by … (person) This complex has various sports, like …

Period 2

It also has …

Apart from sports, we can also …

The opening hours are … (time)

badminton

swimming

football

gym complex

eat healthy food

canteen

District Magistrate

cricket

gaming zone

chess

locker rooms changing rooms

walk around

Speak clearly and loudly.

You can give more details if you want to.

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Chapter 3 • Tell Us About It

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38

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that a new sports complex has opened in your neighbourhood. You have to share important details about it. You can take help from the prompts given.

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 use the prompts on page no. 21 for help. You may also encourage them to add their own lines while speaking.

Model Responses:

1. Hello!

A new sports complex has opened on M.G. Road.

It was inaugurated on 20 December by the District Magistrate.

This complex has various sports, like badminton, swimming and football.

It also has a gaming zone.

Apart from sports, we can also visit the canteen to eat healthy food.

The opening hours are 8 a.m. to 8 p.m. Thank you.

2. Hello!

A new sports complex has opened on P.N. Street.

It was inaugurated on 28 February by the mayor.

This complex has various sports, like badminton, cricket and chess.

It also has gym complex.

Apart from sports, we can also eat at the canteen or walk around the park.

The opening hours are 10 a.m. to 9 p.m. Thank you.

3. Hello!

A new sports complex has opened on Pearl Circle.

It was inaugurated on 20 December by the Police Commissioner.

This complex has various sports, like chess, swimming and football.

It also has a canteen.

Apart from sports, we can also use the changing room and the locker room.

The opening hours are 11 a.m. to 8 p.m. Thank you.

If the learners present well, you can praise them by saying ‘Well done!’, ‘Good try’ or ‘Awesome’. In case any learner uses incorrect words or phrases to describe an event, you can say, ‘Let us try together’ or ‘You are doing great! Let me help you’; and then correct the learners and mention the suitable words or phrases.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app about a day in school that was filled with events, in 3–4 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 a day that was special to you. Write the key details of that day.

Practise saying the sentences aloud, again and again, in front of an older family member.

You may ask the learners to bring a photograph of the day, if they have one.

Chapter 3 • Tell Us About It

39

E-Speak 2 PROJECT 3D

Practise at Home

An Eventful Day at School Experiencing a day full of events at school can make the learning environment more fun and memorable. Speak about an eventful day at school in 3-4 lines.

Gaming Zone It’s Fun Time

Period 3

My Experiences Tick [ü] the things that you have experienced in your life.

I went to watch a film.

I attended a birthday party.

Something funny happened to me.

I got a prize.

I was sick.

I was scared.

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40

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—My Experiences.

Say: Look at the pictures and read the descriptions that are given below.

Instruct: You have to put a tick under the pictures in case you have experienced such an incident in your life.

You may ask these suggested questions.

1. Whose was the last birthday party you attended?

(The last birthday party I attended was my cousin’s birthday.)

2. Can you remember a day when something funny happened to you? What was it?

(Yes, last Monday something funny happened to me. I wanted to add some sugar to my milk, but I added salt by mistake.)

3. Do you remember any experience where you were scared?

(Yes, last week I was scared during the storm when the lights went off.)

4. Have you ever won a prize or a medal?

(Yes, I won a medal for running in the races on the sports day. / No, I never won a prize or a medal.)

5. Do you recall the last time you felt sick?

(I felt sick last month. I got a viral fever.)

6. Name your favourite film.

(My favourite film is Home Alone. / Finding Nemo is my favourite film.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘An Eventful Day at School’, where you told us about a day full of events in your school.

Listen

Instruct: Listen to my response to the project.

‘Last Friday, we had a literature festival at our school. A small book fair was organised by our school, where we could explore and buy the books we wanted. There were also story-telling sessions for all the grades.’

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

‘Last Monday, we had an Art Day at our school which was interesting. We could showcase our learnings with any art form we liked such as drawing, painting or making models in groups.

My friends and I made a model of the water cycle that we learnt in our science class.’

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Last Monday, / we had / an Art Day / at our / school / which was / interesting. / We could / showcase / our learnings / with any / art form / we liked / such as / drawing, / painting / or making models in groups. / My friends and I / made a model of / the water cycle / that we / learnt in our / science class.

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 • Tell Us About It

41

Echo

42 . (place)

(when it happened)

.

The best thing about that day was

U24ENCB_Grade5.indb 23

Chapter 3

Thank you.

.

. (what you did)

. (people that were there)

.

. (name the occasion)

That day is special because

On that day, I

There were

I was at

It happened

The special event was

Today, I would like to share an event that was special for me.

Hello Friends!

1Write: Complete the sentences.

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Write about a day with your family that was special for you. Practise your lines and tell your friends about it.

A Special Day!

The Final Show

Plan and Speak

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24

Notes Corner

In the end, you can ask your friends if they also had a similar experience.

Share how you feel about the event.

Speak with confidence and expressions.

3Present: Talk about the event in the class.

2Practise: Practise talking about the special event many times at home.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will tell the class about a day that was special for you. Talk about the occasion, when and where it happened, what you did and why it was special.

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 present confidently with loud and clear voices. Make sure they are using the correct words and phrases during the presentation. You may help them in between, if needed.

You may read out the model responses in between the learners’ presentations to give them more ideas about the vocabulary that can be used to describe the event.

Model Responses: 1. Hello Friends!

Today, I would like to share an event that was special for me. The special event was my first summer camp. It happened on 27 May 2023. I was at Lonavala. There were my friends and teachers in the camp. On that day, I stayed in a tent with my friends.

That day is special because I went trekking for the first time. The best thing about that day was that I got to know a little more about my friends.

2. Hello Friends!

Today, I would like to share an event that was special for me. The special event was my birthday celebration. It happened on 17 July. I was at home. There were my parents and my cousins. On that day, I planted a tree in the garden. That day is special because I turned 10. The best thing about that day was that I had the most fun birthday party.

Thank you.

3. Hello Friends!

Today, I would like to share an event that was special for me. The special event was a Christmas celebration. It happened on 25 December 2022. I was at Shimla. There were my parents and my sister. On that day, I played a lot in the snow. That day is special because I made my first snowman. The best thing about that day was that I spent a snowy Christmas.

Thank you.

If the learners share their experiences correctly and with adequate vocabulary, you can praise them by saying ‘Such a lovely experience’ or ‘Lovely! I liked hearing how much you enjoyed it’. In case any learner struggles, you may encourage them to share their experience, by saying ‘You are doing good. Can you share what happened next?’ or ‘Let me help you’.

Conclusion

2 mins

Say: In this chapter, we learnt to share an incident and describe it with a few key details. We also learnt to answer simple questions about an event / incident.

Chapter 3 • Tell Us About It

43

Chapter 4

Giving Directions

Big Skill: Giving step-by-step instructions Learning Objectives: Learners will be able to: • understand the spatial directions given by someone.

• give clear and step-by-step instructions to someone.

Chapter 4

Giving Directions

Period 1

Giving step-by-step instructions

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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—Giving Directions.

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 think the boy is holding?

(I think the boy is holding a piece of paper. / I think the boy is holding a piece of paper with an address written on it.)

2. What do you think the boy is asking?

(I think the boy is asking for directions to reach somewhere.)

3. What do you think the man is doing?

(The man is pointing in a direction to show the boy how to reach the place that he has asked about.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see a street. There are two kids and a man. The boy is holding a piece of paper in his hand. It seems that the address of a place is written on the paper. The children are asking the man to give them directions to reach the place. The man is pointing and showing the children how to reach the place.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 26 of your content book. We will read the story—The Path to the New Library.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What is the teacher doing?

(I think the teacher is showing the students the way to go somewhere. / I think the teacher is telling the students to move straight ahead.)

2. Where do you think the children are going?

(I think the children are going to the class / library / auditorium.)

3. Why do you think the children look happy?

(I think the children look happy because they may be going to an interesting place. / The children look happy because they may be going on a school trip.)

4. Read the title of the story. What do you think the story is about?

(I think the story is about giving or receiving directions. / I think the story is about the way to the library.)

Explain: We are going to read a story called The Path to the New Library. In this story, the teachers and staff of the school are giving directions to the students to reach the new school library. Now, let us begin reading.

Instruct: Pay attention to the way the directions are given to the students.

Chapter 4 • Giving Directions

45

Listen

46

1 2

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26

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The students’ hearts were overflowing with enthusiasm. Their adventure continued as they met Ms Lata, the Hindi teacher, who smiled and guided them ahead. “Take

Turning left from the Science Lab, they bumped into Mr Amit, the Drama teacher, who was practising lines for a play. “Follow me, boys and girls. We are almost at the place of creativity.”

On the first floor, they saw Mrs Gupta, the Science Teacher, “Keep going, young scientists! Turn left after you pass the science lab.”

As they walked through the school hallway, they met Bablu, the helpful caretaker.

He gave them a thumbs-up and pointed to the stairs. “Go up those stairs, children!

The library is waiting for you upstairs.”

Ms Rajneet, the librarian, greeted everyone with a warm smile, “Good morning, dear children! Today, I’m going to take you on an adventure—to our new library!

I hope all of you are ready.” She continued, “Come with me, everyone! We’ll explore together.”

The students of Rigyan Modern School in Meerut were eagerly waiting to see their new school library. There was a whisper of excitement in the air. On the day of the grand opening of the library, everyone was buzzing with anticipation. As the morning sun poured into the classroom through the windows, curious students gathered in the school’s assembly hall. The teachers and the principal had planned a fun activity to direct the students to the treasure house of knowledge—the library.

The Path to the New Library

4

3

Period 1

U24ENCB_Grade5.indb 27

Chapter 4 • Giving Directions

explore (uhk.splaw): to learn about something that is new

enthusiasm (en.thyoo.zee.a.zm): feeling of excitement

eagerly (ee.guh.lee): to be excited about something about to happen

buzzing (buh.zuhng): talking about something excitedly

bumped (bumpt): ran into someone

And so, with the teachers and the principal as their guides, the young students began their adventure in the library.

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27

Talking Book

Together, they opened the doors and entered the library.

It was like stepping into a magical world of books, where they could read, dream, and learn as much as they wanted.

Outside the big brown but closed doors of the library was Principal Deshmukh, pointing at it. “Look, children! This is your door to a world full of stories and knowledge!”

a right turn from the next corner and this path will lead you to a world of wisdom.”

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 meaning and stress the pronunciation. For example: ‘Bumped’ means ‘ran into someone’. It is pronounced as bumpt.

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

After 1 What directions does Bablu give the students to reach the library?

(Bablu directs the students to take the stairs up to reach the library.)

After 2 Which direction should the children turn, once they pass the science lab?

(Once the children pass the science lab, they need to turn left.)

After 3 What directions does Ms Lata give the children to reach the library?

(Ms Lata tells the students to take a right turn at the next corner.)

After 4 Why do you think they refer to the library as “a magical world of books”?

(The library is referred to as “a magical world of books” because students can read, dream and learn as much as they want to in it.)

You may rephrase learners’ responses into complete sentences and ask them to repeat those after you. For example: The library is referred to as “a magical world of books” because students can read, dream and learn as much as they want to in it.

After the Text

You may ask these suggested questions.

1. What did the teachers and the principal plan to do to direct the children to the library?

(The teachers and principal had planned a fun activity for the children to reach the library.)

2. Who did the students meet before reaching the library?

(The students met Ms Rajneet, the librarian; Bablu, the caretaker; Mrs Gupta, the Science teacher; Mr Amit, the Drama teacher; and Ms Lata, the Hindi teacher.)

3. Can you give me directions to reach our school library if we start from our classroom?

(To reach the library from our classroom, step out of the classroom and take a right turn. Then, walk straight to the end of the corridor. The library is on your right-hand side.)

For open-ended questions based on the learners’ realities, you can rephrase their responses into complete sentences. For example: To reach the library from our classroom, step out of the classroom and take a right turn.

Chapter 4 • Giving Directions

47

a right turn from the next corner and this path will lead you to a world of wisdom.”

Talking Book

Outside the big brown but closed doors of the library was Principal Deshmukh, pointing at it. “Look, children! This is your door to a world full of stories and knowledge!”

Together, they opened the doors and entered the library.

It was like stepping into a magical world of books, where they could read, dream, and learn as much as they wanted.

Period 1

And so, with the teachers and the principal as their guides, the young students began their adventure in the library.

bumped (bumpt): ran into someone

buzzing (buh.zuhng): talking about something excitedly

eagerly (ee.guh.lee): to be excited about something about to happen enthusiasm (en.thyoo.zee.a.zm): feeling of excitement

explore (uhk.splaw): to learn about something that is new

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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.

Echo

Instruct: Repeat the word after me—bumped (bumpt).

Instruct: Repeat the meaning after me—ran into someone.

Instruct: Repeat the sentence after me—I bumped into my old friend at the restaurant.

Repeat this process for the other keywords as well.

Word

Pronunciation

Meaning

Sentence

buzzing

buh.zuhng

talking about something excitedly

The school was buzzing about the upcoming school fair.

eagerly

ee.guh.lee

to be excited about I was eagerly waiting for the new book something about to happen in the series.

enthusiasm

en.thyoo.zee.a.zm

feeling of excitement

The class was filled with enthusiasm after the class teacher’s encouraging words.

explore

uhk.splaw

to learn about something that is new

Rasha wanted to explore the possibility of using solar devices.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The school was / buzzing about / the upcoming / school fair.

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 ‘bumped’ and tell them to me.

Repeat this process with all the keywords.

Model Responses:

E&R

1. Niyati bumped into her old English teacher at a wedding.

2. The children were buzzing about the events that would happen on Children’s Day. 3. The audience was eagerly waiting for the performance to begin.

4. Raman did not show any enthusiasm for his stage performance.

5. Our group decided to explore more venues for Risha’s birthday party.

Conclusion

4 mins

Say: Today, we read the story called The Path to the New Library. We learnt how to understand directions to reach a particular place. We also learnt how to give step-by-step instructions to someone. We learnt the words ‘bumped’, ‘buzzing’, ‘eagerly’, ‘enthusiasm’ and ‘explore’; and how to use them in sentences.

Homework Say: Practice the E-Speak 1 projects on page no. 28. Learn to say the directions by listening to and repeating the projects given in the app.

Chapter 4 • Giving Directions

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E-Speak 1 Practise at Home PROJECT 4A

Srishti Guides Raina Raina is a new student at school. She can’t find the principal’s office. Srishti tells her the directions to the office.

Listen and record it.

PROJECT 4B

Period 2

Way to the Principal’s Office Srishti guides Raina further to reach the office. Listen and record it.

PROJECT 4C

The Principal’s Office Srishti gives the final direction to reach the principal’s office. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Giving Directions. In the last class, we read the story called The Path to the New Library. In this story, the teachers and the school staff were giving directions to the students to reach the new school library. We learnt how to give directions to reach a place.

We also learnt the keywords ‘bumped’, ‘buzzing’, ‘eagerly’, ‘enthusiasm’ and ‘explore’; 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 understand directions and give step-by-step instructions to someone. We use phrases like ‘turn to the left-hand side’, ‘turn to the right-hand side’ and ‘walk straight’ to direct someone to reach a place. We give directions and instructions in simple and easy-to-understand phrases or sentences.

Listen

Example from Text: In the story, the teachers and the school staff give students directions to reach the new library. For example, the helpful caretaker, Bablu, said, “Go up those stairs, children!”. Mrs Gupta, the science teacher said, “Keep going, young scientists! Turn left after you pass the science lab.” And when the students reached their destination, Principal Deshmukh said, “Look, children! This is your door to a world full of stories and knowledge!”

Example from E-Speak 1: As a part of your homework project, you heard Srishti give directions to Raina to reach the principal’s office. She gave her the instructions using phrases, ‘turn right’, ‘walk straight’ and ‘turn to your left’.

Echo E-Speak 1

8 mins

Say: Now, I shall tell you how Shristi gave the directions.

Instruct: Repeat the Project 4A after me—Hi Raina! Welcome to our school. Do you want to go to the principal’s office? Then, you must first walk straight from the main gate. You will reach the school bell tower.

Instruct: Repeat the Project 4B after me—After reaching the school bell tower, turn right.

You will enter the corridor. Keep walking straight down the corridor.

Instruct: Repeat the Project 4C after me—At the end of the corridor, when you turn to your left, you will see the medical room. Opposite the medical room is our principal’s office.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hi Raina! / Welcome to our school. / Do you want to / go to / the principal’s office? / Then, / you must / first walk straight / from the main gate. / You will reach / the school bell tower.

Chapter 4 • Giving Directions

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Echo

Speak on the Spot Boost Your Speaking

Giving Directions Look at the map and give directions to the new student on how to reach a certain place in the school.

Period 2

Choose the place where you want the new student to be standing and where you want him/her to go. library

art room

basket ball court

classroom

washroom

water cooler

playground

reception

Hello!

To get to the … from …

First, …

Then, …

After that, …

Finally, …

Thank you. go straight

turn right

keep walking

turn left

go downstairs

just opposite

Give clear instructions.

Look at the class while speaking.

Speak in complete sentences.

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52

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine, you have to give directions to the new student about a place in the school. You may refer to the map of the school on page no. 29. Choose the place where the new student should stand and the place where he/she should go. Then, give your directions.

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 use hand movements when giving directions. Tell them that doing so helps someone to understand the directions more easily.

You may guide the learners to use the words ‘first’, ‘next’, ‘then’, ‘after that’ and ‘finally’ to give directions.

Model Responses:

1. Hello!

To get to the washroom from the classroom, you must follow these directions.

First, turn left from the classroom. Then, walk straight and turn to the right. After that, continue walking down the corridor. Turn to your left and keep walking straight.

Finally, you will reach the washroom. Thank you.

2. Hi friends!

To get to the reception from the library, you must follow these steps.

First, take a left turn from the library. Then, keep walking straight and take a right from the corner. After that, walk straight for some time. Finally, you will reach the reception. It will be on your right-hand side. Thank you.

3. Hello!

To get to the classroom from the art room, follow the directions I am giving you.

First, take a left turn from the art room and walk straight until you reach the corner.

Then, take a right turn at the corner. After that, walk straight down the corridor.

Finally, take a right turn and the next left. You will reach the classroom. Thank you.

If the learners give correct directions and in correct sentence structure, you may praise them by saying, ‘You were absolutely correct’, ‘Very well directed’ or ‘Keep it up!’. If the learners struggle to do the activity, you can say, ‘Let’s try once again’, ‘Let me help you’, ‘Look at the picture and try again with me’, etc.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the steps to save a number on a mobile phone, in 3–4 lines. Practise in front of the camera and make several attempts before submitting the final response. The best model response will be read out to the class.

2. Plan and Speak: You have to give clear instructions on any one of the topics given.

Write the steps to do the activity on page no. 31. Ask for help at home to do the work correctly. Practise saying the lines loudly, again and again, in front of your older family members.

Chapter 4 • Giving Directions

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E-Speak 2 Practise at Home

PROJECT 4D

Save It You want to save the house help’s number on your mother’s mobile phone. Tell us the steps to save the number, in 3-4 lines.

Gaming Zone It’s Fun Time

Steps to Make Tea Period 3

Number the steps in correct order to make tea.

Finally, pour the hot tea into a cup and serve.

Then, add tea and sugar to the boiling water and let it boil again.

After that, add some milk into the boiling mixture of tea and water.

Pour some water into a kettle and bring it to boil.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Steps to Make Tea. Say: Read the steps given to make a cup of tea.

Instruct: You have to number the instructions for making tea in the correct order.

You may ask these suggested questions.

1. What will you do first to make a cup of tea?

(First, I will pour some water into a kettle and bring it to the boil.)

2. What will you do after bringing the water to the boil?

(Then, I will add tea and sugar to the boiling water and let it boil again.)

3. What will you do after boiling the mixture of tea water and sugar?

(After that, I will add some milk to the boiling mixture of tea and water.)

4. What would be your final step?

(Finally, I will pour the hot tea into a cup and serve.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Save It’, where you listed the steps to save the house help’s phone number on your mother’s mobile phone in 3-4 lines.

Instruct: Listen to my response to the project.

Listen

‘To save the house help’s number, first dial the number. Then, click on the ‘Save to Contacts’ option. After that, fill in all the details of the house help whose contact number you want to save. Finally, click on ‘Save’.’

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

‘To save the house help’s number, first go to the ‘Contacts’ option. Then, click on ‘Add New Contacts’. After that, fill in all the details of the house help whose contact number you want to save. Finally, click on ‘Save’.’

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

For example: To save the / house help’s number / first / go to / the ‘Contacts’ option. / Then, / click on ‘Add New Contacts’. / After that, / fill in all the details / of the house help / whose contact number / you want to save. / Finally, click on ‘Save’.

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 • Giving Directions

55

Echo

56

contacts

person’s chat

click

gallery

enter the name

mail

select the photo

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upload

select the app

search the app

click on install

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31

press call button

send

.

.

on a mobile phone.

Finally, you will be able to play store

, first open the

.

(task chosen)

make a call

After that

Then,

To

Hello, friends!

Write: Complete the sentences to give the instructions.

Chapter 4 • Giving Directions

2

share photos

Tick (ü) a task you want to give instructions on.

download an app

1

Give clear instructions to do any ONE task on the mobile phone. Write the instructions and practise saying it. Finally, present it to the class.

Using a Phone

The Final Show

Plan and Speak

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32

Notes Corner

You can use words/phrases like “next”, “now”, “to begin with” and so on.

You can add steps of your own.

Look at the class while speaking.

Give clear instructions.

4Present: Give the instructions in the class.

3Practise: Practise giving the instructions to your family members.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class your instructions on the topic you chose.

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 stand straight and maintain eye contact with the audience while presenting. Guide them to pause between steps for others to understand them easily.

You may read out the model responses in between the learners’ presentations. This will give them better ideas and appropriate vocabulary to enhance their presentation.

Model Responses: 1. Hello, friends!

To download an app, first open the ‘Play Store’ app on the mobile phone. Then, search the app that you want to download. After that, click on the download button.

Finally, you will be able to access that app.

2. Hello, friends!

To share photos, first open the ‘Gallery’ on the mobile phone. Then, select the photo you want to share. After that, click on the ‘Share’ button that looks like an envelope.

Finally, select the medium through which you want to send the photo i.e. Bluetooth, WhatsApp, Gmail, etc. Then, send the photo. Thank you.

3. Hello, friends!

To make a call, first open the call button on a mobile phone. Then, search for the contact you want to call. After that, click on the call button in that particular contact.

Finally, you will be able to talk to that person. Thank you.

You may make the learners understand that there are many ways to do a particular thing on the mobile phone. So, they should accept all the sets of instructions given by their peers.

If the learner presents his/her instructions clearly and confidently, praise them by saying ‘Keep it up!’, ‘Well done!’ and ‘Good job!’. In case learners struggle to present, you can say ‘Let me help you.’ and ‘You are doing great, let us try it together.’

Conclusion

2 mins

Say: In this chapter, we learnt how to understand directions and to give step-by-step instructions to someone.

Chapter 4 • Giving Directions

57

Questioning and Answering

Chapter 5

Big Skill: Asking questions to gain information, and responding to them Learning Objectives: Learners will be able to: • ask close-ended and open-ended questions.

• participate in an interview to gain/share information.

Chapter 58

Questioning and Answering

Period 1

Asking questions to gain information, and responding to them

Interview Hour

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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—Questioning and Answering.

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 think the lady is doing in the picture?

(I think the lady is asking the boy some questions.)

2. What do you think the boy is doing in the picture?

(I think the boy is answering the lady. / I think the boy is talking to the lady.)

3. Do you think that the picture shows an interview? How do you know?

(Yes, the picture shows an interview. I know this because “Interview Hour” is written on the lady’s desk.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see an interview happening. The lady is the interviewer.

She is asking questions to a boy. The boy is answering them because he is the interviewee.

A few people in the front of the picture are watching the interview as its audience.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 34 of your content book. We will read the text—Imagination Is the Key! 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 library in the first picture. / I see a magical library in the picture as the books are arranged like stairs in the middle.)

2. What is the man doing in the picture?

(The man is climbing the stairs made from books. / The man is searching for a book in the library.)

3. Do you like reading storybooks? Which is your favourite storybook?

(Yes, I like reading storybooks. My favourite storybook is Alice’s Adventures in Wonderland by Lewis Carroll.)

Explain: We are going to read a text called Imagination Is the Key! It is the interview of an author. The interview is called Imagination Is the Key! In this interview, a famous author, Ms Gayatri Kaur, visits a classroom and meets the students. The students ask the author lots of exciting questions. She happily answers them. Now, let us begin reading.

Instruct: Pay attention to how the students ask the questions and how the author responds to those questions.

Chapter 5 • Questioning and Answering

59

Listen

60

2

1

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34

Ms Kaur: No, I like writing during the night-time. I write on my terrace.

Anju: Ma’am, do you write all day when you are working on a book?

Ms Kaur: It was a collection of funny short stories for toddlers.

Neena: That is so exciting. What was the book about?

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Ms Kaur: It was my niece! When she was 3 years old, she loved listening to stories.

At one point, I started creating stories of my own. She inspired me to write “First Steps, First Stories”, a storybook for children.

Atul: What inspired you to write your first book, Ma’am?

Teacher: Thank you for your time, Ms Kaur. Students, if you have any questions for her, please feel free to ask her one by one. Atul, you can go first.

Ms Kaur: Good morning, students. I am so glad to be here today.

Teacher: Settle down, class. We have a special guest with us today. She wrote her first book at the age of 20. Her second book was on the bestselling list for three years. Please welcome the famous author, Ms Gayatri Kaur.

Imagination Is the Key!

4

3

Period 1

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Chapter 5 • Questioning and Answering

bestselling (best.seh.lihng): anything that is very popular and is sold faster than others entire (en.tai.uh): whole or complete incident (in.si.dnt): something important that has happened inspired (in.spai.uhd): gave an idea and confidence to do something toddlers (tod.luh): young children who are learning to walk

Ms Kaur: Sure, that’s why I am here! Let’s begin.

Shobha: Ma’am, will you teach us how to write a good story?

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35

Ms Kaur: (laughing) No, I was just an average student. But I always had a good imagination! Imagination is the key! I used to think about new stories with interesting characters all the time.

Gaurav: Ma’am, I would also like to ask you something about your childhood. Did you ever come first in class when you were in Grade 5?

Ms Kaur: Haha, yes! I once drew all over my brother’s school books with my crayons. I have written about that incident in one of my books.

Raj: Ma’am, have you ever used any story from your childhood in your books?

Ms Kaur: It took me three years to write my first book. But with experience, it takes me lesser and lesser time.

Jaskiran: How long does it take you to write an entire book?

Talking Book

Period 1 continued During the Text

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

During the interview, you may read the dialogues of Ms Kaur and ask different learners to read the dialogues of the other participants. This will make reading aloud more fun for everyone.

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

After 1 What are Ms Gayatri Kaur’s achievements?

(The achievements of Ms Gayatri Kaur are that she wrote her first book at the age of twenty, and her second book was on the bestselling list for three years.)

After 2 Does the author have a writing routine? What is it?

(Yes, Gayatri Kaur has a writing routine. She likes writing during the night-time. She writes when she is sitting on her terrace.)

After 3 What is Gayatri Kaur’s answer to Jaskiran’s question?

(Gayatri Kaur’s answer to Jaskiran is that it took her three years to write the book.

But with more experience of writing books now, it takes her lesser time.)

After 4 What is the key to becoming a writer, according to Gayatri Kaur? Do you agree with her?

(According to Gayatri Kaur, imagination is the key to becoming a writer. Yes, I agree with her because if we cannot imagine, we will not be able to create a good story.)

You can rephrase the answers in complete sentences based on your learners’ responses. For example: Gayatri Kaur’s answer to Jaskiran is that it took her three years to write the book.

You may encourage the learners to name their favourite authors and share interesting facts about them. Make a note of the authors on the blackboard for the reference of the non-readers in the class.

After the Text

You may ask these suggested questions.

1. Tell me something about Gayatri Kaur.

(Gayatri Kaur is a famous author. She writes storybooks for children. She wrote her first book at the age of twenty. Her second book was on the bestselling list for three years.)

2. What is Gayatri Kaur going to teach the students?

(Gayatri Kaur is going to teach the students how to write a good story.)

3. If you could interview anyone, who would it be? Why? (If I could interview anyone, it would be Mahendra Singh Dhoni because he is an inspiration for many people.)

Chapter 5 • Questioning and Answering

61

Talking Book

Period 1

Jaskiran: How long does it take you to write an entire book?

Ms Kaur: It took me three years to write my first book. But with experience, it takes me lesser and lesser time.

Raj: Ma’am, have you ever used any story from your childhood in your books?

Ms Kaur: Haha, yes! I once drew all over my brother’s school books with my crayons. I have written about that incident in one of my books.

Gaurav: Ma’am, I would also like to ask you something about your childhood. Did you ever come first in class when you were in Grade 5?

Ms Kaur: (laughing) No, I was just an average student. But I always had a good imagination! Imagination is the key! I used to think about new stories with interesting characters all the time.

Shobha: Ma’am, will you teach us how to write a good story?

Ms Kaur: Sure, that’s why I am here! Let’s begin.

bestselling (best.seh.lihng): anything that is very popular and is sold faster than others entire (en.tai.uh): whole or complete incident (in.si.dnt): something important that has happened inspired (in.spai.uhd): gave an idea and confidence to do something toddlers (tod.luh): young children who are learning to walk

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62

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—bestselling (best.seh.lihng).

Instruct: Repeat the meaning after me—anything that is very popular and is sold faster than others.

Instruct: Repeat the sentence after me—This smartphone is one of the bestselling models in the market.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation Meaning

Sentence

entire

en.tai.uh

whole or complete

I watched the entire film without taking a break.

incident in.si.dnt

something important that has happened

I told my friends about a funny incident from my childhood.

inspired in.spai.uhd

gave an idea and confidence to do something

The beautiful view of the mountains inspired my mother to start painting.

toddlers tod.luh

young children who are learning to walk

Sana carefully helped the two toddlers take their first steps.

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

For example: The beautiful view / of the mountains / inspired my mother / to start painting.

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 ’bestselling’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. The book series Harry Potter quickly became a bestselling hit.

2. My brother can eat an entire pizza by himself.

3. The scary incident at the airport led to increased security.

4. My grandmother inspired me to read Indian folktales.

5. Toddlers were not allowed on the giant wheel ride.

Conclusion

4 mins

Say: Today, we read a text called Imagination Is the Key! An author, Ms Gayatri Kaur, met the students of grade five. They asked her many questions and she answered them. We learnt how to ask questions to someone and how to answer the questions that are asked to us, correctly. We learnt the words ‘bestselling’, ‘entire’, ‘incident’, ‘inspired’ and ‘toddlers’; and how to use them in sentences.

Homework Say: Practise the E-Speak 1 projects on page no. 36. Learn to ask questions to gain more information by listening to and repeating the projects given in the app.

Chapter 5 • Questioning and Answering

E&R

63

E-Speak 1 Practise at Home PROJECT 5A

New Class

Vinutha has joined a new school recently. She asks her classmates some questions about her class.

Listen and record it.

PROJECT 5B

Period 2

School Playground

Vinutha goes on to ask questions about the playground. Listen and record it.

PROJECT 5C

Lunch Break

Vinutha enquires about the lunch break from her classmates. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Questioning and Answering. In the last class, we read a text called Imagination Is the Key! The students of class five had an interview with a famous author, Ms Gayatri Kaur. Through the interview, we learnt how to ask questions to someone and how to answer the questions that are asked to us, correctly.

We also learnt the keywords ‘bestselling’, ‘entire’, ‘incident’, ‘inspired’ and ‘toddlers’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this text and the projects, we are learning to ask close-ended and open-ended questions. Close-ended questions are questions with specific or context-based answers.

For example, ‘Which is our national flower?’ This a close-ended question because there is a specific answer—Lotus. Open-ended questions do not have fixed responses. They may vary. For example, ‘Where do you want to go for a vacation?’ This is an open-ended question because the answers may vary. We are also learning to participate in an interview to get / share information.

Listen

You may explain to the learners that context-based answers are those which are based on audio, visuals or written texts.

Example from Text: In the text, the students asked close-ended questions such as, ‘How long does it take you to write an entire book?’ and ‘What inspired you to write this book?’.

Ms Gayatri Kaur answered the questions asked by the students in complete sentences.

She said, ‘It took me three years to write my first book.’

Example from E-Speak 1: As a part of your homework project, you heard Vinutha ask both close-ended and open-ended questions at school. She asked about the location of the classroom and the playground. She also asked about the lunch break.

Echo E-Speak 1

8 mins

Say: Now, I shall read Vinutha’s questions to her classmates about her new school’s classroom, playground and lunch time.

Instruct: Repeat the Project 5A after me—Hello, friends! Where is the classroom? How many periods are there every day?

Instruct: Repeat the Project 5B after me—Is there a playground in the school? Can you tell me where the playground is? Which sports can we play?

Instruct: Repeat the Project 5C after me—Hello, friends! When do we have a lunch break?

Where can we sit and have lunch? Do we have a canteen?

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hello, friends! / Where is / the classroom? / How many / periods / are there / every day?

Chapter 5 • Questioning and Answering

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Echo

Speak on the Spot Boost Your Speaking

Interviewing the Teacher

Period 2

Choose a topic and ask your teacher TWO questions related to their school.

activities in school subjects they studied

classroom competitions

school building

sports teachers

name and location

Hello ma’am/sir, I want to know about … (topic you want to ask about) … (ask your questions) Ask your questions respectfully.

Wait for your teacher to respond to your questions.

Look at your teacher while asking your questions.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You read about how the students interviewed Ms Gayatri Kaur to learn more about her work. Now, it’s your turn to interview me. You have to choose a topic and ask me two questions related to my school and I will respond to your questions. You should try to pick topics and questions that are different from what your friends ask me.

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 pause after asking their questions for you to respond to them.

You may ask a confident learner to demonstrate the model response with you in the class.

Model Responses: 1. Student 1: Hello, ma’am, I want to know about the sports activities that were there at your school.

Teacher: Hello! Please ask me.

Student 1: Did your school have swimming as one of its activities?

Teacher: No. In my time, there were no swimming pools at schools.

Student 1: What was the allocated time for the sports activities?

Teacher: We had different times allocated in the time table for the sports activities.

Student 1: Thank you so much for sharing with us.

2. Student 2: Hello, sir, I want to know about your school building. How many floors did your school building have?

Teacher: My school building only had two floors.

Student 2: When was the school building constructed?

Teacher: It was a very old school. It was constructed in the year 1964.

Student 2: Thank you for answering my questions.

You may praise learners who ask good questions clearly and confidently by saying, ‘Nice job!

Your questions were interesting’ or ‘Wow! Your questions reminded me of my school days.’ If the learners struggle, you may help them to frame the questions correctly.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app any two questions that you would like to ask any one of your parents. Listen to the stimulus given in the app for your support.

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: Get into pairs. Choose any one of the topics given on page no.

39 and write some questions that you would like to ask your partner. Complete the conversation. Practise saying your dialogue aloud, again and again, with your partner in your free time.

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E-Speak 2 Practise at Home

PROJECT 5D

Did You... ?

It is evening time. Your family is enjoying some snacks. Tell us TWO questions that you would like to ask any one of your parents.

Gaming Zone

Period 3

Could You Help?

It’s Fun Time

Shweta wants to get information about the sports complex in her neighbourhood. Read the clues and fill the crossword.

4 1

2

3

H

E

5H

Across

Down

1. … games can I play here?

2. … there any changing rooms here?

3. … can I come for the trials?

1. … is the sports complex located?

4. At … time does it close in the evening?

5. … much is the membership fee?

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Could You Help?

Say: It is now time to think of all the question words we use to ask different questions.

Instruct: Read the clues given in the ‘Across’ and ‘Down’ boxes and fill in the crossword to help Shweta frame correct questions.

You may ask these suggested questions.

1. Guess the question word that rhymes with the word ‘rich’. (‘Which’ rhymes with the word ‘rich’.)

2. ‘….. you coming to school tomorrow?’ Fill in the blank with the correct question word.

(The question word would be ‘are’. / Are you coming to school tomorrow?)

3. Guess the question word that rhymes with ‘thought’. (‘What’ rhymes with the word ‘thought’.)

4. Guess the question word that is used to find out about a place. (‘Where’ is used to find out about a place.)

5. Guess the question word that is used to ask the time and it rhymes with ‘hen’. (‘When’ is used to ask time and it rhymes with ‘hen’.)

6. Guess the question word that rhymes with the word ‘wow’. (‘How’ rhymes with the word ‘wow’.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ’Did You...?’, where you shared two questions that you would like to ask your parents.

Instruct: Listen to my response to the project.

Listen

‘Hello mother! I want to ask you two questions: What is your favourite travel destination?

When did you visit that place?’

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

‘Hello dad! I want to ask you two questions: What was the name of your school? Which subjects were taught at your school?’

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

For example: Hello dad, / I want to ask / you two questions: / What was / the name / of your school? / Which subjects / were taught / at your school?

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 • Questioning and Answering

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Echo

70

Student 2:

(name)

I like it because

Why do you like it? (your reason)

(topic you chose)

Which is your favourite

Chapter 5 • Questioning and Answering

U24ENCB_Grade5.indb 39

. (name)

. Do you also

I like to

.

.

(topic)

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39

(continued...)

?

.

Of course.

I want to know more about you. Can I ask you some questions?

Hello Hi

Favourite Sports Activity

2 Write: Complete the conversation given below

1 Student 1:

Favourite Hobby

. Thank you, I really enjoyed learning more about you.

Yes/No,

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40

Notes Corner

Smile and speak politely.

Look at your partner while speaking.

4Present: Say your lines in front of the class.

3Practise: Practise your dialogue with your partner in your free time.

Me too. Have a good day.

. How about you? Do you take time to practise daily?

Yes/No,

. Do you practise it with someone?

?

The best part is

What do you like the most about

.

Ask your friend some questions about any ONE of the following topics. Prepare your lines and then present them in front of the class.

Yes,

Interview Your Friend

The Final Show

Plan and Speak

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Today, you have to interview your friend on the topic chosen by the two of you. You and your partner will come forward and present the conversation.

E&R

Invite as many pairs 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 each other while presenting.

Model Responses: 1. Student 1: Hello, my name is Diksha.

Student 2: Hello, my name is Pragya.

Student 1: I want to know more about you. Can I ask you some questions?

Student 2: Of course.

Student 1: Which is your favourite sports activity?

Student 2: I like to play badminton.

Student 1: Why do you like it?

Student 2: I like it because it is a great exercise and it makes me feel happy. Do you also have a favourite sports activity?

Student 1: Yes, I like to play chess.

Student 2: What do you like the most about playing chess?

Student 1: The best part is that I can work out strategies and plan my moves. I will be able to master the chessboard with practice. Do you practise playing badminton with someone?

Student 2: Yes, I practise with my elder sister. How about you? Do you take time to practise daily?

Student 1: Yes, I practise playing chess twice daily with my mother. Thank you, I really enjoyed learning more about you.

Student 2: Me too. Have a good day.

If the learners present confidently, you may praise them by saying, ‘Well done!’, ’You both have presented very well!’ or ‘Awesome!’. In case the learner is unable to present the interview, you can allow them to retry while looking at their book.

Conclusion

2 mins

Say: In this chapter, we learnt to ask close-ended and open-ended questions. We also learnt to participate in an interview to get and share information about someone and about ourselves.

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Chapter 6

Raising a Complaint

Big Skill: Registering a complaint Learning Objectives: Learners will be able to: • raise a complaint.

• express one’s concerns in a polite yet firm manner.

Chapter 6

Raising a Complaint

Period 1

Registering a complaint

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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—Raising a Complaint.

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 think is happening in the picture?

(I think a student is talking to a teacher / principal in the picture.)

2. Where do you think they are?

(I think they are in the corridor of a school.)

3. What else can you see in the picture?

(I can see a window and a noticeboard in the picture.)

4. Read the title carefully. Do you recall a time when you went to raise a complaint to your school principal?

(Yes, I once went to the principal’s office to complain about the poor condition of the boy’s washroom.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see a scene of a school corridor. A boy seems to be talking to the principal of the school. He may be raising a complaint about something and the principal is listening attentively to the boy.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 42 of your content book. We will read the story—Action Against Potholes!

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What do you think the two girls are talking about?

(I think the two girls are talking about the condition of the road. / I think the two girls are talking about the potholes in the road.)

2. Have you ever seen potholes in the road?

(Yes, there are many potholes in the road near my house. / No, I have never seen any potholes in the road.)

3. Read the title carefully. What do you think will happen in the story?

(I think the two girls will do something to fill the potholes in the road. / I think in the story the two girls will raise a complaint about the potholes in the road.)

You may point at the illustration of potholes in the book to establish the contextual meaning of the word.

Explain: We are going to read a story called Action Against Potholes. In the story, a girl named Jiya goes to the municipal corporation office to register a complaint about the potholes in her neighbourhood. Now, let us begin reading.

Instruct: Pay attention to the polite expressions used by Jiya to register her complaint about the potholes.

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Listen

74

2

1

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Jiya: At night, it’s even worse. With little visibility, someone could accidentally fall into one of those ditches. The dirty water in the potholes has become home for mosquitoes.

Secretary: You are right, it’s a real challenge for the people in the city.

Jiya: Yes, and it is not just about the roads. It is about safety too. As some potholes are deep, children may fall and injure themselves when riding their bicycles to school or around the neighbourhood. These potholes are also causing traffic jams as they have punctured the tyres of cars and buses!

Secretary: I can imagine! The roads must be in terrible shape.

Jiya: Owing to the heavy rainfall, many potholes have formed on the JP Marg. We are facing serious problems because of this holey mess.

Secretary: Hello! Please tell me about the problem.

Jiya: Hello, sir! I am here to talk about a big problem in our area—the potholes.

As she entered their office, she saw a man sitting at the complaint desk.

Jiya noticed something troubling in her neighbourhood. The JP Marg in Raigarh was full of big potholes! She knew she had to do something about it. With her parents by her side, she went to the municipal corporation office, determined to make a change.

Action Against Potholes!

3 4

Period 1

Jiya: Thank you so much, sir! We appreciate your help.

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43

Secretary: I have noted your issue. I will share it with the concerned person.

complaint (kuhm.playnt): a statement that someone makes which shows that they are not happy with something concerned person (kuhn.suhnd pur.suhn): a person involved in something or being responsible for something determined (dih.tuh.muhnd): made up one’s mind potholes (pot.howlz): large holes in the surface of a road visibility (vi.zuh.bi.luh.tee): how far or how clearly you can see due to light

Chapter 6 • Raising a Complaint

Talking Book

Jiya: Yes, please! If you could let the Municipal Commissioner know how much trouble these potholes are causing, we would be thankful. We hope they can fix it as soon as possible.

Secretary: I totally agree with you. Should I report this issue to the Municipal Commissioner for you?

Period 1 continued During the Text

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

While reading the story in class, you may ask a confident or eager learner to read Jiya’s lines and you can read the lines of the Secretary. Use proper voice modulation and expressions while reading the story.

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

After 1 For annotation 4, you may Why are the roads in a terrible shape? appreciate the learners on (The roads are in a terrible shape due to the their alertness to identify the potholes caused by the heavy rainfall.) problems and raise a complaint After 2 with the concerned person.

What is happening to cars and buses due to the potholes? How are the children being impacted?

(The potholes are puncturing the tyres of cars and buses, causing traffic jams on the roads. The children may fall and injure themselves when riding their bicycles.)

After 3 Who is the concerned person with whom the complaint regarding the potholes will be shared?

(The complaint regarding the potholes will be shared with the Municipal Commissioner.)

After 4 Have you ever registered any complaint? What was the complaint about?

(Yes, I registered a complaint with the principal of our school. The complaint was regarding the foul smell from the dustbins during lunchtime. / No, I have never registered any complaint.)

After the Text

You may ask these suggested questions.

1. Where did Jiya go to register a complaint about the potholes? With whom did she share her concerns about the potholes?

(Jiya went to the municipal corporation office to register the complaint about the potholes. She shared her concerns about the potholes with the secretary.)

2. Why were the potholes a concern at night?

(The potholes were a concern at night because of less visibility. This could lead to someone falling into one of the potholes.)

3. Have you ever faced any issues in your neighbourhood?

(Yes, during the monsoon, there is waterlogging in my neighbourhood due to the overflowing of the drains. / Yes, last month we faced an issue of a power cut in our neighbourhood.)

For open-ended questions based on the realities and experiences of the learners, you may help the learners to rephrase their answers in complete sentences. For example: Yes, last month we faced an issue of a power cut in our neighbourhood.

Chapter 6 • Raising a Complaint

75

Secretary: I totally agree with you. Should I report this issue to the Municipal Commissioner for you?

Talking Book

Jiya: Yes, please! If you could let the Municipal Commissioner know how much trouble these potholes are causing, we would be thankful. We hope they can fix it as soon as possible.

Secretary: I have noted your issue. I will share it with the concerned person.

Period 1

Jiya: Thank you so much, sir! We appreciate your help.

complaint (kuhm.playnt): a statement that someone makes which shows that they are not happy with something concerned person (kuhn.suhnd pur.suhn): a person involved in something or being responsible for something determined (dih.tuh.muhnd): made up one’s mind potholes (pot.howlz): large holes in the surface of a road visibility (vi.zuh.bi.luh.tee): how far or how clearly you can see due to light

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Period 1 continued Echo Introducing Keywords

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—complaint (kuhm.playnt).

Instruct: Repeat the meaning after me—a statement that someone makes which shows that they are not happy with something.

Instruct: Repeat the sentence after me—Mohit raised a complaint regarding the leakage of pipes in his building.

Repeat this process for the other keywords as well.

Word

5 mins

Echo

concerned person

Pronunciation

kuhn.suhnd pur.suhn

Meaning

Sentence

determined

a person involved in something or being responsible for something

I have informed the concerned person that the leakage problem has been fixed.

dih.tuh.muhnd

made up one’s mind

potholes

pot.howlz

Rohan was determined to win the swimming competition.

visibility

large holes in the surface of a road

There are many potholes in the road to our school.

vi.zuh.bi.luh.tee

how far or how clearly you can The visibility on the roads is less due see due to light to the fog.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The visibility / on the roads / is less / due to / the fog.

E & R Using Keywords in Sentences

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 'complaint’ and tell them to me.

Repeat this process with all the keywords.

Model Responses:

6 mins E&R

1. Prisha raised a complaint with the principal regarding the construction noise during school hours.

2. Stuti informed the concerned person about the changes required in the school timetable.

3. Mehak was determined to score full marks in her final exam.

4. The workers are repairing the potholes in front of our house.

5. The visibility on the roads is not good due to the heavy rains.

Conclusion

Say: Today, we read a story called Action Against Potholes! In the story, we read about Jiya who politely raised a complaint regarding the potholes in her neighbourhood. In this chapter, we learnt to raise a complaint and politely share our concerns. We also learnt the phrase 'concerned person’, and the words, 'complaint’, 'determined’, 'potholes’ and 'visibility’; and how to use them in sentences.

Homework

Say: Practise the E-Speak 1 projects given on page no. 44. Learn to raise a complaint by listening to and repeating the projects given in the app.

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4 mins

E-Speak 1 Practise at Home PROJECT 6A

Where Is My Parcel?

Rakesh complains on the phone about a wrong parcel that was delivered to his home. Listen and record it.

PROJECT 6B

Period 2

Wrong Size Rakesh received a jacket of wrong size. Listen to his complaint and record it.

PROJECT 6C

Oh! It’s Damaged Rakesh raises a complaint about a damaged toy that he has received.

Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Raising a Complaint. In the last class, we read a story called Action Against Potholes! In the story, we read how Jiya raised a complaint with the secretary at the municipal corporation office regarding the potholes in the JP Marg in Raigarh. She shared the problems being faced by the people in the neighbourhood with the secretary. We learnt to raise a complaint and share a concern politely.

We also learnt the phrase ‘concerned person’, and the keywords, ‘complaint’, ‘determined’, ‘potholes’ and ‘visibility’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to raise a complaint. We are also learning to express our concerns politely with relevant details. When we raise a complaint, we should always give details of the situation, highlight the impact of the problem on someone and be respectful and polite in putting forward our concern. We should also raise the complaint with the right person.

Listen

Example from Text: In the story, we read how Jiya raises a complaint about the potholes in JP Marg in Raigarh. She decided to go to the municipal corporation office to share her concern. She politely mentioned the situation with the potholes in the roads. She highlighted the concern that it is unsafe for the children as they might fall and injure themselves while riding their bicycles. Apart from that, the potholes are causing traffic jams. The situation gets even worse at night. Due to less visibility, someone might accidentally fall in the potholes and get injured. In the end, she politely requested the secretary to pass on her concern to the Municipal Commissioner and thanked him.

Example from E-Speak 1: As a part of your homework project, you heard Rakesh make a complaint regarding the wrong parcel, the wrong size of the product and the damaged product that was delivered to him. He raises his complaints by politely highlighting the situations.

Echo E-Speak 1

8 mins

Say: Now, I shall say the complaints raised by Rakesh.

Instruct: Repeat the Project 6A after me—Sir, I had placed an order for a red shirt on the app. But I have received a pair of blue cargo pants. Please, could you send the item that was ordered?

Instruct: Repeat the Project 6B after me—Hello, sir. There has been some confusion in my order. I ordered a medium-sized jacket for myself but have received the small size instead.

Instruct: Repeat the Project 6C after me—Sir, I am disappointed with the product I have received. The toy plane had already shattered into pieces when I opened the box. The aeroplane also looked old.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Sir, / I had placed / an order for / a red shirt / on the app. / But I have received / a pair of / blue cargo pants.

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Echo

Speak on the Spot Boost Your Speaking

Where’s My Food?

You have to complain to the restaurant about the food parcel that has been delivered to your home. Present the complaint in the class.

Hello Sir/Ma’am, I am …

I want to complain about the food parcel that I just received.

Period 2

I ordered … from your restaurant. (name of the dish) I am very disappointed because …

I would want ... (what should be done)

wrong food items were delivered the food was burnt

a few items were missing from the order

the food was cold and stale

the food spilled out from the containers refund

resend the order

the order was not packed properly

the food had an unpleasant smell and taste

send the missing item

take care of this in future

Speak politely even when you make a complaint.

You can give your own answers.

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80

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that you have to complain to the restaurant about a food parcel that has been delivered to your home. Think of the problem and the suggested solution, then present your complaint in front of 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 ask the learners to speak loudly and clearly and make eye contact with peers while presenting.

Model Responses: 1. Hello Sir, I am Priya. I want to complain about the food parcel that I just received. I ordered pasta, pizza and garlic bread from your restaurant. I am very disappointed because a few items were missing from the order.

I would want you to send the missing items.

Thank you.

2. Hello Ma’am, I am Satish. I want to complain about the food parcel that I just received. I ordered noodles from your restaurant. I am very disappointed because the food was burnt and tasted very bad.

I would want you to refund my money. Please act on it immediately.

Thank you.

3. Hello Sir, I am Mona. I want to complain about the food parcel that I just received. I ordered fried rice from your restaurant. I am very disappointed because the food was cold and stale. I would want you to resend the order and ensure that this time it is fresh.

Thank you.

If the learners make their complaint in a stern yet polite manner, you can give feedback like ‘Well done!’, ‘You expressed really well!’ or ‘You phrased your sentences well’. In case the learners struggle to make the presentation, you can say ‘Let us try together’, ‘Let me help you’, or ‘You are doing well, just speak a bit louder’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app a complaint that you want to raise with the authorities about the condition of the park in your neighbourhood, in 3–4 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 raise a complaint with your neighbour, regarding any one of the problems given on page no. 47. Write down the lines you would like to say. Ask for help at home to do the work correctly. Practise saying the lines aloud, again and again, in front of an older family member.

Chapter 6 • Raising a Complaint

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E-Speak 2 Practise at Home

PROJECT 6D

I Would Complain The park in your neighbourhood is not well maintained. You have been chosen by the people in your locality to raise a complaint to the authorities.

Tell us your complaint in 3-4 lines.

Gaming Zone It’s Fun Time

Wordsearch

Period 3

Circle FIVE words related to complaint in the wordsearch.

Complaint M

L

D

H

K

H

B

S

O

I

J

B

O

L

U

P

S

E

T

C

I

H

J

A

F

P

O

S

B

G

P

D

R

M

S

C

G

P

M

O

P

U

T

R

O

U

B

L

E

H

T

I

V

L

A

W

J

F

N

X

E

I

E

I

D

T

U

M

N

R

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Wordsearch.

Say: A grid is given with some letters written in it.

Instruct: Look at it carefully and search for FIVE words related to the word ‘complaint’.

You may ask these suggested questions.

1. What do you do when there is an issue in your society?

(When there is an issue in my society, I complain to the authorities. / When there is an issue in my society, I raise a complaint.)

2. Can you think of other words for trouble?

(Other words for trouble can be problem or issue.)

3. Can you think of another word for rules and regulations?

(Another word for rules and regulations is law.)

4. How do you feel when you see a problem?

(I feel disappointed when I see a problem.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘I Would Complain’, where you had to raise a complaint regarding the condition of the park in your neighbourhood, in 3–4 lines.

Instruct: Listen to my response to the project.

Listen

‘Hello Sir, I am Jeetu from R.K. Colony. The park in our neighbourhood has not been cleaned properly for the past few months. There are packets littered at a corner of the park, and as a result, there is always a foul smell in the areas near the park. Apart from that, the park has become an unhygienic place for the children to play. It would be helpful if you could make arrangements to have the park cleaned. Thank you.’

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

‘Hello Ma’am, I am Riya from Tulip Street. During the monsoon, the swings and other rides in the parks were damaged due to the heavy rains and storms. Apart from that, the trees in the park have fallen. The children are unable to play or walk in the park. It would be helpful if you could kindly look into this matter and make arrangements to mend the damage to park. Thank you.’

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

For example: Hello Ma’am, / I am Riya / from Tulip Street. / During the monsoon, / the swings / and other rides / in the parks / were damaged / due to / the heavy rains / and storms.

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 • Raising a Complaint

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Echo

84

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Chapter 6 • Raising a Complaint

Due to this,

(reason that you chose)

littering by neighbour’s pet

(impact of the situation on you)

(state the problem in detail)

I would like to complain about

(greet)

2Write: Complete the sentences.

loud noise during your exam days

1Choose any one situation about which you want to complain.

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.

.

.

uncle/aunty.

You have to complain to your neighbour about one of these things. Prepare and present your complaint to the class.

It’s a Complaint

The Final Show

Plan and Speak

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Notes Corner

Look at your teacher while raising the complaint.

You can read from the book.

Be polite while making the complaint.

4Present: Now, present your complaint in the class.

3Practise: Practise making complaints in front of your family members.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you have to present the complaint that you would like to make to your neighbour on any one of the given topics.

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 sternly yet politely, using proper voice modulation and expression.

You may read out some model responses for the learners in between the presentations. This will give them an idea of how the sentences can be framed using adequate vocabulary.

Model Responses: 1. Hello Uncle, I would like to complain about the loud music from the TV in your house in the evening. The volume of the TV is very high, especially between 6 p.m. and 7:30 p.m.

My exams are around the corner and in the evening, between 5 p.m. and 8 p.m., I study and prepare for my exams. Due to this, I am unable to concentrate well on my studies.

2. Hello Aunty, I would like to complain about littering by your dog, Tommy, near our garden area.

Every evening, when Tommy is out to play with the plastic bottles, he throws the chewed plastic bottles near the plant pots. Also, sometimes he urinates or poops near the fence of our garden. Due to this, there is a foul smell and it is difficult for us to clean the litter daily.

3. Hello Uncle, I would like to complain about the loud music you play in your house in the evening.

The volume of the music system is very high. My exams start next week and I need to prepare for the exam. Due to this, I am unable to concentrate well on my studies.

If the learners raise their complaint sternly yet politely, you may praise them by saying, ‘Keep up the good work!’ or ‘You expressed your thoughts well’. In case the learners struggle to make the presentation, you can say ‘You should highlight the impact of the problem’ or ‘Let me help you’.

Conclusion

2 mins

Say: In this chapter, we have learnt to raise a complaint and express our concerns politely and firmly.

Chapter 6 • Raising a Complaint

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Chapter 7

Rhyme a Few Lines

Big Skill: Creating and reciting short poems Learning Objectives: Learners will be able to: • create short poems.

• present short poems and songs with expressions.

Chapter 7

Rhyme a Few Lines

Period 1

Creating and reciting short poems

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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—Rhyme a Few Lines.

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. Where is the girl standing?

(The girl is standing on a stage.)

2. What do you think she is doing?

(It seems that she is reciting or singing a poem. / It seems like she is participating in a poetry competition.)

3. How does she look?

(She looks confident. / She looks excited.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see a girl reciting or singing a poem on a mic. It seems that she has participated in a poetry competition. She is on the stage and the audience is watching her performance. The girl looks happy and confident.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 50 of your content book. We will read the poem—If Animals Had Jobs!

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 animals wearing clothes like people. They are walking across the road.

I also see a deer driving a car.)

2. Read the title of the poem. What do you think is going on?

(I think the animals are going to work, like humans.)

3. What are the giraffes doing in the second picture?

(The giraffes are playing basketball in the second picture.)

Explain: We are going to read a poem called If Animals Had Jobs! The poem is about a world where animals have jobs, just like humans. Now, let us begin reading.

Instruct: Pay attention to the rhyming words and rhyming lines used in the poem.

Note the expressions used while I read the poem.

You may explain the meaning of ‘rhyming words’ and ‘rhyming lines’ to the learners. Rhyming words are the words that end with a similar sound. Like, ‘jobs’ and ‘sobs’. When two lines end with similar-sounding rhyming words, it forms rhyming lines.

Like, ‘Welcome to the crazy world of animals, where they all have daily jobs.

They excel in their occupations, and no one ever sobs.’

Chapter 7 • Rhyme a Few Lines

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Listen

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The lion opened a brand-new haircutting salon, because of his own gorgeous hair.

and no one ever sobs.

They excel in their occupations,

where they all have daily jobs.

Welcome to the crazy world of animals,

Well, he is a famous basketball player.

Have you seen the giraffe and its long neck?

If Animals Had Jobs!

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so that everyone can have an undisturbed sleep.

undisturbed (uhn.dis.tuhbd): not being bothered in any way

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51

Talking Book

The watchful owl whistles at night,

rescue (reh.skyoo): the act of saving someone from a bad situation

occupations (o.kyuh.pay.shnz): jobs

gorgeous (gaw.juhs): very beautiful

fabulous (fa.byoo.luhs): very good

the colours of her wings are light and deep.

The butterfly designs all the fabulous clothes,

if your food delivery is due.

Pick up your phone and call the crane,

the elephant and his trunk come to the rescue.

Whenever there is a fire in the city,

U24ENCB_Grade5.indb 51

Period 1

4

3

Period 1 continued During the Text

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

You may read aloud the poem with proper voice modulation and expressions. You may also ask the learners to underline the rhyming words in the poem.

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

After 1 If animals had jobs, what jobs do you think they would have?

(If animals had jobs, they would have jobs like the dog being a security guard and the parrot being an actor.)

After 2 For annotations 1, 2 and 3, you What are the jobs that the giraffe and the lion have? may compliment the learners Do you think the jobs suit them? on their creative and out-of(The giraffe is a basketball player and the lion is the-box thinking. a barber. Yes, I think the jobs suit them because the giraffe is tall, like a basketball player. The lion’s mane looks very good, so he would make a good barber. / No, I don’t think that the jobs suit them. The giraffe should have been a model, as it has a long neck. Also, the lion should have been a rockstar with a good mane.)

After 3 In your opinion, which animal would you call if your food delivery was late? Why? (If my food delivery was late, I would call an eagle or a vulture, as they can fly fast and smoothly.)

After 4 Why is the owl given the job of a security guard?

(The owl stays awake at night. So, it can work at night like a night security guard.)

If a learner shares his/her answer in a grammatically correct sentence, you may ask the entire class to repeat the answer after him/her. This will boost the confidence of the learner.

After the Text

You may ask these suggested questions.

1. Which job does the butterfly have?

(The butterfly has the job of a tailor or a designer as it designs all the fabulous clothes.)

2. Which job does the elephant have in the poem?

(In the poem, the elephant is a firefighter. Whenever there is a fire accident in the city, the elephant helps to put the fire out by spraying water from its long trunk.)

3. Which rhyming words did you find in the poem?

(The rhyming words I found are ‘jobs and sobs’, ‘rescue and due’ and ‘deep and sleep’.)

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Whenever there is a fire in the city, the elephant and his trunk come to the rescue.

Talking Book

Pick up your phone and call the crane, if your food delivery is due.

Period 1

The butterfly designs all the fabulous clothes, the colours of her wings are light and deep.

The watchful owl whistles at night, so that everyone can have an undisturbed sleep.

fabulous (fa.byoo.luhs): very good

gorgeous (gaw.juhs): very beautiful

occupations (o.kyuh.pay.shnz): jobs

rescue (reh.skyoo): the act of saving someone from a bad situation undisturbed (uhn.dis.tuhbd): not being bothered in any way

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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—fabulous (fa.byoo.luhs).

Instruct: Repeat the meaning after me—very good.

Instruct: Repeat the sentence after me—I had a fabulous day yesterday with my cousins.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

gorgeous

gaw.juhs

very beautiful

Meena wore a gorgeous dress to the party.

occupations

o.kyuh.pay.shnz

jobs

There are different kind of occupations in the world.

rescue

reh.skyoo

the act of saving someone from a bad situation

When there is fire, firemen come to the rescue.

undisturbed

uhn.dis.tuhbd

not being bothered in any way

The roads were made better for the people to have an undisturbed journey.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Meena wore / a gorgeous dress / to the party.

You may show pictures of different occupations to make the concept more relatable and memorable.

For the word ‘rescue’, give examples of real-life rescue scenarios to help learners understand the context in which the word is used.

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 ‘fabulous’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. The sunset by the sea looked fabulous.

2. Riya looked gorgeous in her new hairstyle.

3. The students are learning about different occupations.

4. The lifeguard was ready to rescue the man drowning in the pool.

5. The forest remained undisturbed for many years.

Conclusion

Say: Today, we read a poem called If Animals Had Jobs! In the poem, we read about a world where animals worked. We learnt the different rhyming words used in the poem.

We also learnt to read the poem with proper expressions. We learnt the words ‘fabulous’, ‘gorgeous’, ‘occupations’, ‘rescue’ and ‘undisturbed’; and how to use them in sentences.

Homework

Say: Practise the E-Speak 1 projects on page no. 52. Learn to recite a poem by listening to and repeating the projects given in the app.

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E&R

4 mins

E-Speak 1 Practise at Home PROJECT 7A

A Fantastic Fairytale Nayan has written a poem on the story ‘Beauty and the Beast’. Listen to the first stanza of the poem and record it.

PROJECT 7B

Period 2

A Magical Castle Nayan recites the second stanza of the poem, which is about the magical castle.

Listen and record it.

PROJECT 7C

Brave Hearts Nayan shares the final stanza of his poem. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Rhyme a Few Lines. In the last class, we read a poem called If Animals Had Jobs! In the poem, we read about a world were animals had jobs. We learnt to identify rhyming words. We also learnt to recite a poem with proper expressions.

We also learnt the keywords ‘fabulous’, ‘gorgeous’, ‘occupations’, ‘rescue’ and ‘undisturbed’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through the poem and the projects, we are learning to read poems with expressions and understand them. We are also learning about how rhyming words are used while creating a poem.

Listen

Example from Text: We read the poem with proper expressions and understood its meaning.

We read about a crazy world in the poem where the animals had different occupations. We also came across rhyming words—‘jobs and sobs’, ‘rescue and due’ and ‘deep and sleep’.

These rhyming words, when used at the end of the lines, make rhyming lines.

For example: ‘Welcome to the crazy world of animals, where they all have daily jobs.

They excel in their occupations, and no one ever sobs.’

In this stanza, the lines ending with ‘jobs’ and ‘sobs’ are rhyming lines.

Example from E-Speak 1: As a part of your homework project, you heard Nayan recite different stanzas of the poem that he wrote. He wrote the poem based on the story ‘Beauty and the Beast’.

Echo E-Speak 1

8 mins

Say: Now, I shall recite Nayan’s poem for all of you. You should pay attention to the rhyming words used in the poem by him.

Instruct: Repeat the Project 7A after me—A tale of Beauty and a friendly Beast, / Love and kindness, help spell’s release, / With Beauty’s sweet heart, they found peace.

Instruct: Repeat the Project 7B after me—A castle enchanted, once dark and wild, / Filled with love, like a magical child, / The power of kindness, in each smile.

Instruct: Repeat the Project 7C after me—Brave was the Beast, with a heart to mend, / But Beauty’s affection became its true friend, / In a story of love that will never end.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: A tale of Beauty / and a friendly Beast, / Love and kindness, / help spell’s release, / With Beauty’s sweet heart, / they found peace.

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Echo

Speak on the Spot Boost Your Speaking

Once Upon a Rhyme Given below are two poems. Pick ONE and recite it in the class.

The Emperor's New Clothes In a kingdom grand, so wide and bold, Lived an Emperor, as the tales have told.

He loved fine clothes and thought he'd shine, In garments fabulous, oh, so divine.

But in truth, he wore nothing at all,

Period 2

His pride had made him stand up tall.

The Ugly Duckling In a meadow green, a duckling stood, Misunderstood in the neighbourhood.

Ugly, they would say, with feathers so plain, As a swan he would soon find his name.

With time he grew, and lo and behold, His feathers turned beautiful, pure as gold.

Sing in tune and with expressions and hand gestures.

Stress on rhyming words.

Look at your friends while reciting the poem.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to choose any one poem given on page no. 53 and recite the poem in front of the class.

E&R

Instruct: Practise 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 ask the learners to recite the poems with proper expressions and voice modulation. You may allow the learners to read the poem from the book.

You may recite the two poems in the class before the learners’ presentations. This will give them some ideas on pronunciation, expressions and voice modulation.

Model Responses:

1. The Emperor’s New Clothes In a kingdom grand, so wide and bold, Lived an Emperor, as the tales have told.

He loved fine clothes and thought he’d shine, In garments fabulous, oh, so divine.

But in truth, he wore nothing at all, His pride had made him stand up tall.

2. The Ugly Duckling In a meadow green, a duckling stood, Misunderstood in the neighbourhood.

Ugly, they would say, with feathers so plain, As a swan he would soon find his name.

With time he grew, and lo and behold, His feathers turned beautiful, pure as gold.

If the learners recite the poem with proper expressions and voice modulation, you can praise them by saying ‘You did a fabulous job,’ ‘You recited well’ or ‘Keep it up!’. If the learners are struggling, you can tell them ‘You should take proper pauses during your recitation’, ‘You should sing in tune’ or ‘You have a good command, just speak louder.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to listen to the poem ‘My Furry Dog’ and complete it by adding two more lines to it. Then, recite the poem and record it 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: You have to complete the poem given on page no. 55. Add an interesting title and four rhyming lines to complete the poem. Ask for help at home to do the work correctly. Practise reciting the poem loudly in front of an older family member.

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E-Speak 2 Practise at Home

PROJECT 7D

My Furry Dog We all add rhyming words to make our poems interesting and fun. Listen to the incomplete poem. Add TWO lines to complete it. Recite the complete poem.

My dog, a furry ball of fun, With floppy ears and wagging tail,

Period 3

Gaming Zone It’s Fun Time

Poetry Cafe Nayan is at a cafe and is hungry. Help him create a three-line rhyming poem about the snack he wants to order. Circle the lines on the jumbled menu chart to create the poem.

Sprinkles like stardust, oh so bright

Golden sticks, a crispy flight

Vanilla cupcake, sweet and light

Ketchup dip, pure dynamite

A bite of joy, pure delight,

Sandwich layers, a tasty sight

Fillings stacked just right

French fries, a savoury delight

Lunchtime delight, bite by bite

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Poetry Cafe.

Say: There are some rhyming lines given on page no. 54. Use them to create a poem for Nayan so that he can order snacks for himself at the cafe.

Instruct: Read the lines carefully and create a three-lines poem with the help of the jumbled lines given.

You may ask these suggested questions.

1. What do you like to eat in a café?

(I like to eat a sandwich in a café. / I like to eat a vanilla cupcake in café. / I like to eat French-fries in a café.)

2. Look at the jumbled sentences. Can you make a poem of three lines for a sandwich?

(Sandwich layers, a tasty sight, / Fillings stacked just right! / Ketchup dip, pure dynamite.)

3. Look at the jumbled sentences. Can you make a poem of three lines for French fries?

(French fries, a savoury delight / Golden sticks, a crispy flight / Lunchtime delight, bite by bite.)

4. Can you create and recite a poem on vanilla cupcakes?

(Vanilla cupcake sweet and light, / Sprinkles like stardust, oh so bright! / A bite of joy, pure delight.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Furry Dog’, where you added two lines to complete the poem and recited the complete poem.

Instruct: Listen to my response to the project.

My dog, a furry ball of fun, With floppy ears and wagging tail, After his red ball, he likes to run, And loves to play with a snail.

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

My dog, a furry ball of fun, With floppy ears and wagging tail, When cold, he likes to sit in the sun, When happy, he brings joy without fail.

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

For example: My dog, / a furry ball of fun, / With floppy ears / and wagging tail, / When cold, / he likes to sit / in the sun, / When happy, / he brings / joy without fail.

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 • Rhyme a Few Lines

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Listen

Echo

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lie

tie

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Chapter 7 • Rhyme a Few Lines

small

wall butterfly

hall

A wondrous place beyond compare.

My favourite dream, I want to share,

I take a magical, dreamy ride.

In the world of dreams so wide,

(give interesting title)

sky

ball July

doll high

call

(add two more rhyming lines)

I soar like a bird, I learn to fly,

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try

mall

In the land of candies, mountains tall,

1Write: Complete the poem by adding two more lines to it.

Write about your favourite dream. Add some lines to the poem given below. Then, present it to the class.

My Favourite Dream

The Final Show

Plan and Speak

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Notes Corner

You can add more lines to the poem, if you want to.

The lines you add should link to the poem's main idea.

You can use other rhyming words.

3Present: Recite the poem in the class. Sing in tune and with action.

2Practise: Practise reciting the poem at home in front of your elders.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will recite the poem that you have completed on the theme My Favourite Dream.

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 read the poem with proper voice modulation and expressions.

You may read out one or two model poems to help the learners understand how a poem should be recited.

Model Responses: 1. Hello friends! The name of my poem is My Dreamland.

In the world of dreams so wide, I take a magical, dreamy ride.

My favourite dream, I want to share, A wondrous place beyond compare.

In the land of candies, mountains tall, I play in the colourful candy fall.

I soar like a bird, I learn to fly, I love to touch the cotton candies in the sky.

I see the lollipops round and gold.

And, eat the ice creams, white and cold.

2. Good morning, everyone! The title of my poem is The Candyland.

In the world of dreams so wide, I take a magical, dreamy ride.

My favourite dream, I want to share, A wondrous place beyond compare.

In the land of candies, mountains tall, I play in the fountains, big and small.

I soar like a bird, I learn to fly, Among the cotton floss in the sky.

With sugary wishes, sweet and bright, I chase rainbows of candy delight.

3. Good afternoon my dear friends and teacher. The title of my poem is The Magical World.

In the world of dreams so wide, I take a magical, dreamy ride.

My favourite dream, I want to share, A wondrous place beyond compare.

In the land of candies, mountains tall, I play in the milky waterfall.

I soar like a bird, I learn to fly, Sprinkling bright colours from the sky.

With caramel candies on the plate so great, I hear my mom say ‘Wake up, it’s getting late’.

If the learners recite the poem well, with proper expressions and voice modulation, you can praise them by saying ‘That was a lovely poem!’, ‘I loved your recitation’, ‘Well done with the expressions and use of rhyming words!’. If the learners are struggling, you can tell them ‘Let me help you to complete the poem’, ‘You have a good command over the language, just try to recite with more expressions’, or ‘Let us try to recite the poem together’.

Conclusion

2 mins

Say: In this chapter, we learnt to create short poems and present them with expressions.

Chapter 7 • Rhyme a Few Lines

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Chapter 8

Tell Us in Short

Big Skill: Giving a summary Learning Objectives: Learners will be able to: • give important details.

• give a short summary.

Chapter 8

Tell Us in Short

Period 1

Giving a summary

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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—Tell Us in Short.

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 this picture?

(I see a man speaking to the people. / I see some people in the audience who are listening to the man. / I see a few people performing on the stage. They are dressed up as different characters.)

2. How does the man in the middle look?

(The man looks happy and confident.)

3. Read the title carefully. What could the man be saying?

(The man could be giving information about something. / The man could be telling a story in short.)

Read aloud the model description of the cover page.

Say: On the cover page, we see a stage. It seems the people on the stage have finished their performance. The man in the middle is speaking. The few people, who are watching them, are the audience. The man with the mic is sharing some important details with the audience.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 58 of your content book. We will read the text—Dudhsagar Falls: A Unique Experience.

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 bridge, trees, a waterfall and some people on the bridge.)

2. What is a waterfall?

(A waterfall is a place where water falls over the edge, into a pool. / A waterfall is a place where water falls from a height.)

3. Have you seen a waterfall in real life?

(Yes, I have seen a waterfall. / No, I have not seen a waterfall.)

Explain: We are going to read a text called Dudhsagar Falls: A Unique Experience. It is about the unique experience at the Dudhsagar Falls in Goa. The word ‘Dudhsagar’ means ‘sea of milk.’ Now, let us begin reading.

Instruct: Pay attention to all the important details shared about the Dudhsagar Falls in the text.

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Listen

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The waterfall is so high that I could hardly see its starting point! I looked up, and up, and up—I couldn’t believe my eyes! The dense forest around the waterfall made it look even more beautiful. The water was falling with so much pressure that it looked milky white. My dad told me that “Dudhsagar” means “Sea of Milk.” That’s when I understood how it got its name!

A few months ago, my parents and I went to Goa for a holiday. We visited many beautiful places, one of which was the Dudhsagar Falls. I was curious as to why it was called “Dudhsagar.” Was it made of milk? I could not wait to see it for real. When we reached the falls, I was surprised by its beauty!

Dudhsagar Falls: A Unique Experience

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4

2

Period 1

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Chapter 8 • Tell Us in Short

facts (fakts): something that is known to be true overjoyed (ow.vuh.joyd): extremely happy streams (streems): small, narrow rivers tourists (too.rists): people who travel to or visit places trek (trek): to walk a long distance, usually in the mountains

I think more people should go to Dudhsagar Falls, as it is one of the most beautiful places in India!

Many people who live in the region work as guides. They help tourists reach the falls and share interesting facts about them. They also take very good care of the forest around the falls.

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59

When we reached the bridge, our train stopped for some time. Some people even got off the train to take pictures. As I looked out of my window, I was overjoyed. I could feel the cold spray of the waterfall on my face.

People can take the train, travel by a jeep, or even trek to reach the falls. We chose to travel by train. Dad said that there is a bridge which is really close to the waterfall. The train often stops on it. I was the most excited about this part.

My mom told me that the waterfall comes from the Mandovi River. It falls from the mountain in four different streams. Then, they come together to make one big stream. That’s what makes it different from other waterfalls.

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 meaning and stress on their pronunciation. For example: ‘Tourists’ means people who travel to or visit places. It is pronounced as ‘too.rists’. You may stress on the syllable in bold, like ‘too’.

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

After 1 What makes the waterfall look so beautiful?

(The dense forest around the waterfall makes it look even more beautiful.)

After 2 Where does the waterfall come from?

(The waterfall comes from the Mandovi River.)

After 3 How can people travel to the falls? Why did the narrator choose to travel by train?

(People can take a train, travel by jeep or even trek to reach the falls.

The narrator and his family chose to travel by train because the train often stops at a bridge close to the waterfall and one can take pictures.)

After 4 What do the people in the region do?

(The people who live in the region work as guides and share interesting facts about the area. They also take care of the forest around the falls.)

If a learner shares answers that are correct in grammar and meaning, then ask the rest of the class to repeat those answers after the learner. This will enhance that learner’s confidence.

After the Text

You may ask these suggested questions.

1. Tell me some important things about Dudhsagar Falls.

(Dudhsagar Falls is in Goa. Dudhsagar means ‘Sea of Milk’. The waterfall comes from the Mandovi River. / We can go there by car, train or even trek there.

People who live there, work as guides and take care of the forests around the falls.)

2. In how many streams does the waterfall fall from the mountain?

(It falls in four streams from the mountains.)

3. Why does the author feel that more people should visit Dudhsagar Falls?

(The author feels that more people should visit the Dudhsagar Falls for a unique experience or to see the water fall from four streams into a pool.)

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Talking Book

My mom told me that the waterfall comes from the Mandovi River. It falls from the mountain in four different streams. Then, they come together to make one big stream. That’s what makes it different from other waterfalls.

Period 1

People can take the train, travel by a jeep, or even trek to reach the falls. We chose to travel by train. Dad said that there is a bridge which is really close to the waterfall. The train often stops on it. I was the most excited about this part.

When we reached the bridge, our train stopped for some time. Some people even got off the train to take pictures. As I looked out of my window, I was overjoyed. I could feel the cold spray of the waterfall on my face.

Many people who live in the region work as guides. They help tourists reach the falls and share interesting facts about them. They also take very good care of the forest around the falls.

I think more people should go to Dudhsagar Falls, as it is one of the most beautiful places in India!

facts (fakts): something that is known to be true overjoyed (ow.vuh.joyd): extremely happy streams (streems): small, narrow rivers tourists (too.rists): people who travel to or visit places trek (trek): to walk a long distance, usually in the mountains

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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—facts (fakts).

Instruct: Repeat the meaning after me—something that is known to be true.

Instruct: Repeat the sentence after me—Meera checked the facts properly before writing the article for her school magazine.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation Meaning

Sentence

overjoyed

ow.vuh.joyd

extremely happy

I was overjoyed about the school picnic.

streams

streems

small, narrow rivers

Two streams flow through the field.

tourists

too.rists

people who travel to or visit places

Many tourists visit the falls during monsoon.

trek

trek

to walk a long distance, usually in the mountains

They will trek to the famous temple from their hotel.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I was / overjoyed / about / the school picnic.

You may enact the expression ‘overjoyed’. You may also show the class a picture of a stream or a person trekking 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 ‘facts’ and tell them to me.

Repeat this process with all the keywords.

Model Responses:

E&R

1. This book gives us all the important facts about places.

2. I was overjoyed to meet my cousins during the summer vacation.

3. There are many streams in the village where my grandparents live.

4. There are many tourists near the lake today.

5. I love to trek up the mountains with my friends.

Conclusion

4 mins

Say: Today, we read a text called Dudhsagar Falls: A Unique Experience. In the text, we learnt some interesting things about Dudhsagar Falls. We learnt how to give important details about something. We also learnt the words ‘facts’, ‘overjoyed’, ‘streams’, ‘tourists’ and ‘trek’; and how to use them in sentences.

Homework

Say: Practise the E-Speak 1 projects on page no. 60. Learn to tell the summary of a story by listening to and repeating the projects given in the app.

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E-Speak 1 Practise at Home PROJECT 8A

The Selfish Giant Aarvi talks about the characters, place, and time of the story The Selfish Giant.

Listen and record it.

PROJECT 8B

Beginning of the Story Period 2

Aarvi narrates the beginning of the story. Listen and record it.

PROJECT 8C

Ending of the Story Aarvi talks about the happy ending of the story. Listen to her and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Tell Us in Short. In the last class, we read a text called Dudhsagar Falls: A Unique Experience. In the text, we read a short summary of a trip to the Dudhsagar Falls with relevant details about the place. In this chapter, we are learning to tell a short summary.

We also learnt the keywords ‘facts’, ‘overjoyed’, ‘streams’, ‘tourists’ and ‘trek’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this text and the projects, we are learning to share important details about a given topic. We are also learning to share the summary of an experience. When we share a summary of an experience or a story, we mention only the most important details.

The summary should be clear and concise.

Listen

Example from Text: In the text, we read that the writer mentioned the key details of the Dudhsagar Falls. He/she talks about the location, how it got its name, the unique features, and how to reach the place. Some of the key details that we came across in the chapter are that the Dudhsagar Falls are located in Goa and the name also means the ‘Sea of Milk’.

The waterfall comes from the Mandovi River. We can reach there by train, jeep or trek.

We also learnt about the people living in that region. They mostly work as guides, sharing important facts about the falls. They also take good care of the forest around the falls.

Example from E-Speak 1: As a part of your homework project, you heard Aarvi give a summary of ‘The Selfish Giant’ with the most important details. She talks about the character, the place and the time of the story. She narrates what happens in the beginning and at the end of the story.

Echo E-Speak 1

8 mins

Say: Now, I shall speak Aarvi’s summary of the story ‘The Selfish Giant’.

Giant’ Instruct: Repeat the Project 8A after me—In the story ‘The Selfish Giant’, Giant’ there are many small children and a giant. The story is set in the giant’s garden in the winter.

Instruct: Repeat the Project 8B after me—It is the story of a selfish giant who had a beautiful garden. He did not allow the children to play in his garden and asked them to leave.

Instruct: Repeat the Project 8C after me—The children didn’t play in his garden anymore.

The garden was covered with frost. The giant realised that he was being selfish.

He welcomed the children in his garden. Soon, the winter melted away.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: In the story / ‘The Selfish Giant’, / there are / many small / children and / a giant.

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Echo

Speak on the Spot Boost Your Speaking

Goldilocks and the Three Bears

Period 2

Look at the picture clues and try to summarise the story of Goldilocks and the Three Bears.

Hello friends! Today, I will tell you about the story …

Once, …

One day, ...

Then, ...

Next, ...

Finally, ...

Give the most important details while summarising the story.

Speak in complete sentences.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to look at the pictures given and summarise the story of ‘Goldilocks and the Three Bears’ Bears’. Remember to include the key details in your summary.

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 share the summary of the story with proper voice modulation and expression. Guide them to look at the picture cues to understand the sequence of events.

Model Responses:

1. Hello friends! Today I will tell you the summary of the story—Goldilocks and the Three Bears. Once, there lived a family of bears—Mamma bear, Papa bear and Baby bear.

They lived in a small hut in the forest. One day, the three of them went out to pick some fruit in the forest. Then, a girl named Goldilocks who was walking in the forest, saw the small hut and entered it. She was very hungry. She ate the porridge on the dining table. She was feeling tired, so she went to the bedroom and fell asleep on the small bed. After some time, the three bears came home. They entered the bedroom and saw Goldilocks sleeping on the bed. Goldilocks woke up and saw the three bears, she was scared and ran out of the hut. Finally, the three bears sat down and ate the fruit they had picked.

2. Hello friends! Today, I will tell you the summary of the story named Goldilocks and the Three Bears. Once, there lived a family of three bears in a small cottage in the forest.

One day, Mamma Bear made some porridge for breakfast and kept the three bowls on the table. They ate some porridge and decided to go out to collect some fruit. A girl named Goldilocks was walking in the forest when she saw a cottage. She was hungry and decided to go to the cottage. She saw the three bowls of porridge on the table and ate from the small bowl. Tired, she went into the room and slept on the small bed. When the three bears came home, the little bear was sad to see his bowl empty. Then, they went inside the bedroom and saw Goldilocks sleeping on the bed. Goldilocks opened her eyes and saw the three bears looking at her. Scared, she ran out of the cottage, screaming ‘Help!’. Finally, the three bears sat down to have some fruit.

If the learners share the summary of the story correctly, with proper expressions, you can praise them by saying ‘That was a lovely presentation!’, ‘You gave all the key details in your summary’ or ‘Keep it up!’. In case the learners are struggling, you can tell them ‘Why don’t you refer to the book to summarise the story?’, or ‘Let me help you with the summary’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the details about any political news that you have heard or read in 3-4 lines. Listen to the audio stimulus 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: You have to choose any recent news article based on the theme of Sports or Entertainment. Write down the key details from the article that you read. Ask for help at home to do the work correctly. You may practise saying the lines loudly in front of an older family member.

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E-Speak 2 PROJECT 8D

Practise at Home

Reading Newspaper

Reading or listening to the news is a valuable habit that helps us stay informed about current events. Tell us the most important details about a political news that you have heard/read recently, in 3-4 lines.

Gaming Zone It’s Fun Time

How Do You Summarise?

Period 3

Colour the important details that you will include while summarising an event.

place of the event

name of the person involved

weight of the person

the name of the news reporter

date/time of the event

who all attended

dress worn by the person

what happened

height of the person

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—How Do You Summarise?

Say: Given below are some important details that one can include in one’s summary of an event.

Instruct: Imagine that you have to write a summary of an event. Read the details given and colour the ones that you would like to include in your summary.

You may ask these suggested questions.

1. If you have to summarise an event that you attended, what details would you like to include?

(I would include the place of the event, the date / time of the event and who all attended it.)

2. If you have to summarise the award ceremony of a sportsperson, what details would you like to include in that?

(I would include the name of the person involved, who all attended the ceremony and the place of the event.)

3. If you have to summarise a news that you saw on the TV, what details would you like to include in that?

(I would include the name of the news reporter, what happened, and date / time of the event that took place.)

You can ask a few learners to share the key details that they have chosen to include in their article.

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Reading Newspaper’, where you had to record the details of a political news that you read or heard.

Instruct: Listen to my response to the project.

‘I read an article in the newspaper yesterday. Political leaders from different states of India discussed how to make things better for our country. They shared their ideas on helping schools, improving the conditions of the hospitals and also paying special attention to the environmental condition of the country.’

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

‘I watched the news on the television yesterday. The panchayat Ieader in a village is working towards improving the condition of the schools in the village. He is planning to provide books for all the children, improve the quality of food provided in the school and make sure that the toilets in the school are functional with proper hygiene and sanitation.’

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

For example: The panchayat leader / in a village / is working / towards improving / the condition / of the schools / in the village.

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 • Tell Us in Short

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Listen

Echo

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.

Finally,

Chapter 8 • Tell Us in Short

.

Next,

.

.

(date)

Then,

on

.

.

(place)

(main topic)

Firstly,

The event took place in

The news is about

Entertainment

(headline of the article)

2Write: Summarise the news article.

Sports

1Choose the article based on any theme.

You have to summarise a news article that you have heard or read recently.

Write your summary. Practise and present it in the class.

News Reporter

The Final Show

Plan and Speak

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64

Notes Corner

Speak in complete sentences.

Say ‘thank you’ in the end.

Be confident and look at your friends while speaking.

4Present: Present your report in the class.

3Practise: Practise saying your lines in front of the elders.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: You have to summarise a news article that you read or heard recently. The news article should be based on the themes ‘Sports’ or ‘Entertainment’. Make sure you present the article with all the key details.

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 guide them to present the news like a news reporter on television.

Model Responses: 1. Hello friends! The headline of my news article is Australia, once again, wins the ICC Cricket World Cup! The news is about Australia winning the Cricket World Cup 2023 against India. The final match took place in the Narendra Modi Stadium in Ahmedabad on 19 November 2023. First, Australia won the toss and they chose to bowl. The Indian cricket team made a final score of 240. Next, when Australia started batting, they chased the score down and won the match by 6 wickets. Finally, the Prime Minister of India handed over the World Cup to the captain of the Australian Cricket team. Thank you.

2. Good morning, dear teacher and friends. The headline of my news article is The Jaipur Literature Festival 2024! The news is about the upcoming Jaipur Literature Festival 2024. The event will take place in Hotel Clarks Amer in Jaipur from 1 to 5 February 2024. First, it will be the 17th edition of the Literature Festival.

Then, there will be notable personalities attending. Additionally, speakers like Chitra Banerjee, Gulzar Saab and Amia Srinivasan will be gracing the event. Finally, it is an amazing place for book lovers to spend a day among the authors, tales and stories and rich poetry. Thank you.

3. Hello friends! The headline of my news article is Chennai Super Kings wins the IPL trophy, 2023.

The news is about Chennai winning the Indian Premiere League 2023 against Gujarat Titans. The final match took place on 29 May at Narendra Modi Stadium.

First, this was the first IPL final, which was postponed from 28 May to 29 May due to the rains. Then, the Chennai Super Kings won the toss and chose to field first.

Next, Gujarat Titans scored 214 runs for 4 wickets. Finally, due to the downpour of rain, Chennai Super Kings were declared the winner in 15 overs with a score of 171 runs for 5 wickets. Thank you.

If the learners share the summary of the news article correctly and confidently, using adequate vocabulary, you can praise them by saying ‘You reported the key details well’ or ‘You gave all the details in the summary’. In case the learners are struggling, you can tell them ‘You have a good command of the language, just speak a bit louder,’ or ‘You can do better with a little more practice.’

Conclusion

2 mins

Say: In this chapter, we learnt to identify the important details. We also learnt to include the key details while sharing a summary of an event, experience or story.

Chapter 8 • Tell Us in Short

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Welcome, Problem Solvers!

Chapter 9

Big Skill: Stating problems and solutions Learning Objectives: Learners will be able to: • state a problem.

• state simple solutions for a problem.

Chapter 9

Chapter 3

Welcome, Problem Solvers!

Period 1

Stating problems and solutions

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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—Welcome, Problem Solvers!

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 can you see in the picture?

(I can see a boy talking to a news reporter.)

2. Where are the boy and the news reporter standing?

(They are standing in a playground. / They are standing in a park.)

3. What do you think he is saying to the news reporter?

(I think he is telling the news reporter how the plastic bottles that are littered in the park are making it a dirty and an unsafe place to play. / I think he is telling the news reporter how they can reuse and recycle the plastic bottles to make new things.)

4. Can you think of a way in which you can recycle the used plastic bottles?

(I think I can recycle the plastic bottles to make pencil holders. / I think I can recycle the plastic bottles to make flower pots.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see that a boy is talking to a news reporter. They are standing in a playground where there are lots of plastic bottles littering the grass. We can also see a large garbage can with plastic bottles collected for recycling. The boy seems to be telling the news reporter how those bottles can be recycled.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 66 of your content book. We will read the story—The Book Club.

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 children sitting on a balcony.)

2. What do the two children have in front of them?

(The two children have many books in front of them.)

3. How do you think the children feel, in this picture?

(I think that the children feel bored.)

4. Read the title. What do you think the story can be about?

(I think the story can be about these two children starting a book club.)

Explain: We are going to read a story called The Book Club. It is about Mayank and Niya.

They seem to have a problem, which is that they have read all the books in their house.

They come up with an interesting solution to their problem. Now, let us begin reading.

Instruct: Pay attention to how they talk about their problem and then discuss simple solutions to it.

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2

1

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“Actually… we were bored too!” said Niya.

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gathered (ga.thuhd): met in a group

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Chapter 9 • Welcome, Problem Solvers!

organising (aw.guh.nyz.ing): making arrangements for an event or activity

expensive (uhk.spen.sihv): costing a lot of money

exchange (uhks.chaynj): to give something in return for something else

definitely (deh.fuh.nuht.lee): for sure

By the end of the evening, they were very excited about their plan. And they wouldn’t be bored during the holidays anymore.

“Our first book exchange is this Friday,” said Mitali.

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“So, it’s decided then. I’ll get a notebook to record who has which book. I can be the librarian of Book Buddies,” volunteered Niya.

“That’s such a cool name,” said Mayank as the others nodded.

“Let’s call ourselves the Book Buddies,” suggested Archit.

“Let’s make every Friday the Book Exchange Day. We can meet in the evening and exchange our books,” said Niya.

“Thanks for organising this meeting. I was so bored. I’m so glad you called,” said Mitali.

3

Talking Book

“Sure! The more the merrier. We should share our books with others. Puzzles are welcome too! We can all get our friends to be part of the club,” said Mayank.

“Even I have a friend who likes reading but he doesn’t have books.

Can I ask him to join too?”

“Two of my friends have some interesting puzzles. Can we ask them to join the club as well?” asked Reema.

“Wow! This is such a good idea. I didn’t want to ask my parents to buy me any more books,” said Archit.

“We have read all our books. Instead of buying new books again and again, we thought of starting our own little book club. We can exchange each other’s books to read! What do you think of the plan?” asked Niya.

“And so, we came up with a plan,” added Mayank.

The next evening, all five friends gathered in the sitting room.

Mayank and Niya call the three friends. They invite them the next evening for snacks.

“What a great idea! Yes, we can definitely do that! And they might know other people who have books too. We can all exchange our books–we’ll have so many new things to read!” said Mayank in excitement.

“Reema, Mitali, and Archit also read a lot. They all have books too. Why don’t we exchange our books with them?” she asked with a bright smile.

They sat in silence for a bit. Suddenly, Niya said, “I have an idea!”

“But books are expensive. How many can we buy?” said Mayank looking sad.

“I know! I’m bored of reading the same comics over and over again. Let’s ask Mom to get us some new ones,” suggested Niya.

“I’m so bored! I’ve read all our comics and books. We still have a month left for school to reopen,” said Mayank.

Mayank and Niya were sitting on the balcony.

The Book Club

Period 1

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: ‘Definitely’ means for sure. It is pronounced as deh.fuh.nuht.lee. You may stress on the syllable in bold, like ‘deh’.

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

After 1 What was Niya’s idea? Do you think it’s a good idea?

(Niya’s idea was to exchange their books with their friends Reema, Mitali and Archit.

Yes, I think it is a good idea as this way they can get more books to read. / No, I don’t think this is a good idea because it may not make them less bored.)

After 2 What do you think the meeting was organised for?

(I think that the meeting was organised for Niya to tell her friends about her idea to exchange books to read.)

For open-ended and subjective questions, encourage learners to express their opinions. Help them form correct and complete sentences when they speak.

After 3 Which day did they decide to make the Book Exchange Day? (They decided to make every Friday the Book Exchange Day.) After 4 What name did Archit give the book club?

(Archit gave the book club the name Book Buddies.)

You can rephrase the answers in complete sentences based on your learners’ responses. For example: Yes, I think it is a good idea as this way they can get more books to read.

After the Text

You may ask these suggested questions.

1. What problem did Mayank and Niya have?

(The problem that Mayank and Niya had was that they had finished reading all their books and they were getting bored.)

2. How did Mayank and Niya solve their problem?

(They solved their problem by coming up with the idea of starting a book club with their friends.)

3. If you were getting bored during your summer holidays, how would you have solved that problem?

(If I was getting bored during my summer holidays, I would have solved that problem by doing or learning something new, like swimming or pottery.)

4. If you and your friends had an ‘exchange day’, what would you like to exchange?

(I would like to exchange my puzzle games as I have solved all of them. / I would like to exchange my video games with my friend as I have played all of them.)

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“And so, we came up with a plan,” added Mayank.

“We have read all our books. Instead of buying new books again and again, we thought of starting our own little book club. We can exchange each other’s books to read! What do you think of the plan?” asked Niya.

Talking Book

“Wow! This is such a good idea. I didn’t want to ask my parents to buy me any more books,” said Archit.

“Two of my friends have some interesting puzzles. Can we ask them to join the club as well?” asked Reema.

Period 1

“Even I have a friend who likes reading but he doesn’t have books.

Can I ask him to join too?”

“Sure! The more the merrier. We should share our books with others. Puzzles are welcome too! We can all get our friends to be part of the club,” said Mayank.

“Let’s make every Friday the Book Exchange Day. We can meet in the evening and exchange our books,” said Niya.

“Let’s call ourselves the Book Buddies,” suggested Archit.

“That’s such a cool name,” said Mayank as the others nodded.

“So, it’s decided then. I’ll get a notebook to record who has which book. I can be the librarian of Book Buddies,” volunteered Niya.

“Our first book exchange is this Friday,” said Mitali.

By the end of the evening, they were very excited about their plan. And they wouldn’t be bored during the holidays anymore.

definitely (deh.fuh.nuht.lee): for sure

exchange (uhks.chaynj): to give something in return for something else expensive (uhk.spen.sihv): costing a lot of money gathered (ga.thuhd): met in a group

organising (aw.guh.nyz.ing): making arrangements for an event or activity

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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—definitely (deh.fuh.nuht.lee).

Instruct: Repeat the meaning after me—for sure.

Instruct: Repeat the sentence after me—I will definitely come to your birthday party.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

exchange

uhks.chaynj

to give something in return for Isha wants to exchange her dress with something else Trisha.

expensive

uhk.spen.sihv

costing a lot of money

Mohan bought an expensive book at the book fair.

gathered

ga.thuhd

met in a group

The students gathered in the hall to celebrate Teacher’s Day.

organising

aw.guh.nyz.ing

making arrangements for an event or activity

They are organising a farewell party for Ms Sunita.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: I will / definitely / come to your / birthday party.

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 ‘definitely’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. We will definitely complete our group project over the weekend.

2. Shaam will exchange his cricket bat with Rohit for his badminton racket.

3. I cannot buy this dress as it is too expensive.

4. All the children gathered around their teacher for storytime.

5. The school is organising a dance competition.

Conclusion

4 mins

Say: Today, we read a story called The Book Club. In the story, we read that Mayank and Niya were facing a problem—they had read all their books and were bored. But then, they came up with a simple solution—the idea of starting a book club with three of their friends.

We learnt how to talk about a problem and suggest simple solutions to it. We also learnt the words ‘definitely’, ‘exchange’, ‘expensive’, ‘gathered’ and ‘organising’; and how to use them in sentences.

Homework Say: Practice the E-Speak 1 projects on page no. 68. Learn to talk about a problem and its solution by listening to and repeating the projects given in the app.

Chapter 9 • Welcome, Problem Solvers!

E&R

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E-Speak 1 Practise at Home PROJECT 9A

Where’s My Book?

Arpita cannot find her English book.

Listen to her problem and record it.

PROJECT 9B

Period 2

My Messy Cupboard Arpita talks about the reason she cannot find her English book. Listen and record it.

PROJECT 9C

I Found a Solution Arpita has found a solution to find her English book. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Welcome, Problem Solvers! In the last class, we read a story called The Book Club. In the story, we read that Mayank and Niya were getting bored during the summer vacation, as they had finished reading all their books. Then, Niya came up with the idea of exchanging their books with their other friends Reema, Mitali and Archit to solve the problem of getting bored. In this chapter, we learnt to state our problems in a polite way. We also learnt to come up with simple solutions to our problems.

We learnt the keywords ‘definitely’, ‘exchange’, ‘expensive’, ‘gathered’ and ‘organising’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to state problems and come up with simple solutions to those problems. We should be specific while stating our problems and support them with a reason why it is a problem. We should always think of the best possible solution to solve our problem.

Listen

Example from Text: Niya and Mayank were getting bored because they had finished reading all their books. They came up with the solution of starting a book club along with their other friends. They named the book club Book Buddies and set Friday as the day to exchange their books.

Example from E-Speak 1: As a part of your homework project, you heard Arpita talk about her problem—she could not find her English book. She then shared the reason behind it and finally, the solution to find the English book.

Echo E-Speak 1

8 mins

Say: Now I shall speak what Arpita shared about her problem.

Instruct: Repeat the Project 9A after me—The books in my cupboard are not kept in their proper place. I cannot find my English book. I need it urgently.

Instruct: Repeat the Project 9B after me—My books are not arranged properly.

My cupboard is so disorganised. All the books and notebooks are not kept in the proper order.

Instruct: Repeat the Project 9C after me—First, I will take everything out of my cupboard and clean it. Then, I will arrange my books properly. This could help me find my English book.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The books / in my / cupboard / are not / kept in / their proper place. / I cannot / find my / English book. / I need it / urgently.

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Echo

Speak on the Spot Boost Your Speaking

What to Do? Your room is very messy. You are unable to find things in your room. Share with the class how you will solve this problem.

Hello everyone!

I am facing a problem today.

I cannot find … (state the thing you are unable to find) I think that is because …

Period 2

In order to solve this, I will …

My Problem my room is messy

things are not kept at their place

I have not kept my books and toys in order there is not enough storage space

my room is disorganised

I do not clean my room regularly I don’t know where I kept that last time

Possible Solutions clean my room regularly

store things properly

throw away things which are broken or finished

keep my things in order organise my room

give away extra things to someone who needs them

Speak clearly and loudly.

Look at your friends and teachers while speaking.

You can add your own answers.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that your room is very messy and you are unable to find your things.

You need to share with your class how you can solve your problem.

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 ask the learners to share their solutions loudly and confidently. They may read out of the book, if needed.

Model Responses: 1. Hello everyone!

I am facing a problem today.

I cannot find my pencil box.

I think that is because things are not kept in their place.

In order to solve this, I will keep my things in order.

2. Hello everyone!

I am facing a problem today.

I cannot find my football.

I think that is because my room is messy and all my clothes are lying on the floor.

In order to solve this, I will clean my room regularly and fold my clothes.

3. Hello everyone!

I am facing a problem today.

I cannot find my toys.

I think that is because I have not kept my books and toys in order.

In order to solve this, I will store things properly.

If the learners share their solutions correctly and confidently, you can give them feedback by saying, ‘Keep it up!’, ‘Well done!’, or ‘Good job!’. In case they struggle, you can say, ‘Let me help you.’, ‘Let us try together.’, 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 a problem in your neighbourhood that you are facing, in 3–4 lines. You may look at the visual stimulus given in the app.

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

2. Plan and Speak: Choose any one problem that your neighbourhood has, from the choices given on page 71. Write down a few lines about the problem and how you can solve it. You may practise saying the sentences loudly, again and again, in front of older family members.

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E-Speak 2 PROJECT 9D

Practise at Home

In My Neighbourhood We all face many problems in our neighbourhood.

These problems need combined efforts to be solved.

Tell us about a problem that you are facing in your neighbourhood, in 3-4 lines.

Gaming Zone It’s Fun Time

Problem Solution Period 3

Match the problems to their solutions.

I am not able to manage my time well.

I get bored at home in the evening.

I have broken my mother’s favourite vase.

I have a fear of speaking on the stage.

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Problem Solution.

Say: On the left, there are some problems that have been given to you. On the right, there are some pictures which are the solutions to these problems.

Instruct: Read the problems carefully and match them with the correct pictures.

You may ask these suggested questions.

1. What can you do if you are unable to manage your time well?

(If I am unable to manage my time well, I can create a timetable / planner, and follow it.)

2. What should you do if you are getting bored at home in the evening?

(If I am bored at home in the evening, I can ask my parents to enrol me in a karate / dance class.)

3. What will you say if you break your mother’s favourite vase?

(If I break my mother’s favourite vase, I will tell her that I am sorry.)

4. What will you do if you have a fear of speaking on the stage?

(I will practise speaking in front of my family members / friends to get over my fear of speaking on the stage.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘In My Neighbourhood’, where you had to share a problem that you are facing in your neighbourhood, in 3-4 lines.

Listen

Instruct: Listen to my response to the project.

‘My neighbourhood has waterlogging problems due to old drain pipes. This dirty water causes a bad smell. It even causes more mosquitoes. It has been very difficult for me to go around my neighbourhood due to these problems.’

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

‘There is a garbage-dumping area at the end of my lane. It is not being cleaned.

Now there is too much garbage there and the smell comes into my house too. I find it difficult to breathe. Also, there are a lot more flies and they enter my home.’

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

For example: There is a / garbage-dumping area / at the end / of my lane. / It is not / being cleaned. / Now there is / too much / garbage there / and the smell / comes into / my house too.

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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Chapter 9 • Welcome, Problem Solvers!

Thank you.

I would also

I would complain to the the residents are facing.

Due to this,

In my neighbourhood,

Good morning, everyone!

(state the impact)

(state your problem)

lights

(suggest another solution)

(who would you complain)

street dog attacks

1Write: Complete the sentences.

increase in cases of theft

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.

about the problem

.

.

potholes on road

The people in your neighbourhood are facing a lot of problems. Choose ONE problem you want to talk about. Write about the problem and suggest a solution for it. Practise and present it in the class.

Let’s Find a Solution

The Final Show

Plan and Speak

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Notes Corner

You can read from the book.

You can give your own answers.

Speak loudly and confidently.

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3Present: In class, present your problem and a possible solution to your friends.

2Practise: At home, practise saying these lines.

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will share with the class a problem that the people in your neighbourhood are facing and come up with a solution to solve that problem.

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 their solutions to the class. Guide them to provide a possible solution to the problem.

Model Responses: 1. Good morning, everyone!

In my neighbourhood, we are facing the problem of no proper streetlights.

Due to this, we are unable to walk at night and it feels unsafe. I would complain to the municipal corporation about the problem the residents are facing. I would also propose the idea of putting solar street lamps in our locality.

Thank you.

2. Good morning, everyone!

In my neighbourhood, we are facing the problem of heavy traffic.

Due to this, we are unable to reach our school and other important places on time.

I would complain to the traffic police about the problem the residents are facing.

I would also propose the idea of putting up traffic signals as this will lead to proper traffic management.

Thank you.

3. Good morning, everyone!

In my neighbourhood, we are facing the problem of an increase in the cases of theft.

Due to this, many valuables have been stolen from various houses nearby.

I would complain to the police department about the problem the residents are facing.

I would also propose the idea of hiring some night guards who can keep watch in my neighbourhood at night.

Thank you.

If the learners present confidently, you can praise them by saying, ‘Your solution to the problem is very thoughtful!’, ‘Well done!’, or ‘Good job!’. In case they are struggling, you can say, ‘You should speak loudly and clearly.’, ‘You should speak confidently and maintain eye contact with the audience.’, or ‘You have a good command, just speak a bit louder.’

Conclusion

2 mins

Say: In this chapter, we have learnt to state a problem and come up with a solution for the problem.

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Chapter 10

In My Imagination

Big Skill: Sharing imaginations Learning Objectives: Learners will be able to: • share one’s imaginations.

• present imaginations, with expressions.

Chapter 10

In My Imagination

Period 1

Sharing imaginations

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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—In My Imagination.

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 all are on the stage?

(A girl and a boy are on the stage.)

2. What is the girl imagining?

(The girl is imagining that she is cycling. / The girl is imagining that she is cycling to her school.)

3. What is the boy imagining?

(The boy is imagining that he is flying on a dragon. / The boy is imagining that he is flying to school on a dragon.)

Read aloud the model description of the cover page.

Say: On the cover page, we can see a boy and a girl on a stage. They are talking about their imagination. The girl is talking about riding a bicycle to her school. The boy is talking about riding a dragon to his school.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 74 of your content book. We will read the story—The Mysterious Sound!

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. What is the boy doing in the first picture?

(The boy is watching television in the first picture.)

2. What can you see being shown on the television screen?

(I can see a meteor shower being shown on the television screen.)

3. Where is the boy sitting?

(The boy is sitting in his living room / drawing room. / The boy is sitting on the sofa.)

Explain: We are going to read a story called The Mysterious Sound! In the story, we will read about a boy named Rahul who loves reading and learning more about outer space.

One day, while watching a documentary on meteor showers, he suddenly heard some loud sounds outside his door. Now, let us begin reading.

Instruct: Pay attention to how the boy imagines different things.

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Listen

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Thud, thud, thud!

1

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“What was that sound?” shouted Rahul, suddenly alert. He listened, very still. But it was deadly quiet.

Boom!

Rahul let his imagination wander. “What if a meteor crashes into my garden!” he exclaimed. The idea of being the one in the news excited him. “I will be so famous. Top scientists of the world would visit my home then,” he thought.

Rahul read about meteor showers at school today. He decided to watch a documentary on meteor showers when he got home.

“Meteor showers look so beautiful,” mumbled Rahul to himself. “I wish I get to see a meteor in reality. They are so fascinating—something from outer space on Earth.”

Ever since childhood, Rahul has been fascinated by the mysteries of space. He loves reading about solar systems and galaxies. He wants to be an astronaut when he grows up.

The Mysterious Sound!

BOOM!

THUD!

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CRASH!

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Chapter 10 • In My Imagination

clutched (kluhcht): held something tightly, usually in fear fascinated (fa.suh.nay.tuhd): very interested meteor (mee.tee.aw): a piece of rock that falls from the outer space mumbled (muhm.bld): spoke quietly and in a way that is not clear wander (won.duh): to move around without a specific destination or a purpose

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Rahul went to his garden and saw the broken flowerpots on the ground. Seeing all the damage done by the monkeys, Rahul wasn’t sure whether he felt disappointed or relieved.

“It was the monkeys,” Ravi said. “They have thrown all the flowerpots down from the terrace. They have also destroyed my plants.”

Suddenly, he heard his doorbell ring. “Rahul, Rahul.” It was his neighbour, Ravi.

Rahul didn’t bother wearing slippers and dashed straight out of his house.

Rahul clutched the remote tightly as he looked around the house for his parent’s mobile phone.

There was no time to waste. He was too scared to step outside. He decided to dial the police for help.

There was a loud noise again. Rahul had started feeling scared. “No, no! I think this is something else. Oh God! What if my house is under attack? I have to act now!”

Suddenly, he heard the sound again. Crash! Rahul could hardly believe his ears.

“Oh wow! Has a meteor really crashed? A meteor in my house!” Rahul jumped.

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: ‘Clutched’ means held something tightly, usually in fear. It is pronounced as kluhcht.

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

After 1 Where did Rahul read about meteor showers? What did he decide to do when he got home?

(Rahul read about meteor showers at school. He decided to watch a documentary on a meteor shower when he got home.)

After 2 How did Rahul let his imagination wander?

(Rahul let his imagination wander by thinking that if a meteor crashed into his garden, he would be in the news. He would become famous and top scientists from around the world would visit his home.)

After 3 Why did Rahul start to feel scared?

(Rahul started to feel scared because when he heard the loud noise many times, he thought that his house was under attack.)

After 4 How did Rahul feel when he saw the damage done by the monkeys?

(When Rahul saw the damage done by the monkeys, he was confused. He was not sure whether he felt relieved or disappointed.)

You may discuss with the learners whether they are interested in space, watch the night sky as a hobby or have seen a shooting star. In case they reply that they aren’t or haven’t, you may encourage them to think of taking it up as a hobby.

After the Text

You may ask these suggested questions.

1. Why do you think Rahul was confused about whether he felt disappointed or relieved in the end?

(I think Rahul was confused because he was looking forward to a meteor crashing in his garden but was also afraid of his house being under attack.)

2. Imagine you are alone and have heard loud noises as Rahul did. What would be the first thing you would have imagined?

(If I had heard loud sounds like Rahul did, I would have imagined that there was an accident. / I would have imagined that aliens were trying to come inside my house forcefully.)

3. Did you like the story? Why/Why not?

(Yes, I liked the story. It was quite funny and I got to know about interesting things such as meteor showers. / I did not like the story much. I have read stories that are funnier and more thrilling.)

For open-ended questions based on the learners’ imagination, you may rephrase their responses into grammatically correct sentences and ask them to repeat those after you. For example: I would have imagined that aliens were trying to come inside my house forcefully.

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Talking Book

Period 1

Suddenly, he heard the sound again. Crash! Rahul could hardly believe his ears.

“Oh wow! Has a meteor really crashed? A meteor in my house!” Rahul jumped.

There was a loud noise again. Rahul had started feeling scared. “No, no! I think this is something else. Oh God! What if my house is under attack? I have to act now!”

There was no time to waste. He was too scared to step outside. He decided to dial the police for help.

Rahul clutched the remote tightly as he looked around the house for his parent’s mobile phone.

Suddenly, he heard his doorbell ring. “Rahul, Rahul.” It was his neighbour, Ravi.

Rahul didn’t bother wearing slippers and dashed straight out of his house.

“It was the monkeys,” Ravi said. “They have thrown all the flowerpots down from the terrace. They have also destroyed my plants.”

Rahul went to his garden and saw the broken flowerpots on the ground. Seeing all the damage done by the monkeys, Rahul wasn’t sure whether he felt disappointed or relieved.

clutched (kluhcht): held something tightly, usually in fear fascinated (fa.suh.nay.tuhd): very interested meteor (mee.tee.aw): a piece of rock that falls from the outer space mumbled (muhm.bld): spoke quietly and in a way that is not clear wander (won.duh): to move around without a specific destination or a purpose

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Period 1 continued Echo Introducing Keywords

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—clutched (kluhcht).

Instruct: Repeat the meaning after me—held something tightly, usually in fear.

Instruct: Repeat the sentence after me—Seema clutched my arm when a monkey jumped down from a tree right in front of us.

Repeat this process for the other keywords as well.

Word

Pronunciation

Meaning

5 mins Echo

Sentence

fascinated fa.suh.nay.tuhd very interested

I have always been fascinated by robots.

meteor

mee.tee.aw

a piece of rock that falls from outer space

It felt wonderful to see a meteor shoot across the sky.

mumbled

muhm.bld

spoke quietly and in a way that is not clear

Jiya’s grandmother mumbled in her sleep.

wander

won.duh

to move around without a specific destination or a purpose

Miya loves to wander about in her large garden every evening.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Seema / clutched my arm / when a monkey / jumped down / from a tree / right in front / of us.

E & R Using Keywords in Sentences

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 ‘clutched’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. I clutched my sister’s hand in the crowded train.

2. Ridham was fascinated to see the film on the Amazon rainforest.

3. Sara is on the terrace with her family to watch the meteor shower.

4. Rajesh mumbled the poem instead of reciting it out loudly.

5. I love to wander in the park on Sundays.

Conclusion

Say: Today, we read a story called The Mysterious Sound!. It is about Rahul who, while watching a documentary on meteor showers, was imagining a meteor falling in his backyard. When he suddenly heard some loud noises coming from outside the door, he imagined different things.

In this chapter, we learnt how to share our imagination and talk about our imagination using expressions and feelings. We also learnt the words ‘clutched’, ‘fascinated’, ‘meteor’, ‘mumbled’ and ‘wander’; and how to use them in sentences.

Homework

Say: Practise the E-Speak 1 projects on page no. 76. Learn to talk about your imagination by listening to and repeating the projects given in the app.

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6 mins E&R

4 mins

E-Speak 1 Practise at Home PROJECT 10A

I Would Go To...

Ananya talks about where she would go if she could fly. Listen and record it.

PROJECT 10B

I Would Do...

Period 2

Ananya explains what all she would do if she could fly. Listen and record it.

PROJECT 10C

I Would Meet...

Ananya shares who she would meet if she could fly. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—In My Imagination. In the last class, we read a story called The Mysterious Sound!. In the story, Rahul is an imaginative boy who loves learning about space. While watching a documentary on meteor showers, he lets his imagination wander. He first imagines that an actual meteor has fallen in his backyard. Then, he imagines his house under attack and gets scared.

We learnt how to share our imagination and talk about our imagination using expressions and feelings. We also learnt the words ‘clutched’, ‘fascinated’, ‘meteor’, ‘mumbled’ and ‘wander’; 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 imagination and present it with expressions. Our imagination is free to roam and we can imagine any and everything. We must also share our imagination in a way that holds the interest of our listeners. Therefore, we must be very expressive and use actions and voice modulation when sharing our imagination with others.

Listen

Example from Text: When Rahul watches the documentary on meteor showers, he imagines how great it would be if a meteor were to crash in his backyard. He thinks, “I will be so famous. Top scientists of the world would visit my home then”. Later, when he hears loud noises, again his imagination gets the better of him. He says, “Oh God! What if my house is under attack? I have to act now!”

Example from E-Speak 1: As a part of your homework project, you heard Ananya talk about where she would go, what she would do and whom she would meet if she could fly.

Echo E-Speak 1

8 mins

Say: Now, I shall read out to you what Ananya imagines she would do if she could fly.

Instruct: Repeat the Project 10A after me—Hello everyone, I am Ananya. If I could fly, I would go high up in the sky above the clouds. I would see the stars and the rainbow.

Instruct: Repeat the Project 10B after me—If I could fly, I would help people in need, just like superheroes. I would swoop down from the sky and save them from trouble.

Instruct: Repeat the Project 10C after me—If I could fly, I would meet my grandma who lives in Shimla. After that, I will fly to Chennai to meet my best friend. Then, I will fly back home.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hello everyone, / I am / Ananya. / If I could fly, / I would / go high up / in the sky / above the clouds. / I would / see the stars / and the / rainbow.

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Echo

Speak on the Spot Boost Your Speaking

My Dream House

Where will your dream house be? Choose a place from below and talk about it.

Underwater

On a different planet play with fish

jellyfish

colourful doors

seahorse

seashell

glass walls

talk with fish

talk to aliens

moon

pet shark

meteors

play with stars

The bed would be made of …

float around

water

Come visit my dream house.

sand

stones

bubbles

balloons

Hello friends!

Period 2

My dream house would be …

It would be so lovely. I would be able to see … near me.

My house would have …

I would … (activity that you will do) The furniture would be made of …

Thank you.

Speak confidently and with a big smile.

Look at your friends and teacher when sharing your thoughts.

You can add your own answers.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Where would you want your dream house to be—underwater or on a different planet? You have to talk about which one you will choose and why.

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 ask the learners to be creative and expressive while sharing their imagination. Inform them that their imagination may not have logic and may be vivid in nature.

Model Responses:

1. Hello friends!

My dream house would be underwater.

It would be so lovely. I would be able to see jellyfish near me.

My house would have walls made of corals.

I would invite all the underwater creatures for dinner.

The furniture would be made of seashells.

The bed would be made of pearls and soft sea flowers.

Come visit my dream house.

Thank you.

2. Hello friends!

My dream house would be on a different planet.

It would be so lovely. I would be able to see different constellations in the sky.

My house would have glass walls.

I would travel in my space shuttle.

The furniture would be made of stones and pebbles that are not found on Earth.

The bed would be made of rocks that are softer than cotton. Come visit my dream house.

Thank you.

If the learners present well, and use their imagination, you can praise them by saying, ‘I love your imagination!’, ‘I would love to visit your dream house’ and ‘Well done!’. In case the learners struggle, you can help them by saying, ‘Let me help you’, ‘Let us try together’ or ‘You have a good command of your language, just speak a bit louder’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app about the superpower that you would want to have and why, in 3–4 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 that your wish to have a superpower comes true. Think about what you would do with that superpower and its risk. Then, write them down and practise saying them aloud, again and again, in front of your family members.

You may ask the learners to dress up or use props for their presentation.

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E-Speak 2 PROJECT 10D

Practise at Home

Superpower

A world with superpowers would be a fascinating and a unique place to live in. Tell us, in 3-4 lines, about a superpower that you want and why you want the superpower.

Gaming Zone It’s Fun Time

My Dream School Period 3

Tick (ü) what you wish for your dream school to have.

robot teacher

donut seats

flying books

sleeping room

rainbow slide

magical classroom

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—My Dream School.

Say: As you can see, there are some pictures that could be in your dream school.

Instruct: Look at the pictures carefully and tick the ones that you wish to have in your dream school.

You may ask these suggested questions.

1. What kind of books would you want in your dream school?

(I would want flying books in my dream school. / I would want talking books in my dream school.)

2. What kind of slide would you want in your school play area?

(I would want a rainbow slide in my school’s play area. / I would want a cartoon slide in my school’s play area.)

3. What kind of seats would you want in your school?

(I would want donut seats in my school. / I would want floating seats in my school.)

4. What special room would you want to have in your school?

(I would want a playing room in my school. / I would want a sleeping room in my school.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Superpower’, where you had to record what superpower you would want and why you would want it.

Listen

Instruct: Listen to my response to the project.

‘Hello, friends! My name is Mishika. I wish to have the superpower to float and swim deep underwater without any oxygen mask. I want this superpower so that I can take care of all the plants and animals underwater. I will also be able to clean the ocean and keep it free from pollution.’

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

‘Hello, friends, my name is Rohan. I wish to have the superpower to run very fast. I want to have this superpower so that I can go back home from school very fast. I will also be able to chase thieves very fast and help the police to catch them.’

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

For example: I wish / to have / the superpower / to run / very fast. / I want to / have this / superpower / so that / I can / go back home / from school / very fast.

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 • In My Imagination

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Echo

140 .

But this superpower can also,

speed running

fly

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light fire

talk to animals invisibility

travel

.

3.

Wow! Having this superpower would be so cool!

.

2.

(risk of having this superpower)

.

1.

Three things that I would do with this amazing superpower are:

.

I want this because (why you want it)

.

My superpower would be to

Hello Friends!

1Write: Complete the sentences given below.

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Imagine that your wish to have a superpower comes true. Write down what you would do with it. What would be the risk of having the superpower? Now, talk about it in the class.

How I Wish!

The Final Show

Plan and Speak

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Notes Corner

You can wear a costume or use props for your presentation.

Speak clearly and loudly.

Use hand gestures and expressions while speaking.

You can add your own answers.

3Present: Speak about your superpower to the class.

members.

2Practise: Practise sharing your amazing superpower with your family

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Period 3 continued E & R Plan and Speak

20 mins

Say: Imagine that your wish of having a superpower has come true. Tell the class what you would do with that superpower and what the risk of having that superpower would be.

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. Guide them to share their imagination with adequate expressions and voice modulation.

Model Responses:

1. Hello Friends!

My superpower would be to be invisible.

I want this because I want to secretly help people. Three things that I would do with this amazing superpower are help the poor people with food and clothes, fight crime and save people from all kinds of trouble and help my friends when they are in any need. But this superpower can also be risky for me because someone might accidently hit me. Wow! Having this superpower would be so cool!

Thank you!

2. Hello friends, My superpower would be to light fire whenever I want.

I want this because I live in a very cold place and I want to be able to light fire whenever required and keep myself warm. Three things that I would do with this amazing superpower are light a campfire for my friends and family at outdoor parties, give light whenever it is dark and save gas and help my parents to cook.

But this superpower can also cause accidents. If I were not careful, I could burn somebody. Wow! Having this superpower would be so cool!

Thank you!

3. Hello friends, My superpower would be to fly like a bird. I want this because I want to see the world from the sky. Three things that I would do with this amazing superpower are travel to new places every day, say hello to the birds and play with the clouds. But this superpower can also be risky because I might accidentally hit a plane and hurt myself. Wow! Having this superpower would be so cool!

Thank you!

If the learners present with a lot of creativity and imagination, you can praise them by saying, ‘That was a very creative presentation’, ‘That was very imaginative’ or ‘Well done!’. In case the learners struggle, you can help them by saying, ‘Let me help you with framing the sentences’, ‘You should share your creative ideas confidently.’ or ‘You have a good command of your language, just speak a bit louder’.

Conclusion

2 mins

Say: In this chapter, we learnt to share our imagination and present it using expressions.

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Chapter 11

Telling About Events

Big Skill: Expressing creatively Learning Objectives: Learners will be able to: • narrate key events in a story in sequential manner.

• enact a scene from a story/drama/film.

Chapter 11

Telling About Events

Period 1

Expressing creatively

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 11—Telling About Events.

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 three friends talking about something and beaming with joy. / I see three children who are happily talking about something.)

2. What do you think they are talking about?

(I think they are talking about nature and wildlife. / I think they are sharing a story of the friendship between a giraffe and a bear.)

3. What could the children be doing together?

(It seems that the children are preparing for a group presentation. / I think they are giving a group presentation before their classmates.)

Read aloud the model description of the cover page.

Say: On the cover page, we see that three friends are beaming with joy. They are having a great time showing and presenting their project on trees and animals. They are confidently talking about their project. They seem to have brought the toy animals to life with their presentation.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 82 of your content book. We will read the story—A New Friend.

Instruct: Look at the page for one minute.

You may ask these suggested questions.

1. Who do you see in the picture?

(I see a girl, a man and a dog on the road.)

2. How does the girl look?

(The girl seems to be worried about the dog. / The girl looks unhappy.)

3. According to you, how does the man look?

(I think the man seems to be angry with the girl. / In my opinion, the man is upset with the girl about something.)

4. Look at the title. What do you think the story will be about?

(I think the story will be about a girl who wants to save the dog and make it her new friend.)

Explain: We are going to read a story called A New Friend. The story is about a girl named Anju and her new friend. In this story, Anju finds a lost puppy. Even though her father does not want her to, Anju takes care of the puppy. Something unexpected happens in the story when the puppy saves everyone. Now, let us begin reading.

Instruct: Pay attention to the way the important events in the story happen one after the other.

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Listen

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2

1

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Anju and Grandmother watched as the puppy gobbled down the food. Anju laughed, “Look, Grandmother, you can see its little stomach bulging out. Shame, it must have been terribly hungry!”

The sight of the dog touched Anju’s heart. “You poor little dog! Are you hungry?

Come, let me give you something to eat.” When she opened the gate, the puppy dashed in. “So that’s what you wanted, isn’t it?” laughed Anju. At the kitchen door, she called, “Grandmother, I’m home! Is there anything for a puppy to eat?”

Grandmother looked out. “Oh, the poor little thing. Look how thin he is! Let me see what we have.” A few moments later, she appeared with a bowl of milk and bread.

“Here, give this to him.”

Two days later, when Anju got home from school, there was the puppy again. It was thinner than it had been, and its coat was dull and dirty.

“Oh, Dad, it looks so hungry. I wonder what its name is. I’ve asked other children, but no one knows whose dog it is. It’s only a puppy!”

“Yes, I’ve noticed it. I don’t know who it belongs to. Don’t take any notice of it, as it can become a nuisance.”

“Dad, have you seen the little brown dog that is roaming around just outside our gate? I wonder whose it is?” said Anju.

A New Friend

4

3

Period 1

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Chapter 11 • Telling About Events

bulging (buhl.jihng): sticking out in a round shape dashed (dasht): rushed in gobbled (gaw.bld): ate very quickly nuisance (nyoo.sns): a person or thing that causes problems slithering (sli.thuh.ruhng): moving in a sliding way

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“Well, just look at that!” said Dad. “So small and so brave! I think we had better keep him and call him Leo because he is as brave as a lion!”

The next moment, the puppy started barking wildly and stormed to the boundary fence. Everyone noticed a snake quickly slithering out through the fence and down a hole.

Just then, Mom and Dad came around the house. Mom stared in surprise and asked, “Where did this cute little dog come from?”

Anju washed the puppy all over and rubbed him dry. He looked quite different once he was clean.

“You had better give him a bath before your parents get home. He is filthy!”

Grandmother came out with a small bathing tub, some shampoo, and an old towel.

“Give him a bath and rub him dry.”

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: ‘Bulging’ means sticking out in a round shape. It is pronounced as buhl.jihng. You may stress on the syllable in bold, like ‘buhl’.

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

After 1 What do you think Anju would do next?

(I think Anju would take the dog to her house and feed the dog. / In my opinion, Anju will get food for the dog from her house.)

After 2 While reading the story, you Have you ever fed a stray animal? How did you feel? may enact some scenes from (Yes, I have fed a stray cat. I felt happy and satisfied. the story, with proper voice / No, I have never fed any stray animal. I am scared modulation and expressions, to of them.) make it more interesting.

3 After What happened to the dog after it was given a bath? How do you think the dog felt?

(After the dog was given a bath, he looked very different and clean. I think the dog felt good after being given a bath.)

After 4 Why do you think the dog started barking wildly and ran to the fence?

(I think the dog started barking wildly and ran to the fence because he saw something dangerous.)

For open-ended questions based on the learners’ realities and experiences, you can rephrase the answers in complete sentences. For example: Yes, I have fed a stray cat. I felt happy and satisfied.

After the Text

You may ask these suggested questions.

1. How did Anju feel when she saw the thin and dirty dog?

(Anju felt concerned for the thin and dirty dog.)

2. What would you do if you found a dog outside your house?

(I would feed the dog and play with it for some time.)

3. Tell me the events that happened after Anju and Grandmother washed the dog together.

(After Anju and Grandmother washed the dog, Anju’s parents arrived at the house and were surprised to see the dog. Then, the dog ran after a snake and chased it out. Finally, Anju’s father decided to keep him and named him Leo.) If a learner shares answers that are correct in grammar and meaning, then ask the rest of the class to repeat those answers after the learner. This will enhance that learner’s confidence.

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Talking Book

“You had better give him a bath before your parents get home. He is filthy!”

Grandmother came out with a small bathing tub, some shampoo, and an old towel.

“Give him a bath and rub him dry.”

Anju washed the puppy all over and rubbed him dry. He looked quite different once he was clean.

Period 1

Just then, Mom and Dad came around the house. Mom stared in surprise and asked, “Where did this cute little dog come from?”

The next moment, the puppy started barking wildly and stormed to the boundary fence. Everyone noticed a snake quickly slithering out through the fence and down a hole.

“Well, just look at that!” said Dad. “So small and so brave! I think we had better keep him and call him Leo because he is as brave as a lion!”

bulging (buhl.jihng): sticking out in a round shape dashed (dasht): rushed in gobbled (gaw.bld): ate very quickly nuisance (nyoo.sns): a person or thing that causes problems slithering (sli.thuh.ruhng): moving in a sliding way

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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—bulging (buhl.jihng).

Instruct: Repeat the meaning after me—sticking out in a round shape.

Instruct: Repeat the sentence after me—Raman’s bag is always bulging with books.

Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

dashed

dasht

rushed in

The people dashed inside the shop as soon as it opened.

gobbled

gaw.bld

ate very quickly

The children gobbled down the bowl of fruit.

nuisance

nyoo.sns

a person or thing that causes problems

The potholes on the roads are a nuisance.

slithering

sli.thuh.ruhng

moving in a sliding way

A snake was slithering through the grass.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The people / dashed / inside / the shop / as soon as / it opened.

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 ‘bulging’ and tell them to me.

Repeat this process with all the keywords.

Model Responses:

E&R

1. Santa Claus was carrying a large sack bulging with gifts.

2. Rohan dashed into the park as soon as he got down from the car.

3. Lily gobbled down the sandwiches as soon as she reached home.

4. The long power cuts in my colony caused a nuisance.

5. Tina saw a snake slithering across the grass in the garden.

Conclusion

4 mins

Say: Today, we read a story called A New Friend. In this story, a girl named Anju took care of a cute little dog by giving him some food and cleaning him. When the dog chased a snake out of Anju’s house, saving her and her family, Anju’s parents adopted it. We learnt to narrate key events of a story in the correct sequence.

We also learnt the words ‘bulging’, ‘dashed’, ‘gobbled’, ‘nuisance’ and ‘slithering’; and how to use them in sentences.

Homework Say: Practise E-Speak 1 projects on page no. 84. Learn to tell a story in the correct sequence by listening to and repeating the projects given in the app.

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E-Speak 1 Practise at Home PROJECT 11A

Jayant’s Story

Jayant is narrating his favourite story, ‘Tenali Raman and the Bale of Cotton’.

Listen and record it.

PROJECT 11B

Raman’s Plan Period 2

Jayant continues to talk about what Raman does in the story. Listen and record it.

PROJECT 11C

Raman’s Cleverness

Jayant proves the intelligence of Tenali Raman in the conclusion of his story.

Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Telling About Events. In the last class, we read the story called A New Friend. In the story, a girl named Anju took care of a street dog by feeding and bathing it. When the dog chased a snake away, thereby saving Anju and her family, her parents decided to adopt it. Anju’s father named the dog Leo. We learnt to narrate the key events of a story in the correct sequence. We also learnt the keywords ‘bulging’, ‘dashed’, ‘gobbled’, ‘nuisance’ and ‘slithering’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to narrate the key events of a story in a sequential manner. Narrating a story in the proper sequence helps us to understand clearly what happened in the story. It also keeps us interested in the story.

When narrating a story, we use words and phrases like “once upon a time”, “then”, “next”, “suddenly” and “in the end” to show in which sequence the next event happens in the story.

Listen

Example from Text: At the beginning of the story, we read that Anju noticed a little dog on the road, but she did not know who it belonged to. After two days, she saw the same dog again but it was thinner than before, and its coat was dull and dirty. Then, Anju took the dog in and with the help of her grandmother, fed it and cleaned it. When Anju’s parents arrived, they were surprised to see the dog. Her mother said in surprise, “Where did this cute little dog come from?” The next moment, the dog spotted a snake and chased it away. That finally convinced Anju’s father to adopt that dog.

Example from E-Speak 1: As a part of your homework project, you heard Jayant narrating his favourite story ‘Tenali Raman and the Bale of Cotton.’

Echo E-Speak 1

8 mins

Say: Now, I shall narrate Jayant’s favourite story to you.

Instruct: Repeat the Project 11A after me—Once upon a time, Tenali Raman was challenged by the king to bring a bale of cotton from a neighbour’s house without borrowing it.

Instruct: Repeat the Project 11B after me—Raman comes up with a plan. He heads towards his home with false injury marks. His neighbour sees him. He is concerned and worried for Raman.

Instruct: Repeat the Project 11C after me—The neighbour rushes to his house and brings a bale of cotton and medicine for him. Raman accepts the help. The next day, he goes to the king with the bale of cotton. He once again proves his intelligence and earns admiration in the kingdom.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Once upon a time, / Tenali Raman / was challenged / by the king / to bring / a bale of cotton / from / a neighbour’s house / without / borrowing it.

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Echo

Speak on the Spot Boost Your Speaking

Tell a Story Think of your favourite story from your English or Conversations book. Tell us about the key events in 3-5 lines. Narrate the events in sequence.

Hello, my name is …

The title of my story is …

Once upon a time …

Period 2

Then, …

Next, …

In the end …

Thank you.

Things to include in your story: beginning of story

characters

end of story

problems and solutions

title

middle of story

Speak clearly and loudly.

Use your hands and voice to add emotions and actions to the story.

Make eye contact while telling the story.

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to present the key events of your favourite story from your English or the Conversations book in 3-5 lines. You have to narrate the events in sequence.

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

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 present the story with proper voice modulation and expressions.

They can also enact their favourite scene from the story to make their presentation more interesting.

Model Responses: 1. Hello, my name is Priya Jindal. The title of my story is The Mysterious Sound!

Once upon a time, there was a boy named Rahul who read about meteor showers at school and decided to watch a documentary on it at home. Then, he let his imagination wander, thinking about what would happen if a meteor crashed into his garden. Top scientists would visit him and he would become famous. Next, he heard some sounds coming from the garden and thought that a meteor had actually crashed into his house. He also imagined that his house was under attack. In the end, his friend Ravi called him outside and he said that some monkeys had thrown flowerpots from the terrace and done a lot of damage. Thank you.

2. Hello, my name is Trisha Nigam. The title of my story is Prank at the Mall.

Once upon a time, two friends Kamal and Asmita were going to the mall with Asmita’s parents.

Then, Asmita remembered a funny incident that happened at the mall when she last went there with her parents. Next, she narrated the story to Kamal. She told him that in the mall, whenever she passed a mannequin, she felt a tap on her shoulder. Then, when all three of them were standing in front of a mannequin, it started moving and they were scared. They started screaming. In the end, people around them started laughing and they shouted ‘April Fool’s Day’. Thank you.

If the learners narrate their story confidently, you may praise them by saying, ‘Well done!’ or ‘You narrated your story quite well’. In case the learners struggle, you can encourage them by saying, ‘Why don’t you tell us what happened first, then what happened after that and finally, what happened in the end’ or ‘You narrated your story in sequence. I wish you had spoken loudly and with expressions.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app your favourite lines or dialogues from a story in 3-4 lines. You may listen to the audio stimulus given in the app to help you. 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: Get into a group of four. As a group, you have to choose any one story from page no. 87. Then, pick a scene, decide your roles and write down the lines that you will enact. Practise your lines aloud, again and again, with your group to make your timing and sequence perfect.

You may ask the learners to dress up or use different props while giving their presentation.

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E-Speak 2 PROJECT 11D

Practise at Home

Act Out

We are all fond of listening to and reading stories. There are some lines or dialogues from them that we like and admire. Tell us your favourite lines or dialogue from a story, in 3-4 lines. Say it with expression.

Gaming Zone It’s Fun Time

Number the Pictures

Period 3

Number the pictures of the story 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—Number the Pictures.

Say: Given below are some scenes from the story The Thirsty Crow.

Instruct: Look at the pictures carefully and number them to arrange them in a sequence.

Number 1 is marked for you.

Show the example given in the book.

You may ask these suggested questions.

1. What happens at the beginning of the story The Thirsty Crow?

(At the beginning of the story, the thirsty crow sees a pitcher with very little water in it.)

2. What does the crow do to raise the level of water?

(The crow tries to throw some pebbles to raise the level of water.)

3. Did the crow get to drink some water in the end?

(Yes, the crow was able to drink water in the end.)

4. Which is your favourite part of the story?

(I like the part when the crow tries to throw the pebbles to raise the level of water. / I like the part when the crow was able to drink water at the end.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Act Out’, where you had to tell your favourite lines or dialogues from a story, in 3–4 lines.

Instruct: Listen to my response to the project.

‘Hi, I am Mita. I will tell you my favourite lines from the story Cinderella. “Oh, it’s a beautiful dress! Did you ever see such a beautiful dress? And look! Glass slippers. Why, it’s like a dream. A wonderful dream come true.” Thank you.’

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

‘Hi, I am Mohan. I will tell you my favourite lines from the story Charlie and the Chocolate Factory.

Mr. Wonka: Don’t forget what happened to the man who suddenly got everything he wanted.

Charlie: What happened?

Mr. Wonka: He lived happily ever after. Thank you.’

You may read the lines or dialogues with appropriate expressions, tone and voice modulation.

You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hi, / I am Mohan. / I will / tell you / my favourite lines / from the story / Charlie and the Chocolate Factory.

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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Listen

Echo

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Chapter 11 • Telling About Events

THE LITTLE RED RIDING HOOD

THE THREE LITTLE PIGS

1Choose a story you wish to present your skit on.

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Divide yourself into a group of four. Choose a scene from any ONE story and prepare your skit. Then, enact your scene in front of the class.

Step Inside a Story!

The Final Show

Plan and Speak (name/role)

(name/role)

Student 4:

Student 2:

(name/role)

(name/role)

.

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.

Notes Corner

Use your hand actions and voice modulation to add emotions to the story.

You may use props and costume.

Every member in the group should participate equally.

5Present: Present your act in front of the class.

4Practise: Prepare your act with your group in your free time.

Play Script:

Now let’s begin the play!

The characters are

Today we are going to present a skit named

Hello friends!

write the script with your crew.

3Write: Pick any ONE scene from the story you have chosen. Discuss and

Student 3:

Student 1:

2Decide and write your roles.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: You have got into groups of four. You had to choose a scene from any one of the stories and prepare a skit. Now, you have to enact the scene, from the story you have selected, to the class.

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 enact the skit with proper expressions and voice modulation. You may motivate the learners to use props and wear costumes, if they have brought any. This will make their skit interesting and attractive.

Model Responses:

1. Student 1: Hello friends! Today we are going to present a skit named The Three Little Pigs.

Student 2: The characters are Pig 1, Pig 2, Pig 3 and Wolf.

Student 3: Now let’s begin the play!

Student 1 (Pig 1): I will make a house with straws.

Student 2 (Pig 2): I will make a house with wood.

Student 3 (Pig 3): I will make a house with bricks.

Student 2 (Narrator): One day, a wolf went to Pig 1’s house.

Student 4 (Wolf): Little pig, little pig, please let me in.

Student 1 (Pig 1): No, I will not let you in.

Student 4 (Wolf): Then, I will huff and puff and blow your house away!

Student 2 (Narrator): The Wolf blows away the house made up of straws and goes to eat Pig 1.

2. Student 4: Hello friends! Today we are going to present a skit named The Little Red Riding Hood.

Student 2: The characters are Little Red Riding Hood, Grandma, Wolf, and the narrator.

Student 3: Now let’s begin the play!

Student 1 (Narrator): One day, Little Red Riding Hood was going to meet her grandmother in the forest.

Student 2 (Little Red Riding Hood): Let me take some fruit for Grandma.

Student 1 (Narrator): When Little Red Riding Hood was picking fresh fruit for Grandma, the wolf was hiding behind the bushes and listening to her.

Student 3 (Wolf): I will follow the girl and reach her grandmother’s house.

Student 1 (Narrator): Little Red Riding Hood reaches her grandmother’s house.

Student 2 (Little Red Riding Hood): Grandma, please open the door.

Student 4 (Grandma): Oh! It is lovely to see you dear.

Student 2 (Little Red Riding Hood): I have some fresh fruit for you.

Student 1 (Narrator): The wolf was hiding behind a tree and watching Little Red Riding Hood and her grandmother.

If the learners present the skit confidently, you can praise them by saying, ‘That was a lovely performance’ or ‘That scene was enacted quite well’. If the learners face difficulty in presenting their skit, you can encourage them by saying, ‘You all are doing well, just speak a bit louder’ or ‘Don’t worry, you can read your lines from your book if you have forgotten them’.

Conclusion

2 mins

Say: In this chapter, we learnt to narrate the key events of a story in a sequential manner.

We also learnt to enact a scene from a story or drama.

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Chapter 12

My Views

Big Skill: Presenting informed opinions Learning Objectives: Learners will be able to: • present an informed opinion.

• support opinions with relevant facts, information and logic.

Chapter 12

My Views

Period 1

Presenting informed opinions

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 12—My Views.

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 and her mother in the picture.)

2. Where do you think they are?

(I think they are in a supermarket. / I think they are at a store. / I think they are in a shopping mall.)

3. What do you think the girl is telling her mother?

(I think the girl is telling her mother that she wants the yellow packet. / I think the girl is telling her mother what she wants to buy from the supermarket.

Read aloud the model description of the cover page.

Say: On the cover page, we see a girl and her mother in a supermarket, buying groceries.

The mother seems to be reading what is written on a box. The girl is pointing at a yellow packet. She seems to be asking the mother to buy it for her.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 90 of your content book. We will read the story—The Book Swap.

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 different books in the first picture.)

2. Where do you think the people are in the picture?

(I think that the people are at a bookstore. / In my opinion, the people are at a book fair.)

3. What kind of books do you like to read? Why? (I like to read comic books because they have a lot of colourful pictures and are fun to read. / I like reading GK books because they tell me about the world.

Explain: We are going to read a story called The Book Swap. In this story, two friends, Karuna and Harman, talk about the kinds of books they like to read. In the end, they give their favourite books to each other to read. Now, let us begin reading.

Instruct: Pay attention to how Karuna and Harman politely share their opinions and support them with reasons.

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Listen

158

2

1

U24ENCB_Grade5.indb 90

90

“That’s great! Don’t you like magazines or quiz books?

I love the interesting articles in magazines–they keep me up to date with what’s happening in the world. And quiz books–they help me answer at least some of the questions on quiz shows!” said Harman.

“I got some of my favourite comics. I love reading and collecting them.”

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Harman proudly showed Karuna his new encyclopaedia. “What have you bought?” he asked, pointing at Karuna’s bag.

“Oh, hello Harman! Nice to see you. Have you bought any books yet?”

“Karuna! Hi! I’m here!” Harman shouted, waving at her. They were at the Annual Book Fair.

The Book Swap

4

3

Period 1

Talking Book

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Chapter 12 • My Views

annual (a.nyoo.uhl): ( .nyoo.uhl) happening once every year articles(aa.ti.klz): a piece of writing that is published in a newspaper or magazine disagreed (dis.uh.greed): not accepted someone's views or opinion encyclopaedia (uhn.sai.kluh.pee.dee.uh): a book giving information on many topics up to date (uhp tuh dayt): having the latest information

“I was just going to suggest that!” laughed Karuna.

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91

“Wait, I have an idea! Why don’t I give you one of my books to read? Maybe you can lend me one of your comics?” suggested Harman.

“Ditto. I never thought one could enjoy quiz books or magazines, but you make it sound interesting,” said Karuna.

“I guess I never thought about it like that,” said Harman.

“That’s amazing! I like reading comics because they build my imagination! And they’re always so much fun to read!” exclaimed Karuna.

“Well, they are not as fun as comics, but you can find colourful pictures along with exciting facts. I am a curious person, so I love reading them.”

She continued, “Also, comics have interesting pictures. Every topic can be made fun with pictures. That doesn’t happen in encyclopaedias, right?”

“Oh, wow!” said Harman.

Karuna disagreed, “No, not at all! I feel that comics can teach us new things, in fun and interesting ways. See, I bought The Power Girls comic. They use their superpowers to save the environment. In this one they are trying to fight a forest fire.”

“Ha ha! That’s okay.

I am just thinking, if one can learn anything from comics? I feel that they’re just good for passing time,” said Harman.

“I only read such books when my homework is due,” Karuna said shyly.

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: ‘Articles’ means a piece of writing that is published in a newspaper or magazine. It is pronounced as aa.ti.klz. You may stress on the syllable in bold, like ‘aa’.

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

After 1 What does Karuna love to read and collect?

(Karuna loves to read and collect comic books.)

After 2 Why does Harman like to read magazines?

(Harman likes to read magazines for the interesting articles. They keep him up-to-date with what is happening in the world.)

After 3 Harman thinks that comic books are just for passing time. Do you agree with him?

Why / Why not?

(Yes, I agree with Harman. Comic books are fun to read. But they do not teach us anything. / No, I disagree with Harman because comic books can teach us new things in enjoyable ways.)

After 4 Why did Karuna and Harman exchange their books?

(Karuna wanted to try quiz books and magazines because Harman made them sound interesting. Harman wanted to try reading comic books because Karuna said that they are fun to read and they help build imagination. That is why Karuna and Harman gave each other one of their books to read.)

You may rephrase the learners’ answers in complete sentences. For example: Yes, I agree with Harman.

Comic books are fun to read. But they do not teach us anything.

After the Text

You may ask these suggested questions.

1. Karuna and Harman like to read. What are your hobbies?

(I like to sing. / I like to play badminton. / I also like to read.)

2. You read Harman and Karuna’s views about the books they read. Who do you agree with?

(I agree with Karuna’s views. I think comics are fun to read and have colourful pictures. That’s why I like them. / I agree with Harman’s views. I think magazines and quiz books enhance our knowledge and understanding of the world.)

3. If you had to exchange books with your friend, which one would you give him/her to read?

(I would give my friend my favourite thriller story to read. / I would give my friend a nice funny storybook to read.)

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“I only read such books when my homework is due,” Karuna said shyly.

Talking Book

“Ha ha! That’s okay.

I am just thinking, if one can learn anything from comics? I feel that they’re just good for passing time,” said Harman.

Karuna disagreed, “No, not at all! I feel that comics can teach us new things, in fun and interesting ways. See, I bought The Power Girls comic. They use their superpowers to save the environment. In this one they are trying to fight a forest fire.”

“Oh, wow!” said Harman.

Period 1

She continued, “Also, comics have interesting pictures. Every topic can be made fun with pictures. That doesn’t happen in encyclopaedias, right?”

“Well, they are not as fun as comics, but you can find colourful pictures along with exciting facts. I am a curious person, so I love reading them.”

“That’s amazing! I like reading comics because they build my imagination! And they’re always so much fun to read!” exclaimed Karuna.

“I guess I never thought about it like that,” said Harman.

“Ditto. I never thought one could enjoy quiz books or magazines, but you make it sound interesting,” said Karuna.

“Wait, I have an idea! Why don’t I give you one of my books to read? Maybe you can lend me one of your comics?” suggested Harman.

“I was just going to suggest that!” laughed Karuna.

annual (a.nyoo.uhl): ( .nyoo.uhl) happening once every year articles(aa.ti.klz): a piece of writing that is published in a newspaper or magazine disagreed (dis.uh.greed): not accepted someone's views or opinion encyclopaedia (uhn.sai.kluh.pee.dee.uh): a book giving information on many topics up to date (uhp tuh dayt): having the latest information

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160

Period 1 continued Echo Introducing Keywords

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—annual (a.nyoo.uhl).

Instruct: Repeat the meaning after me—happening once every year.

Instruct: Repeat the sentence after me—The annual sports meet happens in September every year.

Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

articles

aa.ti.klz

a piece of writing that is I read many articles on meteor showers. published in a newspaper or magazine

disagreed

dis.uh.greed

not accepted someone’s views or opinion

I disagreed with Sameera’s views on the new story.

encyclopaedia uhn.sai.kluh. pee.dee.uh

a book giving information The encyclopaedia had all the information on many topics I needed for my school project.

up to date

having the latest information

uhp tuh dayt

Newspapers help us be up to date about events around the world.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: The annual / sports meet / happens / in September / every year.

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 ‘articles’ and tell them to me.

Repeat this process with all the keywords.

Model Responses: 1. The annual cultural meet will be organised this year by the students of class 11.

2. The articles on underwater animals are so interesting.

3. Smitha disagreed with Pranit’s views on using mobile phones at school.

4. The encyclopaedia has many interesting facts about outer space.

5. The book is up to date with all the important events happening around the world.

Conclusion

Say: Today, we read a story called The Book Swap. In this story, Harman and Karuna share their opinions about comic books and encyclopaedia, magazines and quiz books. In this chapter, we learnt to present an informed opinion.

We also learnt the words ‘articles’, ‘annual’, ‘disagreed’, ‘encyclopaedia’ and the phrase ‘up to date’; and how to use them in sentences.

Homework

Say: Practise the E-Speak 1 projects on page no. 92. Learn to share your opinions by listening to and repeating the projects given in the app.

Chapter 12 • My Views

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E&R

4 mins

E-Speak 1 Practise at Home PROJECT 12A

Shopping Time

Tara and Kashvi have met in the park.

Tara greets her and asks, ‘How are you spending your Dusshera break?’ Listen to Kashvi's reply and record it.

PROJECT 12B

Period 2

Shopping Online

Tara talks to Kashvi about the benefits of online shopping. Listen to her and record it.

PROJECT 12C

Offline Shopping

Kashvi explains why she likes shopping from the stores. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—My Views. In the last class, we read a story called The Book Swap. In the story, we read that Harman and Karuna share their opinions on encyclopaedia, magazines, quiz books and comic books. Harman expressed his views on why he thinks encyclopaedias are interesting and comic books are not. Karuna disagreed with Harman and shared her views on the usefulness of comic books. Then, they exchange, or swap, their books with each other. We learnt to present an informed opinion.

We also learnt to support our opinions with facts and logic.

We also learnt the keywords ‘articles’, ‘annual’, ‘disagreed’, ‘encyclopaedia’ and the phrase ‘up to date’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to present an informed opinion.

We are also learning to support our opinions with relevant facts, information and logic.

When we express our views, we must support them with reasons. We can always agree or disagree with another person’s viewpoints when stating our opinions. While stating our opinions, we should always be polite.

Listen

Example from Text: In the story, we read that Harman shared his opinion on how encyclopaedias, magazines and quiz books are useful. He said, “I love the interesting articles in the magazines–they keep me up to date with what’s happening in the world.”

He also shared his view that comic books are only good for passing time. Karuna disagreed with Harman and shared her views on why she prefers comic books. She said, “Not at all! I feel that comics can teach us new things, in fun and interesting ways.” They both expressed their views politely.

Example from E-Speak 1: As a part of your homework project, you heard Tara and Kashvi share their opinions on the benefits of online shopping and shopping from the stores.

Echo E-Speak 1

8 mins

Say: Now, I will read out to you Tara and Kashvi’s opinions about online shopping and shopping from the stores.

Instruct: Repeat the Project 12A after me—Hi Tara, how are you? Are you enjoying your Dusshera break? I am spending my break shopping for the upcoming festivals. It is so much fun.

Instruct: Repeat the Project 12B after me—Shopping online is much easier, as we can shop while sitting in the comfort of our homes. We do not have to visit the stores physically.

Instruct: Repeat the Project 12C after me—Shopping offline is so much fun. We can try different things and decide what we want. We can look at the product quality before making a decision.

You may break the sentences into meaningful chunks for the learners to repeat them without difficulty. For example: Hi Tara, / how are you? / Are you enjoying / your Dusshera break? / I am spending / my break / shopping for / the upcoming festivals. / It is / so much fun.

Chapter 12 • My Views

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Echo

Speak on the Spot Boost Your Speaking

Online Classes vs Offline Classes Give your opinion on whether you like attending online or offline classes. Give reasons in support of your choice.

Offline Classes

Online Classes

Period 2

face-to-face interaction

can ask teachers and friends directly for better learning increases attention no distractions

meet and talk to friends attend activity classes

enjoy sports period with friends

can study from the comfort of home or anywhere saves travel time quiet and familiar environment of home accessibility of parents for doubts or problems can access wide information and resources online no fighting or arguments

Hello friends!

I like ... more.

I prefer it because ... (reason 1) They are also good because ... (reason 2) Speak clearly and loudly.

You can give your own reasons to support your choice.

Be respectful of others’ opinions.

93

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164

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to present to the class your opinion about whether you like online classes or offline classes. You have to give proper reasons to support your choice.

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 speak with expression and appropriate body language.

Model Responses:

1. Hello friends!

I like offline classes more.

I prefer it because there is face-to-face interaction with our friends and teachers.

They are also good because I can enjoy the sports period with my friends.

Thank you.

2. Hello friends!

I like offline classes more.

I prefer it because I can ask my teachers and friends questions directly for better learning.

They are also good because there are no distractions.

Thank you.

3. Hello friends!

I like online classes more.

I prefer it because we can study from the comfort of our homes or anywhere.

They are also good because they save travel time.

Thank you.

If the learners share their opinions confidently using proper reasons, you may praise them by saying, ‘Well done, those are some lovely points’ or ‘That was nicely explained with good reasons’.

In case the learners struggle to share their points, you can help them by saying, ‘Let us try together’, ‘You can also include this point’, or ‘You have a good command over language, just try to speak a bit louder’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app your views on which is a better source to research and collect information for your projects–the internet or books in the library. State your opinions in 3-4 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: There are many ways to consume news. You have to choose from page no. 95 and write down a few lines about the mode you prefer to be informed about the world outside. Practise your lines loudly, again and again, in front of your family members.

Chapter 12 • My Views

165

E-Speak 2 PROJECT 12D

Practise at Home

Internet vs Library

We all use multiple sources to research and collect information for our projects. Tell us whether you prefer to search for information using the internet or books in the library. State your opinion in 3-4 lines.

Gaming Zone Period 3

It’s Fun Time

Best Time to Study!

Meena thinks that the best time to study is in the morning. Tick (ü) the reasons that support her choice.

We feel less energetic.

Our minds are fresh.

Our sleep cycle gets affected.

It helps us retain what we have learnt.

Our brain is tired and sleepy.

It is less stressful.

It is quiet and peaceful.

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166

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Best Time to Study!

Say: Meena thinks that the best time to study is in the morning. You can see that there is a list of reasons that supports Meena’s opinion.

Instruct: You have to tick the correct reasons that support Meena’s choice regarding why she prefers to study in the morning.

You may ask these suggested questions.

1. When do you study at home?

(I study in the morning. / I study in the evening.)

2. Do you think it is better to study in the morning? Why? (Yes, I think it is better to study in the morning because I feel fresh and energetic. / No, I prefer not to study in the morning as I might be late for school.)

3. Do you think it is better to study in the evening? Why? (Yes, I think it is better to study in the evening because we can revise the things that were taught to us at school that day. / No, I prefer not to study in the evening because I feel less energetic.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Internet vs Library’, where you had to record whether you prefer searching for information using the internet or books in the library.

Instruct: Listen to my response to the project.

Listen

‘Hello friends, I use the internet to collect information about my projects. I prefer using the internet because I not only get to read relevant information about any given topic but also get to understand the topic by watching relevant videos online. Apart from that, typing the keywords or hint words help me gather the information quickly, whereas, in a book, I have to look through the pages to look for the specific information that I need.’

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

‘Hello friends, I use the books in the library to collect information about my projects. I prefer using books because I can read up on the topic without harming my eyes. Apart from that, I can borrow the books and carry them home. I can read books anywhere without relying on the internet or electricity’.

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

For example: Hello friends, / I use / the books / in the library / to collect / information / about my / projects. / I prefer / using books / because I can / read up / on the topic / without harming / my eyes.

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

168

Newspaper

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Chapter 12 • My Views

can search for more related information

. . .

builds language skill

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95

easily accessible

audio and video make it easy to understand

at one’s comfort and speed

captivating visuals and graphics

can skip irrelevant news

Internet

crisp and to the point details

.

interesting games and articles

increases vocabulary

(give 2-3 reasons)

all family members can watch together

shared in an interesting way

I like it because

I prefer watching/reading news on

1Write: Complete the sentences to give your reasons.

Television

Then, present your opinion in the class.

about the outside world? Choose from below and give reasons for your choice.

There are many ways to consume news. What mode do you prefer to be informed

Your News Station!

The Final Show

Plan and Speak

U24ENCB_Grade5.indb 96

96

Notes Corner

Be respectful of other’s opinions.

Present confidently and with a smile.

Look at the class while presenting.

Speak clearly and loudly.

3Present: Share your choice with the class.

2Practise: Practise saying your lines in front of your family members.

Period 3

12/13/2023 5:35:53 PM

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present your opinion on which is the best way to consume news— through television, newspapers or the internet.

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 loudly in complete sentences. Guide them to speak with a lot of expressions. Appreciate the originality of thoughts and creativity.

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. I prefer watching news on television.

I like it because all my family members can watch the news together.

Apart from that, the combination of audio and video makes it easy to understand a particular news item.

Also, I can see the captivating visuals and graphics on the television.

2. I prefer reading news in the newspaper.

I like it because it increases my vocabulary.

Also, the news is crisp and has to-the-point details.

Newspapers also have interesting games and articles.

3. I prefer reading news on the internet I like it because I can skip irrelevant news.

Also, I can search for more related information on the internet.

The news is easily accessible on the internet.

If the learners share their opinions confidently using proper reasoning and adequate vocabulary, you can praise them by saying ‘It was well-presented’, ‘Well done, those were some lovely points’ or ‘That was nicely explained with good reasons’. In case the learners struggle to share their opinions, you can help them by saying ‘Let me help you to come up with a good point’ or ‘You can also add this point’.

Conclusion

2 mins

Say: In this chapter, we learnt to present an informed opinion. We also learnt to support opinions with relevant facts, information and logic.

Chapter 12 • My Views

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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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