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Teacher Manual 8.A. Musical Hat A hat

TeachNext Reading Junction-

1 Get Set 30 min
Get Set
Book B Get Set

8.B. Recite and

Teacher Manual
Enjoy
2 Reading Junction 30 min
TeachNext Reading Junction

Book B Read the poem

Discussion of
Teach Next
answers

Discussion of
3 Get Going Book B 30 min
answers

Assign worksheet
Book C
8.1

8.C. Homonym
Teacher Manual
Relay

Explanation,
Teach Next examples and
4 Vocabulary Junction exercises 30 min
Complete the
Book B
exercises

Assign worksheet
Book C
8.2

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 Teacher Manual 8.D. Final ‘e’

Explanation,
Teach Next examples and
exercises
5 Phonics Junction 30 min
Complete the
Book B
exercise

Assign worksheet
Book C
8.3

8.E. Memory
Teacher Manual
Power

Complete the
Teach Next
exercises
6 Grammar Junction Explanation, 30 min
Book B examples and
exercises

Assign worksheet
Book C
8.4

8.F. Complete the

Teacher Manual
Paragraph

Teach Next Writing Junction

7 Writing Junction Complete the 30 min
Book B
exercise

Assign worksheet
Book C
8.5

Teacher Manual 8.G. I Wonder

8 Speaking Junction Teach Next Speaking Junction 30 min

Book B Complete the task

Teacher Manual 8.H. Recall Right Script given in TM

Teach Next Listening Junction

9 Listening Junction Book B Complete the task 30 min

Assign worksheet
Book C
8.6

Revise and
10 Grammar Station Book B complete the 30 min
exercises
1RWH * The printable resources required for the activities can be downloaded from the Next Mentor App.
* The worksheets that have been assigned as homework are to be discussed before moving on to the next topic.

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/HDUQLQJ2XWFRPHVLearners will be able to answer questions regarding nature and animals
6WDQGDUGV To be able to answer questions on a given topic

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Tell learners that when they were young lot of things puzzled them , like:
Where do the moon and the stars go in the morning?
How do birds talk to each other?
From where do the clouds come?

Ask learners if they too have questions like these.

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Bring a hat and a music player to the class for ‘Pass the Hat’ game. If you do not have a music player, you can clap or
sing.
Write the questions given in Get Set Junction of Book B on small slips of paper, and place them in the hat. You may add
some of your own.
Ask learners to sit in a circle.
Now explain that they will play the game ‘Pass the Hat’. Inform them about the rules:
The hat will be passed around as long as the music/clap is playing.
When the music/clap stops, the learner holding the hat will pick a slip from the hat and answer the question written on
the paper.
The answer need not be factually correct. It can be imaginative also.
Once the question is answered, the learner sits outside the circle. The game goes on till all the questions are answered
or till every learner has had an opportunity to speak.

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Encourage the learners to answer the questions using their imagination if the factual answer is not known.

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/HDUQLQJ2XWFRPHVLearners will be able to:

read and recite a poem

relate to the poem at a personal level
6WDQGDUGV To be able to read and enjoy the poem

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Ask learners:
Have you ever spoken to the rain, the wind, the sun or the moon?

Accept all responses and then tell them that they will read a poem where a girl wonders from where the raindrops come.

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Read out the first four lines of the poem.
Oh, where do you come from,
You little drops of rain,
Pitter-patter, pitter-patter,
Down the window pane?
Then ask the learners if they also wonder where the raindrops come from.
Continue to read the poem.
After reading the last stanza, ask them what these lines mean:
The little raindrops cannot speak,
But “pitter-patter-pat”
Means, “We can play on this side,
Why can’t you play on that?”
Discuss the answers given by the learners.
Then ask them to recite the poem together.
Discuss Get Going Junction in Book B.
Ask learners to complete Get Going Junction.
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Ask learners what they liked best about the poem.
Assign worksheet 8.1 in Book C as homework.

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/HDUQLQJ2XWFRPHVLearners will be able to:

recall homophones
identify homonyms
explain the meanings of homonyms used in sentences
6WDQGDUGV To be able to identify and use homonyms

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Recall homophones.
Ask learners to give a few examples of homophones.
Say a few sentences using homophones and ask the learners to identify the homophone word.
Ask learners to guess what are homonyms.
Accept all responses and then give the learners a few examples to help them get an idea what the lesson is all about.

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Ask learners to look at Vocabulary Junction of Book B.
Write the word ‘can’ on the blackboard.
Ask them to read the word and explain the meanings.
Discuss the two meanings of the word ‘can’.
Explain to them that the words with the same spelling and pronunciation, but different meanings are called homonyms.
Discuss the difference between homophones and homonyms.
Discuss the explanation and examples given in the book.
Ask learners to give some examples using the given homonyms.
Discuss the task given in Vocabulary Junction.
Ask the learners to complete the task.
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Assign worksheet 8.2 in Book C as homework.

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9RFDEXODU\*DPH: Refer to the activity to reinforce the concept. This is an optional activity.

Vocabulary Game
Inform the learners that they will be playing a game. Explain the rules of the game:
The game is like a relay race.
There are as many words as the number of rows in the class.
Each learner has to make two sentences with any word showing the difference in meaning of the homonym.
Then the sheet is passed to the learner sitting behind him/her.
This goes on till the last learner completes writing and runs forward to submit the sheet.
Give each learner sitting in the first row a sheet containing homonyms.
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1. Can
2. Bark
3. Fine
4. Down
5. Well
6. Train
7. Match
8. Sink
9. Clear
10. Close

Guide them to play the game.

Check the sentences made by each team. The team that writes the maximum number of correct sentences is the winner.

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/HDUQLQJ2XWFRPHVLearners will be able to:

recognise words that end in ‘el’ and ‘le’
pronounce words that end in ‘el’ and ‘le’ correctly
6WDQGDUGV To be able to read words that end in ‘el’ or ‘le’ correctly

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Ask learners to open Book B to Phonics Junction page, and find the words mentioned in the story.
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Familiarise yourself with the pronunciation of the words provided in Book B Answer Key section at the end of this module.
Enunciate each word clearly and ask the learners to listen carefully.
Pause after each word and ask them to repeat after you.
After the learners have pronounced the words as a group, read out the words once again and ask them, one at a time, to
pronounce the words.
Ensure every learner gets a chance to pronounce the words.
Help any learner who is unable to pronounce the word(s) properly.
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Discuss and assign worksheet 8.3 in Book C as homework.

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/HDUQLQJ2XWFRPHVLearners will be able to:

recognise that ‘Wh-’ words and ‘How’ are question words
use question words to frame questions
6WDQGDUGV To be able to use question words to frame questions

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Ask learners:
What did you have for breakfast?
When did you last have noodles?
How many sweets can you eat at a time?
Where do you get good sweets?

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Write these words on the blackboard:
Who
What
Where

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 When
Why
Whose
Which
How

Explain that these words are used to ask questions. Explain with examples.
Now ask the learners to look at Grammar Junction of Book B.
Ask them to read the explanation and examples given in Grammar Junction.
Discuss the explanation and examples given in the book.
Ask learners to give some examples.
Discuss the task in Grammar Junction.
Ask learners to complete the task given in the book.
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Assign worksheet 8.4 in Book C as homework.

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*UDPPDU*DPH Refer to the activity to reinforce the concept. This is an optional activity.

Grammar Game
Group the learners into two teams.
Inform them that you will tell them two stories. (You can choose any two short stories.)
After listening to the stories, ask each team to select a story and frame questions using the ten question words.
Then ask one team to ask questions to the other team. For every correct answer, the team gets a point.
Repeat the activity where the second team asks questions to the first team.
The team that scores the maximum number of points is the winner.

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/HDUQLQJ2XWFRPHVLearners will be able to write supporting and closing sentences for a topic sentence
6WDQGDUGV: To be able to write a paragraph based on a topic sentence

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Recap parts of a paragraph.
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Show the chart paper (from the previous lesson) on parts of a paragraph to the learners and reinforce the concept.

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 Topic Sentence

Water is all around us. It moves and flows in rivers

and seas. It falls from the sky as rain. But how does
water get up there? Water on earth is found in oceans,
seas, rivers, lakes, ponds, etc. The sun’s heat turns
water from oceans and lakes into an invisible gas Supporting
called water vapour. Water vapour gets collected in Sentence
the air and forms clouds. The clouds keep getting
bigger and bigger until they become so heavy that
they can no longer float in the air. They turn into
water and come down as rain. This change in the
state of water from liquid to gas and to liquid again is
called the water cycle.
Closing Sentence

Now write this topic sentence on the blackboard.

Why do you think one part of the earth experiences day, while the other part experiences night simultaneously?

Explain how day and night occurs, and then ask learners to cite supporting sentences for the topic sentence.
Write the supporting sentences on the blackboard and ask learners to identify the ones that are repeated. Strike out these
sentences.
Then ask them to select the most appropriate sentences and sequence them.
Write them below the topic sentence in the form of a paragraph.
Ask learners to cite a suitable concluding sentence.
Compile their answers on the blackboard and ask them to select the most appropriate one.
Discuss the task given in Writing Junction.
Ask them to complete Writing Junction.
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Recap the concept before assigning worksheet 8.5 in Book C as homework.

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/HDUQLQJ2XWFRPHVLearners will be able to:

use question words to frame questions
ask questions on things they wonder about
6WDQGDUGV To be able to frame questions to get answers

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Ask learners to recite the poem.
Ask them what the child in the poem wonders about?
Accept all responses.
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Place name cards of the learners in a bowl.

Say:
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,ZRQGHUZKRFRORXUVWKHZLQJVRIWKHEXWWHUIOLHV"

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 Tell learners that when you were a child, many such questions came to your mind. Do they also have questions that need
answers?
Ask them to read the example given in Speaking Junction of Book B.
Instruct them to write their questions on a paper and be ready. Give them 5 minutes to write the questions.
Now pick up a name card and read the name aloud. Invite the learner to share his/her questions.
Ask the learners if they can answer any of these questions.
If no one (including you) can answer a question, write the question on the blackboard.
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At the end of the session, ask each learner to choose 2–5 questions from the list of questions on the blackboard. Ask them
to take the help of their parents to find the answers. You too should choose 2–5 questions and tell them that you will find
the answers for these questions.
In the next class, share the answers so that everyone has answers to their questions.

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/HDUQLQJ2XWFRPHVLearners will be able to listen to a story and identify correct statements
6WDQGDUGV To be able to listen to and identify anomalous information

5HVRXUFHVUHTXLUHGScript given in TM

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Inform learners that you will tell a short story and ask questions based on it.
Tell a story to the learners.
After you have completed the story, ask them to identify the statements that are correct.
Accept all responses and discuss them.
Tell them that today’s listening activity is identifying anomalous statements.

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Read out the story given here.

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A long time ago, the sky used to be so low that it almost touched the ground. People could actually stand straight and
stretch their arms to touch the sky.
At that time, in one corner of the earth was a village. In a small corner of the village, lived an old woman in her straw
hut. It was a very hot summer day. Every corner of the village was hot and dusty. The sky was so close to the ground
that the dust made the villagers sneeze, cough and choke.
One day the old woman wanted to sweep and clean her hut and the surroundings. So she started sweeping. She swept
so hard that a huge cloud of dust flew up and touched the sky. The dust got into the sky’s throat and nose, and tickled
it. The sky sneezed as loud as thunder, andthe whole world shook. He sneezed a second time and his eyes started to
water and a big fat rain drop fell to the ground.
This made the old woman angry, so she poked the sky very hard with her broom. The sky felt so bad that it went up
very high and decided never to come down again. That is why the sky is so high. The sky is very high even at the
horizon where it looks as if it is touching the ground.

Ask learners to look at Listening Junction of Book B and complete the task.
If required, read the story again.
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Discuss the responses in the class.

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1. drops, windowpane
2. raindrops, play, rainy day
3. walk, won’t, they, Out of doors

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1. The poet can’t go out as it is raining.

2. ‘Way’ in the line means ‘manner’.
3. ‘This side’ means outside and ‘that’ means inside.

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1. The poet is talking to the rain.

2. The poet wishes to go out and play.
3. Let Me Play/A Rainy Day/Pitter Patter Raindrops

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a. Take a left at the next junction.

b. Mother asked me to put my books in order.
c. There was no cake left when we reached her birthday party.
d. When I switched on the computer, it was running fine.
e. In the army, disobeying an order leads to severe punishment.
f. The bull with sharp horns charged at the farmer.
g. I want to dress well for the party.
h. Car horns are a major source of noise pollution.
i. The well in our courtyard has run dry.



a. bat
b. bank
c. close
d. present
e. fair
f. beam

. Responses may vary. The teacher may discuss the different responses in the class.

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1 PETAL 2 TABLE 3 POSSIBLE

4 CANDLE 5 CARAMEL 6 CANCEL
7 LOYAL 8 FESTIVAL 9 BASIL
10 EXAMPLE 11 TOWEL 12 FINAL

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Where is the English book? The book is in my bag.
How are you feeling today? I’m feeling much better.
Which is your favourite game? Chess is my favourite game.
Whose dress are you wearing? I’m wearing my sister’s dress.
When does she wake up in the morning? She wakes up at 7 in the morning.
What are you eating? I’m eating a cheese sandwich.

 a. Where is your party?

b. Who ate my ice-cream?
c. What are you doing?
d. Why are you late?
e. Where is your school bag ?

 a. Where
b. When
c. Who
d. Whom
e. Which

 Responses may vary. The teacher may discuss the different responses in the class.

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Responses may vary. The teacher may discuss the different responses in the class.

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Responses may vary. The teacher may discuss the different responses in the class.

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a. F
b. T
c. F
d. F
e. T
f. T
g. T

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1 a) 
b) 
c) 
d) 
e) 
f) 
g) 
h) 


a) What b) When
c) Why d) Which
e) Who f) When
g) Whose h) How



Who is Rohan?
Where does Rohan live?
How old is Rohan?
When does he go fishing?
With whom does he go fishing?
What does he use as bait?

Responses may vary. The teacher may discuss the different responses in the class.

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1. Responses may vary. The teacher may discuss the different responses in the class.
2. Responses may vary. The teacher may discuss the different responses in the class.

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a. Y
b. Y
c. Y
d. Y
e. N


a. Homonym
b. Homonym
c. Homophone
d. Homophone
e. Homonym
f. Homophone

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1. Kettle
2. Label
3. Council
4. Possible
5. Caramel
6. Towel
7. Sandle
8. Festival

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1.
Where are taken my pen?
Why have your family going for the vacation?
When is you been?
What will they talking about?
Who were you worried?
Where has we be leaving?


a. Where are you going?
b. What is he making?
c. When will the guest arrive?
d. How long does it take you to make a paper bracelet?
e. Who wants to sing this song?
f. Who’s book is it?

. Responses may vary.

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Responses may vary. The teacher may discuss the different responses in the class.

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1. Partha helped his grandfather by watering the plants everyday.
2. Partha found a little bird under the mango tree.
3. Partha shouted so that the men would not cut the branch.

% Responses may vary. The teacher may discuss the different responses in the class.

C. Responses may vary. The teacher may discuss the different responses in the class.

NextEnglish :: 106 ::