Title Page

Copyright Page

Patterns, a Course in Communicative English, focuses on reading,writing and communicative aspects of English language to ensureholistic training. The aim of the series is to enhance the students’language skills and enable them to use the language with ease andconfidence both inside and outside the boundaries of the classroom.The teacher plays the most significant role in this process. Thereforethe books contain exhaustive Teacher’s Notes providing certainguidelines and suggestions about the way the lessons can beapproached and made interesting as well as beneficial to the students.

The Teacher’s Handbooks (1-8) contain answers to the exerciseswhich accompany the chapters. The primary purpose of these booksis to diminish the workload of the teachers and facilitate the teachingand learning processes. Apart from definite answers, they also containsuggestions which the teachers may follow while teaching a chapter.Answers to some analytical questions are not given since it is in thebest interest of the students to let them think and answer thosequestions based on their understanding of the topics. The exerciseson Writing Skills and Enrichment activities can be conducted bythe teacher following the guidelines given as part of the exercise. Theteacher should encourage students to answer the open-ended questionsdepending on their reading of the chapter.

We sincerely hope that the teachers find these books useful and theHandbooks contribute substantially to the process of learning.

Preface

1

Course book

1. The Park in Front of My House 1

2. Clapping, Clapping 2

3. A Busy Road 2

4. As We Have Done Before 3

5. Khurana Sweet Corner 3

6. The Toy Shop 4

7. Moji, Moji… 5

8. Murali 5

9. Play Time 6

10. Out in the Garden 8

11. Indu, Loki and the Big Ball 8

12. Sunday 8

13. Visit to the Zoo 8

14. A Very Small Dragon 9

15. The Vegetable Market 9

16. Ears Hear 10

17. My Sister Bulku 10

18. No Sun, No Moon 11

19. Kitty and the Ball of Wool 11

20. Yamini’s Friends 12

21. Nagesh’s Clothes 13

22. Sunlight 14

23. If I Had a Garden 14

24. This and That 14

Workbook 15-28

Contents

1

Pages 3 and 4

Encourage the children to use as many words given in the list aspossible in order to help enhance their vocabulary.

B. From the picture of the park the students have to say aloud fiveactions that they can see.

running, swinging, skipping, waving, sitting, peeping, climbing andstanding.

C. The students will have to point to each child in the picture ofthe park and say what that child is doing.

1. A girl is skipping

2. Three children are playing with a ball

3. Two are on the see-saw

4. One boy is standing

5. One girl is sleeping

6. Two children are on the swings

7. One is sliding down while the other is climbing up theslide

8. Two girls are running, two boys are flying a kite

9. One person is sitting on a bench.

E. Students have to fill in the blanks with words from the help box.Page 5

1. The bench is near the fence.

2. The grass is green.

3. The kite is in the sky.

4. Throw the ball to me.

F. From the picture of the park, the students will have to write thenames of things that begin with the letters given.

COURSE BOOK

The Park in Front of My House

2

Page 5

bat swing flowers grass\gate

ball slide fence

bird\bush skipping rope\squirrel

G. Encourage the students to read the sentences given in the tableand represent them in drawing. This will help them to improvetheir observation power as well as reading skill.

Clapping, ClappingPage 6

Encourage the students to add actions to the ones already mentionedin the poem. They can work in pairs. One says the action aloud andthe other can act it out. This will improve their coordination andfacilitate quick response.

The teacher can ask the children to speak about the expressions ofthose engaged in an activity and how they must be feeling. A discussioncan also be held on how boredom and laziness can be completelyavoided and overcome.

A Busy RoadPage 9

Utilise this exercise to increase the students’ vocabulary and encouragethem to use the words in a story of their own.

A. This exercise will encourage the students to express their thoughtsin words. Page 10

B. Look at the picture of the road and say aloud the names of fivevehicles you see.

1. car 2. bus 3. scooter

4. auto rickshaw 5. motorcycle

C. The students will have to point to each person in the story andsay what he or she is doing. Page 10

3

One man is crossing the road, three are driving cars, one is drivinga bus and the other a truck, one is driving a scooter, one is drivinga motorcycle and another is driving an auto rickshaw.

E. Students will have to fill in the blanks. Page 11

Traffic stops at a red light. When the light is green the traffic moves.The middle light is orange. Cross the road at a zebra crossing.

F. The students will have to write the correct words.

1. bus

2. cycle

3. traffic light-red

4. traffic light-green

5. zebra crossing

G. The students will have to write the names of vehicles followingthe instructions given.

1. have 2 wheels bicycle, scooter, motorcycle

2. have 4 wheels car, bus, truck

3. have many wheels container vans ,auto rickshaw

4. fly in the sky aeroplane, helicopter

5. go on water ship, boat, yatch, canoe

As We Have Done BeforePage 12

You can also bring to the notice of the children how we can makeothers happy and bring joy to their lives with our actions.

Khurana Sweet CornerPage 15

Encourage the students to read the words given on this page and usethose words to tell a story about the picture of the sweet shop.

A. The students should tell their partners — - Page 16

4

1. their story of the picture.2. five sweets they do not like.3. what each person is doing.

3. One man is cooking; one man is selling sweetmeats and talkingto the customer (may be about the price, the quality or the varietyavailable in his shop);the lady is there to buy something and istalking to the shopkeeper; the child is looking at what is availablethere (peering into the shelves).

C. The students will have to fill in the blanks with words from thehelp box. Page 16

1. The shopkeeper is selling sweets.2. A man is frying samosas.3. A laddu is round like a ball.4. There are boxes in the shelf.

G. The students will have to write a word-picture list of the thingsthey see in the picture in their notebooks. Page 17

Sweets—jalebi, gulabjamun, laddu, barfi; boxes ;weighing scale; gascylinder ; tongs ; shelf ; ladle ; table ; rate list ; samosa ; pakora;serving dishes or thaalis :a wok in which samosas are being fried .

You can ask the students to think of a candy store or an icecreamparlour or a confectionery. They can compare a traditional sweetmeatshop with these and talk about which one they prefer and why.

The Toy ShopTell a Story - 4 Page 19

This can again be used as a tool to improve the children’s vocabularyand encourage them to express themselves properly.

B. The students should say aloud the names of all the toys in thepicture of the toy shop. Page 20

drums, dolls, puppets, cars, tea-set, puzzle, clown, soldier,skippingrope, badmintonracquet, teddybear, masks, cycle, skates, balls,balloons, crayons, robot, piano, flute, camera, doctors kit, moneybank, helicopter, table tennis racquet

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C. The students should say aloud what each person is doing in thetoy shop.

One boy is cycling; another boy is holding a mask;a child is tryingto touch a balloon ; a lady is paying at the cash counter and she isbeing attended to by a shop assistant ; a man is holding the littlechild.

E. The students should fill in the blanks with words from the helpbox. Page 21

1. The baby wants the balloon.

2. A big puppet is hanging.

3. A skipping rope is on the wall.

4. The crayon-box is open.

5. The shop has different kinds of toys.

H. The students should write a word-picture list of the things theysee in the picture.

Names of all the toys, a table, a shelf, a lady’s purse, a cash machine.The teacher can tell the children that toys are best enjoyed whenshared and how they must learn to value their toys.

Moji, Moji...Page 22

The teacher can tell the children about the variety of things they canpack into a day and discuss how they would feel after doing so manyfun things.

They can also be informed that the salsa is a dance form of Cubanorigin.

Murali

Page 24

The students should read the poem carefully and then answer thequestions. You can read it aloud and ask the children to repeat.

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A. The students should write the names of the day. Page 25

1. Tuesday comes after Monday.

2. Sunday is always a holiday.

3. Friday begins with the letter F.

4. Saturday and Sunday begin with S.

5. Wednesday is between the days that begin with the letter T.

6. There are seven days in a week, and twelve months in a year.

A. The students should write the answers quickly. Page 27

1. violet

2. red and yellow

3. round

4. four; red

5. yes

B. C, D and E. Let the students give their own answers to thesequestions.

You can talk to the students about being neatly dressed, organisingtheir school bag properly and being well in time for school. You canalso ask them how they spend their weekends and whether they areengaged in some fun activity.

Play TimePage 29

The students should read what each child is doing in the picturesand then answer the questions.

C. Students should write the names of three children who areplaying alone. Page 30

Rupa, Subu, Divya

D. The students should match and join.

Emma reading Rupa doll

Omi blocks Jeetu ludo

Vani ludo Teji carom

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Gauri carom Faiz drawing

Subu puzzle Azra clay balls

Diya top Zoya toy train

Kunju toy train

E. The students will solve this puzzle with the help of picture clues.

Page 31

F. The children exchanged their games and toys. The students shouldwrite new sentences in their notebook.

1. Rupa is making a jigsaw puzzle.

2. Jeetu is reading a book

3. Gauri is drawing

4. Diya is playing with a ball

5. Emma is playing with a top

6. Vani is making a tower with blocks

7. Zoya is making clay balls

8. Azra and Kunju are plaing carom

9. Teji and Faiz are playing with toy train

10. Omi and Subi are playing ludo

You can talk to the children about how they can organise their day.Just as there is play time, there is meal time reading time, bedtimeetc .Discuss with them how this would help them enjoy their dayto the fullest.

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Out In the GardenPage 33

Ask the children to read the poem carefully so that they can identifywith it and the experience of reading is enjoyable.

Indu, Loki and the Big BallPage 34

You can draw the children’s attention to how Indu and Loki putthe ball back. They didn’t walk away with it nor did they leave itjust anywhere.

SundayPage 39

In this poem there is a break from the stereotypical roles of themother and father. You can draw the children’s attention to thisand also speak to them about how they would like to spend theirweekend. What would an ideal weekend for them be?

Visit to the ZooA. The students should write the answers to these questions in theirnotebook. Page 41

1. The zoo.

2. An elephant, a monkey and a lion.

3. She described the animals and gave a clue about what theanimal does.

B. Chitra drew all the animals in a scrap book. The students shouldhelp her write the names. Then they should colour the pictures.

Page 42

lion, crocodile, bear, giraffe, zebra, tortoise

You can try to create awareness in the children of how animalsshould be looked after, treated and respected.

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A Very Small DragonPage 43

You can speak to the children about day dreaming and wishfulthinking. In this way they can dream the impossible and let theircreativity flow without any barriers. Encourage them to talk abouttheir desires and dreams.

The Vegetable MarketPage 44

Ask the students to read the poem aloud thrice before they attemptto answer the questions.

B. The students should write the answers in their note books.

1. Uncle Neel 2. No 3. Vegetable vendors

4. Boxes 5. Yes

C. The students should write the names of two vegetables that beginwith the letters given. Page 46

1. b: brinjal, beans, beetroot, broccoli

2. c: cucumber, carrot, cabbage, cauliflower

3. p: potatoes, peas, pumpkin

D. The students should join the colour to the vegetable. Page 47

orange—pumpkin white—radish purple—brinjal

yellow—lemon red—tomatobrown-ginger green—cabbage

E. The students should write in their notebooks the names of allthe vegetables that Pakhi saw.

potatoes, ginger, tomatoes, cucumber,s pinach, onions, pumpkins,lemons, jackfruit, radish, cauliflower, cabbage, peas, brinjal

You can tell the children that vegetables have very important nutrientsand give us energy, protein and vitamins. They help us so to growstrong and be healthy. Speak to them about enjoying meals andeating healthy and fresh food.

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Ears HearPage 48

You can help the children to identify the sound words in the poemand suggest some of their own-such as; a keyboard clicks when wetype on it; a cooler whirrs; a clock goes tick tock; monkeys chatter,donkeys bray; ducks quack etc.

You can also ask them to think of another title for the poem—forexample, SOUND FOUND!

My Sister BulkuPage 50

The students should read the poem carefully and then solve theexercises.

A. The students should join the similar words. Page 51

small-tiny-little; cheerful-happy-joyful; shout-scream-talk loudly

B.The students should make a word-picture list in their notebooks.

Bed, bedside table, socks, pillow, bedsheet, quilt, bag, notepad,pencil, pen, books, crayons, pencilbox, waterbottle.

C. The students should fill in the blanks with the words in the helpbox. Page 52

1. Rumi began to cry when he fell.

2. We were cheerful as we were going for a picnic.

3. Teacher tells us not to meddle with the notebooks in theshelf.

4. Father was angry when I missed the school bus.

5. Do not shout in the library.

You can ask the children to mime all the actions in the sentencesgiven above.

D. The students should write the answers in their notebooks.Page 52

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1. She is three years old.

2. She goes to the park with her brother.

3. Her brother gets very angry and shouts at her.

4. Bulku’s brother’s name is Murali

5. She is small, cheerful and naughty.

You can ask the children to reflect on the last line of the story andgive reasons why the brother is afraid of Bulku becoming like him.You could also talk to them about how younger siblings should betaken care of and enjoyed. If they have an older sibling then whatare the things they should keep in mind.

No Sun, No MoonPage 53

You can discuss what else the children can pull their shade downon—unpleasant things such as somebody’s rude behaviour, theirown fears, etc. Ask them to talk about this and share their point ofview.

Kitty and the Ball of WoolPage 54

Read the poem aloud and ask the students to repeat after her.

A. The students should think and tell. Page 56

• Granny knew that Kitty would spoil it so she didn’t wantto give it to her.

• Kitty probably thought it was something to play with(a ball) and was attracted by it.

• She was snoring and her eyes were closed

• It fell down and began to unroll until it disappeared.

• The teacher can accept any answer here–––––she could beangry and upset or tired and weary or amused etc.

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C. The students should put a ✗ for the ‘not in the story’ lines, anda ✔ if it is about the story. Page 56

1. false 2. true 3. true 4. false 5. false 6. trueD. The students should write the answers in their notebooks.

1. She was sitting on a bench in her garden2. She fell asleep probably because she was tired3. She snored and the ball of wool rolled off her lap4. It fell off and that is why it unrolled.

E. The students should fill in the blanks. Page 57Granny was sitting on a bench in her garden. Kitty was with her.The ball of wool was on the bench. Later it rolled off her lap.F. The students make a word-picture list from the story–bench,garden, ball of wool, granny, kitty.

Yamini’s FriendsPage 58

Ask the students to read the passage carefully twice before answeringthe questions.B. The students should talk about these questions. Page 61

• She liked to watch people go by and talk to them especiallyas she knew them.

• She hung her bottle on the gate because she offered waterto the sweepress.

• No she did not.• They were probably playing elsewhere or were at home.• Her mother was returning from her workplace.• The driver’s name was Lucky.

C. The students should identify who’s who and write the names.Page 62

1. washerwoman: Manju didi.2. doctor: Dr Kotnis.3. postman: Babulalji4. driver: Lucky

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5. sweeper: Prema didi6. watchman: Tekchand

E. The students should make a word-picture list of this story intheir notebooks. Page 62house, pots and plants, door, window, gate, boundary wall, grass,bricks, waterbottle, Yamini, Dr Kotniis, stethoscope, Babulalji, cycle,bag, letter, Prema didi, a broom, Tekchand, stick, Manji didi, abundle of clothes, an autorickshaw, mother, a bag full of papers.F. The students should write the answers in your notebook.

1. She stood at the gate of her house Page 632. Her mother.3. His cycle had got punctured.4. She banged it on the ground just like the watchman.5. She offered it to Prema didi the sweepress.6. No, as she did this every evening.

The children can be encouraged to befriend different kinds of people.By acknowledging them by name, smiling at them and talking tothem one can spread so much cheer. The children could be sensitisedto this and learn to show respect towards others.

Nagesh’s ClothesPage 64

Ask students to read the story carefully and then answer the questions.B. The students should make a word-picture list of this story intheir notebooks. Page 67pebbles, water, tree, cap, shirt, shoes, bushes, man, boy, fence, clouds,stork, turtles, buffalo, frogs.C. The students should match and join. Page 67stork—T-shirt; frogs—socks; buffalo—cap; turtles—shoesD. The students should fill in the blanks. Page 67

1. Nagesh put his shoes on the back of the turtles.2. Nagesh put his cap on the horns of a bufffalo.3. The stork took the shirt in its beak.4. There were frogs inside his two socks.

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E. The students should write short answers in their notebooks.1. He lived in a big city. Page 682. In the city he must have used a swimming pool.3. He went during his summer holidays.4. He lived in the village of Tummapalli.5. A big pond.6. He swam in the pond.

F. Students should write the correct order in which Nagesh performedthese actions. Page 68

1. cap, T-shirt ,shoes, socks, shorts.2. shorts, T-shirt, socks, shoes, cap

You can speak to the children about enjoying the simple pleasuresof life especially while on holiday and even in their day to day life.Expensive places, toys’ etc, do not necessarily make one’ life happy.

SunlightPage 69

You can discuss with the children whether they carry any suchpicture in their head and how they would like it to be. They couldbe encouraged to express their ideas verbally or even pictorially.

If I had a GardenPage 70

The teacher can ask the children to visualise the garden and nameall the colours they find in it.

This and ThatPage 72

You can encourage the children to talk about what they like andalso develop a love for nature in them.

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Page 1

Encourage the students to write down some basic information aboutthemselves.

Look. Think. Say Aloud.Page 2

Encourage the students to observe the pictures given, then thinkand say them aloud.

Look. Think. DoPage 4

Encourage the students to observe the actions depicted in the picturesand then perform those.

PatternsPage 5

Ask the students to continue the patterns already given.

Look. Think. DrawPage 6

Encourage the students to see the words given in the exercise anddraw them.

Remembering WritingPage 7

Encourage the students to copy the lines given in order to enhancetheir writing skill.

WORKBOOK

My Name

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Look. Copy two times below.Page 8

Encourage the students to copy the letters given for writing practice.

Listen. Think. Say.Page 9

Encourage the students to say aloud three words starting with eachletter given. This will improve their vocabulary.

Up-Mid-DownPage 10

Ask the students to write over the letters for writing practice.

Look. Think. WritePage 11

The students will have to observe the pictures given and then writethe names of the objects.

1. cat 2. bat 2. fish 5. mug 6. top

7. bat 8. orange 9. kite 10. net

Think. Write. DrawPage 12

Encourage the students to think of names of three objects apartfrom the ones given and draw them.

c _____ cat, cup, coat

g _____ grass, gate, glass

p _____ park, pond, pen

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h _____ hen, home, hay

r _____ rat, rain, rock

Think again. Write two more rhyming words. Draw them if you can.Page 13

star bar, car, far, jar

hut but, cut, nut

jam ham, ram, dam

sip dip, hip, lip, rip, tip

ten pen, den, hen, men

bed red , fed ,led

dog fog, jog, log

Rhyming PicturesPage 14

The students should say aloud the names of the two pictures in eachbox. The words rhyme. Then they will write the words and say themagain.

cat ratfish dishmoon spoondog frogsun gunpen henfan vanbat mat

Colourful BalloonsPage 15

The students should read the words in the box and write them inthe correct balloon.

yellow: haldi, sunflower, banana, leaf

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brown: biscuit, leaf, mud pot, potato

green: grass, parrot, leaf, banana

white: milk, tubelight, idli

The Park in Front of My HousePage 16

A. The students have to colour the picture on page 16.

B. The students should read the action given and circle those whosepicture they can see. Then they should copy them in their notebooks.

flying running sliding sittingcatching standing skipping peepingswinging climbing throwing playing

Sweets CornerPage 18

A. The students will colour the picture with colours of their choice.

B. The students should read the sentences and tick those that areabout the Sweets Corner.

1. The sweet shop is called Khurana Sweet Corner.

2. It is not a big shop.

3. Many kinds of sweets are being sold.

4. Jalebis and samosas are on a side table.

5. The shelves are full of packets of chips.

6. A child is looking at the sweets.

7. The shopkeeper is selling sweets.

Murali’s ClassroomPage 20

A. The students have to join the same words and then join themto the picture.

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B. The students should write the names of things in Murali’sclassroom that begin with:

s — students, shelves

b — blackboard, bulletin board, books, bags, bottles

d — duster, desks, door, dustbin

t — teacher, tables

c — cupboard, chairs, crayons, chalk, chairs

Zoo AlphabetPage 22

The students have to complete the list by choosing the names of theanimals from the box. Then they can colour the pictures.

bear cat dog elephant

fish goat horse jackal

kingfisher lizard monkey nilgai

parrot quail rabbit snake

whale zebra

Which Story?Page 24

The students should read the words given in the box and writethem in the correct story box.

The Park in front of my House: swing, flower, tree, bench

The Toy Shop: teddy, ball, puzzle, doll

Sweets Corner: barfi, gulab jamun, jalebi

A Busy Road: truck, bus, car, red light

My TeachersPage 25

Help the students to write the names of their teachers.

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My ClassroomPage 26-27

Encourage the students to observe all the things that are their in theclassroom and then do exercises A, B and C.

E. The students should circle the actions done in classroom.

talk listen smile write

laugh think read clap

draw

Double LettersPage 28

Students should say each word given aloud and write them in thecorrect group.

moon: spoon, good, look, roof

foot: hook, broom, pool, book

feet: cheese, seen, street

tree: bee, geese me

bell: wall, hill, pull

yellow: pillow, jelly hello

ActionsPage 29

A. The students will look at the pictures and say aloud what eachchild is doing

B. Students should fill in the blanks with the correct names.

1. Tessa is jumping.

2. Peelu is standing.

3. Juhi is running.

4. Nidu is reading.

5. Moji is smiling.

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D. The students will make of their own by joining the names to theactions.

BabiesPage 30

The students should read the names of the baby animal and writethe name of the big animal.

duckling — duck chick — henpuppy — dog kid — goatkitten — cat cub — beartadpole — frog

Make New WordsPage 31

The students should write the first letter of the name of each picture.They will get a new word. Then they should write the word anddraw its picture.

bag tree book sun

ball hen play

Acting GamePage 32

Encourage the students to read each sentence and then act it out.This exercise can be done in groups by taking turns. This willpromote coordination and understanding among students.

Colourful SentencesPage 33

Help the students write the sentences according to the colours thatthey use.

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A Numbers PoemPage 34

The students should look at the picture on the opposite page andfill in the blanks with words from the box.

The birds are flying very high.

The trees are standing tall and straight.

The clouds are rolling by.

The girls are sitting on the wall.

The boys are playing with a ball.

The ants are marching in a row.

There are seven flowers in all.

Odd One OutPage 36

Students should put a cross on the picture or word that is not ofthe group.

chalk pencil brush penbread soup water milkdoor window roof treebook sister mother fatherball kite bat bananashirt coat socks jacket

Puzzle StepsPage 37

A. The students should look at the clue on each step and write theword.

d r y f l y c r yd r u m f l a g c r o wd r e s s f l a s k c r o w nd r a g o n f l o w e r c r a d l ed r a w i n g c r i c k e t

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SoundsPage 38

B. The students should write sentences in their notebooks by joiningthe animal to the sound.

1. A dog barks 5. A snake hisses

2. A bear growls 6. A bee buzzes

3. A cow moos 7. A duck quacks

4. A monkey chatters 8. A frog croaks

Sort and GroupPage 39

The students should read the words listed and write them in thecorrect box.

gives light you read to write with

•tubelight •book •pencil

•lamp •magazine •pen

•candle •newspaper •chalk

•bulb •comic •crayon

The students will have to name the groups.

blue pink red yellow — colours

lion bear owl snake — animals

apple mango cherry melon — fruits

run read sit jump — actions

YesterdayPage 40

Students will have to recollect what they did the day before andsolve the exercises.

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More Colourful SentencesPage 41

Ask the students to colour the pictures given and then write asentence about each picture.

Three PicturesPage 42

Students should read the sentences given and match them to thepicture. They have to put A, B or C next to each picture.

Page 43

1. Javed got a book on his birthday. ......C........

2. Today is 15 August. .....B.........

3. Alka is watering the plants. ...A...........

4. He got his book to school. ....C..........

5. It is our Independence Day. ....B..........

6. The plants are in the window. ..A............

7. Everyone liked the book. ..C............

8. Everyone is flying kites. ..B............

9. She is standing on a chair. ...A...........

10. The sky is looking colourful. ....B..........

11. Her cat Tabby is sleeping. .....A.........

12. He showed it to his teacher. ....C..........

Animals In The ZooPage 44

The students should write the names of the animals by choosingfrom the box.

1. an animal that runs fast deer

2. an animal that runs slowly tortoise

3. a big animal elephant

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4. a small animal rabbit

5. a tall animal giraffe

6. a short animal fox

Students should fill in the blanks with words from the box.

The green balloon is big The grey balloon is small

The green stick is is long The grey stick is short

The green book is open The grey book is shut

The green brush is dirty The grey hanky is clean

A Noisy PoemPage 45

A. The students should read the poem aloud and underline thesound words in the poem itself..

Slowly ticks the big clock

Tick tock, tick tock.

My watch gives a double click.

Tick-a-tick-tick, Tickaticktick.

Deep goes the big gong.

Ding dong ding dong.

My cycle bell gives a ring.

Tringaling, tringaling.

Loud beats the school drum.

Dhum dhama dhum dhum.

B. Students should circle the words that make a sound.

fan fridge

TV bird

cycle truck

river car

rain switch

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Read FirstPage 46

Encourage the students to read the words at one go in order toimprove their reading skill.

Working PeoplePage 47

Students should look at the pictures and use the help words towrite three sentences about each person. One has been done forthem.

1. This is Indrani. 2. This is Chinappa.

She is a pilot. He is a fisherman.

She flies a plane. He uses a net.

3. This is Laxman. 4. This is Rohan.

He is a gardener. He is a painter.

He uses a spade. He uses a brush.

5. This is Rehana. 6. This is Damoji.

She is a tailor. He is a mechanic.

She uses a sewing machine. He repairs cars.

7. This is Billo. 8. This is Sandra.

He is a carpenter. She is a teacher.

He makes furniture. She tells stories.

Lisa’s QuestionsPage 48

Students should look at Lisa and tell who is being asked eachquestion. The answers may vary. Accept on answer that is logical.

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Her parents, the plumber, her siblings or parents, the postman, thedoctor, her teacher, her friend or anyone else.

C. Students should match the question to the answer.

1. I live in Kochi. 6. Ten o’clock.

2. A sandwich. 7. In the evening.

3. I am holding a bead. 8. Bela told me a joke.

4. My name is Vijay. 9. No.

5. Rohan 10. On the table.

Murali’s Home

Page 51

A. Students will write the names is the box.

mother — Mrinalini

father — Mohanan

grandmother — Mangalam

cat — Minibilimew

baby sister — Malati

sister — Meenakshi

grandfather — Moorthy

Beginning… EndingPage 52

B. From the sentences they have read students should write wordsin the correct columns.

sh_ _sh _ck ch_ _ch

shop brush stick chalk benchshorts wash rock cheese lunchshoes fresh chart munch

sandwich

28

What are they doing?Page 53

Mita is standing. Hari is crying.Moni is running. Asad is sleeping.Ravi is smiling. Nancy is eating.Kaju is jumping. Reddy is playing.

Jojo is reading.

Map of Murali’s ClassroomPage 54

Students should look at the maps and the index.

Then they should answer the questions. Page 55

1. How many of the following are there?

a. doors– 1 b. cupboards– 1c. windows– 3 d. book racks– 3e. tables– 31 f. chairs– 31

g. bulletin boards– 5

2. How many children are there?– 30

3. Where are the doors? On the top right

4. Where is the dustbin? Where is the cupboard?

The dustbin is on the top right next to the door. Thecupboard is on the left between two bulletin boards.

5. How do the children sit? In groups or in rows? They sit ingroups.

6. Why are there blackboards on two sides?

This qs is faulty as the diagram doesn’t have two blackboards.

OppositesPage 56

Students should look at the pictures and read the words and theiropposites.