HOME WEET S ME HO

UNIT 1

In this unit, you will: talk, read and write about different types of homes talk, read and write about the parts and objects in a house talk and read about numbers learn to use s and es to names of objects say words with sounds like sit, seat and sleep sing a song about a home write a poem

Aiman

Jagjit

Sara

Wei Yenn

Nasha

Rahul

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Activities 1 and 2 Exercises A to E

LEARNING OUTCOMES
Pupils should be able to : 1. talk about where they and others live. 2. give addresses. 3. learn numbers (cardinals,ordinals, in tens). 4. underline the correct number words. 5. arrange the numbers in the correct order and write the number words. 6. listen and number the houses. 7. read a dialogue and write the addresses mentioned in the dialogue on the envelopes. 8. write their home address. 9. colour a picture based on the colours given indicated by numbers.

SUGGESTED TEACHING PROCEDURE

INTRODUCTION 1. Ask pupils to look at the pictures on page 1 of the Textbook. Talk about the pictures with them. Ask questions. Example : What can you see? 2. Introduce the six characters at the bottom of the page. Tell pupils that these six characters are friends and will be found throughout the Textbook. Note: At this point, you can talk to them about being good friends although they are of different races and this is what being Malaysian is all about to live in harmony; respecting and accepting one another.

PRESENTATION AND PRACTICE 1. Tell the situation in Activity 1 on page 2. One of the characters, Sara goes to Taman Jaya. She meets Nasha and they became friends. 2. Read the dialogue. Pupils listen and repeat. Check pronunciation. Draw pupils attention to the polite way Sara asks for directions and the way Nasha responds. 3. Ask questions to check comprehension. Example: Who lives in Taman Jaya? Why is Sara in Taman Jaya? Who lives at house number 22? Who lives at house number 23? 4. 5. Revise numbers 1 20 learnt in Year Two. Divide the class into two groups. Ask them to line up in front of the board. Say a number. At your count, a pupil from each group runs to the board and writes the numeral. The pupil who writes the corrrect number first gets 2 points. Note: You can also ask them to write the number words.

6.

In pairs, pupils ask their friends where they live. At this point, the pupils can just name the Jalan, Taman or Kampung. 7. Teach pupils numbers 2130 using objects/things like pencils, stones, leaves, chairs, desks, books, etc. 8. Put up the number cards on the board. Say a number and ask pupils to point to the correct number. Repeat with number words. Then, distribute number and word cards. (1-30) to pupils. Ask them to match the cards and say the numbers. Check pronunciation, especially of the numbers 22, 23, 25, 27, 29 and 30. 9. Teach pupils numbers in tens. (10, 20, 30, 40). They would have learnt this in Mathematics. Ask pupils to look at the Remember box and memorize the spelling of the number words. 10. Read the speech bubbles. Pupils listen and repeat. Ask pupils to identify the characters on that page. Teach pupils the correct way to write addresses. Use the envelopes as examples. 11. In pairs, pupils ask and answer using the information on the envelopes. Teach them how to say the postcode. 31350 three, one, three, five, zero. 46000 forty six thousand four, six, zero, zero, zero. 12. Get some used envelopes from your family and friends. Divide the class into groups. Give each group some envelopes. Ask pupils to ask and give addresses using the envolopes.

CLOSURE 1. Spelling competition. Divide the class into groups. Group 1 says a number and points to another group. That group has to spell the number. 2. Pupils write the numbers in Exercise A in the correct order and write the number words in Exercise B on page 1. (Activity Book) 3. Pupils listen and number the houses in Exercise C on page 2. (Activity Book) LISTENING TEXT : EXERCISE C 1. 2. 3. 4. 5. 6. 4. 5. 6. Mr. Mohans house number is 20. Mrs. Kams house number is 40. Encik Radzis house number is 10. Miss Lims house number is 30. Puan Ainis house number is 15. Mr. Johns house number is 13.

Pupils read the dialogue in Exercise D, on page 3 and write the addresses mentioned in the dialogue correctly on the envelopes. Then, pupils write their home address. (Activity Book) Pupils colour the picture based on the colours given indicated by numbers in Exercise E on page 4. (Activity Book). Pupils can work in pairs for this exercise. Pupils check each others answers. Discuss answers with pupils.

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Activity 3 Exercises F to G

LEARNING OUTCOMES
Pupils should be able to : 1. learn about the different types of houses. 2. identify and write the names of the different types of houses. 3. fill in the blanks with the types of houses, they, their friend, teacher and grandparents live in.

SUGGESTED TEACHING PROCEDURE

INTRODUCTION 1. Show pictures of the differents types of houses. You can get them from magazines. As you show them the pictures, ask the pupils which types of homes they live in. Ask pupils to say the type of house if they are able to. Otherwise, ask them to just point to the picture. PRESENTATION/PRACTICE 1. Ask pupils to look at the picture in Activity 3 on page 5. Ask them to read the labels. Tell pupils that these pictures might be different to the ones you showed in Step 1 but they are the same type of house but with different designs. 2. Tell pupils that these homes can be found in the town/city or village. Talk with them about each house. Ask questions. Example : Where can you find this type of house? What is this house made of? Is it a big or a small house? 3. 4. 5. 6. 7. Teach pupils the following using pictures : single storey, double storey, semi-detached. You can now ask pupils to name the type of house they live in. In pairs, pupils answer the four questions. Ask a few pupils to read out their answers. Talk with pupils about the other types of houses found in Malaysia and around the world or you can ask them to get the information from the library/Internet or their family and discuss it in the next lesson. INFORMATION : TO BE SHARED WITH PUPILS

Homes Around The World 1. igloo 2. teepee/wigwam 3. mud house

4. 5. 6.

cottage hut cabin

7. mansion 8. palace/castle 9. boathouse

WRITTEN WORK 1. Pupils name the types of houses in Exercise F on page 5. (Activity Book) 2. Pupils fill in the blanks with the correct answers in Exercise G on page 5. (Activity Book) 3. Discuss answers with pupils. CLOSURE 1. Give the beginning letter of a type of house. Pupil guess the name of the house. Example: Teacher : c Pupil : cabin cottage condominium After one or two tries, ask pupils to give the beginning letters.

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Activitiy 4 Exercises H to I

LEARNING OUTCOMES
Pupils should be able to : 1. learn numbers (ordinals). 2. answer questions pertaining to numbers (ordinals). 3. write the name of the book and the reasons why they would like to read that book.

SUGGESTED TEACHING PROCEDURE

INTRODUCTION 1. Write the following dates on the board : 1 December 2005 3 March 2005 2 January 2005 1 April 2005 2. Ask a few pupils to say the dates. Make sure they say the dates correctly, especially, the numerals in the beginning. Right : 1st December 2005 Wrong : One December 2005 Note: This is revision of the ordinals first, second and third learnt in Year Two. Tell pupils that although dates are written using cardinals, they must be said as ordinals. PRESENTATION/PRACTICE 1. Teach pupils the ordinals first to tenth. Example: 1 first 1st 2 second 2nd 3 third 3rd 4 fourth 4th 2. 3. 4. Writes numbers 1 to 10, first to tenth and 1st to 10th on slips of paper. Put them in envelopes. Divide the class into groups. Give each group an envelope and a blank sheet of paper. Pupils match the numeral, the ordinal word form and the abbreviation as in Step 3 and paste them on the blank sheet of paper. The first group to finish with all correct answers is the winner. Pupils look at the picture in Activity 4 on page 6 in the Textbook. Explain the situation. Draw their attention to how courteous Jagjit is when asking the man where Encik Aidi Halim lives. He says Excuse me. Read the dialogue. Pupils listen and repeat. Say the new words. Pupils listen and repeat. Check pronunciation. // and // are sounds which are quite difficult for most pupils. Explain to pupils if a word is not said correctly, it will convey a different meaning. For example, fourth. If they omit the th, it becomes the cardinal number 4. Teach them the question and answer. In pairs, pupils ask and answer where the other people in the condominium live. Tell them to use the structures given. Note: Go through the names of the residents before Step 10. WRITTEN WORK 1. Go through the names of the books in Exercise H on page 6. (Activity Book). Briefly tell them what each book is all about. Ask pupils to read the questions and write the correct answers. 2. Pupils write the name of the book they would like to read from Exercise H and say why in Exercise I on page 6. (Activity Book). 3. Discuss answers with pupils. CLOSURE 1. Pupils say the following ryhme :

5. 7.

8. 9.

Five little squirrels sat up in a tree, The first one said, What do I see? The second one said, A man with a gun. The third one said, Then wed better run. The fourth one said, Lets hide in the shade. The fifth one said, Im not afraid. Then bang went the gun, And how they did run!
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Activity 5 Exercises J and K

LEARNING OUTCOMES
Pupils should be able to : 1. learn about the parts of a house. 2. label the parts of a house. 3. fill in the blanks with the different parts of the house based on the clues given.

SUGGESTED TEACHING PROCEDURE

INTRODUCTION 1. Pupils say the following rhyme :

On my drawing block I can draw. One big bungalow With two green doors. And a picket fence all around And five steps that lead inside. One little chimney painted black And ten little windows shining bright. Six yellow daffodils, straight and tall Growing up against the wall.
2. 3. Ask pupils to pick out the words pertaining to parts of a house. Underline the words in the rhyme as they say the words. In groups, pupils draw and colour the house described in the rhyme. Then, ask them to label the parts of the house. Note : Explain what a chimney and picket fence are. Show them pictures as most homes in the urban areas do not have picket fences and chimneys.

PRESENTATION/PRACTICE 1. Allow pupils to look at the cross-section of a house in Activity 5 on page 7 in the Textbook. Read the labels and explain the function of each room/part. Ask pupils what the people in the house are doing. 2. Ask pupils to name all the things/objects in the house. Write their responses on the board. 3. Divide the class into groups. Say the name of a part of the house. Pupils say what they can do in that room/part of the house. Example :Teacher : Bedroom Pupils : Sleep Read Use the computer Note : Accept all logical/appropriate answers as some pupils may come from a small house, for example, a flat, where the dinning room, living room and the kitchen are not separated/partitioned. You can get colourful and beautiful pictures of homes and different parts of the home from magazines. (Anjung Seri, Wanita, Nona, etc) 4. Say the things we can do in certain parts of the house. Pupils name the part of the house. Examples : bathe bathroom eat dining room, kitchen play porch, garden, backyard, living room, bedroom study study room, bedroom, dining room cook kitchen. In pairs, pupils talk about their house. Provide some questions to help them. Example : What type of house do you live in? How many bedrooms are there? Is it a single or double storey house?

5.

WRITTEN WORK 1. Pupils label the parts of a home. In Exercise J on page 7 (Activity Book) 2. Pupils fill in the blanks with different parts of the house based on the clues given in Exercise K on page 7. (Activity Book) 3. Pupils check each others answers. Discuss answers with pupils. CLOSURE 1. Write the following words on slips of paper and put them in a bag or box : bathe cook computer blanket eat park sofa bathroom sleep flower pots bed toilet bowl watch television storeroom living room dining room Note : You can add other relevant words. 2. Divide the class into groups. Ask each group to draw a slip of paper. They confer and make a sentence with the word. Example : sofa There is a beautiful sofa in my living room.

kitchen refrigerator sink.

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Activity 6 Exercises L to M

LEARNING OUTCOMES
Pupils should be able to : 1. talk about the things in a house. 2. write the names of two objects that do not belong to a particular part of the house. 3. write words, phrases and sentences based on where the things should be in the house.

SUGGESTED TEACHING PROCEDURE

INTRODUCTION 1. Revise the objects learnt in Year 2 : Objects in the classroom and school. Divide the class into groups. In groups, pupils list the objects in the classroom and school within two minutes. The group with the most number of correctly spelt words is the winner. 2. Go through the words. Check the spelling. PRESENTATION/PRACTICE 1. Ask pupils to look at the picture in Activity 6 on page 8. Read the sentences. Pupils listen and repeat. 2. Read the labels of the objects in Nashas bedroom. Pupils listen and repeat. Check pronunciation. 3. Ask pupils to name other objects found in the bedroom which are not labelled. Example: computer chair mattress carpet bed calendar 4. 5. 6. 7. 8. Play a spelling game with pupils. Divide the class into groups. Ask pupils to close their Textbooks. Say a word. Each group gives a letter to complete the word correctly. The group which gives the wrong letter, misses a turn. In pairs, pupils talk about the things/objects in their bedrooms. Ask pupils to say the names of objects that are not found in Nashas bedroom but are found in their bedrooms. Write them on the board. Say the words. Check pronunciation. In groups, pupils name four things found in the dining room and the living room within one minute. The first group to finish is the winner. If the spelling of these words is incorrect, deal with it later. Ask a pupil from each group to write the words they have come up with on the board. Check the spelling of the words.

WRITTEN WORK 1. Pupils write the names of two objects that do not belong to a particular part of the house in Exercise L on page 8 (Activity Book). Note : You can ask pupils to write the part of the house above each picture. 1. bedroom 4. living room 2. bathroom 5. porch 3. kitchen 6. study room 2. 3. Pupils write words, phrases and sentences based on where the objects should be in the house in Exercise M on page 8. (Activity Book) Discuss answers with pupils.

CLOSURE Divide the class into groups. Ask pupils to come up with other objects found in the living room, dining room, study room and store room within 3 minutes.

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Activity 7 Exercises N and O

LEARNING OUTCOMES
Pupils should be able to : 1. name the objects in the kitchen and bathroom. 2. learn to use s and es with names of objects. 3. label the objects in a composite picture. 4. write sentences using the objects in a composite picture.

SUGGESTED TEACHING PROCEDURE

INTRODUCTION 1. Ask pupils to look at the picture in Activity 7 on page 9 in the Textbook for about 2 minutes. Tell them to remember the names of the objects in the kitchen and bathroom. Then, ask them to close their books. 2. In pairs, pupils write the names of the objects within two minutes. Tell the pupils that the spelling of the word must be correct. PRESENTATION/PRACTICE 1. Ask pupils to open their books to page 9 and check how many of the objects they managed to remember. Go through the spelling of these words with the pupils. 2. Write the names of objects in the kitchen and bathroom on slips of paper. Put them in a box. 3. In group, pupils separate the words : Objects in the kitchen and objects in the bathroom. Discuss answers with pupils. 4. Teach pupils the singular and plural forms of the nouns. Start with some of the words they have learnt in Year 2. Use the Remember box. Example : boy boys sandwich sandwiches class classes apple apples 5. Play this simple and fun game with the pupils. Ask them to raise one hand. Write the word hand on the board. Then, ask them to raise both hands. Now, add s to the word hand on the board. You can do the same with legs, fingers, ears, eyes, desks, chairs and the stationery found in the classroom. Pupils name the objects found in the picture on page 9. Write their answers on the board under two columns: ONE and MANY. Example: ONE MANY spoon spoons stool stools toothbrush toothbrushes Note : If they say the singular form, ask them to give the plural form and vice-versa. Teach how to change words like knife and shelf to the plural form. 7. 8. In pairs, pupils ask and answer questions using the structures on page 9. Teach them to use There is for singular and There are for plural. In groups, pupils write the plural and singular forms of the objects found in the other parts of the house. Example: box boxes pillow pillows dress dresses.

6.

WRITTEN WORK 1. Pupils label the objects in the composite picture in Exercise N on page 9 (Activity Book). 2. Pupils write sentences using the objects labelled in Exercise N on page 9 using the structures There is and There are. (Activity Book) CLOSURE Write the singular and plural forms of objects in the house on slips of paper and put them in a bag or a box. Pupils draw a word and state the plural or singular forms. Example : watches watch

book books
Note : Ask them to spell the words. You can also ask them to construct simple sentece. Using the words.
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Activity 8 Exercise P

LEARNING OUTCOMES
Pupils should be able to : 1. learn about the homes of animals. 2. write the correct names of the homes of animals in the blanks.

SUGGESTED TEACHING PROCEDURE

INTRODUCTION 1. Write the following question on the board with the answer Yes, No and I dont know. DO ANIMALS HAVE HOMES LIKE US? Yes 2. 3. 4. No I dont know

Ask pupils to raise their hands when you ask the question. Count and write the number under the appropriate answer. Ask pupils who raised their hands for Yes to came forward. Ask each one of them to name the homes of animals. (wild or tame). Accept all answers. Deal with the wrong answers later. Ask pupils who raised their hands for No to say why they think animals do not have homes.

PRESENTATION/PRACTICE 1. Ask pupils to name the animals and the homes in Exercise 8 on page 10 of the Textbook. Tell pupils that animals have homes, too. Teach them the correct pronunciation of the names of the homes. 2. In pairs, pupils follow the tangled lines with their finger and find out the homes of the animals. Ask them to say the names of the homes of the animals once they get the correct answers. 3. In pairs, pupils choose four animals each and write sentences about where these animals live. They read the sentences to their friend. 4. Write the names of animals and their homes on word cards. You can write the names of animals and their homes more than once, but there must always be a matching pair, for example, if you have 5 cards with the word burrow, then you must have 5 cards with the word rabbit. The number of cards depends on the size of your class. Distribute all the cards to the pupils at random. Tell them not to show the cards to their friends. 5. At your count, pupils find their partners. They stand in front of the class once they have found their match. Ask pupils to read the words. WRITTEN WORK 1. Pupils help the animals that are lost to get to their homes in Exercise P on page 10. (Activity Book) 2. Discuss the answers with the pupils. CLOSURE 1. Write the following names of homes of animals : lair nest hutch tree 2. Ask pupils to ame the animals that live in these place. lair lions hutch rabbits nest birds tree orang utans, monkeys

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Activity 9 Exercises Q and R

LEARNING OUTCOMES
Pupils should be able to : 1. say words with the long and short vowel sounds /i:/ as in seat and sleep and /i/ as in sit. 2. say the names of the pictures and fill in the blank with the vowels /i/ or /i:/ (ea, ee or i) 3. listen and circle the word they hear.

SUGGESTED TEACHING PROCEDURE

INTRODUCTION 1. Talk about the pictures in Activity 9 on page 11 in the Textbook. Ask pupils to say what the man is doing. You can help them by asking questions. INFORMATION : TEACHERS ONLY This is not a poem. It is a nonsensical verse of five lines called LIMERICK. We have used the term poem for the pupils.

PRESENTATION/PRACTICE 1. Read the limerick slowly, focussing on the vowel sounds /i/ and /i:/. Pupils listen and repeat. Check pronunciation. Note : This limerick can be flashed onto the screen with audio and video effects. (Refer to the TCD, Multimedia Grallery) 2. 3. 4. Ask pupils to match the lines of the limerick to the relevant pictures. In pairs, pupils list the words with the vowel sounds /i/ and /i:/ in the limerick. Pupils say the words. Write the words on the board. Say the word, clearly indicating the long and short sounds. Pupils listen and repeat. In groups, pupils list other words with the vowel sounds /i/ and /i:/. Note: Tell pupils that the words with the letters ea and ee have the same long vowel sound /i:/ although the letters are different. Example : ee ea i eel bean bit beep beard chip beetle beak fill cheep cheap hit fee deal did leech leave lid meet meal mist mean neat pick peep peach piano reel peace rich Note : Do not focus on the meanings of the words. The emphasis here is on the sounds. 5. 6. 7. Read the tongue twisters slowly. Pupils listen and repeat. Check pronunciation. Then, say them faster and ask pupils to say them the same way. They might not get the words right but they will surely have fun. Divide the class into groups. Allow each group to practice saying the tongue twisters as fast as they can without tripping over the words and with correct pronunciation. Have a competition. Play the game My Teacher Forgot. Write the following words on the board. Tell the pupils that you forgot which letters to write in the blanks. Ask the pupils to help you. Write the wrong letters sometimes and see if pupils are able to detect the errors. The correct words are indicated in parentheses. b ____tle (beetle) h____t (heat, hit) r____ch (reach) ch____p (cheap, cheep) m____st (mist) b____rd (beard) l____ve (leave, live) m____t (meat, meet) r____ch (rich, reach) p____ck (pick) ch__ck (chick) f____ (fill, feel) h____ (heel, heal) b____t (bit, beat, beet)

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WRITTEN WORK 1. Pupils say the names of the pictures and fill in the blanks with i, ea or ee in Exercise Q on page 11 (Activity Book). 2. Pupils listen and circle the word they hear in Exercise R on page 11 (Activity Book). LISTENING TEXT : EXERCISE R 1. dp 2. bib 3. 2. seat 6. cheap 3. peep 7. hip 4. hit 8. seep

Discuss answers with pupils.

CLOSURE Divide the class into groups. Ask each group to write a short sentence using the words with long and short vowel sounds. Example : Put it with the chip. Dip the peach in cream.

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Activity 10 Exercises S and T

LEARNING OUTCOMES
Pupils should be able to : 1. sing a song entitled Home Sweet Home. 2. write new words from the word apartments. 3. change one letter in each word to make a new word.

SUGGESTED TEACHING PROCEDURE

INTRODUCTION 1. Write these words on a sheet of paper and make copies : What Can You Do In Your House? climb a tree help your sister feed my pet play with mum cook watch television kick a ball wash dads car exercise make a phone call water the plants 2. 3. 4. play computer games read a book take care of a baby cycle play the piano do your homework clean your room ride a skateboard walk around with shoes.

Divide the class into groups and give each group a copy of the above sheet of paper. Ask pupils to discuss and tick the things they can do in their home. Pupils present their answers. Ask others to ask questions or refute. Note: Pupils will tick the things based on their own experience - what they allowed to do and not to do by their parents as these are rules set by them. Things like water the plants can be done in the house because people do keep plants in the home. Wearing shoes in the house in not our culture but some people do wear shoes in their homes. If some pupils do, do not say it is wrong but teach them that in our culture, when we visit our friends, we always remove our shoes before we enter their homes. Talk/Discuss with pupils the things they cannot do in their homes and why. Ask pupils to state other things they can do in their own homes. Write their responses on the board. Note: There will be children from orphanages and welfare homes. Include them in the discussion and help them to understand that the orphanage is their home, too. Ask pupils how they feel when they are at home and say why they feel that way. Write their responses on the board. Accept all responses even the negative ones. Example : happy safe free cared for sad comfortable loved not afraid scared Note : If there are pupils who give negative responses, do not deal with them at this point because pupils might be afraid or embarrassed or from abusive homes. It will be good if you could meet them personally, talk to them gently after the class to find out the details. Then, send them to the school counsellor to help them deal with these feelings.

5. 6.

7.

PRESENTATION/PRACTICE 1. Read the lyrics of the song. Pupils listen and repeat. Discuss the difficult words with the pupils. Encourage them to use the dictionary. 2. Ask pupils to look at the picture on page 12 in the Textbook. Ask them to name the things the people are doing. 3. Sing the song. Let the pupils listen to the song once. Then, they sing along the second time. 4. Divide the class into groups. Ask each group to come up with the actions for the song. 5. Pupils sing the song in groups with actions.

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6. 7. 8.

In pairs, pupils answer the questions. Ask a few pupils to read out their answers. Note : For a weaker class, let them copy the lyrics of the song for the question Why? Ask each pupil to write a short and simple poem about their home. Ask them to read it to their friend. You can even get a few of them to read their poems to the class. Write the following word on the board: t e r r a c e d Teach them how to come up with new words using the letters in the word.

Example : race ace err

tea rate rat

cat eat ate

tear rear art

tar car ear

Note : You must tell pupils that all words must be dictionary certified words. (words with meanings). Allow them to use a dictionary. 9. In groups, pupils come out with as many words as possible with the following word: l o n g h o u s e Give them a time limit. The group with the most number of correct words is the winner. 10. Write the following words on the board : m o u s e s a d t e a r t r u s t p e t r a c e s h i r t h o m e n e w r e a d f u n c a r s Tell pupils to change one letter in any position in each word which will change the meaning of the word. Remind them that the new word must be dictionary certified. You can come up with more than one new word. Give them an example: read b e a d , h e a d , r e a p , r e e d , r e a m , r o a d WRITTEN WORK 1. Pupils make new words from the word apartment in Exercise S on page 12. (Activity Book) 2. Pupils change one letter in each word to make a new word and match the new words to the correct pictures in Exercise T on page 12. (Activity Book). 3. Discuss answers with pupils. CLOSURE 1. Talk about children with no homes, for example, the street children in Brazil. If you are able to, show pictures of these children. Please avoid sharing emotionally disturbing picture. 2. Give them the following sentences and ask the pupils what they think they mean : a) the house in the building. b) the home is your family. c) It does not matter if your house is big or small. d) What matters in that you have people who care for you, love you and that is your home. FOLLOW-UP ACTIVITIES 1. MyCD Link Activity 1 : Put me in the right place To identify the different parts of a house Activity 2 : What can you see? To identify the places where particular objects belong. Activity 3 : Complete me To use s and es correctly. Activity 4 : Find me To listen to words with the sounds i, ea and ee Activity 5 : Memory Game To count and write numerals and word form

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2.

3 4 5 6

TCD Link Activity 1 : Whats my position? To learn ordinal numbers. Activity 2 : Where Do I Belong? To identify the objects that belong to the respective parts of the house. Activity 3 : The hidden objects To identify the objects that begin with the letter b. Question Bank TCD Unit 1 e-Test 1 MyCD e-Journal MYCD Unit 1 Multimedia Gallery and Websites / Internet Links MyCD and TCD

EXTENSION ACTIVITIES 1. Ask pupils to draw their homes and write the things they can do in their homes. Note : Pupils whose parents are divorced might have two homes. Let them draw both their homes their fathers and their mothers homes. 2. Teach pupils the following poem by Irene Thompson. Ask them to write the poem on coloured paper and draw pictures based on the poem.

THE MAGIC ROOM Theres a room on top of our house, but it isnt a room to me; its an island surrounded with palms, and a whispering sea. Theres a room on top of our house, but it isnt a room to me; its a palace where I live alone, with a magical key. Theres a room on top of our house, but it isnt a room at all; its a cave where the treasures are kept, in a wonderful wall. Theres a room at the top of our house, but it isnt really a room; its a castle built on a rock where the bellows boom. Theres a room on top of our house , but it isnt a room to me; its just whatever I choose, so, its magic you see!
Note : Although it is a long poem, the first two lines of every stanza/lines are the same/repetition. Pupils need not know the meanings of all the words. Just give them the gist - the home/room is what you want it to be. Just make sure their pronunciation is accurate. 3. 4. In groups, ask pupils to write tongue twisters using the vowels /i/ and /i:/. Ask them to exchange their work with other groups and say the tongue twisters. Ask pupils to find out the homes of the following animals. The answers are in parentheses: tiger (lair) sheep (pen) goldfish (aquarium/bowl) bird (aviary) lion (lair) dog (kennel) cow (shed) pig (sty) Ask them to give names to these animals like the ones on page 8 of the Activity Book and write sentences.(illustration) Example : Goldie Goldfish lives in a bowl / aquarium.

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5. 6. 7.

8.

Pupils draw their favourite part of the house and write sentences as to why they like that part of the house. Pupils draw and colour the different types of houses found around the world. Ask them to name the type of houses and write sentences about the houses. For example, what is it made of, who lives in such houses, etc. Pupils play the game Guess the Number using a calculator. They can play this game with their friends and family. Instructions to pupils : (a) Tell your friend to think of a number. (b) Ask your friend to write the number on a slip of paper. He/She should not show you the number. (c) Ask your friend to do the following using the calculator: Enter the number they thought of. Double it (Times two) Add 4 Divide by 2 Add 7 Multiply by 8 Subtract 12 Divide by 4 Subtract 11 (d) You take the calculator from your friend. (e) Subtract 4 from the number on display. (f) Then, divide by 2. (g) The answer will be the number your friend first thought of. Pupils play the game Figure It Out in groups/pairs. Give the following situation : (a) Jagjit and Sara went to the funfair. They played the game where people throw balls into jars. The jars were all in a row. Each jar was marked with a number: 15 13 9 19 12 18 (b) They are given 3 balls. To win the rabbit, they must score 50, 39 to win the orang utan, 36 for the parrot and 41 for the teddy bear. Which jar must they throw the ball into to get the exact score for each toy? Jagjit puts the balls into jars with numbers 18, 9, 12. Which toy will he win? Sara puts the balls into the jars with numbers 12, 18 and 13. Which toy will she win?

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