My Magic Wand 4

CHAPTER

Suggested Teaching Plan

Session Section Source Activity Duration

Teacher Manual Little Magicians

1 Get Set 35 min
TeachNext/Coursebook Complete the exercise

Teacher Manual Listen and Enjoy

2 Reading Junction 35 min
TeachNext/Coursebook Read the poem

3 Get Going TeachNext/Coursebook Discuss the answers 35 min

Teacher Manual Magic Show

4 Speaking Junction 35 min
TeachNext/Coursebook Complete the exercise

Teacher Manual Did You Speak or Tell?

5 Vocabulary Junction 35 min
TeachNext/Coursebook Complete the exercises

Teacher Manual Consonant Variants

6 Phonics Junction 35 min
TeachNext/Coursebook Complete the exercise

Teacher Manual Article Detective

7 Grammar Junction 35 min
TeachNext/Coursebook Complete the exercises

Teacher Manual Magic Ink

8 Writing Junction 35 min
TeachNext/Coursebook Complete the exercise

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 Session 1: Little Magicians

Skill/Concept: Pre-reading

Learning Outcome(s): Learners will be able to act as little magicians.

Standard(s): To be able to imagine and act as a magician

Activity

Warm-up: 5 min
• Ask learners what they understand by the word ‘magician’.
• Accept all responses.
Activity: 25 min
• Ask learners to imagine that they are little magicians.
• Tell them that the poem they are going to read is about a magic spell. So, why not try a magic word of
their own?
• Ask them to create their own magic words.
• Ask learners to tell his/her magic word to the class and the tricks he/she can perform by uttering the word
‘Abracadabra’.
• Complete the Get Set junction.
Closure: 5 min
• Ask learners how they felt as a magician.

Sessions 2 and 3: Listen And Enjoy

Skill/Concept: Reading

Learning Outcome(s): Learners will be able to

• read and recite a poem.
• relate to the poem at a personal level.
Standard(s): To be able to read and enjoy a poem

Activity

Warm-up: 5 min
• Tell learners that they will listen to a poem about a girl who is a magician.
Activity: 60 min
• Ask learners to close their eyes.
• Recite the poem.
• Ask learners:
○○ Did you listen to the poem?
○○ What came to your mind while listening to it?
○○ Did you think of a fairyland?
• Ask learners to read the poem on their own.
• Discuss the main idea of the poem.

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 • Discuss the Get Going junction of the coursebook.
• Ask learners to complete the Get Going junction.
Closure: 5 min
• Ask learners what they liked about the poem.

Session 4: Magic Show

Skill/Concept: Speaking

Learning Outcome(s): Learners will be able to describe a magic show.

Standard(s): To be able to talk about a specific topic imaginatively

Activity

Warm-up: 5 min
• Ask learners if they have ever seen a magic trick.
• Accept all responses and share your favourite magic trick.
Activity: 25 min
• Ask learners to read the activity given in Speaking Junction.
• Ask them to answer these questions:
○○ Where and when did you see a magic show?
○○ What did the magician wear?
○○ What magic tricks did the magician perform?
○○ Which trick did you like the most. Why?
• Tell them that when we describe a memory, we use the past form of verbs.
• Tell learners to pair up and tell their partners about their experience in a magic show.
• It should be in the form of a conversation where the partner asks questions to which the speaker
responds.
• Both partners should get a chance to share their experiences.
Closure: 5 min
• Give your feedback on the way they speak about their experience in a magic show.

Session 5: Did You Speak or Tell?

Skill/Concept: Vocabulary

Learning Outcome(s): Learners will be able to use the verbs ‘say’, ‘tell’, ‘speak’ and ‘talk’ correctly.
Standard(s): To be able to use correct vocabulary

Activity

Warm-up: 5 min
• Write these sentences on the board:
(a) He said that he will complete the work later.

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 (b) She told me to tell you that she would be late today.
(c) When the Principal is around, everyone stops talking.
(d) I need to speak to the manager about my leave.
• Ask learners to explain the underlined words. Are they same or different from each other?
• Accept all responses and inform them that today they will learn the usage of these words.
Activity: 25 min
• Ask learners to read the explanation given in Vocabulary Junction in the coursebook.
• Explain with examples the usage of tell, speak, talk and say.
• Example(s):
○○ Tell: It is used to say something or give information to someone. It is used when we want to specify to
whom something is said.
(a)  Meera told her to return her book.
(b)  They told the police about the accident.
○○ Speak: It is either used to say something generally or say something to somebody. Speak is also used
when we talk about a person’s ability to communicate in a language.
(a)  My mother speaks Japanese.
(b)  The doctor needs to speak to the relatives of the patient.
• Ask learners to read the examples given in Vocabulary Junction in the coursebook.
• Discuss the task in Vocabulary Junction.
• Ask learners to complete the task.
Closure: 5 min
• Encourage learners to frame a few sentences with ‘say’, ‘tell’, ‘speak’ and ‘talk’..
Note: You could carry out the vocabulary game to reinforce the concept. This is an optional activity.
Vocabulary Game
• Divide the class into four teams. Name the teams ‘Speak’, ‘Tell’, ‘Say’, and ‘Talk’.
• Instruct them that they will now play a game called ‘I Speak or Tell’.
• Tell them that you will read out sentences with blanks. If the blank takes ‘speak’, Team Speak will clap. If
the blank takes ‘tell’, Team Tell will clap. Give similar instructions for ‘say’ and ‘talk’.
• For every correct answer, the answering team will score one point.

Session 6: Consonant Variants

Skill/Concept: Phonics

Learning Outcome(s): Learners will be able to

• identify the consonant variants s and z.
• pronounce the consonant variants s and z correctly.
Standard(s): To be able to read words with the consonant variants s and z

Activity

Warm-up: 5 min
• Write stars, shells, and rose on the board and underline every ‘s’ in them. Ask learners one by one to stand
and pronounce the words.

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 Activity: 25 min
• Familiarise yourself with the pronunciation of the words provided in the coursebook.
• Enunciate each word and ask learners to listen carefully.
• Pause after each word and ask them to repeat.
• After they have pronounced the words as a group, explain to learners that in some words ‘s’ makes the
sound of ‘z’. For example, in the words ‘stars’ and ‘shells’ the first ‘s’ is pronounced as ‘s’, but the last ‘s’ is
pronounced as ‘z’. In the word ‘rose’ the ‘s’ is pronounced as ‘z’.
• Read out the words once again and ensure every learner gets a chance to pronounce them individually.
• Help any learner who is unable to pronounce the words correctly.
Closure: 5 min
• Ask learners to write five words each that end with ‘s’ and ‘z’ sound.
Listening Text
close sleeps refuse spaces wise
bus please books busy these

Session 7: Article Detective

Skill/Concept: Grammar

Learning Outcome(s): Learners will be able to

• identify ‘a’ and ‘an’ as indefinite articles and ‘the’ as a definite article.
• use articles appropriately in their sentences.
Standard(s): To be able to use articles in sentences correctly

Activity

Warm-up: 5 min
• Write this sentence on the board: I want to eat a apple.
• Ask learners if there is anything wrong with the sentence on the board.
• Elicit from them the difference between ‘a’ and ‘an’.
• Now write the correct answer on the board: I want to eat an apple.
Activity: 25 min
• Write the word the on the board.
• Write these sentences on the board:
○○ A big lion lived in a cave.
○○ He was old and could not hunt.
○○ One day a fox saw the cave and wanted to rest there.
○○ But he thought he should find out if the cave was safe.
○○ So he stood in front of the cave and loudly said. “Dear friend!”.
○○ The hungry lion heard the voice and realised that if he could get the fox inside, he could kill the fox for food.
○○ The fox called out again and the lion thought maybe caves could really reply.
○○ So the foolish lion replied back, “Hello, fox! Come in. I am waiting for you, my friend.”
○○ The fox heard the lion’s voice, smiled and ran away.

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 • Introduce the article ‘the’ and explain to learners that we use ‘a’ or ‘an’, the first time we talk about
something, but when we refer to it again, we use the article ‘the’.
• Ask learners to read the rules of using the articles ‘a’, ‘an’ and ‘the’ given in Grammar Junction in the
coursebook.
• Discuss the rules and explain the concept. Ask learners to read the examples.
• Discuss the task given in Grammar Junction.
• Now ask them to complete the task.
Closure: 5 min
• Discuss the answers with learners.

Session 8: Magic Ink

Skill/Concept: Writing

Learning Outcome(s): Learners will be able to write a paragraph using conjunctions.

Standard(s): To be able to use conjunctions to combine the sentences

Activity

Warm-up: 5 min
• Revise the concept of conjunctions.
• Ask learners to give examples of a few conjunctions they have learnt.
Activity: 25 min
• Ask one of the learners to read out the exercise given in Writing Junction in the coursebook.
• Help them understand how to combine the sentences with the help of the given example in the
coursebook.
• Ask them to complete the exercise themselves.
• Tell them that they can use the given sample as the beginning of their paragraph or begin the paragraph
in their own words.
• Check the write-ups and discuss.
Closure: 5 min
• Ask learners to try and create magic ink with the help of elders at home.

Answer Key

Get Going
A. 1. as small as a green pear
2. a rhyme
3. swollen nose
4. from the zoo
B. 1. The girl in the poem is in a zoo.
2. She wants to make the animals disappear from the zoo because she wishes animals tom roam around free
and their life should be enjoyable.

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 Vocabulary Junction
1. (a) tell (b) speak (c) talk (d) says
2. (a) Manish told me that he was going to Ooty.
(b) Did you say your prayers before you went to bed?
(c) The Principal spoke on the importance of being on time.
(d) You should never talk in the library.

Phonics Junction
1. (a) Susan cooked rose-flavoured rice for dinner last night. She also made cheesecake for dessert. She served
them in plates shaped like shells.
(b) Susie loves art and craft. She bought a canvas, an easel and poster paints from the craft shop. She first
thought of painting a desert. However, she changed her mind later and drew a field with beautiful daisy
flowers.
2. close, refuse, wise, please, busy, these

Grammar Junction
1. (a) a (b) the (c) the (d) a (e) the
2. (a) a, a, the, the (b)  a, the, the (c)  a, a, a, the, a, the, the, a, the, the, the, the, the

Writing Junction
Suggested Answer
This is the recipe for a magic ink. It is an invisible ink. First squeeze a lemon and strain the juice in a bowl. After the
juice is strained, dip a pen or a brush in it. Now, dip the pen or brush in the lemon juice and write a message on a
piece of paper. Put the paper away until it is completely dry. The message is invisible now. Light a candle with the
help of an adult and hold the letter against it. You will see the message come alive.

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