My Little Ted 2

CHAPTER

Suggested Teaching Plan

Session Section Source Activity Duration

Teacher Manual My Pet or Yours?

1 Get Set 35 min
TeachNext/Coursebook Complete the exercise

Teacher Manual Recite a Poem

2 Reading Junction 35 min
TeachNext/Coursebook Read the Poem

3 Get Going TeachNext/Coursebook Discuss the answers 35 min

Teacher Manual If I Were a Pet

4 Speaking Junction 35 min
TeachNext/Coursebook Complete the exercise

Teacher Manual Word Mix-up

5 Vocabulary Junction 35 min
TeachNext/Coursebook Complete the exercises

Teacher Manual The Three EAs

6 Phonics Junction 35 min
TeachNext/Coursebook Complete the exercise

Teacher Manual Tug of Adjectives

7 Grammar Junction 35 min
TeachNext/Coursebook Complete the exercises

Teacher Manual Word Web

8 Writing Junction 35 min
TeachNext/Coursebook Complete the exercise

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 Session 1: My Pet or Yours?

Skill/Concept: Pre-reading

Learning Outcome(s): Learners will be able to

• identify animals that are kept as pets.
• talk about a pet of their choice.
Standard(s): To be able to discuss pets

Activity

Warm-up: 5 min
• Ask learners
○○ Would you like to have a pet?
○○ Which animal do you have as a pet?
○○ How do you spend time with your pet?
○○ Which animal would you like as a pet? Why?
• Accept all responses.
Activity: 25 min
• Show pictures of various pets to learners.
• Ask them to identify the animals.
• Discuss each pet briefly.
• Ask them to identify if the specific animal is a commonly-kept pet.
• Ask them to discuss and choose a pet for themselves.
Closure: 5 min
• Ask learners to complete the exercise in the Get Set junction in the coursebook.

Sessions 2 and 3: Recite a Poem

Skill/Concept: Reading

Learning Outcome(s): Learners will be able to:

• read a poem.
• recite the poem in rhythm.
• relate to the poem at a personal level.
Standard(s): To be able to recite a poem with appropriate gestures

Activity

Warm-up: 5 min
• Tell learners that they are going to read a poem about a little girl and her pet dog.
• Explain the meaning of the word ‘brindle’ through pictures.
Activity: 60 min
• Read the poem with appropriate gestures.

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 • Ask learners to identify the rhyming words.
• Ask them to recite the poem with you.
• Ask them:
○○ What do you like about the poem?
○○ What do you not like about the poem?
• Discuss the questions given in the Get Going junction of the coursebook.
• Ask learners to complete the exercise in the Get Going junction of the coursebook.
Closure: 5 min
• Ask learners if they liked the poem.
• Ask learners to give reasons for their answers.

Session 4: If I Were a Pet

Skill/Concept: Speaking

Learning Outcome(s): Learners will be able to express their personal opinion on a topic.
Standard(s): To be able to express ideas easily

Activity

Warm-up: 5 min
• Ask learners about which animal they like.
• Ask them to justify their choice.
Activity: 25 min
• Ask learners if they would like to be someone’s pet animal and why.
• Instruct them to work in pairs and talk to their partners about the mischievous things they would do as a
pet.
• Help learners to express their views.
Closure: 5 min
• Discuss the responsibilities that come with keeping a pet.
• Emphasise that pets are totally dependent on us and we must take good care of them.

Session 5: Word Mix-up

Skill/Concept: Vocabulary

Learning Outcome(s): Learners will be able to identify homophones.

Standard(s): To be able to identify words that have the same sound but different spellings and meanings

Activity

Warm-up: 5 min
• Read out some sentences.
• Tell learners that you are not sure about the spelling of a particular word in each sentence.
• Ask them to select the correct word from the options you are going to write on the board.

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 • Now say, ‘The sun is shining very brightly today’.
• Write the words sun and son on the board.
• Ask them if they can point out the correct word that was used in the sentence that you said.
• If learners are confused, ask them to remember the meaning of the words.
• Take a poll to get the correct answer and reaffirm the same.
• Continue the activity for four more homophone pairs – see/sea, whole/hole, right/write, here/hear.
Activity: 25 min
• Explain to learners that homophones are words that have the same sound but different spellings.
• Rewrite the words from the warm-up activity on the board.
• Ask learners if they know the meaning of the words: see/sea, whole/hole, right/write, here/hear.
• Ask them to form sentences with the remaining words (the incorrect options).
• Ask learners to read the explanation and examples given in Vocabulary Junction of the coursebook.
• Discuss the exercises given in Vocabulary Junction in the coursebook.
Closure: 5 min
• Ask the learners to complete the exercises in Vocabulary Junction in the coursebook.
Listening Text

One day in a garden, a parrot was sitting on a tree and having some nuts. A crow flew to her. He said,
“You have so many nuts. Can you share one with me?” The parrot replied, “Oh! Sure. It feels great to
share.” Suddenly a blue bird came to them. She had beautiful feathers. The crow said, “Your feathers are
blue, the parrot’s beak is red. Why am I all black?” Both the birds said, “You are black because God made
you so. Be happy with what you have.”

Session 6: The Three EAs

Skill/Concept: Phonics

Learning Outcome(s): Learners will be able to

• identify the three ways in which the letters ‘ea’ is pronounced.
• pronounce /i:/, /e/ and /i/ correctly.
Standard(s): To be able to read words with the /i:/, /e/ and /i/ sounds with spelling variations

Activity

Warm-up: 5 min
• Read the lines from the poem given in Phonics Junction.
• Ask learners to find the words ‘head’, ‘each’, ‘dearly’ in the poem.
• Ask them to come up with a rhyming word for each.
Activity: 25 min
• Familiarise yourself with the pronunciation of the words provided in Phonics Junction in the coursebook.
• Enunciate each word and ask learners to listen carefully.
• Pause after each word and ask them to repeat.
• Explain that the letters ‘ea’, when used in different words, can be pronounced in three different ways.

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 • After 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 that every learner gets a chance to pronounce the words.
• Help anyone who is unable to pronounce the word(s) properly.
Closure: 5 mins
• Ask learners to write five more words with ‘ea’ which are pronounced differently.
Note: You could carry out the phonics game given below to reinforce the concept. This is an optional
activity.
Phonics Game
• Instruct learners to stand in a circle.
• Tell them that each one has to think of a word with ‘ea’ in it.
• As you go around the circle, each learner will say a word within five seconds.
• Those who are not able to come up with words need to sit down.
• Keep a sheet of paper in your hand and keep noting the words on it, to avoid repetition. Alternatively,
you can write the words on the board.
• The last one standing will be the winner.
• After this is done, discuss the words and their correct pronunciations.
Listening Text
year bread thread health clear cream
eat read near bread reach seat

Session 7: Tug of Adjectives

Skill/Concept: Grammar

Learning Outcome(s): Learners will be able to

• compare various objects using degrees of comparison.
• use degrees of comparison appropriately in sentences.
Standard(s): To be able to use degrees of comparison to compare nouns

Activity

Warm-up: 5 min
• Ask learners the following:
○○ Name three outdoor games that you play or like to watch.
○○ Of the three, which game do you like the best?
○○ Which game do you like the least?
• Write on the board the three games in the order of preference. Ask learners what they are trying to do.
• Elicit the word ‘comparison’ or ‘comparing’ from them.
• Ask them what they understand by the term ‘degrees of comparison’.
• Explain the terms ‘positive’, ‘comparative’ and ‘superlative’.
• Tell learners that the superlative degree is always preceded by ‘the’.
Activity: 25 min
• Give a few examples of degrees of comparison using regular adjectives.

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 • Introduce degrees of comparison using irregular adjectives.
• Explain the concept with examples.
• Now ask learners to look at Grammar Junction in the coursebook.
• Ask them to read the explanation and the examples given.
• Discuss the explanation and examples.
• Ask learners to give some examples by themselves.
• Discuss the task given in Grammar Junction and ask learners to complete them.
Closure: 5 min
• Ask learners to make sentences using irregular adjectives.
Note: You could carry out the grammar game given below to reinforce the concept. This is an optional
activity.
Grammar Game
• Ask learners to list some adjectives that are used to describe animals and things.
• Write the responses on the board. Try to cover a variety of adjectives like big, small, tall, short, thick, thin,
fat, beautiful, fair, old, young, etc.
• Divide the class into groups of three.
• Give each group a set containing three pictures. A picture set can comprise pictures of animals, birds,
flowers, people, cartoon characters, etc. All the three pictures in a set should be of the same category.
Some sets can be repeated. At the back of each picture, there should be some basic information about
the picture like height, weight, colour, lifespan, etc.
• Ask learners to come up with a minimum of three sentences comparing the pictures in their sets. Give
them five minutes for the activity.
• Learners can use the adjectives listed on the board or add their own.
• After all the teams complete the activity, ask them to share their sentences with the class one by one. If
any new adjective is used appropriately, add it to the inventory on the board.

Session 8: Word Web

Skill/Concept: Writing

Learning Outcome(s): Learners will be able to make a list of ideas related to a topic.
Standard(s): To be able to draw/create word webs

Activity

Warm-up: 5 min
• Write the topic Your Classroom on the board.
• Ask learners what words come to their mind when they read this topic. Encourage them to answer in a
word or two.
• Write some of the answers on the board in a circle with the topic at the centre. This should look like a
word web.
Activity: 25 min
• Introduce learners to word webs. Explain how they can link ideas to the main topic.
• Ask learners to look at the word web given in Writing Junction in the coursebook.
• Ask them to observe the flow of ideas shown.
• Tell them that one main idea is further divided into sub ideas.

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 • Ask learners to work in pairs and choose any two topics given in Writing Junction.
• Ask them to draw word webs for the topics.
• Once they are done, discuss the importance of the activity with them.
• Choose a few good word webs and put them on the classroom display board.
Closure: 5 min
• Tell learners that the creating a word web helps in organising their ideas in a coherent and logical
manner.

Answer Key

Get Going
A. 1. Ted's full name is Theodore.
2. Ted is a seal-brown brindle dog. He is about eight months old.
3. Ted plays fetch with the little girl in the afternoons.
4. head-Ted, pup-up, be-me, bed-Ted, bite-night, school-fool
B. 1. Ted is a small dog and cannot grow very large even when he is older.
2. Ted never growls or bites the poet because it loves the poet just like she loves him.
3. Ted is like folks because he behaves himself and loves the speaker like family.

Vocabulary Junction
1. (a) dear, deer (b)  mail, male (c)  flower, flour (d)  pair, pear (e)  sun, son
2. (a) would (b) flower (c) hare (d) blew (e) bored
(f) berth (g) air (h) tail (i)  sun (j)  rows
3. (a) one (b) some (c) so (d) great (e) to
(f) blue (g) red
4. Responses may vary. Suggested answers- tail, eight.

Phonics Junction
Pronounced as in head Pronounced as in each Pronounced as in dear
bread reach year
read eat near
thread cream clear
health seat

Grammar Junction
1. (a) C (b) S (c) S (d) P (e) C
2. (a) fastest (b) wiser (c) brave (d) most beautiful (e) cleanest
3. (a) Ruhi visited the largest garden in the city with her grandparents.
(b) The white boat is more beautiful than the blue boat.
(c) The soldiers were tired as they had marched through the hottest desert in the country.
(d) Going to an adventure camp is better than going on a picnic.
(e) Ronith’s house is farther than Nitin’s, but Sangeetha’s house is the farthest.

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