Rohan’ s

Meadows
Main Course Book of
English Reader (Workbook Style)

1
TEACHER’S RESOURCE MANUAL
For Effective Teaching
 Rohan’ s

Meadows Main Course Book of

1
English Reader (Workbook Style)
TEACHER’S RESOURCE MANUAL
For Effective Teaching

© Rohan Book Company Pvt. Ltd.

ISBN : 978-93-92070-29-7

New Edition

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 Word with the Teachers...
Dear Teachers,
We salute you!! We believe that the hardwork behind publishing books for the
school curriculum is realised at the hands of the teachers. Yes! Being one is the
highest privilege and having one is the best blessing. The Teacher’s Manual
supports the textbook in every possible way. We have:
• Lesson Plans
• Answer Keys
• Reflection Worksheets
• Question Bank
The lesson plans are a complete guide to the ethos of every premier educational
institution that wants to strengthen knowledge base and provide ample of tools to
apply the same.
For this we have equipped the lesson plans with a lot of resources.
• Storyboard RBC is an animated representation of the lesson based on the
motto, ‘WHAT I SEE IS WHAT I LEARN’ along with interactive activities for revision
through audio-visual questions and answers. The lesson comes to life creatively
and makes learning a visual treat and a pleasurable experience.
• Reflection Worksheets arouse inquisitiveness that simultaneously educate,
entertain and hone the skills of the learners.
• The Answer keys and Question bank give the much needed support to the
teachers.
We hope that our ardent endeavour finds expression in your classrooms and
propels the learning process with your experience and expertise.

Regards
Team Rohan
Contents...
Revision and Recall.......................................................................5
1. About Myself...................................................................................8
2. Families............................................................................................ 11
3. The Three Friends........................................................................14
4. At School......................................................................................... 17
5. Mr Smart and His Cat.................................................................19
6. If You are Happy and you Know it........................................ 22
7. Ginger- The Little Grey Kitten............................................... 25
8. My Buddy....................................................................................... 28
9. Good Touch, Bad Touch...........................................................31
10. Health Pledge...............................................................................34
11. Seasons.......................................................................................... 37
12. The Land of Love........................................................................40
 Meadows– 1

REVISION AND RECALL

Suggested Time: 6 to 7 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
recall and revise vowels and consonants.
read aloud a poem and answer questions based on it.
revise alphabetical order.
identify and practise naming words, describing words and doing words in grammar.
greet people in listening and speaking.
replace words with pictures.

Teaching Aids
Show fun images of the first day in school on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Revision And Recall
Art material

Introduction/Warm-up
As given at the start of the unit, the children will colour the picture of the school and answer the
questions given in Do and Learn. The teacher will guide the students in the writing part only.

Teaching Plan for 6 to 7 Days

Day 1: The teacher will revise the alphabetical order in general and then separately revise the
consonants and vowels. The children will match the given images with the vowels. He/
She will read the words with vowel sounds loudly and clearly given on page 11 and the
class will follow him/her.
Day 2: The teacher will refresh the alphabetical order, consonants, and vowels before he/she
begins to read the selected text. After this, he/she will read the short poem with correct
intonation and the students will follow him/her. Next, the students will give answers to
the tasks in Let’s Have Some Fun given on page 12. The teacher will ensure that everyone
has written correct answers. Lastly, the class will rearrange the words in alphabetical
order and the teacher will confirm the correct answers.
Day 3: The teacher will introduce the concept of naming words with relevant examples from
the classroom itself following which, the class will find and write answers to questions 1
and 2 given on page 13. The teacher will guide them and explain the mistakes.

5
Day 4: Today, the students will get familiarised with describing words through many examples
which the teacher will provide. The class will solve the practise tasks on adjectives given
on page 13 using the words form the poem and the cloud respectively.
Day 5: Action words or doing words will be taken up today. The teacher will cite many examples
himself/herself and also encourage the students to come up with examples of their
own. This will be followed up with matching pictures with doing words given on page 14.
In the Listening and Speaking task, the children will learn how to greet people and use
magic words.
Day 6: In the writing task, the students will replace the given pictures with words from the help
box to complete the paragraph given on page 15.
Day 7: The teacher will reinforce the concepts taught throughout the week by using Step
Ahead— A Book of Grammar and Composition-1 for more practise tasks.
Activity 1: The teacher will write many words from the vocabulary known to the class on the
board and the students will say if the words are naming words, describing words or doing words.
Activity 2: A worksheet with pictures may be given in which the images whose names begin with
vowels will be coloured yellow and those whose names begin with consonants can be coloured
green.

ANSWER KEY: REVISION AND RECALL

Vowels and Consonants

Let’s Have Some Fun

1. little, little 2. prettly, little 3. once, going 4. hop, stop
Alphabetical Order
1. aunt, bag, flag, watch, hat 2. belt, gate, melon, socks, vase
Naming Words
1. bird, window 2. Anu, bin, mug, big, room
Describing Words
1. Once I saw a little bird
Come hop, hop, hop;

6
 So I cried, “Little bird,
Will you stop, stop, stop?”
And I was going to the window
To say, “How do you do?”
But he shook his pretty tail,
And far away he flew!
Doing Words

Writing
cow, farm, calf, bull, grass, milk, farm, horse, sheep, goats

7
 1
Meadows– 1

ABOUT MYSELF
Suggested Time: 6 to 7 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and understand a story on self-awareness.
answer questions based on the story.
match synonyms in vocabulary.
identify common and proper nouns and their number in grammar.
speak about themselves in listening and speaking.
practise capital letters in punctuation.
write about their desk partner.
do related activities.

Teaching Aids
Show the image of a happy classroom on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 1: About Myself
Art material

Introduction/Warm-up
The students will fill up the form given in Warm-up on page 17 with personal details. The teacher
will help them with spelling. Each student will paste their picture in the box.

Teaching Plan for 6 to 7 Days

Day 1: The teacher will read the story aloud and the class may follow her word-to-word to
learn the pronunciation of words, and intonation and get reading practice. The teacher
will explain it in easy language. Difficult words other than glossary, phrases, and words
in context will be simplified. The students will answer in-text questions while reading for
a better understanding of the text.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students. The situations in Value-
based questions should be discussed to teach positive values and behaviour to the
children.
Day 3: Words with similar meanings or synonyms will be introduced in the class with a good
number of examples following which the practise task given on page 20 will be done.

8
 The teacher may add more examples to the list. Naming words will be refreshed and
the categories of common and proper nouns will be discussed and differentiated with
suitable examples. Questions related to these categories may be asked which the
students will answer orally.
Day 4: Practise tasks A and B given on page 20-21 will be completed and the mistakes rectified
and explained. Next, the role of numbers in nouns will be introduced. Images on the
digital setup can be shown which the students will label ‘One’ or ‘Many.’ They should
be told that some nouns like child and tooth change differently from the usual, regular
nouns.
Day 5: Practise tasks A and B given on page 21-22 will be done today in which the students
will revise numbers in nouns. The class will use Step Ahead— A Book of Grammar and
Composition-1 for more practise tasks to consolidate the concept of nouns.
Day 6: In the Listening and Speaking task, the students will introduce themselves after filling
up the blanks given on page 22. Remind them that they have used naming words in this
task. The students will also listen to others attentively.
Day 7: The use of capital letters will be explained and their relation to proper nouns should be
emphasised with examples for greater clarity. The students after having understood the
concept will complete the practise task given on page 23. Lastly, they will complete the
writing task by using the hints given in brackets and filling up the blanks.
Activity 1: A class quiz can be arranged to revise naming words and/or synonyms. The winners
can be commended with digital or regular certificates.
Activity 2: Images with one or many objects can be shown on the digital setup and the children
can be asked to change the naming words to singular or plural.

Teaching Aids: Questions & Answers

Categorise the following words from the story ‘I am Special’ into naming words, describing
words and doing words.
Aliza little unique teacher child raised answered
Mummy says Papa smiled different special loved
Ans. Naming words Describing words Doing words
Aliza little raised
teacher unique answered
child different says
Mummy special smiled
Papa loved

ANSWER KEY: ABOUT MYSELF

Reading Comprehension
1. Aliza 2. school, friends 3. unique
4. no one 5. special

9
Vocabulary
1. (c) 2. (a) 3. (e) 4. (b) 5. (d)

Grammar
B. 1. Common Nouns- girl, car
2. Common Noun- lock
3. Common Nouns- Monkey, Tree
4. Common Nouns- roses, flowers
5. Common Noun- boy Proper Noun- Sumit
6. Common Noun- I Proper Noun- India

One-Many
A. Birds - many balls - many cloud - one toys - many
House - one child - one cars - many boxes - many
B. 1. shoes 2. books 3. ducks 4. brushes
5. foxes 6. buckets

Punctuation
1. My school is closed for the holidays.
2. We go dancing every Saturday.
3. Rahul and Pia are playing chess.
4. Neha is learning to paint.

REFLECTION WORKSHEET AND QUESTION BANK*

* You can download or take printouts of the Reflection Worksheet and Question Bank from our software.
10
 2
Meadows– 1

FAMILIES
Suggested Time: 6 to 7 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and enjoy a poem on different types of families.
answer questions based on the poem.
learn about gender opposites in vocabulary.
identify and practise pronouns in grammar.
practise using magic words.
pronounce short and long sound ‘a’.
write about their family.
do a cross-curricular activity.

Teaching Aids
Show images of families on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main course Book of English Reader (Workbook Style)–1, Lesson 2: Families
Art material

Introduction/Warm-up
As given at the start of the chapter, the students should be encouraged to answer the questions
in Warm-up. Their responses can be noted on the board.

Teaching Plan for 6 to 7 Days

Day 1: The teacher will pronounce the difficult and new words and ask the students to practise
speaking them. He/She will read the poem and explain each line. He/She will explain the
new vocabulary, phrases, and words in context. The teacher may ask questions as she
explains to check the comprehension of the text by the class.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students. The situations in Value-
based questions should be discussed to teach positive values and behaviour to the
children.
Day 3: 
The teacher will refresh common nouns and introduce gender opposites in them.
He/She will use a few common examples telling the students that gender words pertain
to both humans as well as animals. The students will then proceed with the practise

11
 tasks A and B given on page 26. More examples can be added to both tasks for practise.
Day 4: The students will be familiarised with pronouns as words that replace nouns using
suitable examples. The teacher will explain the examples given in the textbook on page
27. Thereafter, the class will tackle the practise tasks given on the same page and the
teacher will confirm the correct answers and rectify their mistakes. Step Ahead— A Book
of Grammar and Composition may be used for more practise exercises.
Day 5: In the Listening and Speaking task, the students will refresh the use of magic words in
common everyday situations. Ensure that every student should get a chance to speak.
More items like pencil colours, sharpener, craft scissors etc. can be used.
Day 6: The short and long sounds of ‘a’ will be practised today. The teacher will say the words
in each set aloud and the class will repeat after him/her a few times if necessary. Later,
he/she may ask a student to say aloud the word that he/she points at to check their
pronunciation.
Day 7: In the writing task, the students will use the words given in the help box to fill up the
blanks given on page 28. More words may be added or changed according to the
occupations of the parents.
Activity 1: The students can be asked to draw and colour the pictures of their family or parents
and write ‘My Family’ on top.
Activity 2: They can learn the complete sentences in the writing task and speak them in the
class.

Teaching Aids: Questions & Answers

Fill up the blanks using words from the poem:
Q. 1. My family is _________________.
Ans. special
Q. 2. A family has mothers and _________________ and _________________ and brothers.
Ans. fathers, sisters
Q. 3. Some families are _________________, while some are _________________.
Ans. big, small
Q. 4. _________________ and grandpas, And so many others!
Ans. Grandmas
Q. 5. My family has people I _________________.
Ans. love

ANSWER KEY: FAMILIES

Reading Comprehension
A. 1. F 2. T 3. T 4. T 5. F
B. 1. Small-all 2. Apart-heart

12
Vocabulary
A. 1. (iv) 2. (v) 3. (vi) 4. (i)
5. (ii) 6. (iii)
B. lion- lioness cow- bull
hen- rooster goose- gander

Grammar
A. 1. I 2. They 3. you 4. She
B. 1. I 2. She 3. He, I 4. We

REFLECTION WORKSHEET AND QUESTION BANK*

* You can download or take printouts of the Reflection Worksheet and Question Bank from our software.
13
 3
Meadows– 1

THE THREE FRIENDS

Suggested Time: 5 to 6 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and understand a story on good friends.
answer questions based on the story.
complete animal names in vocabulary.
learn and practise describing words in grammar.
practise full stop (.) in punctuation.
write about their best friend.
do a cross-curricular activity.

Teaching Aids
Show images of friendship and fun on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main course Book of English Reader (Workbook Style)–1, Lesson 3: The Three
Friends
Art material

Introduction/Warm-up
Task A: As given at the start of the unit, the students will repeat each line of the poem on good
friends given on page 29 after their teacher. Explain the poem so that the students enjoy it more.
Ask the students to complete the word web in task B. Guide them if required.

Teaching Plan for 5 to 6 Days

Day 1: The teacher will read the story aloud and the class may follow her word to word to learn
the pronunciation of words, and intonation and get reading practice. The teacher will
explain it in easy language. Alternatively, she can read and explain the story first and
then give reading practise to the students.
Difficult words other than glossary, phrases, and words in context will be simplified. The
students will answer in-text questions while reading for a better understanding of the
text.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students. Think and Answer questions

14
 are for discussion only. The situations in Value-based questions should be discussed to
teach positive values and behaviour to the children.
Day 3: Parts of animal names are given in the help box. The students will combine the parts to
check if they make an animal name or not. At the end of this fun activity, the names can
be said aloud and the spelling learned.
Day 4: Adjectives or describing words will be introduced in the class today. The teacher will
explain the examples given on page 34. More examples may be added. Once the
concept is clear, the students will take up the practise task given on the same page.
The teacher will confirm the correct answers and rectify their mistakes. Step Ahead— A
Book of Grammar and Composition-1 may be used for more practise exercises.
Day 5: The importance and rules of full stops will be taught today. The teacher can use the
examples given in the textbook and add more if necessary. He/She may also write some
more on the board and call the students at random to explain their usage. The class will
complete the practise task given on page 35.
Day 6: In the writing task, the students will complete the sentences with words from the help
box. They may be invited at random to read their answers.
Activity 1: The students will make friendship bands with colourful beads. The teacher will help
tie the ends and secure them with a glue gun.
Activity 2: The class will learn and recite the poem about ‘Good Friends’ given on page 29.

Teaching Aids: Questions & Answers

Who said this to whom?
Q. 1. I’m so frightened.
Ans. The hen to her friends (the goat and the cat).
Q. 2. The wolf can eat anyone of us, dear friend.
Ans. The goat to her friends (the hen and the cat).
Q. 3. Let us go to the clever fox.
Ans. The cat to her friends (the goat and the hen).
Q. 4. Do not be afraid.
Ans. The fox said this to the three friends.
Q. 5. See how big and tall you three look!
Ans. The fox said this to the hen, the goat, and the cat.

ANSWER KEY: THE THREE FRIENDS

Reading Comprehension
A. 1. (ii) 2. (iii) 3. (i)
B. 1. fence 2. wolf 3. fox 4. monster

15
Vocabulary
1. goat (P) 2. cow (P) 3. lion (W) 4. pigeon (P) 5. hippo (W)
6. rabbit (P) 7. elephant (W) 8. gorilla (W) 9. parrot (P)

Grammar
A. 1. Amy tells funny jokes.
2. My cat likes to play with a big ball of wool.
3. I have a new box of colours.
4. It is such a hot day.
5. My father is so strong.
6. My friend runs fast.
7. The little boy drank all the milk.
8. The shopkeeper sells fresh fruits.

Punctuation
1. My Daddy is sleeping.
2. Carry your umbrella.
3. I am going for shopping.
4. The Sun is hot.

REFLECTION WORKSHEET AND QUESTION BANK*

* You can download or take printouts of the Reflection Worksheet and Question Bank from our software.
16
 4
Meadows– 1

AT SCHOOL
Suggested Time: 5 to 6 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and enjoy a poem on school.
answer questions based on the poem.
learn school uniform-related words in vocabulary.
apply and practise has/have in grammar.
pronounce short and long ‘e’.
complete the description of their school.
do a cross-curricular activity.

Teaching Aids
Show images of children having fun in school on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 4: At School
Art material

Introduction/Warm-up
Encourage each child to share any four things he/she likes about their school and note them on
the board.

Teaching Plan for 5 to 6 Days

Day 1: The teacher will pronounce the difficult and new words and ask the students to repeat
them after her. He/She will read the poem and explain the lines in simple language, the
new vocabulary, phrases, and words in context. The teacher may ask questions to check
the comprehension of the text by the class. The poem can be easily connected to real-
life situations in school life. The students can be asked if they have spilled water or juice
or fallen down while playing, etc.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students. The situations in Value-
based questions should be discussed to teach positive values and behaviour to the
children.
Day 3: In the vocabulary task, the students will mention four things that are different in their
summer and winter uniforms to check their observational skills. He/She might use actual
samples or pictures of uniforms for the new students. He/She will guide the class with
the correct spelling of words for the task on page 38.

17
Day 4: The table given on page 38 will be drawn on the board or shown on the digital setup
and will be used to give oral practice to the students to make as many sentences with
have/has as possible. This will set the construction in their minds. They will then be
encouraged to complete the practise exercise given in the textbook and will take up
some more given in Step Ahead— A Book of Grammar and Composition-1.
Day 5: The short and long sounds of ‘e’ will be practised today. The teacher will say the words
in each set aloud and the class will repeat after her a few times if necessary. Later, she
may ask a student to say aloud the word that she points at to check their pronunciation.
Day 6: The students will fill up the blanks given in the writing task to describe their school.
Since the help box is not given, the students will try to come up with answers of their
own. The teacher will help the children if they can’t think of correct answers.
Activity 1: In the CCA, the students will complete the picture given on page 39. While joining the
dots, they will count till 40 and have fun. They can colour the house as they like.
Activity 2: Each student will say 2 to 3 sentences about their school.

Teaching Aids: Questions & Answers

Make sentences with the following words:
Q. 1. chat
Ans. I chat with my friend all day.
Q. 2. lovely
Ans. Roses are lovely flowers.
Q. 3. friends
Ans. I like to play with my friends.
Q. 4. count
Ans. I can count till fifty.
Q. 5. teacher
Ans. My teacher loves me.

ANSWER KEY: AT SCHOOL

Reading Comprehension
A. 1. (ii) 2. (i) 3. (ii)
B. 1. F 2. T 3. T

Grammar
1. Has 2. Have 3. Have

REFLECTION WORKSHEET AND QUESTION BANK*

* You can download or take printouts of the Reflection Worksheet and Question Bank from our software.
18
 5
Meadows– 1

MR SMART AND HIS CAT

Suggested Time: 6 to 7 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and understand a humorous story.
answer questions based on the story.
unscramble cat-related words pick in vocabulary.
learn and practise articles ‘a’ and ‘an’ in grammar.
answer riddles in listening and speaking.
practise capital letters and full stops in punctuation.
write about an animation character.
do cross-curricular activities.

Teaching Aids
Show the image given on page 40 in Do and Learn on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 5: Mr Smart and
His Cat
Art material

Introduction/Warm-up
Task A: The children will observe and find the odd things in the image given on page 40 in Do
and Learn. Simultaneously, they will circle them in their textbooks.
Task B: The teacher will rearrange the furniture in the class for enough space or use the activity
area for this task. The winner will be rewarded.

Teaching Plan for 6 to 7 Days

Day 1: The teacher will discuss popular pets as mentioned in the Warm-up. The teacher will
introduce the story following which, he/she will read each sentence and explain it in
easy language. Difficult words, glossary, phrases, and words in context will be simplified.
The students will answer in-text questions while the story is being read for a better
understanding of the text.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students. Think and Answer questions
are for discussion only. The situations in Value-based questions should be discussed to

19
 teach positive values and behaviour to the children.
Day 3: The students will unscramble and write words related to cats in the vocabulary task.
Alternatively, the teacher can write the answers on the board and the students can
match the letters with scrambled letters and write the answers on their own. More words
can be added for learning through fun.
Day 4: Indefinite articles ‘a’ and ‘an’ will be introduced in the class through suitable examples.
Their relation with vowels and numbers will be made clear. After this, the students will
tackle task A given on page 44 independently and the teacher will confirm the answers
and explain the mistakes made by the students.
Day 5: Today, the teacher will continue with the articles further. He/She will read the questions
in task B and the students will add articles ’a’ or ‘an’ as required to the objects as shown
in the pictures. More such questions can be asked for practice by showing the pictures
on the digital setup. The class will practise more tasks give in Step Ahead— A Book of
Grammar and Composition-1 for further reinforcement of the concept.
Day 6: The students will answer fun riddles given in the Listening and Speaking task on page
45. This will be followed by the use of capital letters and full stops in the punctuation
task. The teacher may invite the students at random to punctuate the sentences on the
board, following which, they will write the correct answers in the textbooks for better
practice. A worksheet can be given for more practise at home or Step Ahead— A Book
of Grammar and Composition-1 can be used for the same.
Day 7: The students will complete the practise task given on page 46 using words given in the
help box.
Activity 1: The teacher may show video clips widely available on YouTube or images on Google
for task 1 given in CCA.
Activity 2: Task 2 given in CCA can be done at home or/and school garden to inculcate kindness
toward birds.

Teaching Aids: Questions & Answers

State whether the following statements are true(T) or false (F):
Q. 1. Mr Smart didn’t like the cat.
Ans. T
Q. 2. The cat dropped Mr Smart twenty miles away.
Ans. F
Q. 3. The cat was sitting inside their house.
Ans. F
Q. 4. Mr Smart dropped the cat forty miles away.
Ans. T
Q. 5. The cat was there in the sack when Mr Smart reached the jungle.
Ans. F

20
 ANSWER KEY: MR SMART AND HIS CAT

Reading Comprehension
A. 1. Mr Smart 2. any cats 3. sitting 4. jungle
B. 1. twenty 2. forty 3. jungle 4. home

Vocabulary
kerswhis - whiskers owme - meow tentik - kitten
waps - paws ruf - fur mottac - tomcat

Grammar
A. 1. a 2. a 3. an 4. an 5. a
6. an 7. a 8. an 9. a
B. 2. a toy 3. an octopus

Punctuation
1. It is so hot today.
2. Beena plays in the park.
3. Delhi is a big city.
4. I love to study with Rohan.

Writing
1. Chhota Bheem 2. brave 3. Dholakpur
4. Kaliya 5. Chutki, Raju

REFLECTION WORKSHEET AND QUESTION BANK*

* You can download or take printouts of the Reflection Worksheet and Question Bank from our software.
21
 6
Meadows– 1

IF YOU ARE HAPPY AND YOU

KNOW IT
Suggested Time: 5 to 6 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and enjoy a fun song on their body.
answer questions based on the song.
learn about and use feeling words in vocabulary.
learn and practise this/that, these/those in grammar.
pronounce short and long sounds of ‘i’.
complete i like/i don’t like sentences.
do cross-curricular activities.

Teaching Aids
Show images of happy children on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 6: If You are
Happy and You Know It
Art material

Introduction/Warm-up
As given at the start of the chapter, the children will share what makes them happy.

Teaching Plan for 5 to 6 Days

Day 1: The teacher will display all the actions mentioned in the song — clap your hands, slap
your knees, blink your eyes etc. and that each has to be done thrice. Following this, the
song can be played and the class can sing and perform the actions for fun. (Note that
slapping the knees is just patting the knees lightly). Settle the class and read the text.
Day 2: Let the students answer the questions in Reading Comprehension in straightforward
tasks A and B. Task C is a cross-curricular activity in which the students will unscramble
the letters to label the picture as in EVS. All tasks can be easily handled by the children
independently.
Day 3: The class will learn about feeling words and the use of emojis to express them. The
teacher may have to extend help. Taking grammar concepts further, the teacher will
refresh the use of This/That, These/Those with the help of pictures given on page 50-
51. This will be followed by practise tasks A and B given on page 50-51. Task B can also

22
 be supplemented and used for consolidating the given sentence constructions.
Day 4: The students will be familiarised with the short and long sounds of ‘i’ and they will say
aloud the given words after their teacher. Ask them to suggest more words if they can and
add them to the list. Introduce the constructions: like to/don’t like to with some examples.
Day 5: The students will continue with ‘like to/don’t like to’ constructions and take them up in
the writing task today. The teacher may have to help them in spelling.
Day 6: 
Step Ahead— A Book of Grammar and Composition-1 can be used for reinforcing
the grammar concepts before winding up the chapter and the new glossary can be
refreshed.
Activity 1: Tell the children about laughter clubs and their importance. You can do a few laughter
exercises together. Show images or video clips for the same.
Activity 2: Show pictures or video clips of animals laughing and having fun.

Teaching Aids: Questions & Answers

Answer the following very short questions:
Q. 1. Can you find a word in the song that rhymes with ‘know’?
Ans. show
Q. 2. Can you find how many times the word ‘happy’ has been repeated in the song?
Ans. ten (including the title!)
Q. 3. Can you find two words with double consonants in the song?
Ans. happy, really
Q. 4. Can you find words in the song that are repeated three times one after the other?
Ans. clap, slap, blink, pull, pat, and stamp

ANSWER KEY: IF YOU ARE HAPPY AND YOU KNOW IT

Reading Comprehension
A. hand- land nose- close feet- seat
knee- bee ear- bear head- bed
B. 1. 2 2. 2 3. 2 4. 10 5. 1
C.
Head
Eye Ear

Nose Arm

Chest
Hand

Foot Leg

23
Vocabulary

Happy sad excited

afraid angry upset

Grammar
A. 1. This 2. This 3. These, those 4. These, those
5. This, that 6. These
B. 1. Yes, she is. No, she is not.
2. Yes, it is. No, it is not.
3. Yes, they are. No, they are not.
4. Yes, they are. No, they are not

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 7
Meadows– 1

GINGER- THE LITTLE GREY

KITTEN
Suggested Time: 6 to 7 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and understand a story on obeying the elders.
answer questions based on the story.
learn and use farm words in vocabulary.
refresh and practise helping verbs in grammar.
identify animal sounds and talk about home rules in listening and speaking.
use the comma in punctuation.
write about kindness to animals.
do cross-curricular activities.

Teaching Aids
Show images of the animal-characters in the story on the digital board.
Whiteboard and marker/Blackboard and chalk.
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 7: Ginger- The
Little Grey Kitten
Art material

Introduction/Warm-up
As given at the start of the unit, the students will unscramble the words in the boxes given on
page 53 to find out what do animals give us. They will share the answers with the class.
Teaching Plan for 6 to 7 Days
Day 1: The teacher will read the story aloud and the class may follow him/her word-to-word
to learn the correct pronunciation of words, and intonation and get reading practice.
The teacher will explain it in easy language. Difficult words other than glossary, phrases,
and words in context will be simplified. The students will answer in-text questions while
reading for a better understanding of the text.
Note: The reading of the text may take 2 days. The teacher can adjust the schedule of
the LP accordingly.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students. Think and Answer questions
are generally for discussion only but in this story, the teacher may use them as practise
questions if he/she wants. The situations in Value-based questions given on page 58

25
 should be discussed to teach positive values and behaviour to the children.
Day 3: The students will do this task independently or with their desk partner making a list of
farm-related words. Thereafter, the students will refresh the helping verbs am/is/are and
can/can’t with appropriate examples provided by the teacher on the board. The latter
(can/can’t) are in continuation of task B given in Value and Life Skills given on page 58.
Day 4: Today, the students will complete the practise exercises given on page 58-59. The
teacher will supplement these with more practise tasks from Step Ahead— A Book of
Grammar and Composition-1.
Day 5: In the Listening and Speaking tasks, the students will share some rules that they must
follow at home and say if they are necessary and help them. After this, they will listen to
an audio file and fill up the animal sounds in the poem given on page 59-60. They might
need help with spellings or even sound words.
Day 6: The Comma will be introduced in punctuation today using examples given on page
60. The students will insert commas in the task given on the same page. More practise
exercises can be done in Step Ahead— A Book of Grammar and Composition-1.
Day 7: The students will learn how to be kind to animals through the writing task. They will
complete the given sentences on page 61 using the help box.
Activity 1: The students will put forward their opinions in this class discussion. The teacher may
have to drop hints.
Activity 2: The students will paste a few pictures of animals found in a zoo in their scrapbooks
or notebooks and write their names.
Activity 3: Day trip- the teacher can take the students to a zoo or make them visit a virtual zoo.

Teaching Aids: Questions & Answers

Who said this to whom in the story?
Q. 1. Oh dear, where is mamma?
Ans. Ginger to himself.
Q. 2. ‘Look at you, you do not have big ears and you do not hop like me.”
Ans. The rabbit to Ginger, the kitten.
Q. 3. You look just like me with all those spots.
Ans. Ginger, the kitten to the pig.
Q. 4. “I am lost. Please help me.”
Ans. Ginger, the kitten to the dog.
Q. 5. “Purr, purr”
Ans. The siblings to Ginger.

ANSWER KEY: GINGER- THE LITTLE GREY KITTEN

Reading Comprehension
A. 1. Rabbit 2. second animal, pig 3. The big animal, dog

26
Vocabulary
2. Pigs 3. Hens 4. Cow 5. Sheep 6. grass

Grammar
Using Am/Is/Are
1. am 2. are 3. is 4. are
5. is 6. is
Using Can/Can’t
A. 1. (iii) 2. (v) 3. (iv) 4. (vi)
5. (ii) 6. (i)

Punctuation
1. I have a pencil, a sharpener and an eraser in my pencil box.
2. Arun, Amit, Karan, Sonu and Harsh are absent today.
3. Mother, father, grandpa, grandma and I live together.

Writing
1. give them animal food
2. give them love
3. take them to a vet
4. hurt them
5. put them in cages
6. kill them for food

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 8
Meadows– 1

MY BUDDY
Suggested Time: 5 to 6 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and enjoy a poem on a pet dog.
answer questions based on the poem.
learn the names of young-ones of animals in vocabulary.
apply and practise verbs in grammar.
identify and pronounce short and long ‘o’.
write about their pet animal.
do craftwork in cross-curricular activity.

Teaching Aids
Show images of pet puppies on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 8: My Buddy
Art material

Introduction/Warm-up
Let the children answer the riddle given in Warm-up on page 62 as given at the start of the
chapter.

Teaching Plan for 5 to 6 Days

Day 1: The teacher will write the difficult and new words on the board and pronounce them
a few times each and the students will repeat the word and its meaning after him/her.
He/She will introduce and read the poem and may allow the class to repeat after him/
her. He/She will explain the lines in easy language, explaining the new vocabulary,
phrases, and words in context. The teacher may ask questions as he/she explains to
check the comprehension of the text by the class.
Day 2: 
The students will answer the questions given after the poem after reading and
comprehending the text. The teacher will moderate the answers and guide the students
only if necessary.
Day 3: In the vocabulary task, the students will find the names of the young ones of animals in
the word grid. They can take hints from the pictures around the grid. The teacher may
take this opportunity to revise the animal sounds done in the last chapter.

28
Day 4: The teacher will make the students recall the common doing words they already know
and introduce the verbs this time in sentences. The examples given on page 65 will be
handy for the explanation. After this, the students will tackle the practise task on the
same page.
Day 5: The teacher will use Step Ahead— A Book of Grammar and Composition-1 for more
practise exercises to reinforce the application of verbs. The change in verb endings
according to number can be taken up if the teacher deems it fit.
Day 6: The students will say aloud the two sets of words with short and long ‘o’ sounds under
the guidance of their teacher. Following this, they will complete the writing task given
on page 66. If a student does not have a pet, he/she can complete the sentences using
their imagination.
Activity: The students will make cat masks for themselves. The teacher will ensure that they use
craft scissors carefully.

Teaching Aids: Questions & Answers

Fill up the blanks with words from the poem:
Q. 1. The poet’s dog is _________________ and _________________.
Ans. black and white
Q. 2. It has couple of _________________ on its body.
Ans. spots
Q. 3. The dog runs to the poet when it hears its _________________.
Ans. name
Q. 4. The dog _________________ the face of the poet with his great, big tongue.
Ans. licks
Q. 5. The dog sleeps in a _________________.
Ans. crate

ANSWER KEY: MY BUDDY

Reading Comprehension
Vocabulary
A. 1. (iii) 2. (ii) 3. (i)
D H I K J P L M
B. 1. licks 2. a ball 3. a crate
Z Y Z N F O A L
4. moon pies 5. brown
M D C P I N T A
W P U P P Y P M
T S B U X Y Z B
D U C K L I N G
M D R I S T U B
V M P D Y U I G

29
Grammar
A. 1. hops 2. run 3. brush 4. fly 5. go
6. drinks 7. sings 8. swims 9. eat 10. sit

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 9
Meadows– 1

GOOD TOUCH, BAD TOUCH

Suggested Time: 7 to 8 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to -
read and understand a story on personal safety.
answer questions based on the story.
Identify words denoting safe and unsafe behaviour.
learn and apply simple past tense in grammar.
use question marks in punctuation.
discuss personal safety in listening and speaking.
complete dialogue on physical safety.
do cross-curricular activities.

Teaching Aids
Show a poster on personal safety on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 9: Good Touch,
Bad Touch
Art material

Introduction/Warm-up
As given at the start of the unit, the students will answer the questions in Do and Learn given on
page 67. They should know vital information like their address and phone number/s but should
not share them with everyone.
Help them complete the blanks and explain the importance of each safety rule.

Teaching Plan for 7 to 8 Days

Day 1: Check how much the students have imbibed in Do and Learn when they answer questions
in Warm-up. Read the story and explain it in easy language. Simplify difficult words
other than as glossary, phrases, and words in context. The students will answer in-text
questions while reading for a better understanding of the text. The teacher can ask
more questions connecting them to real-life situations without terrifying the students.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students. The situations in Value-

31
 based questions should be discussed to teach positive values and behaviour to the
children. Teach them how to tackle bullies without getting violent.
Day 3: In the vocabulary task, the students will learn about words related to safe and unsafe
behaviour. Unsafe friends are bullies and safe friends protect us- ensure that the children
remember this. The teacher will relate these words and phrases to real situations.
Day 4: The students will get familiar with –ed words or simple past tense. The teacher should tell
them about words like yesterday, last, ago etc. that signal time gone by. Explain through
a good number of examples and then, ask the children to complete practise exercises
A and B given on page 71. Confirm the correct answers and explain the mistakes.
Day 5: The teacher will use Step Ahead— A Book of Grammar and Composition-1 to give more
practise tasks to the students to help them reinforce past tense. Thereafter, the students
will listen to the teacher talk about safety rules with the help of the poster shown on the
digital setup. The safety rules given in task B on page 72 in task B should be explained
and repeated frequently in the coming days and months.
Day 6: Introduce the question mark and its application in punctuation. Use many examples to
tell the students about the –wh words and other question words that take the question
mark after them. The students are now ready to tackle the practise task given on page
72. Step Ahead— A Book of Grammar and Composition-1 will come handy to give more
such exercises for reinforcement.
Day 7: The class will study the pictures given on page 73 that show children making mischief
and either hurting others or getting hurt themselves. Explain safe and unsafe behaviours
and ways to avoid physical injuries.
In task A, the students will fill up the words from the pictures to complete the dialogues
given on page 74. They will need the guidance of the teacher mostly in choosing the
correct verb forms. The teacher will ensure that everyone has noted the correct answers.
Day 8: Today, the students will talk about and write three safety rules they follow at home. A
few more may be added if the teacher so wishes.
Activity 1: The teacher will explain the safety rules mentioned in CCA.
Activity 2: The dialogues on school safety rules can be used in role-play. The students may learn
and enact or they may read their lines with the correct intonation.

Teaching Aids: Questions & Answers

Complete the following sentences using words from the story:
Q. 1. “Hello, there. I am your uncle. _________________.
Ans. Come to me
Q. 2. He tried to _________________ Karan.
Ans. tickle
Q. 3. Karan didn’t like the _________________.
Ans. touch
Q. 4. His mother had told him about _________________.
Ans. good touch and bad touch

32
Q. 5. I don’t want any sweets. _________________
Ans. Go away

ANSWER KEY: GOOD TOUCH, BAD TOUCH

Reading Comprehension
A. 1. (i) 2. (iii) 3. (ii) 4. (i)
B. 1. No 2. No 3. Yes 4. Yes
5. No 6. Yes

Grammar
A. 2. sharpened 3. cleaned 4. walked 5. coloured 6. Combed
B. 1. visited 2. knocked 3. invited

Punctuation
1. How do you do?
2. This is my best friend.
3. Who wants an ice cream?
4. Why are you making noise?
5. When will the last bell ring?
6. I want to sleep now.

Writing
stairs slides safety rooms push bus water

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 10
Meadows– 1

HEALTH PLEDGE
Suggested Time: 5 to 6 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and enjoy a poem on good health.
answer questions based on the poem.
refresh words related to personal hygiene in vocabulary.
learn and practise wh words in grammar.
pronounce words with short and long ‘u’ sounds.
complete a picture composition.
do cross-curricular activities.

Teaching Aids
Show images of healthy food on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 10: Health Pledge
Art material

Introduction/Warm-up
Show pictures of healthy and unhealthy foods on the digital setup. Drag them into the correct
category or column when prompted by the students.
Let the class answer the question asked in the Warm-up also.

Teaching Plan for 5 to 6 Days

Day 1: The teacher will introduce the poem and pronounce the difficult and new words for the
students to say aloud and get familiar with them. He/She will now read and explain each
line in the poem in easy words, repeat the new vocabulary, phrases, and words in context.
The teacher will ask questions as he/she explains the text to check its comprehension
by the class.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students only if necessary. The short
poem in Value-based questions should be discussed to teach positive values and good
habits to the children. This ‘Health pledge’ will make them take the first steps toward
good health.
Day 3: In the vocabulary task, the class will take up words related to personal hygiene and fill

34
 up the blanks with words from the help box given on page 77. The teacher can utilise
this task to inculcate a good level of cleanliness among the students on a routine basis
and share its benefits.
Day 4: The teacher will familiarise the class with wh words or question words using the given
table with their meanings. He/She will use examples given on page 78 and may add
some more. Thereafter, the students will complete the task give on the same page. More
practise exercises can be done by the students in Step Ahead— A Book of Grammar and
Composition-1 for reinforcement of the concept.
Day 5: Today, the students will pronounce words with short and long ‘u’ sounds. The teacher
may ask the students to suggest more words to supplement the table or he/she can do
the same himself/herself.
Day 6: 
The students will observe the image given on page 79 and complete the picture
composition by filling up the blanks. Once the task is finished, invite the students at
random to read the composition.
Activity 1: Show images of plant-eating animals, meat-eating animals, and those that eat both
plants and meat for CCA task 1 and share information about their food habits.
Activity 2: The students can be shown an animation clip on how plants make their food.

Teaching Aids: Questions & Answers

Make sentences with the following words:
1. play 2. healthy 3. sleep 4. friends 5. fruits
Ans.
1. I love to play every day.
2. We should eat healthy food.
3. We should sleep on time every day.
4. I love to play with my friends.
5. I like to eat fruits and vegetables.

ANSWER KEY: HEALTH PLEDGE

Reading Comprehension
A. 1. T 2. F 3. F 4. T 5. T
B. 1. U 2. H 3. H 4. U 5. H
6. H 7. U 8. H

Vocabulary
Brush Bathe Wear Wash Clean Rub Cut

35
Grammar
1. Where are my glasses?
2. Why are your crying?
3. Who took my eraser?
4. When is your birthday?

Writing
1. park, lovely 2. children 3. are 4. boys
5. girls 6. run, laugh, play

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 11
Meadows– 1

SEASONS
Suggested Time: 5 to 6 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and enjoy a poem on seasons.
answer questions based on the poem.
add season words to their vocabulary.
learn and use is/isn’t in grammar.
practise mixed blends in punctuation.
write about their favourite season.
do a cross-curricular activity.

Teaching Aids
Show images of Indian seasons on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 11: Seasons
Art material

Introduction/Warm-up
Either show a digital calendar to the students and ask them to complete the task given on page
80 or read the poem, explain it, and let the students complete the calendar given at the start of
the unit.

Teaching Plan for 5 to 6 Days

Day 1: The teacher will introduce the poem and pronounce the difficult and new words for the
students to say aloud. They should also get familiar with their meanings. He/She will now
read and explain each stanza in the poem in easy words, repeat the new vocabulary,
phrases, and words in context. The teacher will ask questions as he/she explains the
text to check its comprehension by the class.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students in writing complete sentences
for answers.
Day 3: The students will tackle some fun tasks in vocabulary, some of which are based on
personal likes and others are related to the text. The teacher will guide the students
wherever necessary and ensure correct spelling and answers. However, the task of

37
 finding rhyming words given on page 84 can be done independently by the students.
Day 4: The class will learn the use of is/isn’t in a fun manner by answering the questions in the
affirmative or negative. More images can be shown and the question-answers repeated
for further reinforcement of the concept.
Day 5: The students will add beginning blends like bl, cr, cl, fr, gl, pl, etc. to the blanks and
complete the words in the pronunciation task given on page 84-85. The list can be
prolonged for giving more practice to the students in speaking clearly.
Day 6: The students will complete the writing task given on page 85 and write about their
favourite season using the questions given in brackets for completing the fill-ups. They
can be called out at random to read the completed sentences.
Activity 1: The students will use the colour wheel to tackle the CCA task or the teacher may
show images related to the four main seasons on the digital setup.
Activity 2: Pre-printed sheets with images of seasons can be given to the students for colouring.

Teaching Aids: Questions & Answers

Answer the following very short questions:
Q. 1. Which months have thirty days?
Ans. April, June, September, and November have thirty days.
Q. 2. Name any four months that have thirty-one days.
Ans. January, March, May, and July have thirty-one days.
Q. 3. Which is the only month with twenty-eight days?
Ans. February is the only month with twenty-eight days.
Q. 4. What are the last three months of the year?
Ans. The last three months of the year are October, November, and December.
Q. 5. What is the name of the year which has twenty-nine days in February?
Ans. An year that has twenty-nine days in February is called a leap year.

ANSWER KEY: SEASONS

Reading Comprehension
1. In hot summers we want ice cream and the shade of a tree.
2. Autumn
3. Monsoons
4. Winter

38
Grammar
Is it a car? Yes, it is.
Is it a ship? No, it isn’t.
It is an aeroplane.

Is it a train? Yes, it is.

Is it a bicycle? No, it isn’t.
It is a motorcycle.

Pronunciation
1. Frock 2. Glass 3. Drum 4. Star
5. Plus 6. Shoes 7. Clock 8. Spoon

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 12
Meadows– 1

THE LAND OF LOVE

Suggested Time: 7 to 8 periods

LESSON PLAN
Learning Objectives
After completion of the topics covered in this lesson, the students will be able to:
read and enjoy a play in poetry form on Indian festivals.
answer questions based on the play.
learn and add festival words to their vocabulary.
identify and use position words and joining words in grammar.
ask and answer questions in listening and speaking.
use ‘a’ or ‘e’ to complete words.
write a paragraph.
do a cross-curricular activity.

Teaching Aids
Show images of Indian festivals on the digital board.
Whiteboard and marker/Blackboard and chalk
Meadows— Main Course Book of English Reader (Workbook Style)–1, Lesson 12: The Land of
Love
Art material

Introduction/Warm-up
As given at the start of the chapter, the students will answer the question about their favourite
festival and write a sentence about it. They will read their answers aloud when called out.

Teaching Plan for 7 to 8 Days

Day 1: Introduce the play in the form of a poem in which different festivals are the main
characters. The teacher will read the play and explain it in easy language. He/She will
simplify the difficult words as also the glossary, phrases, and words in context. He/She
can ask questions while reading to ensure a better understanding of the text by the
students.
Day 2: The students will answer the questions after reading and comprehending the text. The
teacher will moderate the answers and guide the students. Think and Answer questions
are for discussion only but if the teacher wants, he/she may include them as a written
task. The situations in Value-based questions should be discussed to teach positive
values like respect and understanding and good social behaviour to the students.

40
Day 3: The students will recall and write what they do during festivals and celebrations at home.
The teacher will guide them in choosing the correct words and writing the correct
spelling. If time permits, the teacher will refresh position words with examples.
Day 4: The teacher will familiarise the class with position words using suitable examples. He/
She is advised to choose pictorial examples for the explanation. The students thereafter
will do both practise tasks given on page 90. More exercises on the same topic can be
taken up in Step Ahead— A Book of Grammar and Composition-1 by the students.
Day 5: The class will learn about joining words or conjunctions through examples from the
textbook and some more added by the teacher. They will complete the practise task
given on page 91 which can be supplemented by more exercises from Step Ahead— A
Book of Grammar and Composition.
Day 6: The teacher will draw the table in the Listening and Speaking task on the board or show
it on the digital setup and explain to the class how to use it. The students will mix and
match the columns to make questions and answers. The teacher will guide them in the
task.
Day 7: The students will insert ‘a’ or ‘e’ in the words to complete the words given on page 91.
They will also learn them.
Day 8: The students will describe their birthday celebrations. Words and phrases learned in
this chapter related to celebrations of festivals will be helpful. The teacher will guide the
students in case of any confusion.
Activity 1: The calendar activity in CCA will be done independently by the students. The colour
schemes of the entire class should match if the task is done correctly.
Activity 2: Ask the students to draw and colour their birthday cakes.

Teaching Aids: Questions & Answers

Fill up the blanks:
Q. 1. _________________, the festival of Parsis is celebrated in _________________.
Ans. Nawroz, August
Q. 2. _________________ is the festival of colours.
Ans. Holi
Q. 3. Muslims celebrate _________________ after Ramadan.
Ans. Eid
Q. 4. People light _________________ on Gurupurab.
Ans. diyas and candles
Q. 5. Christians make _________________ and _________________ on Christmas.
Ans. cookies, cakes

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 ANSWER KEY: THE LAND OF LOVE

Reading Comprehension
A. 1. Baby leaves and flowers, Holi
2. fasting, celebrating
3. Parsi, August. Nawroz
4. reindeer, December, gifts
B. February, March, May, June, October, November

Grammar
A. On the box. In the box. Behind the box
B. 1. on 2. on 3. in 4. behind 5. under

Joining Words
1. and 2. or 3. and 4. because

Punctuation
1. tram 2. teddy 3. these 4. children 5. english
6. airplane 7. party 8. simple 9. next

REFLECTION WORKSHEET AND QUESTION BANK*

* You can download or take printouts of the Reflection Worksheet and Question Bank from our software.
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