UNIT 1

WEET HOME
MES
HO

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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 TB Pages 1 to 4 : Activities 1 and 2
AB Pages 1 to 3 : 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. Revise numbers 1– 20 learnt in Year Two. Divide the class into two groups. Ask them to line up in front of the
board.
5. 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 21–30 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.

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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. Mr. Mohan’s house number is 20.
2. Mrs. Kam’s house number is 40.
3. Encik Radzi’s house number is 10.
4. Miss Lim’s house number is 30.
5. Puan Aini’s house number is 15.
6. Mr. John’s house number is 13.

4. 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)
5. 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.
6. Pupils check each other’s answers. Discuss answers with pupils.

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 TB Page 5 : Activity 3
AB Page 5 : 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. Teach pupils the following using pictures :
single storey, double storey, semi-detached.
4. You can now ask pupils to name the type of house they live in.
5. In pairs, pupils answer the four questions.
6. Ask a few pupils to read out their answers.
7. 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 4. cottage 7. mansion
2. teepee/wigwam 5. hut 8. palace/castle
3. mud house 6. cabin 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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 TB Page 6 : Activitiy 4
AB Page 6 : 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. 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.
3. 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.
4. 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.
5. Read the dialogue. Pupils listen and repeat.
7. Say the new words. Pupils listen and repeat. Check pronunciation. /∂/ and /θ/ 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.
8. Teach them the question and answer.
9. 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 :
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 we’d better run”.
The fourth one said, “Let’s hide in the shade”.
The fifth one said, “I’m not afraid”.
Then bang went the gun,
And how they did run!
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 TB Page 7 : Activity 5
AB Page 7 : 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. Ask pupils to pick out the words pertaining to parts of a house. Underline the words in the rhyme as they say
the words.
3. 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.
5. 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?

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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 other’s 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 kitchen
eat park sofa bathroom refrigerator
sleep flower pots bed toilet bowl sink.
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.

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 TB Page 8 : Activity 6
AB Page 8 : 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 Nasha’s 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. 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.
5. In pairs, pupils talk about the things/objects in their bedrooms.
6. Ask pupils to say the names of objects that are not found in Nasha’s bedroom but are found in their bedrooms.
Write them on the board. Say the words. Check pronunciation.
7. 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.
8. 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. Pupils write words, phrases and sentences based on where the objects should be in the house in Exercise M
on page 8. (Activity Book)
3. 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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 TB Page 9 : Activity 7
AB Page 9 : 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.
6. 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. 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.
8. 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.

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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 TB Page 10 : Activity 8
AB Page 10 : 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 don’t know.

DO ANIMALS HAVE HOMES LIKE US?

Yes No I don’t know

2. Ask pupils to raise their hands when you ask the question. Count and write the number under the appropriate
answer.
3. 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.
4. 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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 TB Page 11 : Activity 9
AB Page 11 : 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. Ask pupils to match the lines of the limerick to the relevant pictures.
3. 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.
4. 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. 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.
6. 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.
7. 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. seat 3. peep 4. hit

2. bib 6. cheap 7. hip 8. seep

3. 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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 TB Page 12 : Activity 10
AB Page 12 : 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 computer games
play with mum read a book
cook take care of a baby
watch television cycle
kick a ball play the piano
wash dad’s car do your homework
exercise clean your room
make a phone call ride a skateboard
water the plants walk around with shoes.

2. Divide the class into groups and give each group a copy of the above sheet of paper.
3. Ask pupils to discuss and tick the things they can do in their home.
4. 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.
5. Talk/Discuss with pupils the things they cannot do in their homes and why.
6. 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.
7. 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.

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. 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?’
7. 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.
8. 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 tea cat tear tar
ace rate eat rear car
err rat ate art 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. TCD Link
Activity 1 : What’s 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’.
3 Question Bank
TCD Unit 1
4 e-Test 1
MyCD
5 e-Journal
MYCD Unit 1
6 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 father’s and their mother’s 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

There’s a room on top of our house,
but it isn’t a room to me;
it’s an island surrounded with palms,
and a whispering sea.

There’s a room on top of our house,

but it isn’t a room to me;
it’s a palace where I live alone,
with a magical key.

There’s a room on top of our house,

but it isn’t a room at all;
it’s a cave where the treasures are kept,
in a wonderful wall.

There’s a room at the top of our house,

but it isn’t really a room;
it’s a castle built on a rock -
where the bellows boom.

There’s a room on top of our house ,

but it isn’t a room to me;
it’s just whatever I choose,
so, it’s 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. 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.
4. 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. Pupils draw their favourite part of the house and write sentences as to why they like that part of the house.
6. 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.
7. 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.
8. 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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