English Grade 2 Part1 (Pupil's Book)

Name:
_____________
_____________
Professor V. NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation
The english panel
Mauritius Institute of Education

Dr (Mrs) Aruna Ankiah-GANGADEEN - Panel Coordinator, Associate Professor
Mrs Hélina Hookoomsing Dookhee - Panel Coordinator, Lecturer
ROMAN CATHOLIC EDUCATION AUTHORITY

Mrs Stephanette Ducasse - Primary Educator
Ms Melanie ANNEA - Primary Educator

Acknowledgements
Vetting Team
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Ms T. NATHOO - School Inspector
Mrs J. Couronne - School Inspector
Mrs T. Nathoo, Primary - School Inspector
Mrs A. Chundunsingh - Deputy Headmistress
Mr A. Seewoosungkur - Deputy Headmaster

We also thank Mrs R. R. Baichoo, Senior Lecturer for her views and suggestions.
Illustration and layout
Graphic Designer
Mr Leveen Nowbotsing
Mr Isstiac Gooljar
ISBN: 978-99949-37-97-4
© Mauritius Institute of Education (2017)
ii
Foreword
The philosophy of the Curriculum panel of the MIE is to present learners with new
learning experiences in keeping with their time and needs. This prompts us to regularly
review textbooks so that pupils constantly embrace new learning experiences and teachers
adopt updated instructional strategies. It is our endeavour to work in collaboration
with various stakeholders, namely Inspectors, Headmasters, Deputy Headmasters and
educators, to produce quality materials that make learning pleasurable and effective.
The new series of Grade 2 textbooks is underpinned by the principles of the National
Curriculum Framework (primary) and seeks to assist educators in achieving the learning
outcomes stipulated therein. The textbooks have been conceived with a view to engaging
pupils in age-appropriate activities that capture their interest and motivate them to
learn. They have been carefully planned to teach concepts and skills that are relevant
to this level. The content is graded so that pupils are gradually led to more complex
concepts. Prior knowledge and personal experiences are tapped upon so that learning is
related to their reality and experiences; colourful illustrations facilitate understanding; a
variety of activities enable practice; and end-of-unit exercises cater for the assessment of
learning. Further, a cross-curricular approach has been adopted to promote the holistic
development of the pupils. As such, values, citizenship education, and skills that are not
subject specific, are also taught in the course of the lessons. It is hoped that Grade 2
educators and pupils fully exploit the textbooks for optimal learning.
The first edition of the textbooks is proposed for 2015. We expect to get feedback from
the field and constructive comments that would help us bring further improvement for
2016 onwards. We are thankful to all those who participated in this endeavour especially
the Inspectors of the Primary sector. Special thanks go to Professor Vassen Naëck, and
the whole team of writers and graphic designers who have worked very hard to make this
publication possible. We would also wish to extend our thanks to cadres of the Ministry
of Education and Human Resources for their valuable support and guidance.
Dr O. Nath Varma
Director, MIE
iii
Preface
The Grade 2 English textbook aims at providing pupils with adequate opportunities to
be exposed to the target language and actively engaged in its use. In line with the NCF,
the textbook is structured in a way that allows the gradual development of the four
language skills, namely listening, speaking, reading and writing. Through activity-based
learning, pupils learn and practice the language in a contextualised, meaningful and
enjoyable manner. Further, the cross-curricular approach adopted enables links to be
made with other areas of the curriculum, and introduce notions that will be taught
formally during the later years of schooling.
The textbook constitutes 10 units, each driven by a theme that is related to the
learners' lives or interests. The units consist of the following sub-sections:
A reading comprehension passage that is preceded by an oral activity to set the scene
and introduce the main theme and vocabulary. The text is followed by short exercises to
evaluate pupils' understanding;
A series of vocabulary activities based on the theme and which enable pupils to build a
repertoire of words;
A writing activity where pupils produce different types of very short texts with the
support of a writing frame or model;
A project that allows pupils to develop their psycho-motor skills and creativity while
reinforcing concepts learnt;
Phonics activities to develop the pupils' phonemic awareness and steadily lead them to
read and write with confidence;
Grammar activities that empower pupils with essential notions for accurate language
production;
ICT activities that simultaneously cater for the development of basic ICT skills and
support language learning;
A story corner which provides pupils with the opportunity to listen to stories from
children's literature. These have been adapted for our young Mauritian learners to
facilitate understanding in order to trigger pleasure and appreciation;
An end-of-unit section that can be used to evaluate learning.
Each unit covers approximately two weeks and culminates in a literacy session. This
involves the reading of a big book, either fiction or semi-fiction, and carrying out literacy
activities. While the focus is mostly on literacy, concepts from other areas such as History,
Geography, and Values and Citizenship Education are also introduced.
We hope that pupils enjoy working through this textbook and participate fully in
all activities.
The writing team.
iv
To the teacher
Much effort has gone into grading the content of the Grade 2 English textbook and to
include as much visual support as possible to facilitate learning. Moreover, the provision
of additional resources and activities (such as the ICT activities, project work, short
stories, songs, poems/rhymes and big books) aim at extending language learning while
creating links with other domains of the curriculum. Nevertheless, the successful
implementation of the textbook depends largely on the teachers who will have to
supplement it with explanations, resources and further activities as per their pupils'
level and needs.
Teacher's notes have been inserted to guide the teachers wherever they were deemed
to be useful. These should however not be considered as being prescriptive. Rather,
teachers have the leeway to adapt the textbook to suit the level of the learners. Below
are some general guidelines that will support teachers:
Pre-reading phase
This is an oral session where pupils listen to a poem/song or engage in an oral
activity. Encourage participation, be it in English or the mother-tongue. However,
adequate support must be provided to gradually lead pupils to express themselves in
English, using basic words and simple sentences. Use this session to introduce some key
vocabulary that will facilitate understanding of the text that follows.
While reading phase

Read the text aloud a first time to familiarise the pupils with the theme and content.
Read it again and encourage pupils to repeat while they follow the text with their finger.
The use of strategies like demonstration, enacting and varying the tone will help to retain
pupils' interest and promote understanding of the text.
Post reading activities

Carry out the activities orally first and then help pupils work out the written exercises.
Use resources such as word and picture cards whenever possible, especially for
vocabulary acquisition. Given that the vocabulary varies in the different units, create a
word wall in the classroom for each theme, so that pupils are exposed to new words in a
sustained manner. Draw their attention to these words regularly for consolidation. Derive
a list of sight words from the text and help pupils to learn these.
Phonics
Frequent exposure and practice are necessary to develop phonemic awareness. Just as for
vocabulary acquisition, phonics has to be taught in a sustained manner and it is necessary
to go beyond the textbook and draw the pupils' attention to the sounds as well as make
them blend and segment words whenever possible. Practice can be made appealing and fun
by making pupils create nonsense words.
v
Grammar
Move from oral practice to written work. Though an introduction to the grammar point
has been included, it may be necessary to extend it depending on the level of the pupils.
Use anecdotes and examples related to the pupils to make grammar learning meaningful to
them. Take the pupils outdoors whenever possible so that they can indulge in the games
or songs that involve movement. While it is necessary to top up with some explanation,
it is important to remember that the emphasis is on usage and not on the memorisation
of rules.
Bearing in mind that it is not possible to tailor textbooks to particular pupils or

classrooms, the textbook has been structured in a way that allows it to be used in a
flexible manner. Units 1 and 2 serve to consolidate concepts and language acquired in
Grade 1. Units 3 to 8 teach language and concepts to be acquired in Grade 2. These are
consolidated in Units 9 and 10. Teachers can thus adapt this resource and the pace at
which they progress through it as per the requirements of their pupils.
It is hoped that teachers exploit all the sections and activities which have been carefully
thought out in view of enhancing the teaching and learning of English.
vi
TABLE OF CONTENTS (Part 1)
Page 1-28 29-52 53-76 77-100 101-125
1.Back 5.Being kind

Unit 2. Weather 3. Celebrations 4. Animals
to School to one another
Different Celebrating the

Reading Back to School Visiting the Zoo Always be Kind
Seasons New Year
• Types of • Celebrations
weather • Months of
• Feelings
• Seasons the year • Habitat • Politeness
• Stationery
Vocabulary • Days of the • Family • Food • Kindness
• Parts of
week • members • Texture • Games
the body
• Clothing • Rooms of
items the house
• Possessive
• Capital • Gender Adjectives
• Yesterday/
Letters • Possessive • Present
Today/
• Full Stop Adjectives Continuous • Prepositions
Grammar Tomorrow
A/An • Present Tense • Opposites
• Am/Is/Are
• Personal Continuous • Prepositions
• And
Pronouns Tense • Singular and
Plural forms
Best Friend
Information Weather Drawing Poster: The
Writing Award
card Forecast my bedroom great circus
certificate
Little book Kindness paper
Project Puppet Weather clock Birthday card
of textures chain
The Ant Rudolph the
Story Magic Cartons and the Red-Nosed Jungle Book The Good Girl
Grasshopper Reindeer
• Citizenship
• Citizenship
• Science • Science & Values
Cross- • The Arts & Values
• The Arts • HPE Education
curricular • Science
• Values
Education
• The Arts • Maths
• The Arts
• The Arts
/l/
/m/ /d/ / /
• Revision of /p/
Phonics /s/ /e/ /ð/
sounds /I/
/ / /f/ / /
/aI/
• Vocabulary:
• Capital/ • Vocabulary: • Vocabulary:
• Vocabulary: Parts of
• Small Animal Kindness,
ICT Weather the house
letters sounds • Friendship
activities A/An
• Am/Is/Are • Possessive
• Plural form • Opposites
• Phonics Adjectives
• Phonics • Phonics • Phonics
• Phonics
Lunch Time, Fun The Little The People

Big Book Our Festivals Jungle Animals
Time Red Hen of Mauritius
vii
Learning Objectives for
Grade 2 English
• Listen to, identify, and produce a variety of sounds
• Listen with understanding and pleasure to short and simple texts
• Willingly engage in oral activities
• Begin read with understanding and respond to a variety of simple texts
• Acquire and use vocabulary related to specific themes
• Begin to produce simple texts with support
• Demonstrate understanding of and use grammatical concepts correctly
• Engage in creative tasks to reinforce language learning
• Develop cross-curricular competencies
viii
Unit 1 : Back to school
Back to school
Unit one
1
1
Hello Lizy. It’s good

to be back at school.
Hello Kitty. Yes, it is. It’s good to

be with our friends again.
Activity 1 – Let's sing
We welcome you back to school
We welcome you to school today,

School today, school today
We welcome you to school today,
Please come in and play.
We’re glad to have you here today

Here today, here today,
We’re glad to have you here today,
Yes, it’s a special day!
(Source: http://www.preschooleducation.com)
What do you like

to do at school?
2
Activity 2 – I listen and read.
Reading comprehension
Back to School
The holidays are over. Renu and Alia go back to

school. They are in Grade 2. They go to their new
classroom. Miss Shalini is their class teacher.
“Hello children. I am glad to see you,” she says.
The pupils are happy. They have new pencils and erasers. They want to write
in their English textbook.
Activity 2a- I say ‘yes’ or ‘no’.
1. Renu and Alia go to school.
2. They are in Grade 2.
3. Alia is the teacher.
4. The teacher is happy to see them.
5. The children do not want to write.
3
How do you feel to be back at school?

Discuss with your friends.
Vocabulary
Activity 3 – I talk about my feelings.
The children are happy to be back at school.

Miss Shalini is glad to see them again.
Activity 3a - I match the faces with the correct words.

I write the words by tracing over the dots.
happy
afraid
angry
sad
4
Let’s say how we feel in different situations!
Activity 3b - I observe the pictures. I complete the

sentences with one of the following words.
happy afraid angry sad
1. It is my birthday. 2. My favourite toy is broken.

I am ___________. I am _________.
3. I hear thunder: "Boom!" 4. The boys tease me.

I am __________. I am __________.
5
Activity 4 – I name the objects I use at school.
The holidays are over. Alia and her mother are at the supermarket to buy
stationery.
Do you remember the objects that we use

at school? Can you name them?
Help Alia choose the correct items.
Activity 4a - I look at the pictures on the next page.

I cut and paste the correct pictures in the trolley.
6
Choose the items, cut the pictures and

paste them in the shopping trolley.
book toothbrush ruler
pen plate pencil
eraser comb sharpener
7
8
Look at the pictures of objects that you can

see in your classroom. Find the words from
the grid and write them below.
Activity 4b - I complete the word search. I write the words in the list.
p e n c i l b
r d b h o l o
desk chair pencil u e b a g a o
l s j i b p k
e k b r h a l
book ruler bag r u m k i e g
1. desk
2.
3.
4.
5.
6.
9
Activity 5 – I name parts of the body.
It is time for the Arts class. Miss Shalini tells the children that they will
make a puppet. Everybody is very excited. They cut the different parts of
the puppet's body. They put the pieces together to create the puppet.
Look at the puppet! Point to the different

parts of the puppet’s body and name them.
Activity 5a - I sing a song.
Head, shoulders, knees and toes.
Head, shoulders, knees and toes,

Knees and toes.
Knees and toes.
And eyes, and ears, and mouth,
And nose.
Knees and toes.
10
What do we do with the different

parts of our body?
Activity 5b - I complete the sentences by tracing the correct word.
With my eyes I
hear.
see.
With my nose I
smell.
touch.
With my ears I
smell.
hear.
With my mouth I
eat.
see.
With my hands I
hear.
touch.
With my feet I
walk.
smell.
11
Activity 6 – I make my puppet. PROJECT
1. Identify each part of the puppet's body.

head body
You need:
- scisssors
- split pins
2. Cut out the different parts. 3. Assemble them.
4. Pin the parts together to make your puppet.
12
Cut the different parts and

make your puppet.
head
arm
arm
body
leg leg
13
14
Activity 7 – I identify capital letters.
Hello friends! Can you help me to solve this riddle?
Word Riddle
Who am I?
1. I am the first letter in a sentence.

Clue: The bird is singing.
2. I am the first letter in a person's name.

Clue: Thierry, Siany, Elodie, Herland, Dariot
3. I am also the first letter in the names of

countries, places, mountains and rivers.
Clue: Mauritius, England, Vacoas, Everest
4. The days of the week start with me.

Clue: Monday, Tuesday, Wednesday,
Sunday
5. Finally, even the months of the year start

with me.
Clue: December, June, October, May
Well done! The right answer is capital

letters. Let’s name them together!
15
Activity 7a - I name the capital letters.
Activity 7b - I trace the capital letters.
16
Lizy, do you remember the rule for

writing a sentence?
Yes, I do! We always start a sentence with a

capital letter and end with a full stop.
T he boy is eating an ice-cream .
Activity 8 – I rewrite the sentences on the line below.

I add a capital letter and a full stop.
Example: ahmoy has a dog
Ahmoy has a dog.
1. it is called Bubble
___________________________________
2. bubble is one year old
___________________________________
3. ahmoy and bubble are best friends
___________________________________
17
Activity 9 – I make an information card.
Writing
Hello friends! Here is my information

card. Make your card with the help
of your teacher.
Activity 9a - I read Alia’s card.
Name: Alia Roma
Class: Grade 2
School: Happy Kids Primary School
Subjects: English, French, Maths, Arts, HPE
Activity 9b - I complete my card.
Name: _____________________
Class: _____________________
School: __________________________________________
Subjects: __________________________________________
18
Phonics
.
Activity 10 – I identify sounds.
Activity 10a - I listen to the words and identify the sound at the
beginning of each word.
four table goat bin
apple nose mug zero
leg pan cake jam
19
Activity 10b - I observe the pictures and read.
1 2
Brian kicks the ball. It hits the bottle.
3 4
The teacher takes the ball. It shows an alligator, an

She gives Brian a book. avocado and an astronaut.
5 6
He puts the book on

But Brian likes toys. the table.
20
Activity 10c - I listen to the sound at the beginning of each word.

I write the words in the correct column.
tap apple bell
bag avocado two
/b/ / / /t/
Activity 10d - I play “I spy with my little eye”.
I spy with my little eye

something beginning with /p/.
Pen
Pencil
21
Grammar
Activity 11 – I learn: “a” or “an”.
Kitty and Lizy have toy binoculars. Kitty looks outside.
I can see ...
a boy a girl
a flower a car
Lizy looks in the kitchen.
I can see ...
an apple an egg
an ice-cream an umbrella
We observe: usually when a word
begins with a, e, i, o, u, we use “an”.
We say: an apple, an egg.
But we say: a boy, a girl.
an onion
Can you find other words

that take “an”?
22
Activity 11a - I write “a” or “an” in the blanks.
___ pen ___ book
___ airplane
___ orange
___ ruler
___ elephant
___ ice-cream
Activity 11b - I look at Bob’s exercise book.

I tick the correct answers and cross the wrong ones.
1. The cat sees a mouse.

2. I have an crayon.
3. Anna sits in an armchair.
4. You eat an banana.
5. The dog is a animal.
23
Activity 12 – I learn: Personal Pronouns.
I am Brian.
We are friends.
You are Alia.
Who are they?
She is Tina.
He is Nikhil.
Activity 12a - I play a Chain Game.
Let's play the Chain Game like

Brian and Alia.
24
Brian and Alia are playing. Alia finds a blue boat under the bed.
“Oh! She is beautiful!” exclaims Alia.
“Hihihi... you are wrong. We don’t say 'he' or 'she' for an object,”
Brian laughs.
We use “it” for an object or an animal.

E.g. My boat is blue. It is blue.
That’s easy. The bear is brown. It is brown.
Activity 12b - I choose the correct word from the brackets and
complete the sentences.
1. Miss Shalini is our teacher. ______ is kind. ( He, She )
2. My name is Mita. _______ am a girl. ( You, I )
3. Julie and I are friends. _______ are playing. ( We, They )
4. Look at the kite. _______ is flying higher. ( He , It )
1. This is my pen. ________ is new. ( It, She )
2. Rishabh is a boy. ________ likes football. ( She, He )
3. The teacher talks to the children. She tells them:
“________ must be good.” ( You, He )
4. Pascal and Ashish are in Grade 2. _________ are in my class.
( They, We )
25
Unit 1 : Back to shool
Story Time: I listen for pleasure
Chicky Chick goes to school
It is Monday morning. Chicky Chick

is sleeping.
“Wake up Chicky Chick! It’s time for
school!” says Mother Hen.
“I want to sleep,” says Chicky Chick.
“I don’t want to go to school.”
“Wake up Chicky Chick! You will be late for school!”
says Mother Hen.
“I want to sleep,” says Chicky Chick. “I don’t want to go
to school.”
Mother Hen thinks.
“Ok, Chicky Chick,” says Mother Hen, “Teacher Duck will be
sorry. You will miss the surprise.”
Chicky Chick gets up.
“What surprise?” Chicky Chick asks.
“I cannot tell you, dear. It’s a surprise,” says Mother Hen.
“I must go to school!” says Chicky Chick. “Hurry up, Mum! I will
be late!”
26
End of unit
Activity 1 - I match the words with the pictures to say how Billy feels.
happy sad angry
Activity 2a - I look at the pictures and I write the words.
pencil ruler bag book
Activity 2b - I choose the correct word to complete the sentences.
smell eyes ears touch
1. I use my ___________ to see.

2. With my nose, I _______________.
3. I can ____________ with my hands.
4. I use my __________ to hear.
27
Activity 3 - I choose between a and an.
1. Dwintee is eating _____ orange.
2. My dog is playing with ________bone.
3. Brian is _________boy.
4. Zara has __________ umbrella.
Activity 4 - I match the two sentences that go together.
Sara is my sister. We are friends.
Yash and I are in Grade 2. They are having fun.
Deena and Bruno are playing. I cannot see.
My eyes are closed. She is kind.
Activity 5 - I listen and complete the words with the correct letter.
____all c___p ___en
ma____ ____oy ____pple
28
Unit 2 : Weather
Weather
Unit two
2
29
Unit 2 : Weather
I know many poems about

the weather. Let’s read
one together!
Great, that sounds like fun!
Activity 1 – I read a poem.
‘What’s the weather like today?’
What's the weather Today, it’s a rainy,

like today? rainy day!
Look outside, I will wear a raincoat,
Can you say? I will wear a raincoat,
Today is very wet outside.
Today, it's a sunny,
sunny day! What's the weather like
I will wear a t-shirt, today?
I will wear a t-shirt, Look outside,
Today is very hot outside. Can you say?
What's the weather like Today, it’s a snowy,

today? snowy day!
Look outside, I will wear a hat and gloves,
Can you say? I will wear a hat and gloves,
Today there is snow
Today, it’s a windy, windy
outside.
day!
I will wear a scarf,
What's the weather
I will wear a scarf,
like today?
Today the wind is blowing
outside. Look outside,
Can you say?
What's the weather like
today?
Look outside,
Can you say?
30
Unit 2 : Weather
Activity 2 – I listen and read.
Different Seasons
The weather is rainy and windy. Dylan and Oshika are in the house. They
drink hot chocolate and watch cartoons. “We do not like winter,” say the
children. “It is too cold!”
The children like summer because it is sunny and hot. They play in the garden
and go to the seaside. They eat ice-cream. Oshika wears dresses and skirts.
Dylan wears t-shirts, shorts, and a cap. Sometimes, in summer, there are
cyclones. The two cousins do not like cyclones at all!
Activity 2a- I say ‘yes’ or ‘no’.
1. Dylan and Oshika are in the house.
2. They are feeling cold.
3. Dylan and Oshika like winter.
4. In summer, the weather is sunny and hot.
5. In winter, there are cyclones.
31
Unit 2 : Weather
Vocabulary
Activity 3a - I match the pictures with the correct words.
windy
sunny
stormy
Activity 3b - I complete the sentences by writing the correct word.
sunny cloudy rainy snowy
It is _________________ . It is _________________ .
It is _________________ . It is _________________ .
32
Unit 2 : Weather
Activity 4 - I learn: ‘Today, Yesterday, and Tomorrow’.
Do you remember the days of the week?

Let's name them. What day is it today?
‘Yesterday’ was the day before today.

‘Tomorrow’ is the day after today.
Yesterday was:
_____________
Today is:
_____________
Tomorrow will be:
_____________
Cut out the correct days of the week

from your sheet. Stick them in the
correct place.
33
Unit 2 : Weather
Activity 5 - I make a Weather Clock. PROJECT
1. Draw the different weather

You need: icons on your plate.
- a paper plate
- paper arrow
- split pins
- scissors
- glue
- crayons/
colouring pencils
2. Write the correct words.
sunny cloudy
rainy windy
3. Cut out an arrow and fix it on the plate.
4. Look outside and say how 5. Turn the arrow to show the weather.
the weather is.
windy
rainy sunny
cloudy
34
Unit 2 : Weather
Activity 6 - I learn: 'Months of the Year'.
January, February
March, April, May
June, July, August,
Hooray, Hooray, Hooray!
September, October,
November, December,
These are the months of the year!
Let’s make our class calendar together!
Activity 6a - I read each month. I colour each month a different colour.
January February March April May
June July August September October
November December
35
Unit 2 : Weather
Vocabulary
Activity 7 - I learn: The four seasons of the year.
In Mauritius, some months are hot

and some months are cold.
Yes! We have two seasons -

summer and winter.
Winter Spring
Summer Autumn
Let's read the poem!
The Four Seasons of the Year

Here comes spring with the rain pouring down,
Here comes spring with the flowers in the ground.
Here comes summer with the heat from the sun,
Here comes summer with the children having fun.
Here comes autumn with the leaves changing colour,
Here comes autumn with the weather getting cooler.
Here comes winter with the ice and the snow
Here comes winter with the freezing cold.
36
Unit 2 : Weather
Activity 8 - I learn: What do I wear?
People wear different clothes.

Do you know why?
Let’s observe and find out!
Activity 8a - I draw what I wear in:
Summer Winter
37
Unit 2 : Weather
Activity 8b - I circle the correct word for each picture.
shoes socks blouse shoes

socks shorts dress trousers
sandals shirt socks hat

cap t-shirt pullover scarf
pullover cap shorts scarf

raincoat coat shirt gloves
skirt scarf boots shorts

socks shoes slippers trousers
38
Unit 2 : Weather
Activity 8c - I write the missing letter for each word.

I tick the items that correspond with the weather.
sunny t-shir__ pull__ver ca___ __unglasses
snowy scar__ __loves sa__dals __at
rainy __rousers boo__s sh__rts rain__oat
39
Unit 2 : Weather
Writing
Activity 9 - I complete the weather forecast for today.
Weather Forecast
Day
Month
Season Summer Winter
It is
It is hot cold warm
We wear
40
Unit 2 : Weather
Activity 10 - I learn: ‘am, are, is’. Grammar
I am Kitty. You are Lizy.
This is Bob. He is our friend.
I am Tina. You are Nikhil.
This is Alia. She is our friend.
They are my friends.
Remember
I am He is You are
She is They are
Mala is We are
Bob is The children are
It is
41
Unit 2 : Weather
Activity 10a - I make sentences using ‘am, are, is’.
1 2 3
Bo am a girl.
You is happy.
I are my friend.
Activity 10b - I choose the correct word and fill in the blanks.
am are is
1. I __________ Nikhil.
2. You ______________ Tina.
3. We _____________ cousins.
4. The children ___________ playing.
5. They _______________ laughing.
6. The boy ________________ Nikhil.
7. He _______________ nice.
8. The girl ___________ Alisha.
9. She ___________ nice.
10. It ______________ sunny today.
42
Unit 2 : Weather
Activity 11 - I learn: 'and'.
I go to the shop to buy an apple.
I go to the shop to buy an

apple and a pencil.
I go to the shop to buy an

apple, a pencil, and a skirt.
You can put two items or two sentences

together with the word 'and'.
Activity 11a - I add "and" to complete the sentences.
1. I like cakes ________ ice-cream.
2. Raj has a pen, an eraser, ______ a book.
3. Farad, Jenny, ____ Maggie are my friends.
4. Look at the dog ______ the cat.
43
Unit 2 : Weather
Activity 11b - I rearrange words to write correct sentences using 'and'.
Dylan is wearing a t-shirt.
Dylan is wearing trousers.
Dylan is wearing a t-shirt and trousers.
Oshika has black hair.
Roshnee has black hair.
Oshika and Roshnee have black hair.
1. Roshnee are friends. Oshika and
2. and Dylan are cousins. Oshika
3. cards. football and Kitty likes to play
4. dance. Lizy likes to and sing
44
Unit 2 : Weather
Activity 12 - I identify sounds.
Phonics- /m/, /s/, / /
Observe the pictures and read the sentences.
1 2
This is Dylan’s mum. She is making muffins.
3 4
Some muffins are sweet. Some are made with olives.

Some muffins are salty. Some are made with oranges.
5 6
The muffins smell so good. Dylan likes muffins very much.
45
Unit 2 : Weather
Activity 12a - I say these words aloud.
Let’s say these words together!
octopus mouse sun ox
mug spoon orange drum
seven ostrich worm bus
Can you identify the sound / / or /m/ or /s/ in

these words?
46
Unit 2 : Weather
Activity 12b - I write the words in the correct column.
Dylan, his mum, and Oshika are going to the

beach. What will they take with them?
muffins sunglasses book oranges
swimsuit radio table mat
milk cheese olives sandals
/m/ /s/ / /
47
Unit 2 : Weather
Activity 13 - I write the correct word.
ot
kn
Two of these words do not have the same sound.

Cross them out!
pot lot bed cot
hat spot
48
Unit 2 : Weather
Story Time: I listen for pleasure
"The sun and the wind"
The sun and the wind are talking.
“I am strong!” says the sun.
“No, I am strong!” says the wind.
“No, I am strong!” says the sun.
“No, no, I am strong!” says the wind.
The cloud tells them, “Do not fight. Let’s have a competition. Little Johnny
is in the garden. If you can make him take off his jacket, you will be
the winner.”
“I will win,” says the wind.
The wind blows very hard. Little Johnny feels very cold. He pulls his jacket
around him. The wind is tired. He cannot blow any more.
“I will win,” says the sun.
The sun shines over the garden. Little Johnny feels very hot. He takes off
his jacket.
“Hurrah!” shouts the sun. “I win!”
Adapted from Aesop’s fable: 'The sun and the wind'.
49
Unit 2 : Weather
End of unit
Activity 1 - What is the weather like? Circle the correct answer.
Cloudy Windy Rainy Sunny

Sunny Sunny Cloudy Rainy
Activity 2 - I fill in the blanks with the correct word.
pullover raincoat sunglasses
a) Brian is at the seaside. He is wearing his _____________.
b) It is cold. Alia wears her favourite __________________.
c) When it rains, I put on my ___________________.
Activity 3 - I combine the two sentences using “and”.
a) The apple is red. The apple is big.
________________________________________________________
b) Oshika likes to play with Max. Oshika likes to play with Tina.
________________________________________________________
50
Unit 2 : Weather
Activity 4 - I complete the sentences using: am , is, are.
a) I _______ in Grade 2.
b) She _______ playing.
c) We _______good friends.
d) Max ______ under the tree.
e) They ______ listening to their teacher.
f) You _____ eating a cupcake.
Activity 5a - I listen to the words and write the missing letter.
____un ___ug ___range
Activity 5b - I match the pictures with the correct word.
dog mat sit
51
Unit 2 : Weather
52
Unit 3 : Celebrations
Celebrations
Unit three
3
53
"Happy New Year,

Kitty!"
Activity 1 - I read a poem.
Happy New Year! Happy New Year! says everyone,

Happy New Year! Happy New Year! All at once.
It’s New Year’s Day,
We celebrate with fun and play.
No work today,
Only laughter and cheer, we say.
At night,
What a sight,
Fireworks light up the sky.
In wonder the children cry.
Happy New Year! Happy New Year! says everyone,
Happy New Year! Happy New Year! All at once.
Happy New Year
54
Activity 2- I listen and I read.

Celebrating the New Year
It is the New Year. Kevin and Brenda wish their parents a 'Happy New
Year'. They visit their grandparents. Grandfather has bought fire
crackers. The children burst them with their cousins.
The family has lunch together. Aunty Maggie is a good cook. Their cousin
Kim says, “I helped Mum make lunch!”
Kevin and Brenda say, “We helped our Mum too. We cleaned our rooms.”
Grandmother says, “You are good children. I have chocolates and gifts
for you.”
The children shout, “Hourrah! New Year is fun!”
Activity 2a - I say 'yes' or 'no'.
1. Kevin and Brenda celebrate the New Year.
2. They wear old clothes.
3. They go to school.
4. Kevin and Brenda like to play with their cousins.
5. The children are happy to receive gifts.

55
Vocabulary
Activity 3- I talk about celebrations.
Oh! New Year celebrations are so special.

We really enjoy ourselves.
Here are some other celebrations and special

occasions!
Birthday Christmas Music Day
Mother's Day National Day Halloween
Talk about these celebrations with your friends and

teacher. In which months do we celebrate them?
56
Activity 3a - I complete each sentence with the correct month.
May June March
We celebrate National day in _______________.
We celebrate Mothers’ Day in ______________.
We celebrate Music Day in ______________.
I celebrate my birthday in ______________.
Activity 3b - I trace the months of the year.
January May September

February June October
March July November
April August December
57
Activity 4 - I talk about my family.
Hello! I am Brenda.
This is my brother Kevin.
Hello! I am Kevin.
Brenda is my sister.
Here is our family.
parents grand-parents
grandfather grandmother
father mother
uncle
aunt
cousin
cousin
Tell me about your family.
58
Activity 4a - I draw and label the members of my family.
Activity 5 - I learn: Masculine/Feminine.

Grammar
Kevin and Brenda have a big family!
Look at them in the table below.
What do you notice about the words?
Masculine Feminine
Brother Sister
Father Mother
Uncle Aunt
Grandfather Grandmother
Cousin Cousin
59
Activity 5a - I match and colour.
Which words are masculine and which words

are feminine?
Match and colour the masculine and feminine.
Grandmother Brother Aunt
Sister Grandfather Uncle
60
Activity 6 - I talk about the rooms of my house.
Vocabulary
We help our parents to clean our house.

Do you help your parents too?
This is our house.
Look at the rooms. They are tidy and clean.
living room dining room bedroom
kitchen bathroom
61
Activity 6a - I complete the sentence with the correct word.
bathroom bedroom dining room kitchen living room
1. We watch TV in the ________________.
2. Kevin has a shower in the __________.
3. Father cooks food in the ____________.
4. The family is having dinner in the _________.
Writing
Activity 7- I draw my bedroom. I describe it.
This is my ____________ .
It is ______________ . (big/small)
It is ______________ . (blue/yellow/white...)
It is ______________ . (clean/dirty)
62
Activity 8 – I talk about birthdays.
Hi Brian! I am 8 years old.

My birthday is on 13 April.
When is your birthday?
My birthday is on 25 September.
I am 7 years old.
Can you say when is your

birthday? Let’s sing Happy
Birthday together!
Happy birthday to you,

Happy birthday to you,
Happy birthday dear friend,
Happy birthday to you!
Now, write the date of

your birthday in the
box below!
My birthday is on
________________.
63
Activity 9 - I make a birthday card.

PROJECT
You need: 1. Fold your card in half.
- Cut out rectangles

from
Bristol paper
- crayons
- colouring pencils
- stickers
-glitters
2.Write “Happy Birthday” on the outer part.
Happy Birthday
3. Decorate the card as you wish.
Happy Birthday
4. Give the card to a friend.
64
Activity 10 - I learn new sounds.

Phonics- /l/, /p/, /I/,/aI/
Celebrations are great fun! Let's sing one more song

together. What sounds can you hear the most?
Puff out the candles on the

pink cake.
P /p/-/p/-/p/,
Action: Hold up your
/p/-/p/-/p/.
finger, as if it is a
Puff out the candles on the candle,and pretend
pink cake. to put it out, saying
Puff! Puff! Puff! p, p, p.
We lick our lollipops.

/l/-/l/-/l/-/l/!
Action: Pretend to lick
a lollipop and say l, l, l.
/I/,/I/,/I/ there's ink on the table.

/I/,/I/,/I/ there's ink on the table.
Ink on the table, ink on the table,
/I/,/I/,/I/,/I/,/I/. Action: Shake your
hands as you say i,i,i.
65
Activity 10a - I choose and write the correct letters to

complete the words.
L I P
__ encil __ ear
__ emon __ ion
__ nk __ gloo
Activity 10b - I choose and write the correct words.
___________ ___________
___________ ___________
pink pig lips lick
66
Activity 11– I learn new sounds.
Do you remember the sound /I/ like as in lollipop?

Let’s name some words with the sound /I/.
pig fish
gift ship
Now, let’s learn a different way to sound letter

<i>. Listen to and sing the song together!
Here is a vowel
Say its name
And "i" is its name-o.

/aI/ /aI/ /aI/ in pie,
/aI/ /aI/ /aI/ in tie,
/aI/ /aI/ /aI/ in high,
And "i" is its name-o.
67
Activity 11a – I circle the correct word.
ice big five fish line lip
like lick mice mint tie tin
Activity 11b – I identify the two sounds.
Now, you know these two sounds. Identify the

correct sound in the following words.
Write the words in the correct box.
/I/ like in pig /aI/ like in nine
kite bin smile tick
bike hill pie fish
68
Activity 12 – I learn: Possessive Adjectives.
Listen to our friends! Grammar
I am Brenda. This is my school-bag.
I am Kevin. This is my bike.
I my
Activity 12a - I complete Renu's sentences.
my
I am Renu.
Miss Shalini is _______ teacher.
Ziad is ______ friend.
I like ______ school.
I like ______ friends.
69
You are Kevin. This is your book.
You are Brenda.

This is your hat.
You your
Activity 12b - I complete Renu's sentences.
your
You are Kim.
Miss Shalini is _____ teacher.
Kelly is ______ sister.
You like ______ school.
You love ______ family.
70
He is Ziad. This is his house. He is Hans. This is his dog.
He His
She is Kelly. She is Jessica.

This is her jacket. This is her mother.
She her
Activity 12c - I complete the sentences with the correct word.
Kelly wears __________ jacket

Ziad likes _________ house very much. when she is cold.
He keeps _________ bedroom very tidy. _________ jacket is blue.
71
Activity 13 – I learn: Present Continuous Tense.
The sun is shining. Kitty is relaxing.

He is lying on a hammock. He is drinking a
glass of juice. I am going to meet him.
Lizy uses verbs in the present continuous tense to

say what I am doing now. Practise your verbs too.
I play a miming game to practise the present continuous tense.
I take a chit of paper from the bag and

I mime the action. My friends guess
what I am doing.
72
Story Time: I listen for pleasure.
Rudolph The Red-Nosed Reindeer
On Christmas Eve, Santa Claus visits all

the children. He gives them gifts. His
magical flying reindeers help him. They
pull the sleigh with all the gifts.
Rudolph, the reindeer, has a bright red

glowing nose. The other reindeers laugh
at him and do not play with him. Rudolph
does not pull the sleigh for Santa. He
stays with Mrs Claus and the elves.
Rudolph is sad.
One Christmas eve, it is very foggy. Santa and the reindeers

cannot see anything.
Santa is worried. “How will I take the gifts? The children will
be sad if they do not get their gift for Christmas,” he says.
Rudolph has an idea. He tells Santa, “My nose is bright. I will use
it as a light and guide you.”
“Hurrah!” shouts everyone. “That’s a good idea, Rudolph!”

Rudolph becomes the hero of Christmas.
Adapted from: “Rudolph the red-nosed reindeer” by Robert May.
73
End of unit
Activity 1a - I fill in the blanks with the missing months.

1. January 2. February 3. ___________ 4. April
5. ______ 6. June 7. ___________ 8. August
9. September 10. October 11. November 12. December
May March July
Activity 1b - I match the pictures with the correct word.
Birthday Christmas Halloween
Activity 2a - I write the different rooms of the house.

1 2 3
1. _________________
2. _________________ 3. _________________
bathroom living room bedroom
Activity 2b - I write the members of the family in the correct column.
Mother Uncle Grandfather Sister
Masculine Feminine
74
Activity 3 - I choose the correct word to fill in the blanks.
my your his her
(a) Zarah loves to play with____________ brother Rohan.

(b) Hugo enjoys watching ____________ favourite movie.
(c) I keep ____________ bedroom tidy.
(d) You like ____________ birthday gift.
Activity 4 - I match the pictures with the correct sentence.
Shakeel is running fast.
Cassidy is reading her book.
Activity 5a - I colour the word red when I hear the sound /I/.
I colour it blue when I hear the sound /aI/.
fish tie kite pig
Activity 5b - I listen and write the words in the correct column.
pen lamb pan leg
/p/ /l/
75
76
Unit 4 : Jungle
Animals
Unit four
4
77
Unit 4 : Animals
Activity 1 – I discover animals in the zoo.
Let's read this poem together!
What I see at the zoo
At the zoo I see a bear,

It has dark fuzzy hair,
I see a cheetah under a tree.

I look at it and it looks at me.
I see a big, long-necked giraffe,

And the little penguins make us laugh.
But my favourite animal at the zoo

Is the panda-how about you?
78
Unit 4 : Animals
Activity 2 – I listen and I read along.
Visiting the Zoo
Yash tells his friends about his holidays:
“My favourite place was the zoo. There were many animals. The elephants
were very big and the giraffes were very tall. I gave them leaves and fruits
to eat. I saw many monkeys swinging from trees. The zebras had stripes and
the rhinos had horns. I saw the crocodiles. They had sharp teeth! Look at
this photo. The lions are walking in their cages. The tigers are sleeping. This
is a photo of me and my dad. We are sitting on a camel.”
“Wow! You had a great time,” says Deena.
Activity 2a - I circle the correct word for each sentence.
1. Yash went to the (zoo park).
2. At the zoo, Yash saw many (cars animals).
3. The elephants were very (big small).
4. The lions and tigers were in their (garden cages).
5. Yash and his dad sat on a (camel horse).
79
Unit 4 : Animals
Activity 2b - I choose the correct animals.
Colour the animals that Yash saw at the zoo.
Circle the animal that Yash did not see at the zoo.
tiger
giraffe
snake
rhino zebra
80
Unit 4 : Animals
Activity 3 – I learn: Animals and their enclosures.
Ooops! I forgot to lock up all the Vocabulary

doors and cages.
Some of the animals ran away!
Please help me to put them back
in their enclosures.
Activity 3a - I match the animals with their enclosure.
zebra
giraff
e
dile
croco
ant
eleph
hippo y
monke
81
Unit 4 : Animals
Activity 4 – I say what animals eat.
Phew! Thanks for your help! Now that we have the animals
back in their enclosures, please help me to feed them.
Activity 4a - I match the animals with their food.
Activity 4b - I draw the animal in each box.
I eat leaves. I eat grass. I eat fish.

82
Unit 4 : Animals
Activity 5 – I learn: Different textures.
The words: rough, smooth, soft and hard tell us

how things feel when we TOUCH them.
A rock is rough.
Glass is smooth.
Cotton wool is soft.
Wood is hard.
83
Unit 4 : Animals
Activity 6 – I make a booklet of different textures.
You need: PROJECT

1. Gather all your materials.
- Bristol paper
stapled together
- Glue or cellotape
- Something hard
- Something soft
- Something smooth
- Something rough
2. Paste something hard on page 1. Write "hard".
(Pencil)
Hard
3. Paste something soft on page 2. Write “soft”.
(Cotton)
Soft
4. Paste something smooth on page 3. Write “smooth”.
Do the same with rough materials on page 4.
(Ribbon) (Rock) Your booklet of

Smooth Rough textures is ready!
84
Unit 4 : Animals
Activity 7 – I learn: Possessive Adjectives. Grammar
Let's learn two more Possessive Adjectives.
We are Yash and Bruno.

This is our friend Deena.
We are Kelly and Ziad.

This is our teacher.
We our
Yash, Bruno and Deena are playing.
They are playing with their toys.
Kelly and Ziad are in the classroom.
They are talking to their teacher.
They their
85
Unit 4 : Animals
Activity 7a - I write the correct word to complete the sentences.
1. We are playing with _________ toys.
2. This is __________ favourite game. (we) our
3. They are having fun with _____________ friends. their
4. They are sharing ___________ sweets.
Activity 7b - I write the correct word to complete the sentences.
1. I am kicking __________ ball. his
2. She writes in ____________ book. your
3. You are sharing ____________ cakes. my
4. He is playing with ____________ dog. her
Activity 7c - I match the pronoun with the correct possesive adjective.
He my
I our
We his
They your
You her
She their
86
Unit 4 : Animals
Activity 8 – I learn: Present Continuous Tense.
Yash took many photographs during his holidays.

Here are some of them. What can you see?
2.The children are eating

1. The lion is sleeping. an ice-cream.
Activity 8a - I choose the correct verb and I complete the sentence.
is walking is looking are standing are talking
4.The man ________________ at

2. The woman _____________. an elephant.
5.The giraffes ______________ 6.Yash's grandparents

near the fence. __________________.
87
Unit 4 : Animals
Activity 9 – I play an outdoor game – Animal roleplay.
Yash is showing his friends how the tiger walked

at the zoo.
“I know how an elephant walks!” Deena shouts.
Bruno shows his friends how a bird flies.
The three friends laugh and have a lot of fun.
“Let's pretend to be other animals!” Yash says.
“How does a gorilla walk?” asks Deena.
“How does a kangaroo jump?” asks Bruno.
“How do monkeys swing

from the trees?”
Now, let’s make

animal sounds.
I roar like a lion.
I neigh like a horse.
I chirp like a bird.
88
Unit 4 : Animals
Activity 10 – I make a poster.

Writing
Children love animals. Let’s make a poster to tell

them about the circus in town.
The Great Circus
We are at:_______________ (place) everyday!
Watch the_________________________________
(names of animals) perform.
We also have _______________________________
(names of performers).
Come to our super shows!
89
Unit 4 : Animals
Activity 11 – I learn: ‘in, on, under, over’.
Grammar
Yash and Bruno are playing another game.

What are they doing?
Yash and Bruno are having fun playing a game.
Yash is looking for his friend. “Where are you, Bruno?” he asks.
He says: “I am in the box."
“I am on the chair."
“I am under the table."
When they are tired of playing

this game,they fly a kite over
Yash’s house.
90
Unit 4 : Animals
Activity 11a – I draw pictures: ‘in, on, under, over’.
This is Yash’s bedroom. It is in a mess!

Let’s help Yash tidy up his bedroom.
You will need to:
1. Draw the bag on the chair.
2. Draw the ball in the basket.
3. Draw the bin under the table.
4. Draw the toy airplane over the bed.
Thank you for helping me

to tidy up my bedroom!
91
Unit 4 : Animals
Activity 11b – I choose the correct preposition to fill in the blanks.
in on under over
1. There is a mug ___________ the table.
2. The cake is ____________the box.
3. The sheep jumps ___________ the fence.
4. Alicia is hiding ......................................... the chair.
Activity 11c - I read and I draw.
The ball is in the box. The doll is on the bed. The cat is under
the table
92
Unit 4 : Animals
Activity 12 – I learn: Singular and Plural forms.
Yash and Deena are very good friends.

Today they are counting what they have in their boxes.
Yash Deena
• I have one toy. •I have two toys.
• I have one pencil. • I have three pencils.
• I have five coins.

• I have one coin.
Did you notice the letter

's' underlined?
93
Unit 4 : Animals
Activity 12a- Match the singular noun to its plural form.

The first one has been done for you.
mask tree tree camel table book
trees camels
tables
masks books
Activity 12b - I write the plural form of the words.
Singular Plural
one eye two ...........................................
one finger ten ............................................
one monkey three .........................................
one flower six ...........................................
one tiger four ...........................................
94
Unit 4 : Animals
Activity 13 – I learn new sounds.
Phonics- /d/, /e/, /f/
Dino is a dinosaur.
He likes drums and dance.
He likes to hide under the bed.
Fino is a giraffe.
He sees fish and flies.
He fears the fox and the wolf.
Elly is an elephant.
She likes to paint empty eggs.
she rests in her shed.
Say the words and identify

the position of the sounds!
Activity 13a - I circle the correct letter in each word.
/d/ /f/ /e/
drum bed fox wolf elephant leg
95
Unit 4 : Animals
Activity 13b - I write the correct letter.
___ oll ___ ive ___ gg
bir ___ lea ___ p ___ n
d l e f m
Activity 13c - I write the correct word and say it aloud.
ed
b
sh
Let's say these tongue-twisters together!
Four fat foxes and four fresh fish.

‘Ding Dong’, Dino's at the door.
Elephants don't eat eggs.
96
Unit 4 : Animals
Activity 14 – I watch a clip and I sing a song.
At school, Yash, Bruno, and Deena are watching a

clip. The clip is a song about the jungle! It is called:
'The Lion Sleeps Tonight'. The three friends like
the song very much!
The Lion Sleeps Tonight
In the jungle, the mighty jungle

the lion sleeps tonight.
Let's be quiet, let's all be quiet,

The lion sleeps tonight.
Let's be quiet, let's all be quiet,

In the jungle,
the mighty jungle
You can listen to this song at home! Ask your parents to

help you use the computer.
The song is available at:
http://www.youtube.com/watch?v=QvsQ9hYKq7c
97
Unit 4 : Animals
Jungle Book
Baloo, the bear, is walking in the

forest looking for food. Suddenly he
sees a baby. Baloo runs to find mother
wolf, Raksha. Raksha says, “I will look
after him. I will call him Mowgli.”
Baby Mowgli grows into a little boy.

Baloo teaches him how to live in the jungle.
One day, some monkeys kidnap Mowgli. Kaa, the snake, helps
Baloo to save Mowgli. Shere Khan, the ferocious tiger, sees
Mowgli. He tries to catch the little boy but Baloo saves him.
Some time later, Mowgli sees a girl near the river. Her name is
Shanti. Shanti and Mowgli become friends. He follows her to
the village. “Good-bye friends,” he says waving happily to the
animals in the jungle.
Adapted from “Jungle Book” by Rudyard Kipling.
98
Unit 4 : Animals
End of unit
Activity 1- I match the pictures with the correct word.
crocodile monkey zebra giraffe tiger
Activity 2- I choose the correct word to fill in the blanks.
a. Wood is ___________ . ( soft, hard)

b. Rock is ___________ . ( rough, smooth)
c. Monkeys eat ___________ . ( bananas, grass)
d. Giraffes eat___________ . ( fish, leaves)
Activity 3a - I write the correct word to complete the sentences.
their our
a. We are watching ________ favourite film.

b. They are talking to ________ cousins.
c. We love ________ grandparents very much.
d. They are enjoying ________ holidays.
Activity 3b - I write the verbs in brackets in the Present Continuous Tense.
a. Meena ______________ a song. ( sing)

b. Thierry ______________ a muffin. ( eat)
c. James and Kinsley ______________ football. (play)
99
Unit 4 : Animals
Activity 4a - I read and I draw.
a. The rat is under the table.
b. The plane is flying over the house.
c. The fish is in the bowl.
d. The butterfly is on the leaf.
Activity 4b - I write the plural form of the word in brackets.
a. I have three _______________. (dog)

b. Anita wants to buy four _______________ . (apple)
c. Paul will receive many _______________ for Christmas. (gift)
Activity 5a - I say the word and I write the missing letters.
___og ___ish ___gg
Activity 5b - I read and I draw.
red bed shed
100
Unit 5 : Being kind to one another
Being kind to
one another
Unit five
5
101
Activity 1 – I talk about kindness.
Thank you for helping me to make lunch Zara.

That was very kind of you.
I will always try to be kind, Mum. I will make a

list of kind acts for this week.
Activity 1a - Tick the acts of kindness that you will do this week.
1. Visit my grandmother.
2. Share my snacks with my friends during lunch time.
3. Write a "Thank You" note for my teacher.
4. Help my mother to tidy the house.
5. Respect my friends.
6. Say something nice to someone.
7. Donate clothes or toys to people in need.
102
Activity 2– I listen and I read.
Always be Kind to Others
Zara is at her grandparents’ place. Her cousins, Max and Julia, are also
there. They are unkind to Zara. They tease her because she is small.
Max plays with his toy car. He pushes it too fast and it goes into a hole.
“Oh no! My hands are too big. I cannot remove it,” says Max.
“My hands also are big,” says Julia.
Zara is there. She puts her hand in the hole and takes out the toy car.
She gives it to Max.
Max and Julia say, “Thank you, Zara. We are sorry we teased you. You are
small but very helpful.”
Now, the three cousins play together and are kind to one another. Their
friendship is a special gift.
Activity 2a – I choose the correct words and fill in the blanks.
1. Zara is at her …………………………………… place.
parents’ grandparents’ cousins’
2. ……………………………………… is small.
Zara Max Julia
3. Max's …………………… goes into the hole.
plane car ball
103
Activity 2b – I write True or False in the boxes below.
1. Zara is kind to her cousins even if they tease her.
2. Max and Julia thank Zara for her help.
Activity 3 – I sing a song.
I try to be kind whenever possible.

I even know a song about kindness!
Let's sing it together!
Three Kind Mice
Three kind mice!
Three kind mice!
Kind as can be!
Kind as can be!
They always share their corn and cheese.
They always say ‘thanks’ and ‘please.’
They remember it’s not nice to tease.
They're three kind mice!
104
Activity 4 - I learn words of kindness.

Vocabulary
Hello friends. The 'Kind Kids Club' is

looking for new members. Join the club
if you do the following :
Help others.
Compliment someone when he or she deserves it.
Use words such as: 'Good morning', 'Thank

you', 'Goodbye', 'Please' and 'I am sorry'.
105
Activity 4a – I choose the correct word to complete the sentences.
help smile love share
1. The children __________ 2. Jason and Sanya

their sweets. _______their mother.
3.The children __________ 4. The people _______ at

their friends. one another.
Can you find other things you can

do to be kind to others?
106
Activity 4b – I rewrite the words in the correct order to form sentences.
Meena wants to join the 'Kind Kids Club'.

Unfortunately, her baby sister Maya tears her letter into
pieces. Can you help Meena to rewrite her letter?
I a child. kind am
listen I to always parents. my
I sorry say I when wrong. am
share cakes I my friends. with my
Thank You
107
Activity 5 – I make a kindness paper-chain.

PROJECT
1. Write your word of kindness on your

You need: teddy bear.
- scissors
- stapler
- crayons
- colouring pencils
Peace
2. Decorate your teddy bear with

beautiful colours 3. Cut out your teddy bear.
Peace Peace
4. Staple your teddy bear with that of

your friend to make a chain.
Peace Peace Peace
108
Cut out your teddy bear to make a

kindness paper chain.
109
110
Activity 6 – I make a certificate for my best friend.
Writing
Friendship is a special gift. I am going to make a certificate

for my best friend, Polly. He will be so happy! Make a
certificate for your best friend too!
BEST FRIEND AWARD
My best friend is
_________________________
He/She is my best friend because
_________________________
_________________________
111
Activity 7 – I learn how to play with my friends.
We share things with our friends.

We also play together and enjoy ourselves at school.
Let’s see what games we play at school!
Activity 7a - I look at the pictures and name the games.
hide and seek
marbles
blind man's buff
hopscotch
skipping
Remember: When we play, we respect

others and we follow the rules.
112
Activity 7b - I complete the sentences.

Vocabulary
The boys are playing
___________________ .
The girls are
___________________ .
The friends are playing
_____________________ .
Mike and Sam are playing
___________________ .
Activity 7c - I draw and I colour the game I play at school.
113
Activity 8 – I learn: "in front of, behind, next to".
Today we will learn three more prepositions.
Today, Ameera visits Zara. They have fun

playing together.
1. Ameera is in front of 2. The tree is behind

the house. the house.
3. Zara is next to Ameera.
Look carefully at the words underlined.

These are the prepositions we will learn today.
114
Activity 8a - I say and I spell words.
Let’s say these words together!
1. Behind
• Spell behind
• Shout behind
• Whisper behind
2. Next to
• Spell next to
• Shout next to
• Whisper next to
3. In front of
• Spell in front of
• Shout in front of
• Whisper in front of
Activity 8b - I play a preposition game.
Kitty and Lizy are playing a preposition game called

“Lizy says move”. They are having fun.
Lizy says: “Move behind me.”

So, Kitty moves behind her.
Lizy says: “Move in front of me.”

So, Kitty moves in front of her.
Lizy says: “Move next to me.” So,

Kitty moves next to her.
115
Activity 8c - I write the missing preposition.
Part 1
in front of behind next to
1. The boy is standing 2. The dog is hiding 3. Max is standing

..................................... ..................................... ..................................
the school. the tree. to Julia.
Part 2
over under
1. The plane is flying 2. The doll is

..................................... .....................................
the house. the chair.
Part 3
on in
1. The cookies are 2. The cake is

..................................... ....................................
the jar. the table.
116
Activity 9 – I learn: Opposites.
Hello Lizy ! I have a gift for you!
Thank you Kitty. You are very kind. But this

hat is too big. I am small.
Oops! I did the opposite!

Let's learn more about opposites.
Zara’s grandparents are old.

Zara and her cousins are young.
Zara is happy to see her grandparents.

She is sad when her cousins tease her.
Max and Julia are unkind. Zara is kind.
Julia has big hands. Zara has small hands.
117
Activity 9a – I match each picture with its opposite.
young short
open old
tall closed
near dirty
clean far
118
Activity 9b - I read a funny poem.
Hello! I am Mr. Opposite.

Read about me in the poem.
Mr. Opposite does funny things
Mr Opposite never does what you do:

When the traffic lights are red,
He does not stop.
Wait, Mr. Opposite!
You cannot go!
Mr. Opposite never does what you do:
In a race, he is too slow.
Hey, Mr. Opposite!
Run fast, will you?
Mr. Opposite never does what you do:
When he gets a gift,
He looks very sad.
Oh, Mr. Opposite!
You should be happy, you know!
Read the poem again. Colour each pair of

opposites in the same colour.
119
Phonics- / /, / /, / /
Activity 10 – I learn new sounds.
Rosa visits her special friend Mr. O.
Mr. O! Mr. O! Where are you hiding?
Are you in an envelope?
Are you on a rose?
Are you behind a bone?
I will find you with my telescope.
Activity 10a - I circle the word with the / / sound.
hope cop tone cone
hop cope ton con
note rob rose
not robe rod
120
Activity 10b - I complete the words with the letter that says / /.
b___ne
r___se gl___be
n___se h___me
Activity 11 – I have fun with tongue twisters.
I love tongue twisters.

Try saying some too!
1. Father, mother, sister, brother - hand in hand with one another.
2. Throw three thick things!
3. The thieves stole those thirty three bricks.
121
Activity 11a - I colour all the pictures with / / sound.
three teeth parrot toothpaste
dog television thumb flower
Activity 11b - I choose the words with / / sound and I write them on
the lines below.
weather
basket puppy
mother
father
feather
cupboard
1. ...................................................... 2. ......................................................
3. ...................................................... 4. ......................................................
122
The kind Girl
An old woman is walking down the road. She is carrying a

heavy basket. A girl named Clara helps the old woman to carry
the basket.
The woman thanks Clara. She asks her

“Who taught you such good manners?”
Clara says, “My parents always tell me to

be kind to others.”
At home, Clara tells her parents how she

helped the old woman. Her parents are
very happy and say, “Well done, Clara!
It’s good to be nice to old people. You are a kind girl. We are
proud of you!”
The next day, they give Clara a beautiful gift. Clara is

very happy.
(Translated and adapted from ‘The good girl’, by Manuel.)
123
End of unit
Activity 1 - I choose the correct word to fill in the blanks.
a. I must say ______________ when my mother prepares my lunch.
(sorry, thank you)
b. I must say ______________ before leaving home.
(goodmorning, goodbye)
c. I ___________ my chocolate with my brother. (love, share)
d. I ___________ my parents in the kitchen. (help, smile)
Activity 2 - I put the letters in the correct order.
s i k p a m r l b s e
Robin and Maya are playing
Alexia likes to s __ __ p. m__ __ b __ __ s.
Activity 3 - I choose the correct preposition to fill in the blanks.
behind in front of next to
1. There is a bus _______________ the school.
2. The boy is hiding _______________ the tree.
3. Blaisy is standing _______________ Philip.
124
Activity 4 - I write the opposite of the word in brackets.
a. My mother is ______________. (old)
b. Father has a ______________car. (small)
c. The basket is ______________ . (heavy)
d. Nicole is______________ . ( short)
e. I have a ______________ doll. ( ugly)
big light young beautiful long
Activity 5 - I say each word aloud. I write them on the correct basket.
thumb bone rose mouth
/ / as in teeth /o/ as in nose
125

English Grade 2 Part1 (Pupil&#39;s Book)

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The english panel

Mauritius Institute of Education

ROMAN CATHOLIC EDUCATION AUTHORITY

Illustration and layout

The writing team.

While reading phase

Post reading activities

Bearing in mind that it is not possible to tailor textbooks to particular pupils or

Page 1-28 29-52 53-76 77-100 101-125

1.Back 5.Being kind

Different Celebrating the

Lunch Time, Fun The Little The People

• Listen to, identify, and produce a variety of sounds

• Listen with understanding and pleasure to short and simple texts

• Willingly engage in oral activities

• Begin read with understanding and respond to a variety of simple texts

• Acquire and use vocabulary related to specific themes

• Begin to produce simple texts with support

• Demonstrate understanding of and use grammatical concepts correctly

• Engage in creative tasks to reinforce language learning

• Develop cross-curricular competencies

Hello Lizy. It’s good

Hello Kitty. Yes, it is. It’s good to

Activity 1 – Let's sing

We welcome you back to school

We welcome you to school today,

We’re glad to have you here today

What do you like

Activity 2 – I listen and read.

The holidays are over. Renu and Alia go back to

“Hello children. I am glad to see you,” she says.

Activity 2a- I say ‘yes’ or ‘no’.

1. Renu and Alia go to school.

2. They are in Grade 2.

3. Alia is the teacher.

4. The teacher is happy to see them.

5. The children do not want to write.

How do you feel to be back at school?

Activity 3 – I talk about my feelings.

The children are happy to be back at school.

Activity 3a - I match the faces with the correct words.

Let’s say how we feel in different situations!

Activity 3b - I observe the pictures. I complete the

happy afraid angry sad

1. It is my birthday. 2. My favourite toy is broken.

3. I hear thunder: "Boom!" 4. The boys tease me.

Activity 4 – I name the objects I use at school.

Do you remember the objects that we use

Help Alia choose the correct items.

Activity 4a - I look at the pictures on the next page.

Choose the items, cut the pictures and

book toothbrush ruler

pen plate pencil

eraser comb sharpener

Look at the pictures of objects that you can

desk chair pencil u e b a g a o

Activity 5 – I name parts of the body.

Look at the puppet! Point to the different

Activity 5a - I sing a song.

Head, shoulders, knees and toes.

Head, shoulders, knees and toes,

What do we do with the different

Activity 5b - I complete the sentences by tracing the correct word.

English Grade 2 Part1 (Pupil's Book)

English Grade 2 Part1 (Pupil's Book)

_ pen _ book