UNIT 2

Section I: Reading (50 Minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

Psychology → The study of the mind and behavior

Theory → An idea to explain how something works

Motivation → A reason to do something

Learning → Gaining knowledge or skills

Classroom → A place where students learn

Discussion Questions:

What makes learning easy for you?

Do you enjoy studying? Why or why not?

Reading Text (25 minutes)

Educational Psychology: How Students Learn Best

Amrita is a teacher in a primary school. She is very interested in how children learn. She
studies educational psychology, which is the science of learning and teaching.

What Is Educational Psychology?

Educational psychology is about understanding how students think and learn. It helps
teachers understand how to help their students do well in school. It is important because
every student is different.

What Are Learning Theories?

Learning theories are ideas about how people learn. There are many learning theories in
psychology. Each theory gives a different answer to the question: “How do people learn?”
Three Famous Theories

1. Behaviorism: This theory says that learning happens through rewards and punishment. If
a student does something right, they get a reward. If they do something wrong, they get a
correction. This theory is helpful in classrooms with rules.

2. Constructivism: This theory says that students learn when they make their own
meaning. They connect new information with what they already know. In this theory,
students are active in their learning. Teachers help them explore and ask questions.

3. Humanism: This theory focuses on the whole student. It says students learn best when
they feel safe and happy. Teachers must care about the emotions of their students. The
learning environment is important.

Motivation in Learning

Motivation is the reason why students want to learn. A good teacher is someone who helps
students feel interested and confident. Some students are motivated by praise. Others are
motivated by activities they enjoy.

Why Educational Psychology Matters

Educational psychology helps teachers become better at teaching. It helps them know when
a student is happy or stressed. It shows teachers how to make lessons interesting and fun.
When teachers understand how students learn, students do better in school.

Section II: Listening (30 Minutes)

Pre-Listening Activity (5 minutes)

Prediction: What do you think you will hear about in the classroom? Discuss with a partner.

• A classroom with group work

• A teacher helping a student

• A student asking questions

Listening Task (20 minutes)

Listening Text:
A Day in the Classroom

Narrator: Today, we visit three different classrooms. Each one shows a different way of
learning.

Classroom 1: A behaviorist classroom

Teacher: Good morning! Today we will practice reading. If you do your work well, you will
get a star.

Student: I want to get a star today. I will try my best!

Classroom 2: A constructivist classroom

Teacher: Let’s explore animals today. What animals do you know?

Student: I know about lions. I saw them in a book.

Teacher: That’s great! Can you find more animals in the pictures?

Classroom 3: A humanist classroom

Teacher: How are you feeling today?

Student: I am happy because we are doing art!

Teacher: Wonderful! You can choose your favorite color to paint.

Narrator: Every teacher uses different methods. But all of them want to help students learn
and grow.

Listening Comprehension (5 minutes)

Part A: Choose the correct answer

1. In the behaviorist classroom, students get a reward for:

a) Asking questions

b) Doing good work

 c) Painting pictures

2. In the constructivist classroom, the teacher:

a) Gives only answers

b) Asks questions and helps students explore

c) Tells students to sit quietly

3. In the humanist classroom, the teacher cares about:

a) Rules

b) Marks

c) Student feelings

Part B: Complete with the correct form of 'to be' (am/is/are)

1. The teacher _____ asking questions.

2. I _____ happy to learn today.

3. They _____ exploring new animals.

4. You _____ my teacher.

Section III: Writing (50 Minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Verb 'to be' (am/is/are)

Examples:

I am a student.

She is my teacher.

They are happy.

Writing Task (30 minutes)

Task: Write a paragraph about how you learn best. Use the verb 'to be' (am/is/are).

Instructions:

Write 100–120 words

Answer these questions:

 – What helps you learn?

– Who supports your learning?

– What kind of classroom do you like?

– How do you feel in a good learning environment?

Writing Framework

Introduction: What helps me learn

Body: My favorite way to learn, my teacher, and my classroom

Conclusion: Why learning is important to me

Writing Review and Edit (10 minutes)

Self-Check Questions:

Did I use 'am/is/are' correctly?

Did I answer the four questions?

Did I write 100–120 words?

Did I write clearly and correctly?

Section IV: Speaking (50 Minutes)

Preparation Phase (15 minutes)

Language Bank:

I am...

You are...

We are...

He/She is...

They are...

Pronunciation Practice:

/ɑːm/ – am

/ɪz/ – is

/ɑː/ – are
Speaking Activity A: Pair Discussion (15 minutes)

Role Play:

Student A is a learner, Student B is a teacher. Use the verb 'to be' in your answers.

Example:

Student A: I am a new student. Are you my teacher?

Student B: Yes, I am. I am here to help you.

Student A: What is this classroom?

Student B: It is a fun place to learn.

Speaking Activity B: Group Presentation (20 minutes)

Task: Work in small groups. Choose one learning theory (Behaviorism, Constructivism, or
Humanism). Give a short presentation using the verb 'to be'.

Presentation Structure:

Introduction: What is your theory?

Main ideas: What is important?

Examples: What do teachers and students do?

Conclusion: Why do you like this theory?

Answer Key and Transcript

Reading Comprehension Answers

Part A: T, F, T, F, T

Part B:

A: She

B: He

C: They

D: It, them

E: They, their

Part C:
A: She studies educational psychology.

B: Constructivism says students learn by connecting ideas.

C: Humanism says students learn best when they feel happy and safe.

D: Educational psychology helps teachers understand and support students.

Listening Comprehension Answers

Part A:

1: b

2: b

3: c

Part B:

1: is

2: am

3: are

4: are

Listening Transcript

A Day in the Classroom

Narrator: Today, we visit three different classrooms. Each one shows a different way of
learning.

Classroom 1: A behaviorist classroom

Teacher: Good morning! Today we will practice reading. If you do your work well, you will
get a star.

Student: I want to get a star today. I will try my best!

Classroom 2: A constructivist classroom

Teacher: Let’s explore animals today. What animals do you know?

Student: I know about lions. I saw them in a book.

Teacher: That’s great! Can you find more animals in the pictures?

Classroom 3: A humanist classroom

Teacher: How are you feeling today?

Student: I am happy because we are doing art!

Teacher: Wonderful! You can choose your favorite color to paint.

Narrator: Every teacher uses different methods. But all of them want to help students learn
and grow.

UNIT 3

Section I: Reading (50 minutes)

Pre- Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

Sociology → Study of how society works

Society → A group of people living together

Student → A person who learns

Education → Learning and teaching

Culture → Ideas and behavior shared by a group

Discussion:

What do you know about society?

How does school help society?

Reading Text (25 minutes)

Understanding Educational Sociology

Aditi is a student who loves to learn about people and how they live together. She studies
educational sociology. This subject helps us understand how schools and education are
connected to our society.

What is Educational Sociology?

Educational sociology is the study of how education affects society and how society affects
education. It looks at how students, teachers, and schools are part of the bigger society. It
helps us see how education can change people's lives.

Role of Society in Education

Society plays a big role in education. People in a community decide what students should
learn. They also decide how schools should work. For example, some societies think
students should learn about history, culture, and language. Other societies focus on science
and technology.

Schools teach students about their culture. Culture includes language, food, festivals, and
values. When students learn about their culture, they feel more connected to their
community. Schools also teach students how to work with others, follow rules, and respect
different ideas.

How Education Helps Society

Education helps society grow. When students learn to read and write, they can find better
jobs. When they learn about science and math, they can help solve real-world problems.
Education also teaches students to think clearly and make good choices.
Sociologists study how education is different for students from rich and poor families.
Sometimes, students from poor families do not get the same chances to learn. Sociologists
want to make education fair for everyone.

Why Study Educational Sociology?

Educational sociology helps teachers and students understand their place in society. It helps
them know how they can make a difference. When we understand how education and
society work together, we can build a better future.

Reading Comprehension (15 minutes)

Part A: True or False (Circle T or F)

A. Educational sociology studies only students. T / F

B. Society helps decide what students learn. T / F

C. Culture includes food and language. T / F

D. All students get the same chances to learn. T / F

E. Education cannot help people get better jobs. T / F

Part B: Choose the correct form of the noun

A. Students from rich (family / families) have more chances.

B. Schools teach about different (culture / cultures).

C. Education helps (person / people) think clearly.

D. Sociologists study (problem / problems) in schools.

E. Good (teacher / teachers) help students learn.

Part C: Answer the questions

A. What does educational sociology study?

B. How does education help society?

C. What do sociologists want to do?

D. Why is learning about culture important?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Look at these pictures of a school, a family, and a classroom. What do you think you will
hear about?

Listening Task (20 minutes)

Listen to the audio. Then answer the questions below.

Part A: Choose the correct answer

A. Where does the story take place?

1. In a shop 2. In a school 3. In a hospital

B. What do the students learn about?

1. Culture 2. Sports 3. Cooking

C. Who helps the students?

1. Their parents 2. Their teachers 3. Their friends

Part B: Fill in the blanks

A. The _____ helps students learn.

B. Students learn to follow _____.

C. Education helps students get _____ jobs.

D. The school teaches about different _____.

Listening Transcript

Today we are in a classroom. The teacher is talking to the students about society. She
explains how schools are part of the community. Students learn about rules, respect, and
culture. They talk about their families, festivals, and food. The teacher says that education
helps people grow. It also helps them find good jobs in the future. Students listen carefully
and ask questions. The teacher wants everyone to learn and be happy.

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Countable and Uncountable Nouns

Countable: book, student, school

Uncountable: information, education, culture

Examples:

I have many books. (countable)

Education is important. (uncountable)

Writing Task (30 minutes)

Task: Write a paragraph about how education helps society.

Instructions:

Write 100-120 words

Use countable and uncountable nouns

Use simple present tense

Writing Framework:

Introduction: What is society and education?

Body: How does education help society?

Conclusion: Why is it important to study sociology?

Useful Phrases:

Education gives...

Society needs...

People learn...

Schools provide...

Writing Review and Edit (10 minutes)

Self-Check Questions:

Did I use correct grammar?

Did I write about society and education?

Did I write 100-120 words?

Did I use both countable and uncountable nouns?

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

Education helps...

Society needs...

Schools should...

Students learn better when...

Culture is important because...

Speaking Activity A: Pair Discussion (15 minutes)

Role Play: Student A is a teacher. Student B is a student.

Topic: How does education help society?

Questions for discussion:

What is the role of education in society?

How do schools teach culture?

Why is it important to respect others?

What can teachers do to help all students?

Speaking Activity B: Group Presentation (20 minutes)

Task: Work in groups and present how education supports society.

Presentation Structure:

Introduction: Define education and society

Body: How they help each other

Examples: From your school or community

Conclusion: Importance of educational sociology

Each group member speaks for 1-2 minutes.

Use countable/uncountable nouns correctly.

Be clear and respectful.

Answer Key

Section I: Reading Comprehension

Part A: True or False

1. T – Rajeev believes education and society are connected.

2. F – Families, schools, and friends all influence students, not just schools.

3. T – Educational sociology studies how society affects learning.

4. F – Cultural background affects learning styles and access to education.

5. T – Teachers can help by understanding students’ social background.

Part B: Grammar Practice (Countable/Uncountable Nouns)

1. Families (countable)

2. Education (uncountable)

3. Children (countable)

4. Learning (uncountable)

5. Teachers (countable)

6. Respect (uncountable)

7. Ideas (countable)

8. Water (uncountable)

Part C: Short Answer

1. Rajeev believes education and society are closely connected.

2. Social groups like families, friends, and schools.

3. Different cultures may have different learning styles and access.

4. Understanding their social background helps teachers guide students better.

Section II: Listening Comprehension

Part A: Choose the Correct Answer

1. B – Students work in groups.

2. B – Learn from each other.

3. A – Social norms influence behavior.

Part B: Fill in the Blanks

1. Students

2. their

3. friends

4. society

5. experience

Transcript of Listening Audio: "Classroom Society"

Narrator: Today we visit a classroom where students are learning about society.

Teacher: Good morning, everyone. Today we will learn about how people live together in
groups. This is called society.

Student 1: I think society is about rules and how we treat each other.

Teacher: Very good! In a classroom, we also have a small society. We follow rules, respect
each other, and work together.

Student 2: Like when we do group work?

Teacher: Exactly. When students work in groups, they learn from each other and
understand teamwork.

Narrator: The teacher explains how values and behaviors come from families, schools, and
friends.

Teacher: Our culture and background also shape how we think and behave. We learn from
our families, our friends, and our experiences.

Student 3: I like learning about people and why they do things.

Teacher: That’s what educational sociology is about—understanding people in groups and

how learning happens in society.

Narrator: In this way, students learn that education is not just in books—it is part of life.
UNIT 4

Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings

Education → The process of learning

Gurukul → A traditional Indian school

British Rule → The period when Britain ruled India

Modern → New and current

Literacy → The ability to read and write

Discussion Questions:

How did people learn in the past in your country?

Do you know what a Gurukul is?

Reading Text (25 minutes)

The History of Education in India

Education in India has a long and rich history. In ancient times, India had a system called the
Gurukul. A Gurukul was a place where students lived with a teacher and learned about life,
nature, and values. Students in the Gurukul did not pay money. They offered help and
respect to the teacher.

During the time of British rule, education changed. The British introduced a formal school
system. Students studied English, math, science, and history. This was the beginning of
modern education in India. But only a small number of people could go to school.

After India became independent in 1947, the government worked to improve education.
They built more schools and colleges. They started programs to help children from rural
areas and poor families go to school. Literacy slowly began to improve.

Today, India has a large education system. There are millions of schools and colleges.
Students can study many subjects. Some schools are public, and some are private.
Technology is also changing education. Online learning is now popular.

Education in India continues to grow. It is important for the future of the country. Everyone
has a right to learn and grow.

Reading Comprehension (15 minutes)

Part A: True or False

1. Gurukuls were modern schools. — T / F

2. Students paid money in the Gurukul system. — T / F

3. The British introduced a formal school system. — T / F

4. Everyone could go to school during British rule. — T / F

5. Today, some students learn online. — T / F

Part B: Fill in the blanks with a/an/the

1. Education is ______ important part of life.

2. Gurukul was ______ traditional school in India.

3. During British rule, ______ new system started.

4. Only ______ few people could study in schools then.

5. ______ government now wants every child to go to school.

Part C: Answer the questions

1. What was a Gurukul?

2. What subjects did students study during British rule?

3. When did India become independent?

4. How is education changing today?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Prediction: What do you think you will hear about?

- Ancient education

- British rule

- Online learning

Listening Text (for Teachers/Transcript)

India has a rich history of education. In ancient times, there was the Gurukul system.
Students lived with the teacher and learned many things, like nature, values, and music.
They respected the teacher and helped in daily work.

Later, during British rule, the education system changed. The British started schools with
subjects like English and history. Many Indian people learned to read and write in English.

After independence in 1947, India wanted education for all. Many new schools were built.
The government helped children go to school.
Now, education is changing again. Many students learn with computers. They also attend
online classes. Education is growing in India every day.

Listening Comprehension (20 minutes)

Part A: Choose the correct answer

1. In the Gurukul system, students lived with:

A. The government B. Their friends C. The teacher

2. During British rule, students studied:

A. Traditional music B. English and history C. Computers

3. After independence, the government:

A. Closed schools B. Started online learning C. Built new schools

Part B: Fill in the blanks with a/an/the

1. Students in ______ Gurukul helped the teacher.

2. The British started ______ new school system.

3. After 1947, ______ government built schools.

4. Computers are ______ part of modern learning.

5. ______ student today can study online.

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Articles (a/an/the)

Examples:

a teacher, an idea, the school

Remember:
Use 'a' before words starting with a consonant sound.

Use 'an' before words starting with a vowel sound.

Use 'the' when talking about something specific.

Writing Task (30 minutes)

Write a paragraph about how education has changed in India.

Instructions:

Write 100–120 words

Use a/an/the correctly

Mention ancient, British, and modern education

Writing Guide:

Introduction: What education was like in the past

Body: What changed during British rule and independence

Conclusion: How education is today

Useful Phrases:

In the past...

Education was...

The British introduced...

Now, students can...

A computer is important in modern learning

Review and Edit (10 minutes)

Self-Check:
Did I use articles (a/an/the) correctly?

Did I describe all stages of education?

Did I use simple present and past tense?

Is my paragraph 100–120 words?

Peer Review:

Exchange with a partner.

Are the ideas clear?

Are there grammar or spelling errors?

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

I think that...

In the past...

Now, students can...

Education should be...

A good school gives...

Pronunciation Practice:

/ə/ – a book, a pen

/æn/ – an apple, an hour

/ðə/ – the school, the teacher

Speaking Activity A: Pair Discussion (15 minutes)

Role Play: Student A is from the past. Student B is from the present.
Talk about your schools.

Questions:

What subjects did you learn?

Did you use computers?

How did teachers teach?

What was the classroom like?

Speaking Activity B: Group Presentation (20 minutes)

Work in groups of 3–4. Present the history of education in India.

Presentation Structure:

Introduction: Education in ancient India

Middle: Changes during British rule and after independence

End: Education today

Guidelines:

Each member speaks 2–3 minutes

Use a/an/the correctly

Use examples from the reading or your experience

Evaluation:

Clear ideas and structure

Correct grammar and vocabulary

Good pronunciation and teamwork

Answer Key
Reading Comprehension Answers:

Part A:

1. F 2. F 3. T 4. F 5. T

Part B:

1. an 2. a 3. a 4. a 5. the

Part C:

1. A traditional school where students lived with a teacher.

2. English, math, science, and history.

3. 1947.

4. Education is becoming modern, with online learning and new schools.

Listening Comprehension Answers:

Part A:

1. C 2. B 3. C

Part B:

1. the 2. a 3. the 4. a 5. A

Transcript:

India has a rich history of education. In ancient times, there was the Gurukul system.
Students lived with the teacher and learned many things, like nature, values, and music.
They respected the teacher and helped in daily work.
Later, during British rule, the education system changed. The British started schools with
subjects like English and history. Many Indian people learned to read and write in English.

After independence in 1947, India wanted education for all. Many new schools were built.
The government helped children go to school.

Now, education is changing again. Many students learn with computers. They also attend
online classes. Education is growing in India every day.

UNIT 5

Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

System → A group of things working together

Compare → To see what is different or the same

Country → A nation or place

Education → Learning in school or at home

Method → A way of doing something

Discussion: Work in pairs. Talk about these questions:

What is your school like?

Do you know how schools are in other countries?

Reading Text (25 minutes)

Comparative Education Systems: Learning Around the World

In every country, education systems are different. Children learn in many ways, and each
country has its own method of teaching. Let's look at some examples.

India has many types of schools. Some are public, and some are private. Most students wear
uniforms. They study math, science, and languages. The school day starts at 8:00 AM and
ends at 2:00 PM. Teachers use books and the blackboard. Students usually sit in rows.

In Finland, schools are very modern. Students do not wear uniforms. They start school at
9:00 AM and finish at 3:00 PM. Teachers give students many activities and group work.
Children have more breaks. They learn by doing, not only by listening.

Japan has a strong education system. Students work very hard. School starts at 8:30 AM.
Children wear uniforms. They clean their classrooms every day. Teachers give students
homework every day. Students respect their teachers.

In Kenya, students walk long distances to go to school. Some schools do not have many
books. But teachers and students work hard. They believe that education can change their
life.

Every country has different ways to teach, but all want the same thing—good learning for
children. Teachers use the present simple to talk about daily school life, such as: 'Students
start school at 8 o’clock.'

Reading Comprehension (15 minutes)

Part A: True or False (Circle T or F)

1. In India, all schools are private. T / F

2. Finnish students wear uniforms. T / F

3. Japanese students help clean classrooms. T / F

4. Kenyan students never go to school. T / F

5. All countries want students to learn well. T / F

Part B: Fill in the blanks using the Present Simple

1. School ______ at 8 o’clock in India.

2. Teachers ______ books in class.

3. Students in Finland ______ by doing.

4. Japanese students ______ their classrooms.

5. Kenyan students ______ to school every day.

Part C: Answer the questions

1. What subjects do Indian students study?

2. What time does school start in Finland?

3. What is special about Japanese classrooms?

4. Why do Kenyan students value education?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Prediction: Look at these classroom settings and discuss what you might hear:

A traditional classroom with rows of desks

A Montessori-style room with learning stations

A group-based classroom for problem-solving

Listening Task (20 minutes)

Listening Comprehension (5 minutes)

Part A: Choose the correct answer

1. Mr. Khan works in a:

a) Traditional School

b) Modern Private School

c) International School

2. At the traditional school, students:

a) Learn through games

b) Sit in lines and listen

c) Do group work

3. Ms. Lucy believes students learn best by:

a) Doing real-life projects

b) Memorizing facts

c) Reading books only

Part B: Complete with the correct present simple form

1. He ____ (teach) in a government school.

2. They ____ (not/use) textbooks all the time.

3. We ____ (learn) by asking questions.

Listening Transcript

Narrator: Today, we visit three schools in different cities. Each school uses a different
teaching method.

Mr. Khan is a teacher in a traditional school. He says, “In my school, we teach using
blackboards and books. Students sit in lines and listen to the teacher. We believe this gives
structure.”

Next, we hear from Ms. Lucy, who works at a modern private school. She says, “We believe
students learn better when they work on real-life problems. They do projects in groups. We
help them think critically.”
Finally, at an international school, Ms. Gomez says, “Our students come from many
countries. We use digital tools and active learning. Students speak in class and ask
questions.”

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Present Simple

Examples:

I study at a private school.

She teaches English.

They learn math every day.

Writing Task (30 minutes)

Task: Write a short paragraph comparing your education system with another one you
know.

Instructions:

Write 100–120 words

Use the present simple tense

Mention how students learn, what teachers do, and what resources are used

Writing Framework:

Introduction: What is your school like?

Body: How is it similar or different from another system?

Conclusion: Which one do you prefer and why?

Useful phrases:

In my country, students...

Teachers usually...

We use...

I think...

It is better because...
Review (10 minutes)

Self-Check Questions:

Did I use present simple?

Did I write about two systems?

Did I stay within the word limit?

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

In my country...

I think students learn better when...

Teachers should...

We use...

It is important to...

Pronunciation Focus:

Practice these words:

/ɪ/ – it, is, international

/s/ – students, school

/d/ – do, does, different

Speaking Activity A: Pair Work (15 minutes)

Role-play:

Student A: You are from a traditional school.

Student B: You are from a modern school.

Discuss:

How do teachers teach?

What do students do in class?

What are the advantages and disadvantages?

Speaking Activity B: Group Presentation (20 minutes)

Task: In small groups, compare two education systems.

Structure:

Introduction: What are the two systems?

Comparison: What are the key differences?

Conclusion: Which one do you prefer? Why?

Evaluation Criteria:

Correct use of present simple

Clear explanation

Good teamwork

Active participation

Answer Key

Reading Comprehension Answers

Part A: True or False

1. T – Kavita and James are teachers from different countries.

2. F – The text says they teach in different ways.

3. T – James believes in memorizing facts and repeating information.

4. F – Kavita's students work in pairs and do experiments.

5. T – The students in Kavita’s class are active in learning.

Part B: Fill in the blanks (Present Simple)

1. teaches

2. believes

3. works

4. do
5. uses

Part C: Answer in one sentence

1. Kavita teaches in a progressive school in India.

2. James teaches in a traditional school in England.

3. Kavita uses project-based learning and experiments.

4. James thinks tests and exams are the best way to measure learning.

5. Different education systems help meet different student needs.

Listening Comprehension Answers

Part A: Choose the correct option

1. b) Project-based

2. a) Discipline and structure

3. b) Work together in groups

Part B: Fill in the blanks (Present Simple)

1. believes

2. sits

3. explore

4. thinks

5. gives

Transcript for Listening: “Comparing Two Classrooms”

Narrator: Welcome to a tour of two very different classrooms.

First, we visit Ms. Sharma's class in India. She teaches at a progressive school. Her
classroom is full of bright posters. Students sit in circles, not in rows. They ask questions,
work together in groups, and learn through projects.
Ms. Sharma believes learning should be fun. She uses activities, games, and stories. Every
student joins in and shares ideas.

Now, we move to Mr. Clark’s class in England. He teaches in a traditional school. The
students sit quietly in rows. He gives a lecture. The students take notes and listen.

Mr. Clark believes that discipline and structure are important. He uses tests to check
understanding.

Both teachers care about their students. But they teach in very different ways. Each method
helps students learn in their own way.

UNIT 6

Section I: Reading (50 Minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings.

1. Research → _____

2. Observe → _____

3. Method → _____

4. Teacher → _____

5. Data → _____

Word Bank:

A. A person who teaches

B. A way of doing something

C. Watching to learn

D. Facts and information

E. Studying something carefully

Discussion Questions:

Have you ever done a project or research in school?

What do you like to learn about in the classroom?

Reading Text (25 minutes)

Anjali is teaching in a primary school in Lucknow. Today, she is doing something different.
She is observing her students as they work. She is using a new educational research method
in her classroom.

What is Educational Research?

Educational research means studying how students learn. Teachers collect information,
watch students, and try new teaching methods. They want to understand what works best
in the classroom. Right now, many teachers are using research to improve their lessons.

Different Methods of Research

There are many ways to do research. Some teachers ask students questions. Some watch
how students work in groups. Others are testing new games in the class. These methods
help teachers understand how children think and learn.

Using the Present Continuous Tense

While teachers do research, they are watching and listening. They are writing notes and
recording actions. For example, “Anjali is taking notes” and “Students are working together.”
This shows what is happening now.

Why is Research Important?

When teachers use research, they learn new things about their students. They are
understanding problems better. They are trying new solutions. Educational research helps
teachers and students grow.

Reading Comprehension (15 minutes)

Part A: True or False (Circle T or F)

1. Anjali is a student in Lucknow. T / F

2. Educational research means guessing about students. T / F

3. Teachers are using new games to help students learn. T / F

4. The present continuous shows what is happening now. T / F

5. Research does not help teachers. T / F

Part B: Complete the sentences with present continuous verbs

1. Anjali __________ (observe) her class.

2. Students __________ (work) in groups.

3. Teachers __________ (write) notes now.

4. They __________ (ask) many questions.

5. We __________ (use) new methods.

Part C: Answer the questions

1. What is educational research?

2. What are some methods teachers use for research?

3. What is Anjali doing in her classroom?

4. Why is educational research important?

Section II: Listening (30 Minutes)

Pre-Listening Activity (5 minutes)

Look at these pictures of classroom activities. Predict what you will hear.

Teacher writing notes

Students using blocks

Group discussion in class

Listening Task (20 minutes)

Part A: Choose the correct answer

1. Mr. Khan is:

a. Giving a lecture b. Watching students c. Writing a test

2. The students are:

a. Sleeping b. Running outside c. Solving a puzzle

3. Mr. Khan believes research:

a. Is not useful b. Helps students c. Is boring

Part B: Complete with present continuous verbs

1. Mr. Khan __________ (watch) students.

2. Students __________ (solve) problems.

3. Teachers __________ (ask) questions.

4. Everyone __________ (learn) together.

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Present Continuous

Examples:
I am learning about research.

She is watching her students.

They are using new methods.

Writing Task (30 minutes)

Task: Write a paragraph about what you are doing to become a better teacher.

Instructions:

Write 100-120 words

Use the present continuous tense

Use ideas from the reading and listening

Useful Phrases:

I am learning...

We are studying...

My students are...

Teachers are...

I am using...

Writing Review and Edit (10 minutes)

Self-Check Questions:

Did I use present continuous correctly?

Did I write about actions happening now?

Did I write 100-120 words?

Peer Review:

Exchange with a partner and check grammar, clarity, and ideas.

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

I am studying...
We are helping...

Students are learning...

Teachers are using...

It is helping...

Pronunciation Practice:

/ɪz/ - is

/ɑː/ - are

/ɪŋ/ - ing

Speaking Activity A: Pair Discussion (15 minutes)

Role Play: One student is a teacher. The other is asking questions about classroom research.

Discussion Questions:

What are you doing in your classroom?

How are your students learning?

Are you using any research methods?

What are you discovering?

Example Dialogue:

Student A: I am doing research in my classroom.

Student B: What are you doing exactly?

Student A: I am observing how my students solve problems.

Speaking Activity B: Group Presentation (20 minutes)

Task: Prepare a short group talk about how you are using research in your learning.

Structure:

Introduction: Who you are

Main Ideas: What you are doing

Examples: Describe your classroom actions

Conclusion: How research is helping

Each person should speak for 2–3 minutes. Use present continuous correctly.

Answer Key

Reading Comprehension Answers

Part A: 1. F, 2. F, 3. T, 4. T, 5. F

Part B: 1. is observing, 2. are working, 3. are writing, 4. are asking, 5. are using

Part C:

1. Educational research means studying how students learn.

2. Asking questions, observing, using games.

3. She is observing her class.

4. It helps teachers understand and improve.

Listening Comprehension Answers

Part A: 1. b, 2. c, 3. b

Part B: 1. is watching, 2. are solving, 3. are asking, 4. are learning

Listening Transcript

Narrator: Today, Mr. Khan is in his classroom. He is not teaching a normal lesson. He is
doing research.

Mr. Khan: I am watching my students carefully. They are using small blocks to build shapes.
I am writing notes about their actions.

Narrator: The students are sitting in small groups. They are talking to each other and
solving a puzzle.

Mr. Khan: I believe educational research helps us. We are learning new things about how
children think. I am happy with what I see.

Narrator: Teachers everywhere are using research. They are trying new ideas and watching
what happens. Research is helping classrooms improve.
UNIT 7

Section I: Reading (50 Minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings

1. Statistics →

2. Data →
3. Chart →

4. Subjects →

5. Students →

Options:

A. Groups of people who learn in school

B. Information shown in numbers

C. Pictures that show numbers or facts

D. School topics like math or science

E. Numbers and facts used to study things

Discussion Questions:

Do you like math or numbers? Why or why not?

What subjects do students study in your country?

Reading Text (25 minutes)

Educational Statistics: Learning from Numbers

Schools around the world collect information about students. This information is called
data. Teachers and school leaders use data to make decisions. They look at statistics to
understand students better.

What Are Educational Statistics?

Educational statistics are numbers about students, teachers, and schools. For example,
schools count how many students are in each class. They look at how many boys and girls
are in the school. They also check how many teachers work in the school. These numbers
help teachers plan better.

Why Is Data Important?

When schools have data, they can see what is working. If students in one class do well in
math, teachers want to know why. They may ask questions like: What books do they use?
How many hours do they study? Do they use computers? The answers help schools help
other classes.

Charts and Graphs

Sometimes data is hard to understand. People use charts and graphs to make it easier. For
example, a bar chart can show how many students like different subjects like English, Math,
or Science. A pie chart can show how many students are boys and how many are girls.

Looking at Trends

When we look at statistics for many years, we can see changes. Maybe more students finish
school now than 10 years ago. Maybe students use more computers today. This information
helps schools improve.

In the future, schools will collect more data. Teachers will use this information to make
learning better for all students.

Reading Comprehension (15 minutes)

Part A: True or False (Circle T or F)

1. Schools use statistics to understand students. T / F

2. Data is never used in schools. T / F

3. Charts help people understand numbers. T / F

4. Bar charts show time. T / F

5. Schools want to make learning better. T / F

Part B: Complete with plural nouns

1. There are many ______ in the school. (student)

2. Teachers collect ______ about classes. (statistic)

3. Charts and ______ show numbers. (graph)

4. Different ______ like math and English are popular. (subject)

5. ______ help schools understand trends. (number)

Part C: Answer the questions

1. What do schools collect about students?

2. How do charts help teachers?

3. What can we learn from statistics over many years?

4. Why is data important for teachers?

Section II: Listening (30 Minutes)

Pre-Listening Activity (5 minutes)

Prediction: What kinds of data do you think schools collect?

Listening Task (20 minutes)

Listen to the passage and answer the questions.

Part A: Choose the correct answer

1. Schools collect data to:

A. play games

B. make decisions

C. buy food

2. A pie chart shows:

A. numbers of chairs

B. how many teachers there are

C. parts of a whole

3. Statistics help teachers:

A. sleep better

B. understand students

C. make jokes

Part B: Fill in the blanks with plural nouns

1. Teachers use ______ to check class performance.

2. Schools make ______ to explain the data.

3. ______ can show how many students like reading.

4. Many ______ help teachers plan lessons.

Section III: Writing (50 Minutes)

Grammar Focus: Plural Nouns

Examples:

One student → many students

One subject → many subjects

One chart → many charts

Writing Task

Write a paragraph about what school subjects are popular and why. Use plural nouns
correctly.

Instructions:

Write 100-120 words

Use at least 5 plural nouns

Writing Framework:

Introduction: Talk about popular subjects

Body: Give reasons why students like them

Conclusion: Say what subject you think is most useful

Useful Phrases:

Many students like...

Charts show that...

Subjects like math and science are...

Schools collect data about...

Section IV: Speaking (50 Minutes)

Preparation Phase
Language Bank:

I think students like...

We can use data to...

Teachers use statistics for...

Charts help us understand...

Speaking Activity A: Pair Discussion

Talk about the data your school collects.

Questions:

What subjects do students like?

Do boys and girls like the same things?

What can teachers do with this data?

Speaking Activity B: Group Presentation

Work in small groups. Make a short presentation using school data.

Structure:

Introduction: What is the data?

Main idea: What does it show?

Conclusion: What can we learn from it?

Answer Key

Reading Comprehension Answers

Part A: 1. T 2. F 3. T 4. F 5. T

Part B: 1. students 2. statistics 3. graphs 4. subjects 5. numbers

Part C:

1. Schools collect data about students.

2. Charts help teachers understand numbers better.

3. We can see how students and schools change.

4. Data helps teachers make better decisions.

Listening Comprehension Answers

Part A: 1. B 2. C 3. B

Part B: 1. statistics 2. charts 3. graphs 4. numbers

Audio Script: What Do School Numbers Tell Us?

Schools collect data about their students. This includes test scores, subjects students like,
and how many hours they study. Teachers and school leaders use this data to improve
learning. They look at charts and graphs to understand what is working. Bar charts can
show how many students are good at math or reading. Pie charts can show how many boys
and girls are in a class. With this information, teachers can help students more. They can
change lessons or try new methods. Over time, they can see if students are doing better.
Statistics help schools become better places for learning.

UNIT 8

Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview – Match the words with their meanings:

Discussion Questions (Pair Work):

What do you know about schools in your country?

Who makes decisions about education in your country?

Reading Text (25 minutes)

Educational Planning and Policy: Building Better Schools

In every country, there is an education system. This system helps students learn and grow.
There are schools, teachers, and many rules. These rules are called policies. Educational
planning and policy are important because they help make schools better.

There is a group in every country that plans education. Sometimes, it is the government.
Sometimes, it is a special education board. They decide what students should learn. There
are different plans for primary, secondary, and college education.

There are also policies for teachers. There is training for new teachers. There are rules
about school hours, exams, and holidays. These plans help schools work better.

In some countries, there is free education. This means children do not pay to go to school.
There are also policies to help poor children get food at school. In other places, there are
private schools. There is often a fee to study there.

Good planning helps students succeed. If there is a good system, students learn more. There
are clear goals. There is support for teachers and students. There are books, computers, and
classrooms. These things help everyone.

Planning takes time. There are many meetings. People talk about what students need. There
are different ideas, but the goal is the same: good education for all.

Reading Comprehension (15 minutes)

Part A: True or False

1. There is an education system in every country.

2. Only private schools are part of educational planning.

3. Policies help schools run better.

4. Poor children always pay for food at school.

5. Planning takes time and includes meetings.

Part B: Fill in the blanks with 'There is' or 'There are'

1. ______ a group that plans education.

2. ______ different policies for exams and holidays.

3. In some schools, ______ free meals for students.

4. ______ many ideas during meetings.

5. In a good school, ______ clear goals.

Part C: Answer the questions

1. Who makes decisions about education in a country?

2. What kind of policies are made for teachers?

3. Why is educational planning important?

4. What does good educational planning provide?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Look at these types of schools. What do you think you will hear about?

A school with many students and a big building

A small classroom with only five students

A school where students use computers to study

Listening Task (20 minutes)

Listen to the audio and answer the following questions.

Part A: Choose the correct answer

1. The new school in the village has:

a) No teachers

b) A library and playground

c) Only one classroom

2. In the new school, there is:

a) No electricity
 b) Internet for learning

c) Only one book

3. The children are happy because:

a) There are more holidays

b) There is a school bus

c) There is a new place to learn

Part B: Complete the sentences with "There is" or "There are"

1. ______ a computer lab in the new school.

2. ______ many new books in the library.

3. ______ only one teacher at the start.

4. ______ a big change in the village.

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: "There is" / "There are"

Examples:

There is a school in my town.

There are many students in my class.

Writing Task (30 minutes)

Task: Write a paragraph about your ideal school. Use "There is" and "There are" correctly.

Instructions:

Write 100-120 words

Describe what is in your ideal school

Talk about classrooms, teachers, activities, etc.

Writing Framework:

Introduction: What is your ideal school like?

Body: Describe what is in your school.

Conclusion: Why do you like this school?

Useful Phrases:

There is a big library.

There are smart teachers.

There is a nice playground.

There are many fun activities.

Writing Review and Edit (10 minutes)

Self-Check Questions:

Did I use "There is" and "There are" correctly?

Did I describe my ideal school clearly?

Did I write 100-120 words?

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

There is a school in my village.

There are many students.

I think there should be...

We can add...

It is important to have...

Pronunciation Practice:

/ðeə/ - there

/ɪz/ - is

/ɑː/ - are

Speaking Activity A: Pair Discussion (15 minutes)

Role Play: Student A is a planner, Student B is a teacher.

Situation: You are planning a new school.

Questions:

What should be in the school?

How many classrooms should there be?

Should there be a playground?

Example Dialogue:

Student A: What should be in our new school?

Student B: There should be ten classrooms.

Student A: Good. And there should be a library too.

Speaking Activity B: Group Presentation (20 minutes)

Task: Work in groups. Present your plan for a new school.

Presentation Outline:

Introduction: Where is the school?

Main Ideas: What is in the school?

Conclusion: Why is it a good plan?

Evaluation Criteria:

Clear use of "There is / There are"

Good pronunciation

Teamwork and creativity

Answer Key & Transcript

Reading Comprehension Answers

Part A:

1. True

2. False

3. True

4. False
5. True

Part B:

1. There is

2. There are

3. There are

4. There are

5. There is

Part C:

1. The government or education board

2. Policies about training, hours, exams, and holidays

3. It helps schools run better

4. Books, computers, support for students and teachers

Listening Comprehension Answers

Part A:

1. b) A library and playground

2. b) Internet for learning

3. c) There is a new place to learn

Part B:

1. There is

2. There are

3. There is

4. There is

Listening Transcript
Narrator: Today we visit a village that has a new school. In the past, there was no school
nearby. Children walked very far to study. Now, there is a new school building. There is a
library and there are classrooms. There is even a playground.

Teacher: Hello! I am the only teacher now, but more teachers will come soon. There is
internet in the school, and students use computers to learn.

Student: I am very happy. There are many books to read. There is a big classroom where we
can sit and study. There is a school bus, so we don’t walk far.

Narrator: This school is a big change for the village. There are new opportunities. There is
hope for a better future.
UNIT 9

Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

Discussion (in pairs):

Do you pay for your education? How?

What is the cost of education in your country?

Reading Text (25 minutes)

Title: Understanding Educational Economics

Anjali is a university student in Pune. She is studying economics and wants to understand
how education and money work together. She knows that education is important, but it can
also be expensive. Anjali often helps her younger brother with his school budget.

What is Educational Economics?

Educational economics is the study of money in education. It looks at how schools use
money and how students pay for learning. Every school has its own budget. A budget is a
plan for how to use money. Some schools get money from the government. Other schools
use their own funds or student fees.

How Do Students Pay?

Many students pay tuition. Tuition is the money paid to go to school or college. Some
students receive scholarships. A scholarship is free money for education. Students do not
need to return this money. Other students take loans. These are called student loans.
Students must pay this money back after they finish school.

Why is Finance Important in Education?

Good planning helps students and schools. If a school uses its money well, students can get
better books and computers. If a student plans his or her budget, they can buy school
supplies or pay fees on time. Anjali uses her own money wisely and helps her brother do the
same.

Education is a big investment. Families must think about their choices. Some people save
money for their children’s education. Governments also invest in schools to help all
students.

Understanding educational finance helps students make smart choices. It helps them plan
for the future and manage their education better.

Reading Comprehension (15 minutes)

Part A: True or False (Circle T or F)

A. Anjali is studying finance in Mumbai. T / F

B. Educational economics is about money in education. T / F

C. Scholarships must be paid back. T / F

D. A budget helps plan how to use money. T / F

E. Anjali does not help her brother. T / F

Part B: Complete with possessive adjectives

A. Anjali helps ______ brother with his school budget.

B. The school uses ______ money to buy computers.

C. Families save for ______ children’s education.

D. I have a book. That is ______ book.

E. Students pay for ______ own tuition.

Part C: Answer the Questions

1. What does educational economics study?

2. What is a budget?

3. What are two ways students pay for education?

4. Why is financial planning important for students?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Prediction: Look at the picture of a classroom. What do you think students are doing with
their money?

Discussion Questions:

Do you think schools teach about money?

How do students pay for school?

Listening Task (20 minutes)

Listen to the recording and answer the questions.

Part A: Choose the correct answer

1. Where does Asha study?

a) High school

b) College

c) Language school

2. How does Asha pay for her education?

a) Her parents pay

b) She has a scholarship

c) She works part-time

3. What does the teacher talk about?

a) Saving money

b) School holidays

c) Buying new clothes

Part B: Fill in the blanks with the correct possessive adjective: my, your, his, her, our, their

1. Asha works hard to pay for _____ tuition.

2. Raj studies at the same school. _____ major is business.

3. The teacher asked students to write down _____ monthly budget.

4. I told Asha about _____ scholarship opportunity.

5. All students must plan _____ finances carefully.

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Possessive Adjectives Review

Possessive Adjectives: my, your, his, her, its, our, their

Examples:

I am a student. This is my book.

She is a teacher. That is her classroom.

They study economics. These are their notes.

Writing Task (30 minutes)

Task: Write a paragraph about how you manage your school money. Use possessive
adjectives correctly.

Instructions:

Write 100-120 words

Answer these questions:

Do you pay for your school?

Who helps you with school expenses?

How do you save money?

What is your budget plan?

Writing Framework:

Introduction: How I pay for school

Body: My expenses and budget

Conclusion: My money goals

Useful Phrases:

I use my money to...

My parents help with...

I save money by...

Our family plans our budget...

Writing Review and Edit (10 minutes)

Self-Check Questions:

Did I use possessive adjectives correctly?

Did I answer the questions?

Did I write 100-120 words?

Peer Review: Exchange with a partner. Check:

Are possessive adjectives used correctly?

Are the ideas clear?

Any grammar mistakes?

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

I think that...

Students need...

We can help them by...

My school has...

Their budget is...

Pronunciation Practice:

/maɪ/ - my

/jɔːr/ - your
/hɪz/ - his

/hɜːr/ - her

/ðeə/ - their

Speaking Activity A: Pair Discussion (15 minutes)

Role Play: Student A is a student advisor, Student B is a new student.

Situation: The new student wants to learn how to manage school finances.

Questions for Discussion:

How do you plan your budget?

Do your parents help with school fees?

What are your main school expenses?

How do you save money each month?

Example Dialogue:

Student A: Welcome to our school. How do you manage your school costs?

Student B: I work part-time. My parents help with tuition.

Student A: That’s good. Do you save money?

Student B: Yes, I save part of my salary every week.

Speaking Activity B: Group Presentation (20 minutes)

Task: Work in groups of 3-4. Present your ideas on school finance and economics.

Topics:

How students pay for school

Smart ways to save money

School support for financial education

Presentation Structure:

Introduction: What is student finance?

Main ideas: How do students pay for school?

Examples: Talk about your school or friends

Conclusion: Why is financial planning important?

Presentation Guidelines:

Each student speaks for 2-3 minutes

Use possessive adjectives correctly

Give examples from your life or the reading

Answer questions from other students

Evaluation Criteria:

Correct use of possessive adjectives

Clear explanation of ideas

Good teamwork

Appropriate pronunciation

Answer Key

Reading Comprehension Answers

Part A: True or False

1. T

2. F

3. T

4. T

5. F

Part B: Possessive Adjectives

1. their

2. his

3. our

4. my

5. her

Part C: Short Answers

1. The government gives them money, and their families help too.

2. To manage the school’s money and help students with scholarships.

3. Students pay for books, transportation, and food.

4. Good planning helps students avoid debt.

Listening Comprehension Answers

Part A: Multiple Choice

1. b) College

2. c) She works part-time

3. a) Saving money

Part B: Possessive Adjectives

1. her

2. his

3. their

4. my

5. their

Audio Transcript: Asha's Budget

Asha is a college student. She studies economics. Every month, she makes a budget. She
writes down all her expenses. She pays tuition and buys books. Asha also works part-time at
a coffee shop. Her job helps her pay for school.

Asha says, “I want to finish my education without too much debt. I save some of my money
each month.” Her friend Raj also studies at the same college. His major is business. He also
works part-time. Their teacher, Mr. Verma, talks to the students about financial planning. He
tells them to use their money wisely.

Mr. Verma says, “It is important to plan your budget. You should write your monthly
expenses. You should also save for emergencies.” Asha and Raj listen carefully. They want to
learn how to manage their money well.
UNIT 10
Section I: Reading (50 minutes)

Pre- Reading Activity (10 minutes)

Vocabulary Preview - Match the words with their meanings:

1. Law →

2. Rule →

3. Student →

4. Principal →

5. School board →

6. Classroom →

Meanings:

a) A person who leads a school

b) A group that manages schools

c) A room where students learn

d) A person who studies at school

e) A statement of what you can or cannot do

f) A system of rules made by the government

Discussion (Pair work):

What rules do you follow at your school?

Who makes the rules in your school?

Where is your principal’s office?

Reading Text (25 minutes)

Educational Law and Governance: How Schools are Managed

In every country, schools must follow laws. Educational laws are rules made by the
government. These laws help students, teachers, and parents. They make sure education is
safe and fair.

The school building is very important. Students study in classrooms. The principal works in
the office. The library is next to the computer lab. There are rules about where students can
be and when.
In India, the Right to Education Act is an important law. It says that all children between 6
and 14 years old must go to school. This law helps students who live in villages and poor
areas. The law says schools must be free and near students’ homes.

School governance means how schools are run. The school board is a group of people who
help make decisions. They talk about school rules, exams, and the budget. They meet in the
conference room. The principal sits with them.

Teachers follow rules in the classroom. They stand in front of the class. Students sit at their
desks. The books are on the shelf. The whiteboard is behind the teacher. Rules help
everyone know what to do and where to go.

Parents also help. They join meetings in the hall. They talk about school plans and student
needs. Everyone works together to make education better.

Reading Comprehension (15 minutes)

Part A: True or False

1. Educational laws are made by schools. T / F

2. Students study in classrooms. T / F

3. The Right to Education Act helps only rich children. T / F

4. The principal works in the library. T / F

5. The whiteboard is behind the teacher. T / F

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Look at the pictures:

- A classroom with desks and a teacher

- A school board meeting

- A school gate with a security guard

Discuss:

• What do you think people will talk about in these places?

Listening Task (20 minutes)

Audio Title: A Day at Greenview School

Listening Comprehension (5 minutes)

Part A: Choose the correct answer

1. Mrs. Das works at:

a) A hospital

b) A school

c) A library

2. The students sit:

a) On the roof

b) Under the table

c) At their desks

3. The school board meets:

a) In the classroom

b) In the conference room

c) At the park

Part B: Fill in the blanks with the correct prepositions of place

1. The teacher is standing ___ the students.

2. The board is ___ the teacher.

3. The school gate is ___ the school.

4. The principal is sitting ___ the board members.

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Prepositions of Place Review

The students are in the classroom.

The books are on the desk.

The teacher stands in front of the board.

Writing Task (30 minutes)

Task: Describe your school using prepositions of place.

Write 100–120 words

Describe different places in your school

Say where things and people are

Use words like in, on, under, next to, in front of, behind

Useful Phrases:

My school is…

The classroom is…

There are books on the table.

The library is next to…

The principal’s office is behind…

Writing Review and Edit (10 minutes)

Self-Check Questions:

Did I use prepositions of place correctly?

Did I describe real places?

Did I write 100–120 words?

Peer Review:

Check for Prepositions

Grammar

Spelling

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

My school has…

The classroom is…

The teacher stands…

The board is…

Students sit…

Pronunciation Practice:

/ɪn/ – in

/ɒn/ – on

/nekst tə/ – next to

/biˈhaɪnd/ – behind

Speaking Activity A: Pair Discussion (15 minutes)

Role Play:

Student A = Visitor

Student B = Student Guide

Task: Take your partner on a “tour” of your school.

Sample Dialogue:

Student A: Where is the library?

Student B: It’s next to the computer lab.

Student A: And the principal’s office?

Student B: It’s behind the reception.

Speaking Activity B: Group Presentation (20 minutes)

Task: Work in groups. Draw a school map and describe it.

Instructions:

Use prepositions of place

Say where rooms and people are

Speak for 2–3 minutes each

Structure:

Introduction: Our school

Description: Places and locations

Conclusion: Why our school is easy to understand

Evaluation:

Grammar (Prepositions)

Clarity

Teamwork

Pronunciation

Answer Key

Reading Comprehension

Part A: True or False

1. False

2. True

3. False

4. False

5. True

Part B: Complete the sentences with prepositions of place

1. at

2. in

3. on

4. behind

5. next to

Part C: Answers

1. Educational law is a set of rules made by the government for schools.

2. It says all children 6–14 must go to school for free.

3. The school board meets in the conference room.

4. Parents join meetings in the hall.

Listening Comprehension
Part A: Multiple Choice

1. b) A school

2. c) At their desks

3. b) In the conference room

Part B: Fill in the blanks with prepositions of place

1. in front of

2. behind

3. in front of

4. with

Transcript: “A Day at Greenview School”

Narrator: Today is a normal day at Greenview School. Mrs. Das, the teacher, stands in front
of the classroom. She writes on the board. The board is behind her. The students sit at their
desks. They listen carefully.

Outside the classroom, the school board has a meeting. They sit in the conference room. The
principal sits with them. They talk about school rules and student needs.

At the school gate, a security guard stands in front of the building. He checks the students
when they enter.

The library is next to the computer lab. Students go there to read books. The computers are
on the desks.
UNIT 11

Section I: Reading (50 minutes)

**Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings

Ethics → Rules about right and wrong

Value → Something important in life

Respect → To show care or honor to others

Honest → Always tell the truth

Rule → A guide for what you should do

Discussion: Work in pairs. Talk about these questions:

What rules do you follow in school?

Why is it important to be honest?

Reading Text (25 minutes)

Educational Ethics and Values: Doing the Right Thing

Asha is a teacher at Sunrise Elementary School. She believes that teaching is not only about
books but also about values. She teaches her students to be good people, not just smart
students.

What Are Educational Ethics?

Ethics are rules about what is right and wrong. In school, educational ethics mean that
teachers and students must be honest, fair, and respectful. Teachers must treat students
equally. Students must follow classroom rules and help each other.

What Are Values?

Values are things we believe are important. Some common values in school are honesty,
respect, kindness, and responsibility. These values help create a good environment where
everyone feels safe and happy.

How Do Teachers Teach Values?

Teachers teach values through stories, group work, and class rules. Asha tells her class, "Be
kind to your classmates." She also says, "Listen when someone is speaking." These are
imperative sentences. They are short commands. They help students understand what to
do.

Examples of Imperatives:

Say thank you.

Help your friends.

Don’t shout in class.

Follow the rules.

Be honest.

Why Are Ethics and Values Important?

When students follow good values, the class becomes a better place. There are fewer fights.
Students help each other. They learn more because they feel safe. Teachers like Asha believe
that good values help students become better people.

Reading Comprehension (15 minutes)

Part A: True or False (Circle T or F)

A. Asha is a student at Sunrise Elementary School. T / F

B. Ethics are about what is right and wrong. T / F

C. Teachers do not need to treat students equally. T / F

D. Imperative sentences are long stories. T / F

E. Students learn better in a safe classroom. T / F

Part B: Fill in the blanks with imperative sentences from the reading

A. ________ when someone is speaking.

B. ________ your friends.

C. ________ thank you.

D. ________ the rules.

E. ________ shout in class.

Part C: Answer the questions

1. What are ethics in education?

2. What are some common values in school?

3. How does Asha teach values?

4. Why are values important in class?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Look at these values:

Respect

Honesty

Kindness

Discuss: How do we show these values in the classroom?

Listening Task (20 minutes)

Audio Title: A Day in Asha’s Classroom

Listening Comprehension (5 minutes)**

**Part A: Choose the correct answer

1. Asha asks students to:

a) Be quiet and kind

b) Write long stories

c) Read books only

2. When a student forgets homework, Asha says:

a) Go home now
 b) Don’t forget it again

c) It’s okay to forget

3. The students:

a) Fight often

b) Help each other

c) Sleep in class

Part B: Complete the commands

1. ________ your classmates.

2. ________ your homework every day.

3. ________ late for school.

4. ________ when someone talks.

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)**

Grammar Focus: Imperatives

Imperative sentences give commands. Examples:

Be kind.

Do your homework.

Don’t be late.

Help your classmates.

Writing Task (30 minutes)

Task: Write a classroom poster about ethics and values. Use at least 5 imperative sentences.
Instructions:

Write 100-120 words

Include 5 or more classroom rules using imperatives

Explain why values are important

Writing Framework:

Title: "Our Classroom Values"

Body: Write 5-6 imperative rules

Conclusion: Say how these rules help the classroom

Useful Phrases:

Be honest.

Respect others.

Help your friends.

Work hard.

Say sorry if you hurt someone.

Writing Review and Edit (10 minutes)

Checklist:

Did I write 5 imperative sentences?

Are the rules clear and simple?

Did I write about values?

Did I use correct punctuation?

Section IV: Speaking (50 minutes)

Preparation (15 minutes)

Language Bank:

Be kind to...

Don’t forget to...

Always...

Never...

Help...

Pronunciation Practice:

/bi/ - be, be kind

/duːnt/ - don't, don't shout

Speaking Activity A: Pair Role Play (15 minutes)

Role Play: Student A is a new student. Student B explains the classroom values.

Prompts:

What rules do we follow here?

How do we treat each other?

Example Dialogue:

A: I’m new here. What are the class rules?

B: First, be kind to everyone. Don’t shout. Help your classmates.

A: What happens if I forget my homework?

B: Don’t worry. Just don’t forget it again.

Speaking Activity B: Group Discussion (20 minutes)

Task: In groups, create a mini-presentation about classroom values.

Structure:
Introduction: What are classroom values?

Main Points: Share 3-5 imperative rules

Conclusion: Why do values help?

Presentation Tips:

Speak clearly

Use imperative sentences

Give examples

Evaluation Criteria:

Correct use of imperatives

Clear pronunciation

Group teamwork

Answer Key

Section I: Reading

Part A: True or False

A. Asha is a student at Sunrise Elementary School. → F

B. Ethics are about what is right and wrong. → T

C. Teachers do not need to treat students equally. → F

D. Imperative sentences are long stories. → F

E. Students learn better in a safe classroom. → T

Part B: Fill in the blanks with imperative sentences from the reading

A. Listen when someone is speaking.

B. Help your friends.

C. Say thank you.

D. Follow the rules.

E. Don’t shout in class.

Part C: Answer the questions

1. Ethics in education are rules about what is right and wrong.

2. Honesty, respect, kindness, and responsibility.

3. Asha teaches values with stories, group work, and classroom rules using imperative
sentences.

4. Values help create a safe and happy classroom where students learn better.

Section II: Listening

Part A: Choose the correct answer

1. a) Be quiet and kind

2. b) Don’t forget it again

3. b) Help each other

Part B: Complete the Commands

1. Respect your classmates.

2. Do your homework every day.

3. Don’t be late for school.

4. Listen when someone talks.

Section III: Writing

Writing Checklist (for self-review):

At least 5 imperative sentences are used.

The sentences are clear and classroom-appropriate.

The values of honesty, respect, etc., are included.

Correct punctuation and grammar are applied.

The conclusion explains why values are important in class.

Sample Imperative Sentences (for classroom poster):

Be kind to everyone.
Respect your classmates.

Don’t shout in class.

Help others when needed.

Always do your homework.

Section IV: Speaking

Evaluation Criteria for Speaking Tasks:

Use of imperative sentences (e.g., Be honest, Don’t be late)

Clear pronunciation of modal verbs and classroom values

Effective teamwork during discussion or roleplay

Fluency and confidence in mini-presentation

Sample Dialogue (Roleplay):

A: I’m new here. What are the class rules?

B: First, be kind to everyone. Don’t shout. Help your classmates.

A: What happens if I forget my homework?

B: Don’t worry. Just don’t forget it again.

Listening Transcript

"Asha walks into the classroom and says, 'Good morning. Be quiet and kind today.' The
students smile. One boy says, 'I forgot my homework.' Asha answers, 'Don’t forget it again.
Try your best.' Then the class starts group work. Students help each other with reading.
Asha walks around and says, 'Respect your classmates. Listen when someone talks. Do your
homework every day.' The students enjoy the class. They work hard and follow the values."
UNIT 12

UNIT 12

Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

Leadership → Guiding and helping others

Management → Organizing and planning work

Principal → A person who leads a school

Teacher → A person who teaches students

Team → A group of people working together

Discussion: Work in pairs. Talk about these questions:

Who is the leader in your school?

What can a good leader do?

Can students be leaders too?

Reading Text (25 minutes)

Educational Leadership and Management

Mr. Rahul is the principal of Sunlight Elementary School. He helps teachers and students do
their best. He believes that good leadership can change a school. Good leaders can listen,
guide, and support others.

What Can Leaders Do?

Leaders can do many things. They can make rules, help solve problems, and create a happy
school. A principal can talk to teachers and parents. A teacher can guide students and help
them learn. Students can also be leaders. They can help their classmates and show good
behavior.

What Is Management?

Management is about planning and organizing. School leaders manage the timetable, school
events, and meetings. They can make schedules and check if things are going well. Good
management helps the school work better.

Teamwork in Schools

In schools, people work in teams. The principal, teachers, and students can all work
together. They can share ideas and help each other. A team can do more than one person
alone. In a team, each person has a role. Together, they can reach goals.

Why Are Leadership and Management Important?

Leadership and management help the school run well. A good leader can make the school a
better place. A good manager can make sure everything is in order. Together, leadership
and management can help everyone succeed.

Reading Comprehension (15 minutes)

Part A: True or False (Circle T or F)

Mr. Rahul is a teacher at Sunlight Elementary. T / F

Leaders can only make rules. T / F

Students can be leaders too. T / F

Management is only about teaching. T / F

Teamwork helps people reach goals. T / F

Part B: Complete the sentences with 'can' or 'can’t'

A good principal _____ guide teachers.

Students _____ help their classmates.

One person _____ do everything alone.

Teachers _____ plan lessons and activities.

Without good management, schools _____ run well.

Part C: Answer the questions

What can a principal do in a school?

How can students show leadership?

What is management in a school?

Why is teamwork important in schools?

How do leadership and management help schools?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Discussion: Talk about these questions before listening:

What can a school leader do every day?

Can students help make the school better? How?

Listening Task (20 minutes)

Listen to the audio and answer the questions below.

Part A: Choose the correct answer

1. Who is speaking in the beginning?

a. A student

b. A principal

c. A teacher

2. What can teachers do according to the speaker?

a. Teach only reading and writing

 b. Help students and plan activities

c. Clean the school

3. What do students do in teams?

a. Play games only

b. Solve problems together

c. Sit quietly

Part B: Complete the sentences with 'can' or 'can’t'

1. Leaders _____ help others in school.

2. Students _____ work alone all the time.

3. Teachers _____ make lessons fun.

4. One person _____ manage everything in a big school.

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Using 'can' and 'can’t' for ability

Examples:

A leader can make good decisions.

Students can help each other.

A teacher can’t do everything alone.

Writing Task (30 minutes)

Task: Write a paragraph about what people can and can’t do in school leadership.

Instructions:

Write 100–120 words.

Use 'can' and 'can’t' to describe abilities.

Include students, teachers, and principals in your paragraph.

Writing Framework:
Introduction: What is leadership in school?

Body: What can different people do?

Conclusion: Why is leadership important?

Useful Phrases:

A good leader can...

Teachers can...

Students can...

They can’t...

We can help by...

Writing Review and Edit (10 minutes)

Did I use 'can' and 'can’t' correctly?

Did I talk about leadership roles?

Did I write in present simple tense?

Is my paragraph 100–120 words?

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

A leader can...

Teachers can...

We can help by...

Students can’t... without help.

It is important to...

Pronunciation Practice:

/kæn/ – can, /kænt/ – can’t

Stress on ability words: TEACH, HELP, LEAD

Speaking Activity A: Pair Discussion (15 minutes)

Role Play: Student A is a new principal. Student B is an experienced teacher.

Discuss the following questions:

What can a good principal do?

How can students become leaders?

What can’t a school do without good management?

Example Dialogue:

Student A: I am new in this school. Can you help me understand my role?

Student B: Of course! A principal can help teachers and guide students.

Student A: Can students be leaders too?

Student B: Yes, they can help each other and show good behavior.

Speaking Activity B: Group Presentation (20 minutes)

Task: In small groups, present about leadership in your school.

Include:

Introduction: What is leadership in school?

Main points: What can each person do?

Examples: How do leaders help others?

Conclusion: Why is teamwork important?

Evaluation Criteria:

Correct use of 'can' and 'can’t'

Clear explanation of roles

Fluency and pronunciation

Good group interaction

Answer Key
Reading Comprehension Answers

Part A: True or False

1. F (Mr. Rahul is the principal, not a teacher)

2. F (Leaders do more than make rules)

3. T (Students can be leaders)

4. F (Management includes planning, not just teaching)

5. T (Teamwork helps reach goals)

Part B: 'Can' or 'Can’t'

1. can

2. can

3. can’t

4. can

5. can’t

Part C: Answers

1. A principal can talk to teachers, guide them, and solve problems.

2. Students can show leadership by helping classmates and behaving well.

3. Management is planning and organizing school tasks.

4. Teamwork helps people share ideas and achieve more.

5. Leadership and management help schools run well and support success.

Listening Comprehension Answers

Part A: Multiple Choice

1. b. A principal

2. b. Help students and plan activities

3. b. Solve problems together

Part B: 'Can' or 'Can’t'

1. can

2. can’t

3. can

4. can’t

Listening Transcript

Welcome to Sunlight Elementary School. I am Mr. Rahul, the principal. Every day, I help
teachers and students. I believe that a school can be a great place when everyone works
together.

Teachers can make lessons fun and help students learn. They can also plan school events
and solve problems. Students can be leaders too. They can help classmates and follow rules.

In our school, we work as a team. We can do more when we share ideas. No one person can
do everything alone. Good leadership and good management can make a school better for
everyone.
UNIT 13

Section I: Reading (50 Minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

Innovation → A new idea or method

Change → The act of becoming different

Teacher → A person who helps others learn

Student → A person who learns

Technology → Tools like tablets, computers, or apps used in learning

Discussion Questions:

What do you love about school?

Do you like using computers or tablets to learn?

What learning activities do you hate?

Reading Text (25 minutes)

Educational Innovation and Change

Teachers around the world are finding new ways to help students learn. Many teachers love
using new tools and methods. These changes are called educational innovations.

Mr. Arjun is a teacher in a small town. He loves using pictures, games, and group work in
class. His students like learning this way. Arjun says, “I love seeing my students smile when
they learn.”

Ms. Rina works in a big city school. She uses tablets in her classroom. Her students read e-
books and play learning games. She says, “I like using technology because students enjoy it.
They hate boring lessons. I also love using music and stories.”

Some schools are changing their classrooms. They have colorful walls and learning corners.
Students move around and work in teams. Teachers say this makes students happy and
active.

However, not all teachers love every change. Some say too much technology is not good.
They like using books and simple methods. But many agree that new ideas can help
students if we use them well.
Innovation in education means trying new things to help students. Teachers, students, and
schools all work together. When they try new ways, learning becomes more fun and better
for everyone.

Reading Comprehension (15 minutes)

Part A: True or False

1. All teachers love using new methods. (T/F)

2. Mr. Arjun teaches in a big city. (T/F)

3. Ms. Rina uses tablets in her class. (T/F)

4. All teachers love technology. (T/F)

5. Innovation means trying new ideas. (T/F)

Part B: Fill in the blanks with like/love/hate + -ing

1. Mr. Arjun ______ using games in class.

2. Students ______ working in groups.

3. Ms. Rina ______ using music and stories.

4. Many teachers ______ using new methods.

5. Some students ______ boring lessons.

Part C: Answer the questions

1. What does educational innovation mean?

2. What kind of tools does Ms. Rina use?

3. Why does Mr. Arjun like group work?

4. What do some schools change in their classrooms?

5. Do all teachers agree about technology?

Section II: Listening (30 Minutes)

Pre-Listening Activity:

Discuss in pairs:

What tools do you like to use in class?

Do you enjoy learning with games or tablets?

What do you hate about boring lessons?

While Listening: Listen to the audio and answer the questions below.

Part A: Choose the correct answer

1. Mr. Shah uses:

a) Only books

b) Games and group work

c) Videos and tablets

2. Ms. Leena uses:

a) Tablets and videos

b) Books only

c) Posters only

3. What do both teachers agree on?

a) Books are the best

b) New tools are helpful

c) Students should be quiet

Part B: Fill in the blanks

1. Mr. Shah ______ using games.

2. Students ______ working in groups.

3. Ms. Leena ______ using tablets.

4. Many students ______ boring lessons.

Section III: Writing (50 Minutes)

Pre-Writing Activity: Grammar Focus

We use like/love/hate + -ing:

I like using pictures.

She loves working in groups.

They hate sitting quietly.

Practice:

Complete the sentences:

1. I love ________ (learn) with friends.

2. We hate ________ (do) the same thing every day.

3. My teacher likes ________ (use) songs.

Writing Task (30 minutes)

Write a paragraph about how you like to learn. Use like/love/hate + -ing.

Answer these questions:

What do you love about learning?

What do you like doing in class?

What do you hate doing?

Use 80-100 words.

Writing Review (10 minutes)

Checklist:

Did I use like/love/hate + -ing?

Did I write about my learning style?

Did I use full sentences?

Section IV: Speaking (40 Minutes)

Speaking Activity 1: Find Someone Who (15 minutes)

Instructions: Ask your classmates these questions. Write their names.

Who loves using videos to learn?

Who hates doing worksheets?

Who likes working in groups?

Who loves learning with games?

Who hates sitting all day?

Speaking Activity 2: Role-play (15 minutes)

In pairs, one student is the teacher, and one is a student. Talk about what you like/love/hate
about learning.

Example:

Teacher: What kind of lessons do you like?

Student: I love using the tablet. I like learning with apps.

Teacher: Do you like working in groups?

Student: Yes, I like talking to my classmates.

Speaking Review (10 minutes)

Reflection:

- What did you learn about your classmates?

Did you use like/love/hate + -ing?

Did you speak in full sentences?

Answer Key

Reading Comprehension Part A:

1. F 2. F 3. T 4. F 5. T

Reading Comprehension Part B:

1. loves 2. like 3. loves 4. like 5. hate

Reading Comprehension Part C:

1. Trying new ideas in education

2. Tablets, e-books, music, and stories

3. Because students smile and enjoy learning

4. Colorful walls and learning corners

5. No, some prefer simple methods

Listening Part A:
1. b 2. a 3. b

Listening Part B:

1. loves 2. love 3. loves 4. hate

Listening Transcript

Today we will listen to two teachers. Mr. Shah is a primary teacher. He loves using games
and group work in class. He says, “I like using fun games that help students think. They love
working together. It helps them learn faster.”

Next, we meet Ms. Leena. She teaches older students. She says, “I love using videos and
tablets. My students enjoy it. They like watching science videos and doing online quizzes.”
She also adds, “I hate teaching with only books. I want my students to enjoy learning.”

Both teachers agree that using new tools makes learning better.
UNIT 14

Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

1. Quality → ___ A. A plan to reach a goal

2. Standard → ___ B. A level that something should meet

3. Inspection → ___ C. A way to check something

4. Goal → ___ D. A thing we want to achieve

5. System → ___ E. A group of parts that work together

Discussion:

- What does “quality” mean to you?

- Why is it important to check the quality of schools?

Reading Text (25 minutes)

Educational Quality Assurance: Checking for Good Learning

This is a story about how schools make sure students get a good education.

Rita is a teacher. She works in a public school. Her school wants all students to learn well.
That is why the school uses quality assurance.

What is Quality Assurance?

Quality assurance is a way to check if schools are doing a good job. It means teachers and
principals look at what is working and what needs to change. This helps make the school
better.
Who Does the Checking?

The school has a team. These people visit classrooms. They look at lessons, talk to students,
and give feedback. The team checks if the school is meeting standards. That standard is set
by the education department.

What Happens After?

After the check, the school makes a plan. The plan shows how the school will improve. For
example, if students do not read well, teachers get training. If the building is not clean, the
school fixes it. Those problems are important to solve.

Why is It Important?

Good quality in education helps students. It also helps teachers. Quality assurance makes
sure students get the best education possible.

Reading Comprehension (15 minutes)

Part A: True or False

1. Rita is a student. T / F

2. Quality assurance checks if schools are good. T / F

3. Teams talk to students during the check. T / F

4. Standards are not important in schools. T / F

5. A plan helps schools get better. T / F

Part B: Use This/That/These/Those

1. ______ is a book for teachers. (near you)

2. ______ team came to visit the school. (far)

3. ______ students need extra help. (near)

4. ______ is not a good idea. (far)

5. ______ classrooms need cleaning. (far)

Part C: Answer the questions

1. What is quality assurance?

2. Who checks the school?

3. What does the school do after the check?

4. Why is quality assurance important?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Discussion:

What can schools do to become better?

What do you think inspectors look for in schools?

Listening Task (20 minutes)

Listening Passage: "Checking the School"

Part A: Choose the correct answer

1. The inspector's name is:

A. Rina B. Mr. Mehta C. Sarah

2. The school needs to improve:

A. sports B. toilets C. math books

3. Teachers get training to:

A. cook better B. teach better C. clean the rooms

Part B: Fill in with This/That/These/Those

1. The inspector says, “_____ classroom is clean.” (near)

2. “_____ toilets need fixing.” (far)

3. “Look at _____ books. They are new.” (near)

4. “_____ report shows good work.” (far)

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: This/That/These/Those

| Word | Use | Example |

|------|-----|---------|

| This | Singular, near | This book is helpful. |

| That | Singular, far | That teacher is kind. |

| These | Plural, near | These ideas are great. |

| Those | Plural, far | Those rules are important. |

Practice: Write two sentences for each word.

Writing Task (30 minutes)

Write a short paragraph about your school’s quality

Write 100–120 words. Use this/that/these/those.

Answer these questions:

What is good in your school?

What needs to improve?

How can your school help students more?

Useful phrases:

This classroom is...

That idea is...

These teachers help...

Those problems are...

Writing Review and Edit (10 minutes)

Checklist:
Did I use this/that/these/those correctly?

Did I write about school quality?

Did I use simple present tense?

Did I write 100–120 words?

Peer Review: Exchange with a classmate. Give feedback on the grammar and ideas.

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

This is important

That needs to change

These books are useful

Those ideas can help us

I think that...

Pronunciation Focus:

/ðɪs/ → this

/ðæt/ → that

/ðiːz/ → these

/ðoʊz/ → those

Speaking Activity A: Pair Discussion (15 minutes)

Role Play

Student A: A school inspector

Student B: A teacher
Situation: The inspector asks about the school.

Questions:

What is good in this school?

What do these students need?

What do you think about that idea?

How can those things improve?

Speaking Activity B: Group Task (20 minutes)

Task: Give a short presentation about how to improve your school.

Structure:

1. What is quality?

2. What is good in your school?

3. What needs to change?

4. What will your group do?

Tips:

Use this/that/these/those

Speak clearly

Use examples

Ask and answer questions

Answer Key and Transcript

Reading Comprehension Answers

Part A: True or False

1. F

2. T
3. T

4. F

5. T

Part B: This/That/These/Those

1. This

2. That

3. These

4. That

5. Those

Part C: Short Answers

1. Quality assurance is checking if schools are good.

2. A team checks the school.

3. The school makes a plan to improve.

4. It helps students and teachers get better education.

Listening Comprehension Answers

Part A: Multiple Choice

1. B. Mr. Mehta

2. B. toilets

3. B. teach better

Part B: Fill in the blanks

1. This

2. Those

3. These
4. That

Listening Transcript: "Checking the School"

Narrator: Mr. Mehta is an inspector. He visits Bright Future School.

Mr. Mehta: This classroom is very clean. These books are new. That report is good. But
those toilets need fixing.

Teacher: We are working on it. We want our school to improve.

Mr. Mehta: That is good. I will send this report to the department. You also need training to
help students more.

Teacher: Thank you. We want to teach better. These students are our future.

Narrator: Quality assurance helps schools do better.

UNIT 15

Section I: Reading (50 Minutes)

Pre-Reading Activity (10 Minutes)

Vocabulary Preview: Match the words with their meanings.

Discussion Questions (Pair work):

What is your favorite subject at school?

Do you like taking tests? Why or why not?

Reading Text (25 Minutes)

Educational Evaluation: Checking Student Learning

Maya is a teacher at Sunrise Public School. She teaches English to young learners. Every
month, Maya gives her students small tests. These tests help Maya check what her students
know. This process is called assessment.

What is Assessment?

Assessment is the way teachers check students' learning. It can be a test, a quiz, a class
project, or even a question-and-answer activity. Assessment helps teachers understand
which topics students understand and which topics they don’t.

What is Evaluation?
Evaluation is when teachers or schools look at student results and decide how good the
learning has been. It is more formal than assessment. It often includes scores and reports.

Who Uses Assessment?

Teachers use assessment to help students improve. Students use it to understand their
strengths and weaknesses. Schools use it to make decisions about teaching methods.

Where Does It Happen?

Assessment and evaluation happen in classrooms, computer labs, and sometimes online. In
modern schools, teachers use apps to record scores and share feedback with students and
parents.

What Are the Types of Assessment?

Formative Assessment: Small tasks during learning (like a class activity)

Summative Assessment: A final test after a topic is finished

Maya uses both kinds. She often gives group projects during class (formative) and a final
test at the end of the month (summative). She says that these tools help her see which
students need extra help.

Reading Comprehension (15 Minutes)

Part A: True or False

1. Maya teaches English at Sunrise Public School. (T / F)

2. Assessment and evaluation are the same thing. (T / F)

3. Students never use assessment. (T / F)

4. Formative assessment happens during learning. (T / F)

5. Maya gives only summative assessments. (T / F)

Part B: Fill in the blanks with Wh- questions (What / Where / Who)

1. _______ teaches English at Sunrise Public School?

2. _______ is the name of the school?

3. _______ is the difference between formative and summative assessment?

4. _______ do teachers do with the scores?

5. _______ does Maya give her final test?

Part C: Short Answers

1. What is assessment?

2. Who uses assessment and why?

3. Where can assessment take place?

4. What kind of assessments does Maya use?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Prediction: Look at these pictures of different classroom settings. What do you think you
will hear about?

A student taking a test alone

A teacher explaining a test

Students reviewing answers together

Listening Task (20 minutes)

Listening Comprehension (5 minutes)

Part A: Choose the correct answer

Question A: What is the teacher’s name?

1. Ms. Singh 2. Ms. Rao 3. Ms. Meera

Question B: What is the test about?

1. Only math 2. Only science 3. General knowledge

Question C: How do students feel after the test?

1. Sad 2. Angry 3. Good

Part B: Complete with Wh-Questions (What/Where/Who)

Sentence A: _____ is your teacher?

Sentence B: _____ do you live?

Sentence C: _____ do you like to study?

Sentence D: _____ is the test for?

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Wh-Questions

What → for things

Where → for places

Who → for people

Writing Task (30 minutes)

Write 100-120 words about a time you had a test or an assessment. Use Wh-questions to
build your story.

Answer these questions:

What was the test about?

Where did you take it?

Who was the teacher?

How did you feel before and after?

Use this Framework:

Introduction: When and where did the test happen?

Body: What was the test about? Who was involved?

Conclusion: How did you feel and what did you learn?

Writing Review and Edit (10 minutes)

Self-Check Questions:

Did I use Wh-questions?

Did I write 100-120 words?

Did I write in the past simple tense?

Did I express my feelings clearly?

Section IV: Speaking (50 minutes)

Preparation Phase (15 minutes)

Language Bank:

What is your name?

Where do you live?

Who is your teacher?

I think tests are...

It is important to...

Speaking Activity A: Pair Discussion (15 minutes)

Role Play: Student A is a teacher. Student B is a student.

Discuss:

What kind of assessments do you have?

What do you feel before a test?

Who helps you after a test?

Where do you usually study?

Speaking Activity B: Group Presentation (20 minutes)

In groups of three, present your views on student assessment.

Structure:

What: Define what assessment means

Where: Talk about places assessments happen

Who: Explain who is involved

Why: Share why assessments are important

Answer Key

Reading Comprehension Answers

Part A: True or False

A: T B: F C: T D: F E: T
Part B: Wh-Questions

A: What B: Where C: Who D: What E: What

Part C:

A: To know what students understand

B: India

C: They learn best when they do real tasks

D: To make better choices

Listening Comprehension Answers

Part A:

A: 2 (Ms. Rao)

B: 3 (General knowledge)

C: 3 (Good)

Part B:

A: Who

B: Where

C: What

D: What

Transcript of Listening

Today is assessment day at Sunrise School. Ms. Rao, the teacher, walks into the classroom.
"Good morning, students," she says. "Today we will have a small test. It will help me know
what you understand."

She gives each student a paper. The paper has ten questions. Some questions ask 'What is
your name?' or 'Where do you live?'. Others ask 'Who is your teacher?' or 'What do you like
to study?'

Ali looks at the paper. He knows many answers. He writes quickly. Priya is slow. She reads
each question twice. She thinks before writing.
After 20 minutes, Ms. Rao collects the papers. She smiles and says, "You all tried your best. I
will check your answers and help you later."

The students feel good. They know the test is to help them, not to make them feel bad.

UNIT 16

Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

Development → Growth or change over time

Theory → An idea or group of ideas about how something works

Environment → The surroundings where a person lives or learns

Childhood → The time when a person is a child

Learn → To gain knowledge or skill

Discussion Questions (Pair Work):

What do you remember about your early childhood?

How do children learn new things?

Do you think play is important for learning? Why?

Reading Text (25 minutes)

Children grow and change quickly. Many educators and scientists studied how children
learn. These ideas are called child development theories. These theories help parents and
teachers understand how to support children.

Jean Piaget was a famous child psychologist. He believed that children learn in stages. First,
babies use their senses. Then, they learn through movement. Later, they use symbols and
language. Finally, they think about abstract ideas. Piaget’s theory helped many teachers plan
lessons.

Lev Vygotsky was another expert. He believed that children learn best with help from adults
or other children. He called this the "Zone of Proximal Development." In this zone, children
do tasks that they cannot do alone but can do with support. Vygotsky believed that language
and social interaction are very important.

Maria Montessori was an Italian doctor and teacher. She created special schools for young
children. In these schools, children chose activities and learned at their own pace. Teachers
helped them but did not interrupt. Montessori believed that a calm environment helped
children learn better.
Why do these theories matter?

They help us understand that children do not all learn the same way or at the same speed.
Some need more support. Others like to explore. When we understand development, we can
help every child grow strong and confident.

Reading Comprehension (15 minutes)

Part A: True or False

1. Jean Piaget believed children learn in one stage. T / F

2. Vygotsky thought children can learn with help. T / F

3. Montessori schools are noisy and fast-paced. T / F

4. Child development theories are useful for teachers. T / F

5. All children learn in the same way. T / F

Part B: Complete the sentences with the correct past simple (regular verbs)

1. Piaget __________ (explain) how children grow in different stages.

2. Montessori __________ (believe) in learning through choice.

3. Vygotsky __________ (talk) about help from others.

4. Many teachers __________ (use) these theories in class.

5. Children __________ (need) support to learn difficult things.

Part C: Answer the questions

1. What are child development theories?

2. What did Piaget believe about how children learn?

3. What is the Zone of Proximal Development?

4. Why did Montessori create special schools?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Look at these ideas about how children learn. Which ones do you think will be in the
listening?

Learning through play

Learning with friends

Learning through tests

Learning with help from adults

Listening Comprehension (20 minutes)

Part A: Choose the correct answer

1. Piaget believed that children learn:

a) Only with help

b) In different stages

c) By taking tests

2. Vygotsky said children learn better when:

a) They are alone

b) They sleep enough

c) They get help from others

3. Montessori believed that children learn best:

a) In a free and quiet place

b) In large loud groups

c) With strict rules

Part B: Complete the sentences with the correct word

1. Children learn in different __________. (stages / chairs / ages)

2. The __________ helps children do tasks with help. (Zone / Room / Game)

3. Montessori schools are __________ and calm. (loud / busy / quiet)

4. Educators want to make learning __________. (boring / fun / short)

Listening Transcript

Today, we are going to talk about how children learn. There are many ways, but three
important methods come from famous educators.
First, Jean Piaget studied how children grow. He said that children move through different
stages. For example, small children learn by touching and playing. Older children use
language and start to think deeply.

Next, Lev Vygotsky talked about learning with help. He said children can do more when
adults or friends help them. This idea is called the Zone of Proximal Development. In this
zone, children work better with guidance.

Finally, Maria Montessori created schools where children choose what they want to do. She
believed children learn better when they feel calm and free. Her classrooms are quiet, and
children work alone or in small groups.

All these educators believed that learning happens in different ways. Some children need
help. Others like to explore by themselves. Teachers and parents must understand these
needs.

When we know how children learn, we can help them more. We can make school fun and
safe for every child.

Listening Comprehension Answers

Part A:

1. b) In different stages

2. c) They get help from others

3. a) In a free and quiet place

Part B:

1. stages

2. Zone

3. quiet

4. fun

UNIT 17
Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

Adolescent → A person aged 10–19

Hormones → Chemicals in the body that affect growth and mood

Identity → Who someone is

Peer → A person of the same age

Behavior → The way someone acts

Discussion:

How did you feel when you were a teenager?

What is difficult about growing up?

Reading Text (25 minutes)

Changes in Adolescence

Rina was a quiet girl before she became a teenager. But when she turned thirteen,
everything changed. She grew taller, her voice changed, and she started feeling different
emotions. This is called adolescence.

During adolescence, young people go through many physical and emotional changes. Their
bodies grow quickly, and hormones affect their mood and behavior. They sometimes felt
happy one moment and angry the next.

Teenagers often tried new things to discover who they are. Rina joined a drama club and
made new friends. She learned more about herself. Sometimes she made mistakes, but she
also learned important lessons.
Peer pressure was another big part of adolescence. Rina’s friends invited her to skip class
once. She said no. She believed that doing the right thing was more important than being
popular.

Adolescence was a time of discovery. Teenagers developed their identity and began to think
more deeply about life. They made choices that helped shape their future.

Reading Comprehension (15 minutes)

Part A: True or False

1. Rina stayed the same when she turned thirteen. (F)

2. Hormones can change how teenagers feel. (T)

3. Rina never made mistakes. (F)

4. Peer pressure can influence behavior. (T)

5. Adolescents do not think about the future. (F)

Part B: Fill in the blanks with Past Simple (irregular verbs)

1. Rina ______ (be) a quiet girl.

2. She ______ (make) new friends in the drama club.

3. She ______ (say) no to her friends.

4. Rina ______ (learn) important lessons.

5. She ______ (go) through many changes.

Part C: Answer the questions

1. What is adolescence?

2. How did Rina change at age thirteen?

3. What did Rina learn from joining the drama club?

4. How did Rina handle peer pressure?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Look at pictures of teens doing new activities. What might they feel? What may they learn?

Listening Task (20 minutes)

Listening Comprehension (5 minutes)

Part A: Choose the correct answer

1. Ajay shouted at his:

a) Teacher

b) Friends

c) Parents

2. He joined the:

a) Music band and football team

b) Chess club

c) Debate team

3. He said no to:
 a) Junk food

b) A cigarette

c) Extra homework

Part B: Fill in the blanks (Past Simple)

1. Ajay ______ (feel) confused.

2. He ______ (say) sorry.

3. He ______ (make) new friends.

4. He ______ (grow) stronger.

Section III: Writing (50 minutes)

Grammar Focus: Past Simple (irregular verbs)

Examples:

I went to school early.

She made a decision.

They took a walk.

Writing Task: Write a paragraph about a teenager you know or imagine.

Use 100–120 words. Use Past Simple tense.

Useful Phrases:

He/She felt...
They went...

He made...

She said...

They learned...

Section IV: Speaking (50 minutes)

Preparation: Grammar Bank: Past Simple (irregular verbs)

Examples:

I felt nervous.

We took a chance.

She made a friend.

Speaking Activity A: Pair Work

Talk about your own teenage years or someone else’s.

Prompts:

What did they do at age thirteen?

What changes happened?

Did they make new friends?

Speaking Activity B: Group Discussion

Topic: “What is the most important part of being a teenager?”

Plan:

Talk about physical, emotional, and social changes

Use irregular past tense verbs

Answer Key

Reading Comprehension Answers:

Part A: F, T, F, T, F

Part B: was, made, said, learned, went

Part C:

1. Adolescence is the time when young people change and grow emotionally and physically.

2. She grew taller and felt different emotions.

3. She learned about herself and made new friends.

4. She said no and made the right choice.

Listening Answers:

Part A: c, a, b

Part B: felt, said, made, grew

Listening Transcript:

"Teen Life"

Narrator: Ajay talked about being a teenager.

Ajay: When I turned thirteen, I felt confused. My friends and I grew fast. One day, I lost my
temper and shouted at my parents. I felt bad later and said sorry.
In school, I tried to be cool. I played music and joined a football team. I made new friends
and also failed some tests. But I studied hard and passed later.

My cousin once offered me a cigarette. I said no. I didn’t want to do something wrong. I
remembered what my teacher said—make your own choices.

Being a teenager was not easy, but I grew stronger and smarter.

UNIT 18

Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

Cognitive → Related to thinking and understanding

Develop → To grow or improve

Problem-solving → Finding answers to difficult questions

Memory → Ability to remember

Observe → To watch carefully

Discussion:

What do children learn at a young age?

Why is thinking an important skill?

Reading Text (25 minutes)

How Children Learn to Think

Children start learning as soon as they are born. They use their five senses to understand
the world. When they were babies, they were touching, looking, and listening all the time.

As they grew, they were using their brains more. They were learning to speak, remember
things, and solve small problems. For example, if a toy was under a box, a child was looking
for ways to get it.

Between ages 2 and 7, children’s thinking changed a lot. They were asking many questions.
They were learning how to speak better and remember names, colors, and shapes. Their
brains were developing quickly.

Children were also watching adults. They were copying actions and words. This is how they
learned to do new things. At school, they were listening to the teacher, following rules, and
doing activities with others.
By observing, remembering, and trying, children developed their cognitive skills. Parents
and teachers helped by reading books, playing games, and talking with them.

Reading Comprehension (15 minutes)

Part A: True or False

1. Children begin learning after they start school.

2. Babies learn by touching and listening.

3. Children never copy adults.

4. Teachers and parents help with cognitive development.

5. Children use their senses to understand the world.

Part B: Fill in the blanks with the Past Continuous

1. Babies _______ (use) their senses.

2. Children _______ (ask) many questions.

3. They _______ (watch) adults.

4. Kids _______ (learn) to speak better.

5. Parents _______ (read) books with them.

Part C: Answer the questions

1. What were babies doing to learn?

2. How did children solve problems?

3. What did children do between ages 2 and 7?

4. How do adults help children think better?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Look at pictures of children reading, playing, and talking. What are they learning?

Listening Task (20 minutes)

Listening Comprehension (5 minutes)

Part A: Choose the correct answer

1. What were the children doing with blocks?

a) Sleeping

b) Building and solving problems

c) Fighting

2. What were parents doing at home?

a) Watching TV

b) Cooking

c) Reading and explaining words

3. What were kids doing during playtime?

a) Using imagination

b) Sleeping

c) Studying
Part B: Fill in the blanks (Past Continuous)

1. Children _______ (build) with blocks.

2. They _______ (listen) to stories.

3. Parents _______ (ask) questions.

4. Kids _______ (pretend) to be shopkeepers.

Section III: Writing (50 minutes)

Grammar Focus: Past Continuous

Examples:

I was reading a book.

They were playing outside.

She was asking a question.

Writing Task: Write a short story about a child learning something.

Use 100–120 words. Use Past Continuous at least five times.

Useful Phrases:

He/She was trying to...

They were working together...

The child was looking at...

She was asking many questions...

We were helping her...

Section IV: Speaking (50 minutes)

Preparation: Grammar Bank: Past Continuous

Examples:

I was learning how to ride a bike.

They were listening to the teacher.

He was reading a story.

Speaking Activity A: Pair Discussion

Talk about learning in early childhood.

Prompts:

What were you doing when you learned something new?

Were your parents or teachers helping you?

What were you feeling at that time?

Speaking Activity B: Group Discussion

Topic: “How do children learn best?”

Plan:
Share examples from your life or others

Use Past Continuous tense

Answer Key

Reading Comprehension Answers:

Part A: F, T, F, T, T

Part B: were using, were asking, were watching, were learning, were reading

Part C:

1. Babies were using their senses.

2. By looking for solutions, like finding hidden toys.

3. They were learning to talk, remember, and ask questions.

4. Adults helped by talking, reading, and playing games.

Listening Answers:

Part A: b, c, a

Part B: were building, were listening, were asking, were pretending

Audio Transcript

"Learning Every Day"

Narrator: Children were always learning, even during simple activities.

Ms. Kapoor: In my class, the children were building with blocks. They were working
together and solving problems. One child was trying to make a tall tower.
At home, parents were reading with their kids. They were asking questions and explaining
new words. The children were listening carefully.

During playtime, kids were learning too. They were taking turns, talking, and using their
imagination. One group was pretending to be shopkeepers and customers.

Every moment was helping the brain grow. Children were learning by doing, talking, and
thinking.

UNIT 19

Section I: Reading (50 minutes)

Pre-Reading Activity (10 minutes)

Vocabulary Preview: Match the words with their meanings:

Emotion → A strong feeling like happiness or anger

Social → Related to people and relationships

Empathy → Understanding how someone else feels

Teamwork → Working well with others

Confidence → Belief in yourself and your abilities

Discussion:

Work in pairs. Talk about these questions:

How do people learn to understand emotions?

Why is it important to work well with others?

Reading Text (25 minutes)

Growing Social and Emotional Skills

Children grow in many ways. They grow taller, learn to read, and also develop social and
emotional skills. These skills help them understand feelings, build friendships, and solve
problems.

From a young age, children show emotions like joy, sadness, or anger. As they grow older,
they will learn how to name and control their feelings. For example, when they feel angry,
they will try to calm down before speaking.

Children also learn how to care for others. They will understand how their actions affect
others. This is called empathy. A child who helps a sad friend is showing empathy.
In school, children play and work with others. This helps them build teamwork skills. They
will learn to listen, share, and take turns. These skills will help them in future relationships
and jobs.

Confidence is also important. Children with confidence will try new things and not be afraid
to fail. They will believe in their ability to improve. Parents and teachers can help children
grow emotionally. They can give praise, set rules, and offer support.

In the future, strong emotional skills will help children become healthy and happy adults.
They will face challenges better and build strong friendships.

Reading Comprehension (15 minutes)

Part A: True or False

1. Children do not show emotions when they are young.

2. Empathy is understanding how someone feels.

3. Teamwork is only important in sports.

4. Confidence helps children try new things.

5. Emotional skills will help in adult life.

Part B: Fill in the blanks with "will" and the correct base verb

1. Children will learn how to name their feelings. (learn)

2. They will work with others in school. (work)

3. Parents will support their child’s emotional growth. (support)

4. Confident children will try new things. (try)

5. Good emotional skills will help in the future. (help)

Part C: Answer the questions

1. What are social and emotional skills?

2. What is empathy and how do children show it?

3. How does confidence help children?

4. What role do adults play in emotional development?

Section II: Listening (30 minutes)

Pre-Listening Activity (5 minutes)

Look at these pictures: children helping each other, working in a team, calming down. What
will the children do in these situations?

Listening Task (20 minutes)

Listening Comprehension (5 minutes)

Part A: Choose the correct answer

1. What will children learn in Mr. Sharma’s class?

a) Writing poems

b) Expressing feelings

c) Solving maths problems

2. What will happen next week?

a) A school trip

b) A holiday
c) Group projects

3. How will parents help at home?

a) By giving gifts

b) By supporting and teaching kindness

c) By giving tests

Part B: Fill in the blanks using "will" + base verb

1. Children will talk about emotions.

2. Students will work in teams.

3. Parents will support their children.

4. Teamwork will build friendships.

Section III: Writing (50 minutes)

Pre-Writing Activity (10 minutes)

Grammar Focus: Future with "will"

Examples:

She will learn to understand her emotions.

They will help each other in class.

We will work together on a project.

Writing Task (30 minutes)

Task: Write a paragraph about what children will learn in school next year.

Use 100–120 words

Use at least five "will" + base verb structures

Describe new activities, skills, and experiences

Useful phrases:

They will learn to...

Teachers will teach them...

Students will try...

The class will start a new project...

We will see big changes...

Review and Edit (10 minutes)

Check:

Did you use "will" correctly?

Did you describe the future clearly?

Did you check your spelling and punctuation?

Section IV: Speaking (50 minutes)

Preparation (15 minutes)

Language Bank:

- Children will understand their emotions.

- They will help their friends.

- I will support my classmates.

- We will learn new things together.

Pronunciation Focus:

/wɪl/ - will

/lɜːn/ - learn

/hɛlp/ - help

Speaking Activity A: Pair Discussion (15 minutes)

Role Play: Talk about what you think children will do in the future.

Questions:

1. How will children learn teamwork?

2. What will teachers do to help?

3. What will children do if someone is sad?

Speaking Activity B: Group Task (20 minutes)

Task: Predict how social and emotional learning will change in schools.

Structure:

What will schools teach?

How will children act differently?

How will this help their future?

Answer Key
Reading Comprehension Answers

Part A: F, T, F, T, T

Part B: will learn, will work, will support, will try, will help

Part C:

1. Skills to understand emotions, build friendships, solve problems

2. Empathy is caring about others' feelings, like helping a sad friend

3. Confidence helps them try new things and not be afraid of failing

4. Adults give support, praise, and guidance

Listening Comprehension Answers

Part A: 1) b, 2) c, 3) b

Part B: will talk, will work, will support, will build

Audio Transcript

"Helping Children Grow"

Narrator: Mr. Sharma is a teacher. He talks about helping children grow emotionally.

Mr. Sharma: In our class, children will learn to express their feelings. We talk about
emotions every day. If someone is sad, classmates will help by asking, "Are you okay?"

Next week, we will start group projects. The students will work in teams. They will share
ideas and help each other. I believe teamwork will build strong friendships.

Parents also play an important role. At home, they will teach children to listen and be kind.
They will support them when they feel upset.
Emotional development takes time, but with help, children will become confident and
caring people."