Invent a new reading-club member. Introduce the person in two or three sentences using a name, an interest and a reason for joining. Then ask one friendly question.
One possible introduction: This is Dilan. He likes animal stories, so he wants to join our reading club. What stories do you enjoy? Other suitable invented names and interests are valid.
An introduction gives another person enough information for the situation. At school, a name, class and interest may be useful. At a club, an interest or role may matter more than an age. Select details rather than memorising a long speech that includes private information. A listener should know who is being introduced and why the detail is relevant. ‘This is my friend Senuri. She is in Grade 6, and she enjoys drawing. She is joining our art group.’ Each sentence develops the introduction.
Plan three short points and say them in your own words. Use a name first, then a clear pronoun. Listen to the other person’s response and answer a relevant question. For writing, check capital letters in names and places, sentence boundaries and the pronoun I. Practise with invented details when sharing work publicly.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
1 am. 2 were. 3 Was she late? 4 They are not tired. / They aren’t tired. The subject we takes were in the past; the question keeps was and moves it first.
I සමඟ am ද අතීතයේ we සමඟ were ද යෙදේ; ප්රශ්නයේ was මුලට ගෙන, නැත යන්නට not එක් කරන්න.
More detail for teachers and confident learners
Am, is and are are present forms of be. Was and were are past forms. Use was with I, he, she and it in ordinary statements; use were with you, we and they. ‘She is tired’ describes the present, while ‘She was tired yesterday’ describes a past condition. A negative adds not, and a question places be before the subject. ‘They were at school’ changes to ‘Were they at school?’ or ‘They were not at school.’ There is no need to add did to these be sentences.
Identify the time and subject before selecting the verb. Then check the sentence type: statement, question or negative. A short answer echoes the correct be form, such as ‘Yes, they were’. Compare present and past descriptions of the same scene to see the meaning change, not just the spelling.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
Read aloud: Our class planted a tree. After lunch, we watered the small plants. Tell a partner what happened first and what happened after lunch. Then read again with clear pauses.
Meaning: the class first planted a tree; after lunch, they watered the small plants. One possible phrasing: Our class / planted a tree. // After lunch, / we watered the small plants. // Keep small plants together. Natural phrasing can vary.
Reading aloud is more than pronouncing a list of words. Group words into meaningful phrases and pause where punctuation or meaning requires it. A full stop usually marks a complete sentence boundary, while a comma often marks a shorter break. The voice can show a question or a character’s feeling without becoming exaggerated. In ‘After the rain, the children returned to the garden’, the first phrase sets the time and the remaining words tell the main event. A pause after rain helps the listener follow.
Read silently first to understand the passage. Check a difficult word, then read a complete phrase rather than restarting at every letter. Keep a comfortable pace and clear volume. If you make a small error, correct it calmly and continue. Intelligibility and meaning matter; successful reading does not require copying a particular foreign accent.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
The paid worksheet brings together all the lessons in this unit. A separate answer or model guide is included. Page count depends on the skills and activities.
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