The 2026 Activity Book I contains 46 activities. The following is a verified subset of related oral-English practice, not a complete term or year map. Official activity numbers differ from EWS unit numbers.
Grade 2 and core Grade 6 final 2027 module maps remain unverified. The Grade 6 Into the Wild literature module is a separate subject resource.
EWS preparation unit 1
1. Hello and goodbye
EWS adult-guided oral preparation. Not a formal written examination or a verified complete 2027 module.
Understand the idea
A greeting begins a friendly exchange. Model both sides with two toys before asking the child to join. Speak slowly, smile, and leave thinking time. Accept a wave or a gesture before expecting spoken words. Practise the same exchange with a different toy so the child responds to meaning rather than memorising one name. Finish with goodbye so the exchange has a clear ending. Avoid asking the child to disclose an address or private family information.
Adult: Hello! I am Nila. Child: Hello! I am Ravi. Adult: Goodbye, Ravi!
Adult listening script
A toy meets another toy in the morning. The first toy says, Good morning! My name is Nila. The other toy waves and says, Hello, Nila! I am Ravi. They play together. When it is time to leave, they say, Goodbye! See you again.
EWS adult-guided oral preparation. Not a formal written examination or a verified complete 2027 module.
Understand the idea
Instructions connect words with actions. Begin with one familiar action, such as stand up, and demonstrate it safely. Then stop demonstrating and check whether the child understands the words. Introduce a second action only after the first is familiar. For a two-step instruction, say both steps before the child moves. Repeat or gesture if needed. Give enough room for movement and allow a seated alternative. This is listening practice, not a test of speed or physical ability.
Stand up. Sit down. Show me your hands. Clap, then touch the table.
Adult listening script
The adult puts a cup and a book on a table. First the child points to the cup. Next the child touches the book. Then the adult says, Clap once and show me the book. The child can ask to hear the instruction again.
EWS adult-guided oral preparation. Not a formal written examination or a verified complete 2027 module.
Understand the idea
Use real objects rather than requiring children to read colour words. Name one colour while pointing to an object, then look for another object of the same colour. Count objects by moving or touching each one once; saying a number sequence alone does not show that quantity is understood. Start with three or five objects and increase only when comfortable. A describing phrase can grow into a short sentence. Accept a child’s accurate alternative object or colour choice.
A red cup. It is red. One book, two books. Show me three blocks.
Adult listening script
There are three blocks on the mat. One block is red and two blocks are blue. Ravi puts the red block in a box. Nila points to the two blue blocks. They count the blue blocks together: one, two.
EWS adult-guided oral preparation. Not a formal written examination or a verified complete 2027 module.
Understand the idea
Children can speak about people they know without giving private details. Use family drawings, toys or invented characters so everyone can participate, including children with different home arrangements. Model a name and one helpful action. He and she refer to a person; repeat the name when the pronoun is unclear. Invite the child to choose a caring person rather than assuming every family has the same members. Listening and responding matter more than producing a long description.
This is my aunt. She helps me. This is my friend. He shares his toys.
Adult listening script
Nila lives with people who care for her. Her aunt reads a story. Her grandfather waters a plant with her. At school, her friend Ravi shares a toy. Nila says, Thank you for helping me. People can show care in many different ways.
EWS adult-guided oral preparation. Not a formal written examination or a verified complete 2027 module.
Understand the idea
A request asks for something politely; a preference says what a person likes. Model the difference with pictures or toy food. The child can say I like rice without claiming that every child must like it. Use please when asking and thank you after receiving. Offer two acceptable choices and allow a polite no. Do not use real food if allergies or food restrictions are uncertain. The aim is a meaningful exchange with a response, not repeating a sentence without listening.
I like bananas. May I have some water, please? Yes, here you are. Thank you.
Adult listening script
Ravi is playing at home. He feels thirsty and asks, May I have some water, please? An adult gives him water. Ravi says, Thank you. Later Nila chooses a banana from two picture cards. Ravi chooses rice. Their choices do not have to be the same.
EWS adult-guided oral preparation. Not a formal written examination or a verified complete 2027 module.
Understand the idea
A simple story has connected events. Use three pictures or familiar objects and name what happens first, next and finally. Tell the story once while pointing to the pictures. On the next telling, pause so the child supplies a word, gesture or short sentence. There can be more than one sensible story order if the events are explained. Praise a clear connection rather than demanding memorised wording. End by asking what the characters could say to each other.
First, Ravi finds a ball. Next, he plays with Nila. Finally, they put it away.
Adult listening script
Ravi sees a ball beside a chair. He asks Nila to play. They roll the ball to each other. When the game ends, they put the ball in its box. Nila says, Thank you for playing with me. Ravi smiles and says, Let’s play again tomorrow.
Source-linked supporting videos, not complete unit recordings. The exact topic/creator was checked; full playback and a complete EWS video sequence remain unreviewed. British Council published free resources and keys remain free at the source. EWS is independent.