Original EWS competency preparation; confirm the current school book and term plan.
Understand the idea
Use am with I, is with one person and are with you, we or they. A name begins with a capital letter. A pronoun can replace a clear name: Nila is my friend. She is kind. Say the sentence before writing it. A question needs information, so answer Who is she? with a person’s name or role. Check that the pronoun still refers to the same person when you add another sentence.
I, he, she, we හා they සමඟ ගැළපෙන am, is, are යොදන්න. නම වෙනුවට යෙදෙන සර්වනාමය කාටදැයි පැහැදිලි විය යුතුය.
Worked example
I am Ravi. Nila is my friend. She is kind.
Original EWS reading
Nila is nine. She is in Grade 3. Ravi is her friend. They read books in the school library on Friday. Their teacher helps them choose a short story. Nila likes stories about animals.
Original EWS competency preparation; confirm the current school book and term plan.
Understand the idea
Use this for one nearby object and these for more than one nearby object. There is introduces one thing; there are introduces several. A place word makes a description useful: in, on and under express different positions. Read the complete sentence and imagine the position before choosing a word. When describing your own room, use only details you can see or reasonably know. Finish each written sentence with the appropriate punctuation.
එක් වස්තුවකට this හා there is යොදන්න. වස්තු කිහිපයකට these හා there are යොදන්න. in, on, under මඟින් පිහිටීම කියන්න.
Worked example
There is a bag under the desk. These books are on the shelf.
Original EWS reading
There is a desk beside the window. Two books are on the desk. A blue bag is under it. There are three pencils in a cup. Nila puts the pencils away after drawing so the desk stays tidy.
Original EWS competency preparation; confirm the current school book and term plan.
Understand the idea
The present simple describes routines. With I, you, we and they, use the base verb. With he or she, many verbs add s: she reads. A time phrase such as every morning makes the routine clear. Do not add s to a verb after can. Read a short text once for its main idea and again to find a specific time or action. Use the text’s details when answering rather than guessing from your own routine.
දිනපතා කරන දේ සඳහා වර්තමාන සරල කාලය යොදන්න. he හෝ she සමඟ බොහෝ ක්‍රියාපදවලට s එක් වේ. can පසුව එය එක් නොවේ.
Worked example
I walk to school. She walks to school. She can read.
Original EWS reading
Ravi gets up at six. He eats breakfast before school. His sister walks with him. After school, they water two plants and read for ten minutes. On Sunday they visit their grandmother instead of going to school.
Original EWS competency preparation; confirm the current school book and term plan.
Understand the idea
Use am, is or are followed by an ing form for an action happening now. Compare a routine with a current action: I draw every Friday, but I am reading now. The word now is useful evidence, but check the full meaning too. In a picture description, identify who is doing the action and where it happens. Use clear, short sentences before joining ideas. Do not describe unseen feelings as facts unless the picture or text supports them.
She is drawing now. They are reading under the tree.
Original EWS reading
Nila is drawing a tree. Ravi is reading beside her. Two children are carrying water to the garden. Their teacher is checking the new plants. The class usually works indoors, but today they are learning outside.
Original EWS competency preparation; confirm the current school book and term plan.
Understand the idea
A finished event can use the past simple. Some verbs add ed, but others change: go becomes went and see becomes saw. The time phrase yesterday helps readers locate the event. Use first, next and finally to connect events in order. A good short recount tells what happened, not every detail of the whole day. Check each verb rather than adding ed to every word. An ending can explain a result or a feeling supported by what happened.
Yesterday, we visited the garden. We saw a bird. Then we went home.
Original EWS reading
Yesterday, the class visited a small garden. First, the teacher showed them a seed. Next, the children planted it in soft soil. They watered it carefully. Finally, they wrote a label for the pot. They were pleased because everyone had helped.
Original EWS competency preparation; confirm the current school book and term plan.
Understand the idea
A message needs an audience and a purpose. Decide who will read it and what that person needs to know. Include a clear action, time and place when arranging an event. Ask what, where or when to check missing information. Read your draft aloud to notice a missing word or confusing detail. Keep a short message focused; a friendly greeting and a name can help readers know who is speaking. Never invent contact information in a practice message.
Dear Ravi, Please bring your storybook to the library at two o’clock. Thank you. Nila.
Original EWS reading
Dear Nila, Our reading group meets in the library on Friday at two o’clock. Please bring one short story and a pencil. We will take turns reading. Tell the teacher if you cannot come. Thank you. Ravi.
Separate answers and explanations · වෙනම පිළිතුරු හා හේතු
In the library.
කණ්ඩායම පුස්තකාලයේ හමුවෙයි.
One short story and a pencil.
කෙටි කතාවක් හා පැන්සලක් රැගෙන එන්න.
What time does the group meet? / When does the group meet?
වේලාව ගැන අසන ප්‍රශ්නයක් සාදන්න.
Bring a storybook on Friday.
දිනයේ නමට විශාල අකුරක් හා on යොදන්න.
Include the activity, place, day/time and what to bring. Model: Dear Amal, Please join our reading group in the library on Monday at two. Bring a book. Nila.
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