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. Extend your response with a reason and a linking word such as because.
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.
Build your skills · Extra reading, speaking and writing
An introduction helps a listener understand who a person is and why you are mentioning them. Begin with a name and a clear connection, then add one useful detail. Use he or she only when the listener knows which person you mean. When two people could match the same pronoun, repeat the name. Join related information with and, but use because only when you are giving a reason. Check each sentence for a capital letter, a suitable form of be and a full stop. Read the introduction aloud to hear whether it makes sense.
Our class has a new reading helper called Mrs Perera. She visits the library on Wednesdays. Her nephew, Dilan, is in Grade 4, but she helps every child who joins the reading group. Mrs Perera reads the first page of a story. Then the children take turns. Dilan introduces her to a new pupil named Mali. Mali is shy at first. Dilan says, “This is Mrs Perera. She helps us enjoy stories.” Mali smiles and chooses a book about a clever rabbit.
This is my neighbour, Mr Silva. He enjoys growing flowers in small pots. He shows me how to water them gently, and he lets me look at the new leaves. His friend, Mr Ravi, brings empty pots for the garden. Mr Silva teaches us to reuse useful things. I like visiting the garden because I always notice something different.
Partner A introduces an invented reading helper using a name, a role and one helpful action. Partner B asks, “When does the helper visit?” A answers. Swap roles and use different details. Check that every pronoun refers clearly to the intended person.
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. Extend your response with a reason and a linking word such as because.
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.
Build your skills · Extra reading, speaking and writing
A useful description helps another person find or imagine something. Start with the largest place, then describe smaller objects in a sensible order. Use there is with one thing and there are with more than one. Beside means next to; between needs two reference points. Check what it refers to before using it. Give only details supported by the picture or passage. If the text does not say a colour, do not invent one in a reading answer. Finish by checking whether a listener could place each object correctly.
The craft corner is at the back of our classroom. A low shelf stands between the window and the cupboard. There are two baskets on the shelf. The smaller basket holds scissors, while the larger one holds paper. A box of crayons is under the shelf. Beside the cupboard, there is a table for unfinished work. Sahan looks for his paper boat. It is on the table, not inside either basket. He takes it carefully and returns the crayons to their box.
Our class display is beside the door. There is a large drawing in the middle. Two small notices are below it. A calendar hangs between the drawing and the window. There are three paper flowers above the calendar. My favourite flower is yellow. I keep the nearby table tidy so everyone can stand there and read the notices easily.
Partner A secretly arranges three safe objects on a desk, then describes their positions without pointing. Partner B draws a simple plan and asks one checking question. Compare the plan with the objects, correct any unclear direction, then swap roles.
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. Extend your response with a reason and a linking word such as because.
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.
Build your skills · Extra reading, speaking and writing
Routines are actions that happen regularly, so the present simple is usually useful. With he or she, many positive verbs add s or es. In a question beginning with does, use the base verb: Does she carry water? Put events in time order and include a time phrase when it helps. Always and sometimes describe different frequencies; choose the one supported by the information. A routine may have a sensible exception. Explain an exception with but or because rather than changing the whole paragraph to the past tense.
Before lessons, our class takes care of a small garden. On Mondays, Kavindi checks the leaves and Ishan fills the watering can. They water the plants only when the soil feels dry. The class does not pour extra water after heavy rain. At the end of each week, a different pair takes over. Kavindi records the work in a notebook. She usually writes two sentences and draws one leaf. On Fridays, the teacher reads the notes before the children go home together.
Every afternoon, I put my schoolbag beside the desk and wash my hands. Then I have a snack. I read for fifteen minutes before I begin my homework. My brother sometimes asks me about the story. I answer him after I finish a page. On rainy days, we stay inside and draw pictures together. This routine gives me time to work and relax.
Partner A describes three usual after-school actions and one action done only sometimes. Partner B asks two questions with “Do you…?” A answers with a frequency word or time phrase. Swap roles and report one routine about your partner using he or she.
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. Extend your response with a reason and a linking word such as because.
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.
Build your skills · Extra reading, speaking and writing
Use am, is or are plus a verb ending in ing to describe an action happening now. The helping verb cannot be left out: They are painting, not They painting. First identify the person or thing doing the action, then choose the helping verb. Some verbs change spelling: make becomes making. Compare now with a routine, such as She usually draws flowers, but today she is drawing a bird. Read the time clues carefully. A drawing cannot show every private thought, so describe visible actions before making guesses about feelings.
දැන් සිදුවන ක්‍රියාවට am, is, are සමඟ ing ක්‍රියාපදය යොදන්න. පෙනෙන ක්‍රියා හා අනුමාන කරන හැඟීම් වෙන් කරන්න.
Read a new situation
The children are preparing a class display this morning. Ruwan is painting a river on a large sheet. His partner is cutting paper trees with the teacher nearby. Two children are writing labels, and the teacher is checking their spelling. A girl near the window is holding a basket of paper birds. She is waiting for a clear place to put them. Ruwan usually draws buses, but today he is enjoying a different subject. Nobody is using real leaves for this display.
We are making a reading corner today. My friend is moving three small chairs. I am putting storybooks on a low shelf. Two children are drawing a welcome sign, and our teacher is checking the words. We usually read at our desks, but today we are trying a new place. Everyone is helping, so the corner is slowly becoming ready for use.
Partner A silently acts one safe classroom action. Partner B asks, “Are you…?” and names an action. A answers, “Yes, I am” or “No, I am not.” After identifying the action, B describes it with a complete present-continuous sentence. Swap roles.
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. Extend your response with a reason and a linking word such as because.
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.
Build your skills · Extra reading, speaking and writing
A short account of yesterday needs past-tense verbs and a clear order. Many verbs add ed, but common verbs such as find and take change to found and took. Learn these forms in meaningful sentences. Sequence words connect events, but first and finally cannot replace the action itself. Use because to explain a reason and so to show a result. Read the whole story before arranging events; the first sentence may introduce the problem rather than tell every earlier detail. Check that the ending explains what happened to the main object or character.
ඊයේ සිදුවීම් සඳහා අතීත ක්‍රියාපද හා පැහැදිලි පිළිවෙළක් යොදන්න. because හේතුවද so ප්‍රතිඵලයද පෙන්වයි.
Read a new situation
Yesterday, Nethmi found a wet library book beside the classroom door. She did not put it in her bag. First, she took it to the teacher and explained where she had found it. The teacher laid the book open in a safe, dry place. Later, Aran came to ask about his missing book. He described its cover and the page he had been reading. The teacher checked these details and returned it to him. Aran thanked Nethmi for taking care of the book.
Yesterday, our group made a paper kite. First, we measured two thin sticks with the teacher’s help. Next, we tied them together and added the paper. My friend drew a smiling face on it. Finally, we attached a short tail and checked the knots. We did not fly it indoors. We put it away carefully for a suitable outdoor activity with an adult.
Partner A retells the book story in three sentences using First, Next and Finally. Partner B listens, then asks “Why did…?” about one action. A answers with because. Swap roles using a different invented lost-object story, keeping the ending clear.
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. Extend your response with a reason and a linking word such as because.
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.
Build your skills · Extra reading, speaking and writing
A message should give the reader enough information to act without guessing. Identify who is writing, who should receive it, what is happening and where and when it happens. A polite request often includes please. Do not add a time or place that the message does not provide. If a necessary detail is missing, ask a useful question. Before sending a practice message, reread it as the receiver: could you follow it? Use a greeting, clear sentences and the writer’s name. Never include a real password or private address in a classroom example.
Dear Hasini, Our class is collecting clean cardboard for Friday’s craft activity. Please bring one small piece if you have any at home. Put it in the labelled box beside the classroom cupboard before the first lesson on Friday. You do not need to buy anything. We will share the cardboard, so everyone can join the activity. Ask our teacher if you are unsure which materials are suitable. Please do not bring glass or sharp metal. Thank you for helping. Your friend, Savindu.
Dear Amaya, Please join our class reading circle on Tuesday after the last lesson. We will meet beside the library desk with our teacher. Bring one short story if you have one. We can share books, so you do not need to buy anything. Please tell the teacher if you cannot stay. Thank you. Your friend, Rehan.
Partner A invites B to an invented school activity but deliberately leaves out the place. Partner B asks for the missing detail and repeats the complete plan. A checks it. Swap roles, this time leaving out the time. Do not exchange real private contact details.
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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