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 clear reason, a contrasting detail and one careful self-correction.
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
A developed introduction selects details that matter to the audience. A class visitor may need a role and the purpose of the visit, while a new teammate may need interests and responsibilities. Keep pronouns unambiguous when several people appear. Use a joining word to show the relationship between details: and adds information, but shows a contrast and because gives a reason. Do not praise a person with unsupported claims. A specific helpful action is clearer than a string of adjectives. Revise the introduction by removing repeated information and checking that the final sentence explains the connection.
When our school science group welcomed a new member, Senuli introduced her cousin Harith. Harith enjoyed drawing, but he had never helped with a science display. Senuli explained that the group needed clear pictures of its seed experiment. Harith brought a notebook and listened while Amani described the plants. He drew the same pot at three stages, leaving space for dates. Amani checked the labels with him. At the next meeting, Senuli introduced Harith as the member who helped the group show its observations clearly. She did not call him a scientist.
This is our new library volunteer, Ms Fernando. She helps us choose books that match our interests, and she listens when a story is difficult. Last week, she showed our group how to find a title in the catalogue. Her friend, Mr Arun, repairs damaged covers, but Ms Fernando leads our reading activities. I would like to introduce her to the class because she can explain how we may borrow books responsibly. We can then ask her our own questions about the library.
Partner A introduces an invented helper to a reading group. Partner B asks one question about the helper’s role and another about a specific action. A answers without inventing qualifications or achievements. B then gives a two-sentence introduction to the class. Swap roles.
Harith enjoyed drawing, but he had never helped with a science display.
but මඟින් හැකියාව හා පෙර අත්දැකීම අතර වෙනස සම්බන්ධ වේ.
Senuli spoke to Amani while Amani checked the labels. Accept another unambiguous version with the same meaning.
she වෙනුවට Amani නැවත යෙදීමෙන් කවුදැයි පැහැදිලි වේ.
Example: This is Meena, our group’s materials helper. She checks that everyone has paper before we begin. Accept accurate invented alternatives without unsupported claims.
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 clear reason, a contrasting detail and one careful self-correction.
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 precise description chooses an order and keeps its reference points consistent. Describe a room from the entrance, from left to right or from the centre outwards. Between identifies a position in relation to two things; opposite identifies a position facing something. There is and there are introduce objects, while a later sentence can use the object’s name or a clear pronoun. Read instructions carefully before drawing a plan. If two details seem different, check whether they describe different objects. A good revision removes vague phrases such as over there and replaces them with a useful position.
එක් පැහැදිලි පිළිවෙළකින් කාමරය විස්තර කරන්න. over there වැනි අපැහැදිලි වචන වෙනුවට නිශ්චිත පිහිටීම දෙන්න.
Read a new situation
Our class is planning a small exhibition in the school hall. From the entrance, visitors will see a welcome desk on the left. A display of maps will stand opposite that desk. Between the maps and the far window, there will be a table of handmade models. The reading area will be near the window, with four chairs around a low table. The entrance and the path to the door must stay clear. A labelled materials box will be under the welcome desk, so helpers can find spare paper without crossing the whole room.
My ideal class reading area is near a window, where we can use daylight. There is a low bookshelf beside the wall and a small table opposite it. Four chairs stand around the table, leaving a clear path to the door. A basket for returned books is under the shelf. I would put a notice above it to remind readers to return books carefully. This arrangement keeps books within reach and helps the area remain comfortable for different readers throughout the day.
Partner A describes an invented exhibition layout using opposite, between and under. Partner B draws a plan, then explains the layout back without looking at A’s notes. A identifies one accurate detail and clarifies one mistake if necessary. Swap roles with a different plan.
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 clear reason, a contrasting detail and one careful self-correction.
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
Present-simple writing can compare two routines without making every sentence the same. Use a time phrase to establish the pattern, then choose frequency words carefully. Usually allows exceptions, while always makes a stronger claim. After does or does not, use the base verb. A plural subject takes the base verb in a positive statement: the helpers check. Link a routine with its purpose using because or so that. When summarising a timetable, distinguish the stated routine from your own opinion about it. End by checking agreement, time order and any exception mentioned in the source.
පුරුදු ක්‍රියා සසඳන විට usually හා always අතර වෙනස බලන්න. does පසුව මූලික ක්‍රියාපදය යොදා, හේතුවත් නිවැරදිව සම්බන්ධ කරන්න.
Read a new situation
The library helpers follow a simple weekly routine. Before the first lesson on Monday, they sort returned books into two trays. Ishara checks the labels, while Naveen places the books on the correct shelves. They usually finish before the bell, but a teacher helps if many books arrive together. On Wednesdays, another pair wipes the reading tables. The helpers do not repair torn pages themselves; they leave damaged books on a separate tray for an adult. Every Friday, the group records one problem and suggests a practical improvement for the following week.
Our group checks the class reading corner every afternoon. Two helpers put the books in order, while another child checks the chairs. We usually finish quickly because each person has a clear task. If a book is damaged, we give it to the teacher instead of trying to repair it alone. On Friday, we discuss what worked well and choose the next group. This routine keeps the corner ready for readers and helps us share responsibility throughout the school week without missing our lessons.
Partner A describes an invented weekly helper routine with usually and one exception. Partner B asks a does-question about one named helper and a do-question about the group. A answers in complete sentences. Swap roles, then suggest one improvement and explain why it may help.
සාමාන්‍ය පුරුද්දක් හා වෙනසක් කියන්න. එක් අයෙකු ගැන does ප්‍රශ්නයක්ද කණ්ඩායම ගැන do ප්‍රශ්නයක්ද අසා යෝජනාවක් දෙන්න.
Separate answers and explanations · වෙනම පිළිතුරු හා හේතු
Any two: sorting returned books into trays; checking labels; placing books on the correct shelves.
පාඨයේ සඳුදා කරන වැඩ තුනෙන් ගැළපෙන දෙකක් තෝරන්න.
Naveen does not place damaged books on the main shelf.
does not පසුව place යෙදේ.
No. Usually describes the normal pattern but allows exceptions; a teacher helps when many books arrive.
usually යන්නෙන් සැමවිටම නොව සාමාන්‍ය පුරුද්දක් කියයි.
record.
The helpers බහුවචන නිසා record යෙදේ.
Example: We could label the two return trays more clearly so that books are sorted correctly. Accept a practical suggestion consistent with the passage.
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 clear reason, a contrasting detail and one careful self-correction.
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
Present continuous and present simple can work together when you compare a temporary activity with a usual pattern. Check whether the subject is singular or plural before choosing is or are. Use am only with I. A negative needs not after the helping verb, and a question moves the helping verb before the subject. The ing form alone does not make a complete sentence. In a scene description, group related actions so the reader can follow them. Avoid guessing what a person thinks unless the text gives evidence; describe the visible action and label any reasonable inference.
සාමාන්‍ය පුරුද්ද හා දැන් කරන තාවකාලික වැඩ වෙන් කරන්න. ing පමණක් ප්‍රමාණවත් නොවේ; ගැළපෙන am, is හෝ are අවශ්‍යය.
Read a new situation
Today, our class is turning the noticeboard into a story map. Usually, the board carries the weekly timetable, but the teacher has moved that notice to the door for the morning. One group is arranging pictures in story order. Another group is writing short captions below them. A boy is reading the captions aloud while his partner checks whether each one matches the picture. Two girls are not adding more pictures yet; they are looking for a missing middle event. The teacher is asking questions rather than giving the group the answer immediately.
Our class usually studies plants from books, but today we are observing three pots near the window. One group is measuring the stems carefully. Another group is drawing the leaves and adding dates. I am reading our earlier notes while my partner records today’s changes. We are not pulling the plants from the soil. Our teacher is asking us to compare the pots before we suggest a reason for the differences. Everyone is contributing an observation that the group can check together.
Partner A describes an imagined classroom scene using three present-continuous sentences and one usual routine. Partner B identifies the temporary actions and asks one question with Is or Are. Swap roles. Check the subject, helping verb and ing form in each answer.
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 clear reason, a contrasting detail and one careful self-correction.
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 developed recount shows how events connect, rather than listing many actions with then. Begin with a short setting, introduce a problem and explain the response. Choose past-tense verbs consistently, but use the base verb after did not. Sequence words help readers follow events, while because and so explain causes and results. A later discovery can change the meaning of an earlier event, so read the full passage before drawing a conclusion. In your own story, make the ending answer the main problem and avoid adding an unrelated event simply to make the paragraph longer.
අතීත කතාවක ආරම්භය, ගැටලුව, කළ දේ හා විසඳුම සම්බන්ධ කරන්න. did not පසුව මූලික ක්‍රියාපදය යොදන්න.
Read a new situation
Yesterday, our group took a model bridge to the school display. Just before the visitors arrived, one support slipped and the bridge leaned to one side. We did not hide the problem. We told the teacher, then moved the model to a clear table. Rehan held the base while Meera checked the loose joint. With the teacher’s help, we fixed the support and tested the model gently. Our label explained that the first design had needed a stronger joint. Visitors asked about the repair, and we showed them what we had learned from it.
Last Saturday, my cousin and I made a small cardboard shop for a class activity. First, we measured the pieces and drew the windows. One wall bent when we added the roof, so we stopped and checked the base. We asked an adult to help us strengthen the corners. After the glue dried, we added our signs and tested the model again. The repair took extra time, but we learned to check each stage instead of rushing to finish the decoration before the model was ready.
Partner A retells the bridge story without looking, using a setting, problem, response and result. Partner B asks one factual question and one why-question. Swap roles with a different invented repair story. Give feedback on one clear connection and one verb that needs checking.
It honestly explained the weakness and allowed the group to show what it had learned. Accept a supported explanation rather than a claim that all mistakes are automatically successful.
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 clear reason, a contrasting detail and one careful self-correction.
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
Effective messages match the purpose and the reader. A reminder needs clear practical details, while an invitation also needs a friendly request to join. State the action early, then give the place, date, time and any required materials. Do not leave an important change hidden at the end. Check whether a question asks for a stated fact or asks you to infer a reason. If information is missing, write a focused question instead of guessing. Revise for accuracy and politeness, and ensure the writer’s name is clear. Keep real private contact details out of classroom practice.
Dear Reading Group, Please note one change to Thursday’s meeting. We will still meet at two o’clock, but we will use Classroom 5 instead of the library because the library tables are being repaired. Bring the short story you chose last week and your notebook. If you did not choose a story, you may share one with a partner. Please tell our teacher before lunch if you cannot attend. The meeting will finish at half past two. Check that your usual adult collection arrangements still fit this time. Thank you. Group helper, Imasha.
Dear Group Members, Our poster discussion will take place on Wednesday at two o’clock in Classroom 3. Please bring your draft and one question you would like the group to discuss. We will finish at half past two. You may use the class paper if you do not have a draft yet. Please tell the teacher before lunch if you cannot attend, and check your usual adult collection arrangements. Thank you for helping us plan a useful discussion. Your group helper, Dinuka.
Partner A gives an invented meeting reminder with one change of place. Partner B asks a question to confirm the unchanged time, then repeats the complete plan. A checks the details. Swap roles and change the day instead of the place. Keep the finished reminder short and unambiguous.
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.
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.