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Given: A personal experience question about travelling.

Sample Answer: Yes, I have travelled by a train. (Students may answer 'Yes' or 'No' based on their own experience. Both answers are correct.)

Final Answer: Yes, I have travelled by a bus / a train. (Accept any honest personal answer.)

Given: A personal experience question about the destination of travel.

Sample Answer: I went to my grandmother's house in another city. (Students should name any place they have visited.)

Final Answer: I went to __________ (name of place). (Accept any real place the student has visited.)

Given: A personal experience question about food eaten during travel.

Sample Answer: I ate biscuits, chips, and sandwiches on the way.

Final Answer: I ate __________ on the way. (Accept any food item the student mentions.)

Given: A personal experience question about observations made during travel.

Sample Answer: I saw trees, fields, rivers, and small houses from the window.

Final Answer: I saw __________ from the window. (Accept any scenery or objects the student describes.)

Given: A personal experience question about travel companions.

Sample Answer: My mother, father, and sister went with me.

Final Answer: __________ went with me. (Accept any family members or friends the student names.)

Given: A personal experience question asking the student to share their travel experience.

Sample Answer: Yes, I had a lot of fun! I played games with my sister and watched the beautiful scenery outside the window. It was a very exciting journey.

Final Answer: Yes, I had fun because __________. (Students should share their own experience with the class. All genuine answers are acceptable.)

Given: A listening and reading activity based on an action poem.

Step 1 — Listen carefully: Students should listen to the teacher read the poem aloud.

Step 2 — Follow the actions: As the poem is read, students perform the actions — stop, stand, sit, raise hand, jump, run, and stop.

Step 3 — Read aloud: Students then read the poem aloud along with the teacher, matching words to actions.

Key words and actions:
- 'stop' → stand still
- 'stand' → stand up straight
- 'sit' → sit down
- 'raise your hand' → lift one hand up
- 'jump' → jump up
- 'run' → run in place

Final Answer: Students listen, perform the actions, and read the poem aloud with expression and enthusiasm. (This is a participatory activity; all students who listen and participate are correct.)

Given: A creative drawing activity about a favourite vehicle.

Step 1 — Think: Choose a vehicle you like the most. It can be a real vehicle (like a car, bus, aeroplane, bicycle, boat, or rocket) or an imaginary one.

Step 2 — Draw: Draw the vehicle in the space provided. Add details like wheels, wings, windows, or any other features.

Step 3 — Colour: Colour the drawing neatly.

Sample ideas:
- A red racing car with four wheels
- A big blue aeroplane with wings
- A yellow school bus
- An imaginary flying car

Final Answer: (Students draw and colour their favourite vehicle. All ideas — real or imaginary, with wheels or wings — are accepted and encouraged.)

Given: A list of vehicles — bus, car, aeroplane, train, jeep, ship, boat, bicycle, helicopter, truck, yacht, cart, raft, taxi, tractor.

Concept used: Vehicles are classified into three groups based on the surface they travel on:
- Land vehicles move on roads, tracks, or ground.
- Air vehicles fly through the sky.
- Water vehicles move on rivers, lakes, or seas.

Sorting:

$$\textbf{Land} \quad | \quad \textbf{Air} \quad | \quad \textbf{Water}$$

| Land | Air | Water |
|---|---|---|
| Bus | Aeroplane | Ship |
| Car | Helicopter | Boat |
| Train | | Yacht |
| Jeep | | Raft |
| Bicycle | | |
| Truck | | |
| Cart | | |
| Taxi | | |
| Tractor | | |

Final Answer:
- Land: Bus, Car, Train, Jeep, Bicycle, Truck, Cart, Taxi, Tractor
- Air: Aeroplane, Helicopter
- Water: Ship, Boat, Yacht, Raft

Given: Three pictures with words containing the vowel sound 'u'.

Step 1 — Identify the vowel sound: All three words contain the short vowel sound 'u' as in 'hut'.

Step 2 — Read aloud:
- umbrella — um-brel-la (notice 'an' is used before 'umbrella' because it starts with a vowel 'u')
- truck — tr-u-ck
- duck — d-u-ck

Step 3 — Notice the article: The word 'an' is used before 'umbrella' because it begins with a vowel sound. The word 'a' is used before 'truck' and 'duck' because they begin with consonant sounds.

Final Answer: Students read the words aloud clearly — an umbrella, a truck, a duck — focusing on the short 'u' sound in each word.

Given: Three pictures with words containing the vowel sound 'u'.

Step 1 — Identify the vowel sound: All three words contain the short vowel sound 'u' as in 'hut'.

Step 2 — Read aloud:
- jug — j-u-g
- mug — m-u-g
- cup — c-u-p

Step 3 — Notice the pattern: 'jug' and 'mug' rhyme with each other. All three words use the article 'a' because they begin with consonant sounds.

Final Answer: Students read the words aloud clearly — a jug, a mug, a cup — focusing on the short 'u' sound in each word.

Given: Three pictures with words containing the vowel sound 'u'.

Step 1 — Identify the vowel sound: All three words contain the short vowel sound 'u' as in 'hut'.

Step 2 — Read aloud:
- bus — b-u-s
- rug — r-u-g
- hut — h-u-t

Step 3 — Notice the article: The word 'a' is used before all three words because they begin with consonant sounds (b, r, h).

Final Answer: Students read the words aloud clearly — a bus, a rug, a hut — focusing on the short 'u' sound in each word.

Summary of all 'u' sound words from the lesson: umbrella, truck, duck, jug, mug, cup, bus, rug, hut — all contain the short vowel sound 'u'.