Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
A clear introduction gives the listener useful information in a sensible order: greeting, name, school and one interest. Use I am for yourself and he is or she is for another person. Use are with we, you and they. In a question, move the be verb before the subject: Are you new? Question words ask for different information. Where asks about place; what asks about a thing or activity. Listen to the question before choosing your answer.
හඳුන්වාදීමේදී ආචාරය, නම හා පාසල පිළිවෙළින් කියන්න. am, is, are පදයට ගැළපෙන ලෙස යොදා අසන තොරතුරට පිළිතුරු දෙන්න.
Worked example
I am Nimal, and I am new to the class. This is Asha; she is our class monitor. Are you interested in reading?
Original EWS reading
On Monday, Nimal joins Grade Six at a school in Kaduwela. Asha, the class monitor, welcomes him near the library. Nimal introduces himself and says that he enjoys reading animal stories. Asha shows him the classroom and introduces two friends. At the end of the morning, Nimal knows where to put his bag and whom to ask for help. He feels less worried about his new school.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Use the simple present to describe a leisure habit and the present continuous to describe an action happening now. A habit often has a time expression such as every Saturday. With he or she, add s to most simple present verbs. For an action now, use am, is or are followed by the ing form. Compare the time information carefully. The same person can have a regular habit and do something different on one particular day.
නිතර කරන විනෝදාංශයට simple present යොදන්න. දැන් සිදුවන ක්‍රියාවට am, is, are සමඟ ing යොදන්න.
Worked example
Ravi plays badminton every Saturday. Today, he is drawing indoors. His friends are practising in the hall.
Original EWS reading
Ravi usually plays badminton with his cousins on Saturday afternoons. This Saturday, heavy rain keeps the family indoors in Malabe. Ravi is drawing a colourful court on a sheet of paper while his sister is making a small board game. Their mother suggests a friendly indoor competition. Ravi misses his usual game, but he discovers that creating something with his sister can be enjoyable too.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Prepositions of place show how one thing is positioned in relation to another. Use on for contact with a surface, under for a lower position and between for a position in the middle of two things. Give the reference object clearly: near the desk is more useful than near. When describing a room, use there is with one item and there are with several items. Check the passage instead of placing objects where they usually belong.
වස්තුවක පිහිටීම කියන විට එය කුමකට සාපේක්ෂදැයි පැහැදිලි කරන්න. එකකට there is ද කිහිපයකට there are ද යොදන්න.
Worked example
The clock is above the board. There is a box under the desk. The notice is between two windows.
Original EWS reading
Before the reading club begins, Sara helps arrange a small room at the village library. She puts a box of crayons under the main desk. Two chairs stand beside the door, and a low table is between the windows. Sara places the new storybook on that table. When a younger child arrives, she gives clear directions to the book instead of simply pointing across the busy room.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
A countable noun names something we can count as separate items, such as a bird or three birds. An uncountable noun, such as water, is not normally counted in this way. Use a or an with one countable item, but use some water rather than a water in ordinary descriptions. There is introduces one item or an uncountable amount; there are introduces plural items. Add a useful describing word when it helps the listener picture the scene.
There is a bright butterfly near the pond. There are three birds on the fence. There is some water in the bowl.
Original EWS reading
During a class walk, Meena stops beside a small garden in Battaramulla. She can see three birds on a wooden fence and a yellow butterfly near a flower. A gardener has placed some water in a shallow bowl for the birds. There is a little rice on the ground. Meena writes a short description, carefully separating things she can count from materials she describes as an amount.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Instructions tell someone how to do a task. Begin an instruction with a clear action verb, such as wash, cut or mix; the listener understands that you are addressing them. Put the steps in a sensible order and use first, next and finally when this helps. A negative instruction begins with do not. Name the object needed for each action. In a kitchen, include useful hygiene and adult-supervision guidance rather than assuming every learner can use sharp tools safely.
First, wash the fruit. Next, ask an adult to cut it. Finally, mix the pieces in a clean bowl.
Original EWS reading
Aunt Minoli and Dinu prepare a fruit salad for a family lunch. First, Dinu washes his hands and rinses the fruit. Aunt Minoli uses the knife to cut the fruit into small pieces. Dinu puts the pieces in a clean bowl and mixes them gently. They cover the bowl until lunch begins. Dinu writes the steps for his cousin, including a reminder to ask an adult to use the knife.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
The simple present helps us describe routines and regular responsibilities. Use the base verb with I, we and they; usually add s or es with he or she. Frequency words show how often something happens. Usually and often normally come before an ordinary action verb, while always normally follows a be verb. Use a time phrase to make the routine clear. When two people share a task, use a plural subject and check that the verb agrees with it.
දිනපතා කරන වැඩ සඳහා simple present යොදන්න. he හෝ she සමඟ බොහෝ ක්‍රියා පදවලට s හෝ es එක් වේ.
Worked example
Dev usually waters the plants after school. His sisters often help him. He is always careful with the young shoots.
Original EWS reading
Every school day, Dev waters the young plants outside his home in Homagama. His sisters usually collect fallen leaves for the compost box. On Fridays, the children check which pots need more soil. Their father sometimes helps with heavy bags, but the children do the small daily jobs themselves. They keep a simple chart so that one person does not forget a task or do the same job twice.
Original EWS extension using a verified legacy textbook theme. Not a complete official unit, term allocation or 2027 reform-module map.
Understand the idea
Time words help a listener understand when something happens. Use at for a clock time, on for a named day or date, and in for a month, year or part of the day. Some familiar expressions are exceptions: we usually say at night. Do not add a preposition before every, last or next in expressions such as every Sunday or next week. First find the time expression, then decide which pattern it needs. A timetable usually gives planned times; a short account of yesterday uses past forms. Check whether your sentence describes a routine, a plan or a completed event before choosing the verb.
වේලාවට at, දවසට on, මාසයට in යොදන්න. every, last, next ඇති කාල ප්‍රකාශවල සාමාන්‍යයෙන් අමතර නිපාතයක් නොයොදයි.
Worked example
Our club meets at eight on Saturday. We work in the morning. Last Saturday, we finished before lunch.
Original EWS reading
On Saturday, Anu's class planned a morning in the school garden. They met at eight beside the gate. The sun was bright, but the ground was still damp after Friday's rain. Anu carried a small notebook, and her partner brought a watering can. First, they checked the young plants. At half past nine, everyone rested in the shade and shared their observations. Their teacher changed the final activity because the garden path was slippery. The children drew plant labels indoors instead. Anu enjoyed the day because the group worked carefully and still finished something useful together.
Original EWS extension using a verified legacy textbook theme. Not a complete official unit, term allocation or 2027 reform-module map.
Understand the idea
A description tells the reader what can actually be observed. Begin with the animal or place, then add two clear details instead of repeating that everything is beautiful. Adjectives describe nouns, while simple present verbs can describe regular behaviour. A synonym has a similar meaning in a particular context; an antonym gives a contrasting meaning. Similar words are not interchangeable everywhere. For example, quiet and silent are related, but a quiet place may still have some sound. Read the whole sentence before replacing a word. When writing a visit account, distinguish what you saw from what a sign or guide told you.
The large bird stands near the water. The path is quiet, but we can still hear footsteps. Large and big can have similar meanings here.
Original EWS reading
During a fictional class visit to a zoo, Sahan chose one bird to observe carefully. It stood beside a shallow pool and moved its long neck slowly. He wrote down only what he could see. A nearby information board described the bird's usual food, so he marked that fact as information from the board. His friend wanted to call every bird friendly, but Sahan explained that a calm appearance did not prove this. The group stayed behind the visitor barrier and avoided loud calls. Back at school, they compared their notes and replaced vague words with more exact descriptions.
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