Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
An observation reports what you can notice; an inference suggests what that evidence may mean. Keep the two separate when describing a scene or a simple investigation. Sequence words make a process easier to follow, while precise verbs explain the actions. Synonyms have similar meanings, but they are not always interchangeable in every sentence. Choose a replacement that suits the context. When an inference is uncertain, use may or probably instead of presenting it as an observed fact.
The leaves are wet; this is an observation. It may have rained earlier; this is an inference. First observe, then explain.
Original EWS reading
At the school garden, Lihini notices wet leaves and a dry path beneath a wide roof. She first writes exactly what she can see. Then she suggests that rain may have fallen before school, although a gardener could also have watered the plants. Her partner checks the nearby rain gauge. Together they learn that a good explanation uses evidence and that one observation can sometimes have more than one possible cause.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
When recalling a past situation, had can describe possession or a condition. Use had with every subject: I had, she had and they had. To ask a simple past question about possession, use did with have, not had. In a negative sentence, use did not have. Friendship descriptions also need evidence: show a helpful action rather than merely calling a person kind. Put events in order so the reader can understand both the difficulty and the response.
අතීතයේ තිබූ දෙයක් had යොදා කියන්න. did සමඟ have යොදන්න. යහපත් මිතුරෙකුගේ ක්‍රියාවෙන් ඔහුගේ ගුණය පෙන්වන්න.
Worked example
Nadee had a spare pencil. Did her friend have one? Her friend did not have a pencil, so Nadee shared hers.
Original EWS reading
Before a class quiz, Nadee saw that her friend Amal was searching his bag. He had a ruler and an eraser, but he did not have a pencil. Nadee had two pencils, so she quietly offered one. After the quiz, Amal returned it and thanked her. At lunchtime, he helped Nadee carry a heavy box of reading cards. Their friendship grew through small, practical acts rather than expensive gifts.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
A lively picture description tells the reader what people are doing and where the actions happen. Use the present continuous for the actions shown: is reading, are playing. Keep the be verb because reading alone is not a complete present continuous verb phrase. Begin with the main scene, then add selected details instead of listing everything randomly. Use a suitable preposition to locate an activity. Separate an action you can see from a feeling that you can only infer.
පින්තූරයේ දැන් කරන ක්‍රියාවට is හෝ are සමඟ ing යොදන්න. ක්‍රියාව සිදුවන ස්ථානයත් පැහැදිලි කරන්න.
Worked example
Two children are flying a kite near the beach. A woman is reading under an umbrella. The children seem excited, but that feeling is an inference.
Original EWS reading
A class visits a public park near the coast after completing a reading project. Two children are flying a kite in an open area, while another group is drawing the sea. Their teacher is sitting under a tree and checking the meeting time. Nobody is swimming because the visit is for observation and relaxation. A pupil describes the scene for a friend who could not join the trip that day.
Separate answers and explanations · වෙනම පිළිතුරු හා හේතු
(a) The sea. The passage identifies their subject.
කණ්ඩායමක් මුහුද අඳියි.
Two children are flying a kite, and the teacher is checking the time.
බහු පදයට are ද එක් teacher සඳහා is ද යොදන්න.
The visit is intended for observation and relaxation rather than swimming.
ගමනේ අරමුණ නිරීක්ෂණය හා විවේකයයි.
The teacher is sitting under a tree.
සිටින ස්ථානය under a tree යනුවෙන් පැහැදිලි වේ.
Model: Some children are walking beside the lake. A girl is drawing a tree. Their teacher is watching from a nearby bench. Accept accurate alternatives.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Possessive adjectives come before nouns: my bag, your task, her timetable and their classroom. Possessive pronouns replace the noun phrase: mine, yours, hers and theirs. Do not put a noun immediately after a possessive pronoun or add an apostrophe to hers or theirs. In a busy-day account, these forms help readers follow who owns something or who has a responsibility. Make the owner clear before replacing the full noun phrase with a pronoun in the next sentence.
This is her timetable. The timetable is hers. These are their reading cards, and the blue folder is mine.
Original EWS reading
On the day of the school exhibition, Tharindu and Maya divide their responsibilities carefully. Tharindu checks his poster, while Maya arranges her reading cards. A blue folder belongs to Maya, but a green one belongs to the teacher. When two folders get mixed up, Maya says which one is hers. Clear labels help the group finish on time and prevent visitors from receiving the wrong information at the display.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
A clear past story has a setting, a problem and a sequence of events leading to an ending. Use the simple past for completed events, remembering that some verbs change irregularly: find becomes found and take becomes took. Time links such as later and finally help the reader follow the order. A useful ending shows a result; it need not repeat the opening. Base an inference about a character on an action or decision described in the story.
අතීත කතාවක පසුබිම, ගැටලුව, සිදුවීම් හා අවසානය සම්බන්ධ කරන්න. found හා took වැනි අක්‍රමවත් අතීත ක්‍රියා මතක තබාගන්න.
Worked example
Kavi found a small purse near the gate. He took it to the office. Later, its owner thanked him.
Original EWS reading
One afternoon, Kavi found a purse beside the school gate. He wanted to return it, but there was no name on the outside. He took it to the school office instead of opening it in the street. Later, an elderly visitor came back looking worried. The office staff checked her description before returning the purse. Kavi went home pleased that a small decision had helped someone solve a difficult problem.
Later, an elderly visitor came back looking worried.
Later මඟින් පසුව සිදු වූ දේ හඳුන්වයි.
Model: The office announced that a purse had been found. A parent described it correctly. The staff returned it, and the parent thanked Kavi. Accept a coherent alternative.
Original EWS preparation for textbook theme; not full official unit/2027 alignment
Understand the idea
Connect ideas to explain a safety decision, not merely to list rules. Because introduces a reason, so introduces a result, and but shows a contrast. Use must for a strong requirement and must not for a prohibition. Should gives advice rather than an absolute rule. Keep the message precise: do not remove a safety word when shortening a sentence. When combining two ideas, check which event causes the other so that the connector preserves the intended meaning.
because හේතුවද so ප්‍රතිඵලයද but වෙනසක්ද දක්වයි. must හා must not ප්‍රබල නියමයක් හෝ තහනමක් පෙන්වයි.
Worked example
The floor is wet, so we must walk carefully. We should use the dry entrance because it is safer. We must not run through the water.
Original EWS reading
Rain leaves water near the entrance of a community hall. Before the children arrive for a drama practice, the caretaker places a warning sign beside the wet area. The teacher asks the group to use a dry side entrance and walk in pairs. One child wants to hurry, but a friend reminds him about the slippery floor. The group enters safely, and the caretaker starts drying the main entrance.
The floor is slippery, so the children walk carefully.
පරිස්සමින් යෑම ලිස්සන බිමෙහි ප්‍රතිඵලයකි.
To alert them to the wet, potentially slippery area before they enter.
ඇතුළුවීමට පෙර අනතුර ගැන දැනුවත් කිරීමටය.
The group uses another entrance because the main entrance is wet.
because පසු වෙනත් දොර භාවිත කරන හේතුව දෙන්න.
Model: We must not run along a crowded corridor because someone could fall. We should keep our bags away from the walking space. Accept sensible alternatives.
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 travel account becomes clear when place, time and purpose work together. Describe a regular journey with the simple present and use frequency words accurately: always means every time, often means many times, and sometimes means on some occasions. These words normally come before the main verb but after the verb be. Compare We often travel with We are often early. Rules use must for a requirement and must not for a prohibition. Do not confuse must not with do not have to, which means something is unnecessary. In a personal account, use a few precise details and explain what you learned rather than listing places alone.
ගමන් පුරුද්දක් කියන විට often වැනි පද සාමාන්‍ය ක්‍රියාවට පෙර යොදන්න. must not තහනමකි; do not have to යනු අනිවාර්ය නොවීමයි.
Worked example
We often take the early bus. We are usually ready before seven. Visitors must follow the marked path; they do not have to buy a notebook.
Original EWS reading
Mina's family sometimes visits relatives in another district during school holidays. They usually travel early and carry a simple breakfast. On one journey, Mina kept a small travel diary instead of using her phone throughout the trip. She noted changing views, unfamiliar place names and a question to ask her grandmother. At a community museum, a sign required visitors to leave large bags outside the display room. Photography was allowed only in the courtyard. Mina followed both rules and sketched an interesting object from memory later. Her diary became a record of careful observation, not merely a list of stops.
Separate answers and explanations · වෙනම පිළිතුරු හා හේතු
Sometimes, during school holidays.
sometimes සෑම නිවාඩුවකම බව නොකියයි.
We often travel early.
often ප්‍රධාන ක්‍රියාව travel ට පෙර යෙදේ.
They are usually ready.
be ක්‍රියාවට පසුව usually යෙදේ.
False. Photography was allowed only in the courtyard.
only සීමාව හඳුනාගන්න.
Visitors must leave large bags outside the display room.
අනිවාර්ය ක්‍රියාව must සමඟ දක්වන්න.
No. It means taking a diary is optional or unnecessary.
අනිවාර්ය නොවීම තහනමක් නොවේ.
It included observations, unfamiliar names, questions and a remembered sketch.
සටහන්වල විවිධ අර්ථවත් තොරතුරු ඇත.
Courtyard.
courtyard යනු ගොඩනැගිලි අසල හෝ අතර විවෘත මිදුලකි.
For example: Why does this village have that name? Accept a relevant question.
ගමනට අදාළ තොරතුරු අසන ප්‍රශ්නයක් පිළිගන්න.
Model: We sometimes visit the village library. We usually arrive early. We must return borrowed books on time. I noticed a new shelf of children’s stories. Accept coherent alternatives.
Original EWS extension using a verified legacy textbook theme. Not a complete official unit, term allocation or 2027 reform-module map.
Understand the idea
Wonder can begin with a familiar object seen carefully. When describing an interesting place or object, explain its appearance, use and significance in a logical order. Would like to expresses a wish politely and is followed by the base form of the verb. Comparisons require a stated basis: taller concerns height, while older concerns age. A superlative such as the tallest needs a clear comparison group and trustworthy evidence. Do not turn an exciting claim into a fact without checking it. A useful research question identifies something you still need to discover. Your own description should separate observed details, information from a source and personal opinions.
පුදුම දේ ගැන ලියන විට දුටු විස්තර, මූලාශ්‍ර තොරතුරු හා තම මත වෙන් කරන්න. would like to පසුව ක්‍රියාවේ මුල් රූපය යොදන්න.
Worked example
I would like to explore the old bridge. This model is taller than that one. I think the curved shape is attractive; this is my opinion.
Original EWS reading
For a class display called Wonders Around Us, Kavindu brought a model of a bridge made from folded paper. At first, his classmates called it the strongest bridge in the room. Their teacher asked how they could check that claim fairly. They placed the same small weights on each model, one at a time, and recorded the results. Kavindu's bridge held more weight than two others but less than the final model. He was pleased rather than disappointed: the test showed which folds might need improvement. His display card explained the method and left space for a new design question.
The test helped him identify folds that could be improved.
ප්‍රතිඵලය වැඩිදියුණු කිරීමට උපකාරී විය.
(b) Its shape is attractive.
අලංකාර බව පෞද්ගලික විනිශ්චයකි.
For example: Will an extra fold help the bridge carry more weight?
පරීක්ෂා කළ හැකි නිශ්චිත ප්‍රශ්නයක් දෙන්න.
Model: I would like to study a woven basket. Its strips cross each other. I think the pattern is beautiful. Does changing the width of the strips make the basket stronger? Accept accurate alternatives.
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