Step Up Academy Puttalam

Happy independence day. ......

The eagle by Alfred Lord Tennyson symbolises the power within nature. Comment on this statement with reference to the poem.

Alfred Lord Tennyson’s poem The Eagle presents the eagle as a strong, majestic and powerful bird. Through vivid imagery and effective poetic devices, the poet shows the greatness and superiority of the eagle in the natural world.
At the beginning of the poem, the eagle is described as sitting high on a mountain rock. The line “He clasps the crag with crooked hands” shows the strength of its claws as it tightly holds the rock. The word “clasps” suggests firmness and power. The eagle lives “close to the sun in lonely lands,” which shows that it flies very high above the earth. This height makes the eagle appear grand and superior to everything below.
The poet also describes the surrounding nature beautifully. The eagle is “ring’d with the azure world,” meaning it is surrounded by the wide blue sky. From such a height, the “wrinkled sea beneath him crawls.” The sea looks small and weak compared to the eagle. This contrast further highlights the bird’s greatness and dominance.
Finally, the last line, “And like a thunderbolt he falls,” shows the eagle’s speed and sudden action. The simile comparing it to a thunderbolt emphasizes its quickness and deadly power when hunting its prey.
In conclusion, Tennyson successfully presents the eagle as a symbol of strength, freedom, and majesty through strong imagery and poetic techniques. The poem creates a clear and impressive picture of the powerful king of the sky.

To our beloved friends, Students and Parents. .....

My Best Friend

My best friend is named Nimal. He is twelve years old and studies in my class. He is kind, helpful, and very friendly. We became friends on the first day of school. Since then, we share our books, lunch, and ideas.

Nimal always helps me with my schoolwork, especially Mathematics. When I feel sad, he encourages me and makes me laugh. We play cricket together after school and enjoy reading storybooks during our free time.

My best friend is honest and respects teachers and elders. He never fights with others and always speaks politely. I trust him very much and share my secrets with him.

I am very lucky to have such a caring and loyal friend. I hope our friendship will last forever.

Lesson Plan
Unit: Everybody is Good at Something – Unit 1
Activity: Act Out (Dialogue)
Grade: 9
Time: 40 minutes
Skill Focus: Speaking & Listening

Learning Outcomes
By the end of the lesson, students will be able to:
understand a short dialogue about a TV programme
use simple past tense in conversation (watched, came, was)
act out a short dialogue with correct pronunciation and intonation
express opinions using simple sentences

Teaching Aids
Textbook page (Everybody is Good at Something – Unit 1)
Blackboard / whiteboard
Pictures of TV programmes (optional)

Step 1: Warm-up (5 minutes)
Teacher asks:
Do you watch TV?
What is your favourite TV programme?
Write 2–3 answers on the board.

Step 2: Introduction to the Lesson (5 minutes)
Introduce the topic: Talents and TV programmes
Ask:
Have you watched “Children Can Sing”?
Do you like singing programmes? Why?

Step 3: Reading the Dialogue (10 minutes)
Teacher reads the dialogue aloud.
Students listen carefully.
Students read the dialogue silently.
Select two students to read aloud (Malith & Pubudu).

Step 4: Vocabulary & Language Focus (5 minutes)
Explain key words:
finals – last competition
audience – people who watch a show
hall – large room
Highlight past tense verbs:
watched, was, came, had

Step 5: Act Out Activity (10 minutes)
Divide students into pairs.
Students practise the dialogue.
Encourage correct pronunciation and gestures.
Invite 2–3 pairs to act in front of the class.

Step 6: Follow-up Speaking Activity (5 minutes)
Students answer orally:
Did you watch any TV programme yesterday?
Who is your favourite singer/actor?
What are you good at?

Lesson Plan – Using Modals for Giving Advice and Instructions (Grade 11 Unit 1 Activity 8 )

Lesson Title: Giving Advice and Instructions Using Modals

Objective:
By the end of the lesson, students will be able to:
Identify and use modals (need, ought to, must, should, can) correctly.
Form sentences to give advice and instructions based on a picture.

Materials Needed:
The provided image (showing a child helping an elderly person cross the road).
Whiteboard and markers.
Lesson Duration: 40 minutes

Lesson Stages:

Warm-Up (5 minutes):
Greet the class and ask: "What do we do to help others?"
Briefly explain modals (need, ought to, must, should, can) with examples.
You should help others.
You must follow traffic rules.

Presentation (10 minutes):
Show the picture to the class.
Describe the scene: "A child is helping an elderly woman cross the road safely."
Explain how modals express advice and instructions.

Guided Practice (10 minutes):
Write sample sentences on the board:
You should help elderly people cross the road.
You must wait for the green signal before crossing.
You ought to be kind to others.
You can help people in need.
You need to follow road safety rules.
Ask students to repeat and identify the modal verbs.
Independent Practice (10 minutes):
Ask students to write five sentences using the modals based on the picture.
Monitor and assist as needed.

Wrap-Up (5 minutes):
Invite students to share their sentences.
Recap the function of modals in giving advice and instructions.
Assign homework: Write three sentences using modals to give advice at home or school.

Lesson Plan – 40 Minutes
Grade 4
Unit: My Family and Friends
Lesson: Greetings – Hello, how are you?
Grade: Primary (1–3)
Skill focus: Listening & Speaking

1. Warm-up (5 minutes)
• Teacher enters the class smiling and says:
“Hello children! How are you?”
• Encourage students to reply using L1 first, then English.
• Write on the board:
Hello / How are you?

2. Introducing Vocabulary (5 minutes)
• Teach responses using actions and facial expressions:
o I’m fine 😊
o I’m good 👍
o I’m okay 👌
o I’m great 😄
o I feel wonderful! 🌟
• Students repeat after the teacher (choral repetition).

3. Let’s Sing (10 minutes)
• Teacher sings the song once.
• Play the song / sing again with actions.
• Students sing along with actions.
• Repeat once more for confidence.

4. Practice Activity (10 minutes)
• Pair work:
o Student A: Hello! How are you?
o Student B: I’m fine / I’m good / I’m okay.
• Walk around and help students.
• Invite 2–3 pairs to perform in front of the class.

5. Fun Game (5 minutes)
• Ball Game:
o Teacher throws a ball and asks: “How are you?”
o Student answers and throws the ball to another student.
• Encourage different answers.

Lesson Plan – Grade 5
Unit: Our Motherland – Sri Lanka
Lesson: Our Motherland Sri Lanka
Time: 40 minutes
Skills: Listening, Speaking, Values
Materials: Textbook, board, pictures of Sri Lanka

1. Warm-up (5 minutes)
• Greet the students.
• Ask simple questions:
o What is our country?
o Do you love Sri Lanka?
• Show a picture/map of Sri Lanka.
• Say: “Sri Lanka is our motherland.”
• Students repeat.

2. Introducing Key Words (5 minutes)
Write and explain using simple language and gestures:
• belong – something is ours
• harmony – living happily together
• kith and kin – family and relatives
• race / creed / caste – different people (no details, simple explanation)
Students repeat the words after the teacher.

3. Let’s Sing (10 minutes)
• Teacher reads the song once with rhythm.
• Sing the song line by line.
• Students repeat.
• Sing together with actions:
o you → point to others
o me → point to self
o all of us → open arms
o harmony → hold hands gesture

4. Speaking Practice (10 minutes)
• Ask students to complete orally:
o This land belongs to ___.
• Students answer:
o me / you / all of us
• Pair activity:
o Student A: This land belongs to you.
o Student B: This land belongs to me.

5. Value Activity (5 minutes)
• Ask:
o Should we fight?
o Should we live happily together?
• Teach sentence:
o “We must live in harmony.”
• Students repeat.

School Talent Show – Announcing Script

Opening

Good good evening to everybody present here.

Respected Principal, Vice Principal, teachers, judges, dear parents, and my loving friends, a very warm welcome to all of you.

Today is a special day for our school as we have gathered here to witness the creativity, confidence, and hidden talents of our students at the School Talent Show – 2026. This event is a celebration of skills beyond the classroom, where our students shine through music, dance, drama, and many more wonderful performances.

Welcome Address

To begin this colourful event, I kindly invite (Name) to deliver the welcome address.
Let’s give a big round of applause.

(After speech)
Thank you very much for those inspiring words.

Lighting the Oil Lamp (if applicable)

Now, I respectfully invite our honoured guests to the stage for the lighting of the oil lamp, symbolising wisdom and the bright future of our students.

First Performance

Let us now begin the programme with our first performance.
Get ready to enjoy a (dance/song/drama) presented by (Name/Class).

Please welcome them with a big hand.

(After performance)
What a wonderful performance! Let’s appreciate them with a huge round of applause.

Transition

The stage is now set for more exciting performances. Each item you are about to witness reflects the dedication and talent of our students.

Next Performance

Our next performance is a (type of performance) by (Name/Class).
Let’s welcome them warmly.

Judges’ Introduction (if it’s a competition)

At this moment, I would like to introduce our respected judges for today’s event.
We are honoured to have (Names) with us. Thank you for being here and guiding our young talents.

Special Item / Group Performance

Now, ladies and gentlemen, get ready for a special performance that will surely leave you amazed.
Please enjoy (item name) by (group/class).

Vote of Thanks

As we come to the end of this wonderful talent show, I invite (Name) to deliver the vote of thanks.

(After speech)
Thank you very much.

Closing

With that, we have reached the conclusion of today’s programme.
On behalf of everyone, I thank our Principal, teachers, judges, parents, and dear students for making this event a great success.

Let us continue to encourage and appreciate the talents of our students.

Thank you all. Have a pleasant day.

English Camp Project Report

Completion Date: (Insert Date)

Introduction:
I am pleased to present this report on the successful completion of our English Camp project. This camp was designed with the primary objective of enhancing students' English language skills, focusing on fluency, interactive abilities, and independent language use. The camp, conducted over a single day from 7:30 a.m. to 1:30 p.m., included a wide array of activities and sessions aimed at achieving these goals.

Achieved Objectives:
v Developing Fluency and Interactivity: Throughout the camp, students actively engaged in various activities that encouraged them to speak fluently and interactively. They participated in dialogues, storytelling, and language-focused games that required them to communicate effectively in English.
v Spontaneous Language Use: The "Simon Says" game and other interactive sessions encouraged students to use the English language spontaneously. They had to follow instructions accurately and communicate with their peers, promoting natural language usage.
v Independent Language Utilization: By encouraging students to take ownership of their language learning, the camp succeeded in preparing them to independently utilize English. The "Craft Work – Making Bookmarks" activity was particularly effective in fostering creativity and communication.
v Sense of Discovery: The camp successfully created a sense of discovery and experimentation with the language. Students explored new vocabulary and expressions through storytelling and interactive games, sparking their curiosity and interest in English.
v Interactive Learning: The various grouping activities, such as "Color Grouping" and "Hobby Grouping," promoted interaction among students with diverse backgrounds and interests, enriching their learning experience.
v Vocabulary Fluency and Articulation: The "Storytelling" session and activities like "Duck, Duck Goose" contributed significantly to enhancing students' vocabulary fluency and articulation. They had the chance to apply new words in context.
v Exploiting Natural Potential: The camp effectively harnessed children's natural potential to acquire the English language. Through engaging and age-appropriate activities, students demonstrated their eagerness to learn and communicate in English.

Safety and Guidelines:
Safety remained a top priority throughout the camp. Students were reminded to listen to and obey teachers' instructions. Active participation was encouraged, fostering collaboration and respectful behavior. Importantly, students had fun while engaging in language learning activities, creating a positive and inclusive atmosphere.

Tips for Teachers:
Teachers played a pivotal role in the camp's success. Their creative and learner-friendly activity designs ensured that students were fully engaged. The flexibility allowed for adaptation to the specific class needs, and coordination among teachers, ISA, and Resource Persons was evident in the seamless ex*****on of the camp.
Suggested Activities for the Common Session:
The camp commenced with an inauguration ceremony, setting a positive tone for the day. The "Taking the Oath" session reinforced students' commitment to active participation and making the most of the English camp.

Camp Activities:
The camp featured a wide range of activities, each serving a specific purpose. From language-focused games like "Simon Says" and "Duck, Duck Goose" to problem-solving challenges like "Lava Walk," students were engaged and motivated throughout the day. The incorporation of storytelling, craftwork, and songs added diversity and excitement to the learning process.