English for Prep English

EnglishEnglishPre 1

English for Prep

Rea

dy S

tead

y G

o En

glis

h Pr

ep T

erm

1 T

itle

(Siz

e:18

x 1

2.5)

(Dat

e: 1

2-Fe

b-20

20)

C M Y K C M Y KC M Y K C M Y K

152/O, Block-2, P.E.C.H.S., Karachi-75400.Tel: 92-21-34310030, [email protected]

Paramount Books (Pvt.) Ltd. ISBN: 978-969-210-174-5Retail Price Rs. 000/-

9 789692 101745

Contents

Learning Outcomes........................................................................................................................3

Strands..........................................................................................................................................9

Teacher Guide Early Years Stage 2 1st Term...............................................................................11

Teacher Guide Early Years Stage 2 2nd Term..............................................................................24

Teacher Guide Early Years Pre I 1st Term....................................................................................38

Teacher Guide Early Years Pre I 2nd Term...................................................................................65

List of Poems & Story Books.......................................................................................................87

3

Early Childhood Care and Education Key Learning Areas

Single National Curriculum 2020 (SNC)Early Childhood Care and Education Pre 1

Key Learning Areas Covered in APSACS Preschool (Daily Routine)

1. Personal, Social and Emotional Development

Morning Assembly, Morning Meeting (Circle Time), Islamiyat and Values/Tarbiat embedded in all subjects

2. Language and Literacy English and Urdu

3. Basic Mathematical Concepts Mathematics

4. World Around Us World Around Us (GK)

5. Physical Development Early Practical Life and Sensorial Exercises (Montessori Material), Outdoor Play

6. Health Hygiene and Safety World Around Us (GK)

7. Creative Arts Arts

Sample Daily Routine for Early Years Stage 2Days Time: 8:00 - 12:30

15 m 20 m 40 m 30 m 40 m 20 m 25 m 40 m 20 m 20 m

Monday Assembly Morning Meeting English EPL Urdu

Lunch Break

Music Maths Outdoor

play Story telling

Tuesday // // //World around

us // Video // Outdoor

playStory Telling

Wednesday // // // Sensorial // Music // Outdoor play Islamiat

Thursday // // //World around

us // Video // Art Art

Friday // // // Islamiat //Outdoor

play //- -

Note: This is a sample only; school may plan according to its own schedule but time slots given in the sample must be followed

4

Period AllocationClass – Pre 1

Subject PeriodsEnglish 10

Urdu 7Mathematics 7

Islamiyat 2Art 2

Music 1Games 2Library 1

Reading / Video 1Value Education 1

SNC Learning Outcomes Language and Literacy Language and LiteracyTextbooks:• Ready, Steady, Go… English for Early Years Stage 2

• Ready Steady Go English for Pre 1Readers:• Let’s Play (Early Years Stage 2)

• The Tale of Peter Rabbit (Pre 1)

• The Enormous Turnip (Pre 1)

Listening and Speaking Skills:

Competency 1: Children will engage confi dently with others using language in a variety of ways for a variety of purposes and contexts.

Expected Learning Outcomes Early Years Stage 2 Textbook Pages Pre 1 Textbook Pages

By the end of the year children will begin to:

a. Listen attentively in small and large groups and share their views about every event and special occasions.

First Term: 7, 17, 31, 41, 47, 56, 70, 71, 72, 79, 90, 91 96, 97, 98, 99

Second Term: 5, 13, 15, 23, 24, 28, 29, 35, 40, 41, 43, 50, 51, 52, 53, 60, 61, 65, 67, 70, 85

5

b. Respond to others in a variety of verbal and non-verbal ways for a variety of purposes, for example exchanging ideas, expressing feelings, and a variety of contexts, plan-work-clean-up-review, group work time’.

c. Talk about their experiences and feelings with peers and adults by using complete sentences.

d. Respond to and verbally express a range of feelings, such as, joy and sorrow, wonder and anger.

e. Show respect for a variety of ideas and beliefs by listening and responding appropriately

f. Wait for their turn to speak and not interrupt when others are talking.

g. Initiate conversations with peers and adults.

First Term: 8, 14, 15, 18, 20, 32, 48, 57, 58, 79, 80, 90, 91, 92, 96, 97, 98, 99

Second Term: 6, 15, 16, 28, 29, 44, 67, 68, 86, 88, 89,

h. Recognition of letters with their initial sounds

i. Recognise and diff erentiate between sounds in the environment.

First Term: 1, 4, 7, 11, 17, 21, 24, 29, 33, 41, 43, 45, 47

Second Term:

2, 5, 6, 9, 13, 19, 21, 26, 33, 35, 39, 41, 47

Teacher’s Guide: Page 10

j. Understand and follow instructions.

k. Use correct pronunciation.

l. Draw on words from enhanced vocabulary, and making new words through blending sounds.

m. Make appropriate use of body language (eye contact, hands movements, facial expressions etc.) while speaking to the audience.

First Term: 1, 2, 5, 11, 12, 22, 23, 24, 27, 28, 30, 33, 34, 36, 44, 45, 49, 50, 52, 60, 61, 63, 81, 82, 84, 100Second Term: 8, 9, 11, 18, 19, 21, 30, 31, 33, 45, 46, 48, 55, 56, 58, 69, 70, 72, 80, 81, 83

Competency 2: Children will describe objects, events and their plans for the day.

By the end of the year children will begin to:a. Name things in their environment. b. Describe and talk about pictures, drama, animated video etc.c. Share their plans for the day and describe the previous or coming events and daysd. Express their ideas with clarity.e. Extend their ideas or accounts by providing some detail about their topic and daily routinef. Describe a picture by using appropriate words or simple sentences

First Term: 6, 16, 46, 47, 56, 70, 71, 72, 78, 79, 90, 91, 96, 98, 99Second Term: 4, 29, 42, 43, 64, 65, 66, 76, 77, 88, 89

6

Competency 3: Children will enjoy listening to stories and poems/rhymes and make up their own stories and rhymes.


a. Retell and respond to stories, songs and rhymes by joining verbally or with actions as appropriate

b. Recognise and diff erentiate between sounds in the environment

c. Appreciate the concept of words, rhymes and syllables.

d. Make up their own stories and rhymes

Reader:Let’s Play

Poems and StoryBooks (list attached)

Readers:• The Tale of Peter

Rabbit• The Enormous Turnip

Reading Skills:

Competency 4: Children will enjoy age appropriate books and handle them carefully.

By the end of the year children will begin to:a. Hold, open and turn pages of a book with care.

b. Enjoy skimming/scanning through age appropriate books.

c. Predict the story by looking at the cover page and fl ipping through pages.

d. Predict what comes next in stories.

e. Ask open ended questions about the story to support critical and logical thinking.

f. Repeat simple repetitive sequences in traditional and popular children’s stories.

g. Tell a simple story by looking at pictures.

h. Retell a favourite story in the correct sequence.

Reader:

Let’s Play

Readers:

The Tale of Peter Rabbit

The Enormous Turnip

Competency 5: Children will understand how books are organized.

By the end of the year children will begin to:a. Diff erentiate between the parts of a book (the

cover, the title and the end).

b. Understand and demonstrate the usage and signifi cance of diff erent parts of a book.

c. Know that some books tell stories and others give information.

d. Know that Urdu is read from right to left and top to bottom.

e. Know that English is read from left to right and top to bottom.

f. Know that regional languages (where applicable) are read from right to left and top to bottom).

Reader:

Let’s Play

Readers:


The Enormous Turnip

7

Competency 6: Children will recognise letters and familiar words in simple texts.


a. Understand that words and pictures carry meaning.

b. Identify and name the characters in a story.

Reader:

Let’s Play

Readers:


The Enormous Turnip

Recognise their names in print (English). First Term: 8

Begin to recognise letters of the Alphabet. First Term: 1, 4, 7, 11, 17, 21, 24, 29, 33, 41, 43, 45, 47

Second Term:

2, 5, 6, 9, 13, 19, 21, 26, 33, 35, 39, 41, 47

e. Identify sight words that are meaningful for them.

f. Identify letter sounds through words that have personal meaning for them.

g. Associate initial letter sounds with names of objects in their classroom environment.

h. Think of a variety of objects beginning with a single letter of the alphabet.

First Term: 7, 11, 12, 17, 23, 27, 28, 31, 33, 34, 37, 38, 39, 41, 47, 49, 50, 54, 56, 60, 61, 65, 70, 71, 72, 81, 82, 87, 88, 93, 94

Second Term: 5, 8, 9, 13, 18, 19, 23, 24, 26, 27, 30, 31, 35, 43, 45, 46, 50, 51, 52, 53, 55, 56, 60, 61, 65, 69, 70, 80, 81, 85

WRITING SKILLS:

Competency 7: Children will use pictures, symbols and familiar letters and words to communicate meaning, show awareness of some (symbols, letters and words), for the diff erent purposes of writing.

8

a. Make marks and scribble to communicate meaning

b. Use some clearly identifi able letters in their writing to communicate meaning, representing some sounds correctly and in sequence.

c. Draw pictures to communicate meaning.

d. Hold writing tools properly to develop a comfortable and effi cient pencil grip.

e. Colour a simple picture keeping within designated space.

f. Trace, copy, draw and colour diff erent shapes, such as circles, squares, triangles and rectangles.

g. Trace and draw vertical, horizontal and wavy lines and simple patterns made up of lines, circles, semi circles and other simple shapes.

h. Trace, copy and write the letters of the English alphabet.

TB First Term:

1, 3, 4, 7, 10, 11, 14, 15, 17, 20, 21, 24, 29, 33, 37, 38, 40, 41, 43, 45, 47, 50, 52, 53, 55

Practise Book First Term: 1-60

TB Second Term: 1, 2, 4, 5, 6, 7, 9, 11, 12, 13, 19, 21, 26, 29, 30, 32, 33, 35, 39, 41, 47, 49, 55, 56

Practise Book Second Term: 1-66

Teacher’s Guide Page: 9

i. Know that print carries meaning and in English, it is written from left to right, begins at the top left corner of the page and moves across and down, and words are separated by space.

j. Write their own names in English

k. Write a word or a sentence while describing a picture.

First Term:3, 4, 8, 9, 10, 13, 15, 18, 19, 20, 21, 25, 26, 29, 32, 35, 36, 40, 42, 43, 44, 48, 51, 53, 55, 57, 58, 59, 62, 64, 66, 67, 69, 73, 74, 75, 76, 77, 80, 83, 85, 86, 89, 92, 95

Second Term:1, 2, 3, 6, 7, 10, 12, 14, 16, 17, 20, 22, 27, 29, 32, 34, 36, 37, 38, 39, 40, 41, 44, 47, 49, 54, 57, 59, 62, 63, 68, 71, 73, 75, 78, 7982, 84, 86, 87, 88, 90

9

(Strands)• NOTE 21st Century skills & strands (with icons for identifi cation) have been embedded in the lessons.

The icon will appear where the relevant concept will appear in the lessons.

• Values Education: To inculcate Values Education it appears in the lessons. Values are moral issues of fairness, honesty, kindness, responsibility, forgiveness

• Patriotism: To develop sense of belonging and love for the Motherland, it will be a permanent

part of teaching and learning in APSACS

• Sports: To inculcate the spirit of sportsmanship and develop healthy individuals.

• *Stay Safe and Smile: To raise awareness about natural and man-made disaster and cope

with them eff ectively and how to deal with it in eff ective manner.• 21st Century Skills:

• There are 21st Century Life Skills essential for success /performance in life. It is important to develop them through deliberate instructions and activities.

• Critical thinking and Problem solving: To develop intentional, refl ective and lateral way of

looking at things or circumstances whereas, problem solving enables students to fi nd solutions to difi cult / complex issues.

• Collaboration: To support multiple individuals or groups to accomplish a task or project

successfully. It develops students’ focused listening skill and promotes sharing of ideas / thoughts and peer work. Both collaboration and communication are closely interlinked.

• Communication: To develop students’ spoken and written expression through the use of a mutually understood language.

• Creativity: To enable students to think innovatively and develop ‘out of box’ thinking and

problem solving, and be able to express their individual thoughts and actions skilfully in their work presentation.

• ICT/Digital Literacy: Integration of ICT in curriculum to prepare students for the challenges of

21st century.

• Life Skills: To enable students to deal eff ectively with the demands and challenges of

everyday life.

10

Teachers GuideReady, Steady, Go… Englishfor Class Early Years Stage 2

11

Ready Steady, Go… English For Early Years Stage 2 First TermExpected Learning Outcomes:Listening and Speaking• Recognition of letters with their initial sounds.

• Recognise and diff erentiate between sounds in the environment.

• Name things in their environment.Reading• Begin to recognise letters of the Alphabet.

• Associate initial letter sounds with names of objects in their classroom environment.Writing• Make marks and scribble to communicate meaning.

• Use some clearly identifi able letters in their writing to communicate meaning, representing some sounds correctly and in sequence.

• Hold writing tools properly to develop a comfortable and effi cient pencil grip.

• Colour a simple picture keeping within designated space.

• Trace, copy, draw and colour diff erent shapes, such as circles, squares, triangles and rectangles.

• Trace and draw vertical, horizontal and wavy lines and simple patterns made up of lines, circles, semi circles and other simple shapes.

• Trace, copy and write the letters of the English alphabet.Resources: Board, Marker, Flashcards, Pictures, Real Objects, Slate/ Small white boards, Salt tray, Play dough, Computer/ laptop, Ready, Steady, Go Textbook Ready, Steady, Go Practise Book Links:

ABC/ Phonics Songs: https://youtu.be/B5csN8gQY4E

https://youtu.be/EVTB8xIHWU0

https://youtu.be/TEHb-sP1coU

Head and shoulders: https://youtu.be/h4eueDYPTIg

Fruits song: https://youtu.be/VXOVnwAmAAg

Blending: https://youtu.be/mKFuUeg6PUo

Cobbler cobbler: https://youtu.be/8VX2K36jW2c

Wheels on the bus: https://youtu.be/EVM-aQqgcHc

Early to bed: https://youtu.be/ypjgWq3NrdA

This is the way we wash our face: https://youtu.be/lUrYQ_h51XM

Poem Thank You God: https://youtu.be/v4H72cqVuQo

https://youtu.be/i7FHbFWKzVYSkills: Phonetic awareness, Identifying, Word Building, Colouring, Listening, Speaking, Tracing, WritingIntroduction:• Teacher to introduce herself to the students and have a short casual conversation with each child to

give them confi dence and make them feel comfortable. Show diff erent corners of the class and make them familiar with the environment. The toilet must be shown to children. Provide a happy, relaxed atmosphere in the class.

• Sing poems, read Storybooks for children and take them out for Outdoor Play.

• Ask children to sing their favourite poem/rhyme individually and with friends/the whole class. Encourage them to make up their own rhymes.

12

• Draw vertical, horizontal and wavy lines on the board and call children one by one and practise tracing on these lines. Tell them how to hold the marker/crayon/pencil properly.

• Draw some shapes on the board, such as circles, squares, triangles and rectangles, distribute their slate/ small boards and ask children to copy these shapes. Distribute play dough and ask children to make diff erent shapes with it.

• Explain Ready, Steady, Go Practise Book pgs. 1, 2 and let children trace the curved lines and fl ower independently.

Letter ‘Aa’ (Textbook Page 1)• Note: The symbol ‘Ant’ has been introduced as an ongoing lesson for children on character

building. The character traits associated with ants are steadfastness, discipline, unity, planning, hard work and nurturing community living. Since children associate reading with the animal world, the symbol will capture their attention and their focus on the value being imparted at that time during the lesson or activity.

• Play and sing ABC Song and Phonics Song

Links: https://youtu.be/B5csN8gQY4E https://youtu.be/EVTB8xIHWU0

https://youtu.be/TEHb-sP1coU

• Show any real object/toy starting with the letter ‘a’ (aero –plane, apple) and introduce the sound a, a, aero plane.

• Tell children that we can hear diff erent sounds in the environment for example, chirping birds, ringing bells, paper tearing, dropping and tapping things, animal voices, wind blowing and musical instruments etc. Teacher can play diff erent sounds in the class and ask children to recognize the sounds.

• Explain that letters have sounds and learner must recognize these sounds in order to read and write.

• Introduce vocabulary of letter “a” through pictures, real objects and Ready, Steady, Go Textbook pg. 1 Talk about pictures, discuss and colour the picture

• Repeat the correct pronunciation many times focusing the initial sound.

• Ask children to think and tell names of more objects starting with letter “a”

• Explain the concept of four lines and explain sky, grass and root lines

• Introduce the capital and small letter “Aa” by showing fl ashcards or writing on the board within four lines. Follow the correct formation

• Ask children to trace the letter in the air, on the table, on a salt tray/small white boards/slate on the Textbook pg. 1 and colour the picture (In the beginning, children will make marks and just scribble.)

• Do Practise Book pgs. 3-6

• Do Activity: Make colourful aero- planes by paper folding (use newspaper).

My Body (Textbook Page 2)• Ask students to talk about themselves e.g. their age, height, weight, gender (boy or girl) parts of the

body, parts of the face, parts of the hand (nails, wrist, knuckles, thumb, fi ngers and the palm). Children to touch their body parts Textbook pg. 2 and say their names

• Play and sing the poem Head and shoulders: https://youtu.be/h4eueDYPTIg

• Show and display the related pictures/ real objects.

• Ask children to look at the ant, observe the action and discuss cleanliness, health and hygiene

13

• Brainstorm the ways how we keep ourselves healthy and clean e.g. (by taking a shower, washing hands, blowing the nose, sleeping on time, eating healthy food, good habits).

My Family (Textbook Page 3)

• Introduce the topic by showing a big picture of a family Textbook pg. 3

• Discuss that we all have families and have many family members. How important our families are to us and how we care for each other. Our family is a blessing of Allah for us and we must be thankful for it.

• Ask children to look at the ant, observe the action and discuss living together, love and care for the family.

Letter ‘Bb’ (Textbook Page 4)


• Revise letter Aa, its sound/phonics and its vocabulary.

• Show any real object/toy starting with letter ‘b’ (ball, bag) and introduce the sound b, b- ball.

• Ask children to show the button on their shirt?

• Introduce vocabulary of letter ‘b’ through pictures, real objects and Ready, Steady, Go Textbook pg. 4. Talk about pictures, discuss and colour the picture.

• Repeat the correct pronunciation many times.

• Ask children to think and tell names of objects starting with the letter “b”

• Introduce the capital letter “B” and small letter “b” by showing fl ashcards.

• Write on the board within four lines explaining the concept of sky, grass and root lines.

• Follow the correct formation and tell children to trace the letter in the air, on the table, on the Textbook pg. 4, and on salt tray /small white boards/slate.


• Group Activity Draw picture of a balloon and let children do collage work in it. Use low

cost/ no cost/ recycled material. Display it in the class

My Home (Textbook Pages 5-6)• Discuss diff erent areas of a house, Textbook pg. 5

• Look at Textbook pg.6 and discuss rooms in a house and the use of each room

• Ask questions:

• How many rooms are there in your home?

• Which objects are kept in diff erent rooms?

• Which room do you like the most and why?

• Discuss and encourage students to keep their environment clean (Home, School, Street, Park, Markets) and motivate their friends and family too.

Letter ‘Cc’ (Textbook Page 7)


• Revise letters Aa-Bb, its sound/phonics and its vocabulary.

• Show any real object/toy starting with letter ‘c’ (car, cup) and introduce the sound c, c- car

14

• Introduce vocabulary of letter “c” through pictures, real objects and Ready, Steady, Go Textbook pg.7. Talk about pictures, discuss and colour the picture.

• Ask on which event do we cut the cake?


• Ask children to think and tell names of more objects starting with the letter c

• Introduce the capital letter “C” as the big friend of small letter “c” by showing fl ashcards.

• Write on the board within four lines explaining the concept of sky, grass and root lines.

• Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 7, and on salt tray /small white boards/slate, make letter with play dough.


• Activity (Group Activity)

• Divide students in groups and give cake cutouts to students and ask them to draw or paste paper candles on it.

My School (Textbook Pages 8-10)• Have a discussion on how students are adjusted/ feeling in the new class. Guide them to express

themselves in short sentences such as: I am happy, I am sad, I am cold, I am thirsty, I am hungry. • Take the children to the school ground. Show diff erent areas of the school (playground, classroom,

offi ce, library, computer room, canteen, sick room etc.) Discuss and encourage students to keep their school clean and motivate their friends too.

• Talk about the diff erent places in the school and circle the objects that are in the school bag. Textbook pgs.8- 9.

• Help children to make their handprint on Textbook pg. 10.

Letter ‘Dd’ (Textbook Page 11)

• Play and sing ABC Song and Phonics Song.

• Revise letters Aa-Cc, its sound/phonics and its vocabulary.

• Show any real object/toy starting with the letter ‘d’ (duck, door) and introduce the sound d, d-duck.

• Introduce vocabulary of letter “d”through pictures, real objects and Ready, Steady, Go Textbook pg. 11. Talk about pictures, discuss and colour the picture.


• Ask children to think and tell names of more objects starting with the letter d

• Introduce the capital letter “D” as the big friend of small letter “d” by showing fl ashcards.

• Write on the board within four lines explaining concept of sky, grass and root lines.

• Follow the correct letter formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 11, and on salt tray /small white boards/slate.


• Activity Draw a duck (outline only) on the chart papers for each group and let children do

thumb printing on it

15

Plants (Textbook Pages 12-13)• Introduce plants by showing fl ashcards/pictures/real plants to students. Explain that plants vary in

shape, size, colour, fruit, smell according to their area/ weather. • Show a plant and name its parts e.g. stem, leaf, bud, fl ower, root etc. Textbook pgs.12-13

• Ask children to look at the ant, observe the action and discuss how to take care of plants

• Ask students to name diff erent fl owers (rose, sunfl ower and jasmine etc). Flowers have a beautiful smell. Bring and make them smell diff erent types of fl owers in class.

• Tell students that National tree of Pakistan is Deodar and the Flower is Jasmine.

• Plants and trees give oxygen, food, medicines and wood. Tell children plants need water, air and sunlight to grow. Discuss that plucking fl owers/tearing leaves is not good

Activity Show children diff erent types of seeds e .g. apple, orange, sunfl ower etc. and tell

them plants grow from seeds. Explain how seeds sprout and become baby plants and grow into trees/bushes. Conduct the seed germination experiment in class

Reinforcement Activity (Textbook Pages14-15)• Revise letters “Aa-Dd” in 4 lines on the board

• Match pictures with letters “Aa-Dd”

• “Aa-Da” small to capital letter matching

• Do writing practise on the slate

• Give Aa- Dd sequence writing and Fill in the Blanks

• Do Textbook pgs. 14-15, Practise Book pgs. 19, 20Activity: Lay out fl ash cards of letters ‘a to d’ and pictures of related letters on the fl oor or table. Ask students to match pictures with the letters. Activity: Make a set of alphabet (small and capital) cards. Jumble them up in a box. Ask students to match the small letters with capital letters and make pairs.

Fruits (Textbook Page16) • Talk to students about diff erent fruits and their nutritional value.

• Show pictures of fruits (pineapple, guava, pear, apple, banana, orange, mango, grapes) and introduce the names. Textbook pg. 16. Explain that each fruit has a diff erent smell, taste and colour.

• Play and sing Fruits song: https://youtu.be/VXOVnwAmAAg

• Tell students that the National fruit of Pakistan is mango.

• Ask children to look at the ant, observe the action and discuss eating fruits and healthy food.

• Activity: Ask children to bring their favorite fruit for lunch. Do the show and tell activity with these fruits. Let children speak about their favorite fruit.

Letter ‘Ee’ (Textbook Page17)


• Show any real object/ picture starting with the letter ‘e’ (egg, ear) and introduce the sound e, e- egg.

• Introduce vocabulary of letter “e”through pictures, real objects and Ready, Steady, Go

16

Textbook pg. 17. Talk about pictures, discuss and colour the picture.• Repeat the correct pronunciation many times.

• Ask children to think and tell names of more objects starting with the letter ‘e’

• Introduce the capital letter “E” as the big friend of small letter “e” by showing fl ashcards.


• Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 17, and on salt tray /small white boards/slate.

• Call some children to the board and ask to write within four lines with correct formation.


• Have a discussion on earthquake. Ask students what they know about an earthquake? Guide

them what they should do during an earthquack.Do the indoor safety drill in the classroom and if possible the outdoor safety drill too.

• Group activity: Make envelops by paper folding and display in the class

Vegetables (Textbook Pages 18-19)• Introduce the topic “vegetables” by placing diff erent (real) vegetables on the table (potato, onion,

tomato, carrot, cabbage, cucumber, lemon, radish etc.) • Ask children to look at Textbook pg. 18 and tell their names and talk about their favourite vegetable

• Ask children to look at the ant, observe the action and discuss benefi ts of eating vegetables and healthy food

• Activity: Do vegetable printing on Textbook pg.19

Reinforcement Activity (Textbook Page 20)• Ask children to draw their favourite fruit & vegetable and colour them on Textbook pg. 20

Letter ‘Ff’ (Textbook Page 21)


• Revise letters Aa-Ee, its sound/phonics and its vocabulary.

• Show any real object starting with letter ‘f’ (fl ag, fan) and introduce the sound f, f- fl ag. Discuss

the colours of fl ag of Pakistan.

• Introduce vocabulary of letter “f” through pictures, real objects and Ready, Steady, Go Textbook pg. 21. Tell the uses of these objects. Repeat the correct pronunciation many times.

• Ask where does the “fi sh” live?

• Ask children to think and tell names of objects starting with the letter f

• Introduce the capital letter “F” as the big friend of small letter “f” by showing fl ashcards.




17

• Activity: Make fi sh aquarium by using show boxes ( low cost/ no cost/ recycled material)

and let children paste fi sh on it. Ask children to talk about this art work.

Reinforcement Activity (Textbook Page 22)• Revise capital & small letters Aa- Ff and do Textbook Page 22.

My Country (Textbook Page 23)

• Ask students what they know about their country ‘Pakistan’. Tell them Pakistan is our country

and we love our country. We respect our fl ag and National Anthem. We rise when the National Anthem is being played/ sung.

• Show the Flag of Pakistan Textbook pg. 23 discuss its colours, crescent and star. Tell what the green and white colour stands for.

• Ask children to look at the ant, observe the action and sing National Anthem.

Letter ‘Gg’ (Textbook Page 24)


• Show any real object starting with letter ‘g’ (grapes, glass) and introduce the sound g, g- grapes.

• Revise letters Aa-Ff, its sound/phonics and its vocabulary.

• Introduce the vocabulary of letter “g” through pictures, real objects and Ready, Steady, Go Textbook pg. 24. Talk about pictures, discuss and colour the picture.


• Ask what is the colour of the grass?

• Ask children to think and tell names of more objects starting with the letter ‘g’

• Introduce the capital letter “G” as the big friend of small letter “g” by showing fl ashcards.




• Activity: Dip pen cap/ bottle cover into paint and press it on paper to make (circle)

impression. Make grapes by repetition.

My Country (Textbook Pages 25-27)

• Revise all the Q/A of the previous week. Have a discussion and show the pictures related to

Pakistan.• Look at Textbook pg. 25 and discuss The important Personalities and their role in making Pakistan(

Quaid-e-Azam Muhammad Ali Jinnah, Allama Iqbal, Fatima Jinnah) • Note: The teacher must show the picture / fl ashcards of provincial dresses of Pakistan to students.

• Look at Textbook pgs.26, 27 and discuss the information given on these pgs. Have a discussion and show the related pictures related to Pakistan: national dress, language, tree, bird, fl ower, animal etc. and then display images in the class.

• Ask children to sing Milli Naghme

18

Blending (Textbook Page 28)• Revise phonics a-z

• Blend sounds and make 2 letter words e. g. ba, ca, da, fa, ga

• CVC words: A CVC word is a three-letter word (with single syllable) that follows the pattern of consonant, vowel, consonant. Learning about CVC words is an important tool in phonics as it can help children with reading, writing, and rhyming three-letter words.

• Show video how to blend sounds to make words (three letter CVC words)

https://youtu.be/mKFuUeg6PUo

• Practise blending sounds and making words on Textbook Page 28

• Activity: make fl ash cards of CVC words e.g. bag, cap, bat, cat, fan etc. and distribute in the class. Draw pictures on the board and ask children to read their word and paste in front of the picture.

Letter ‘Hh’ (Textbook Page 29)


• Revise letters Aa-Gg, its sound/phonics and its vocabulary.

• Show any real object/ picture starting with letter ‘h’ (hat, hand ) and introduce the sound h, h- hat.

• Introduce vocabulary of letter “h” through pictures, real objects and Ready, Steady, Go Textbook pg. 29. Talk about pictures, discuss and colour the picture. Repeat the correct pronunciation many times.

• Ask students who lives in the home?

• Ask children to think and tell names of more objects starting with the letter “h”

• Introduce the capital letter “H” as the big friend of small letter “h” by showing fl ashcards. Write on the board within four lines explaining the concept of sky, grass and root lines. Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg.29, and on salt tray/sand tray /small white boards/slate, make letter with play dough.

• Do Practise pgs. 33-36

• Activity: Do hand printing on chart papers (in groups) and display in the classroom.

Animals (Textbook Pages 30-32)• Introduce farm animals by showing pictures and discuss uses of animals. What do we get from

animals? Discuss Textbook pgs. 30, 31• Activity: Sing poem old Mcdonalds

• Ask children to look at ant, observe the action and discuss how to take care of animals. keeping pets and their area clean.

• The teacher to download animal sounds, play them on mobile or laptop, make students listen to

them and tell which animal it belongs to e.g. “meow” - cat, “woof woof” - dog, “neigh” - horse etc.

• Show picture of the national animal of Pakistan “Markhor”.

• Look at Textbook pg. 32 and make voices of the given animals

• Have discussion and ask students what they know about lions and other wild animals. Is it a domestic animal or a wild animal? Where do lions live? Have you been to the zoo? Guide them about the safety rules & the hazards while visiting the zoo.

19

• Activity: Play and sing poem jungle animals https://youtu.be/2g-uMuT228I

• Animals and their young:

• Tell students about diff erent animals and the names of their young ones e.g. cat – kitten, horse – pony, lion – cub, dog – puppy, hen – chick. Show them pictures.

• Ask children Do you have a pet? What is the name of your pet?

• What is the colour of your pet?

Letter ‘Ii’ (Textbook Page 33)


• Revise letters Aa-Hh, its sound/phonics and its vocabulary.

• Show any real object starting with letter ‘i’ (ink) and introduce the sound i, i- ink.

• Introduce vocabulary of letter “i” through pictures, real objects and Ready, Steady, Go Textbook pg. 33. Talk about pictures, discuss and colour the picture. Repeat the correct pronunciation many times.

• Ask who gives you an injection when and why?

• Ask children to think and tell names of more objects starting with letter i

• Introduce the capital letter “I” as big friend of small letter “i” by showing fl ashcards.

• Write on the board within four lines following the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 33 and on salt tray /small white boards/slate.


• Activity: Draw igloo outline on chart paper (according to the groups) and let children do

Cotton Pasting on it.

Birds and insects (Textbook Pages 34-36)• Give information about diff erent birds and insects to students. Birds have feathers nd insects have 8

legs. Names of birds: parrot, pigeon, hen, owl, eagle, sparrow, duck, ostrich, crow, nightingale, falcon (any fi ve). Tell names of insects: bee, mosquito, butterfl y, ladybird, beetle etc. Show pictures and display in the class.

• Look at birds and insects on Textbook pgs. 34-35 and discuss.

• Sing poems Incy wincy spider and two little blue birds

• Do activity (making insects by thumb printing) on Textbook pg. 36

• Ask children to look at the ant, observe the action and discuss how to take care of birds and feed them

Reinforcement Activity (Textbook Page 37-38)• Revise letters “Aa-Ii” in 4 lines on the board

• Match pictures with letters “Aa-Ii”

• “Aa-Ii” small to capital letter matching

• Do writing practise on slate

• Teacher to plan and make worksheets for revision (Give Aa- Ii Fill in the Blanks, matching, sequence writing etc.)

• Do revision Textbook pgs. 37, 38 and Practise Book pgs. 41-42

20

Sea Animals (Textbook Pages 39-40)• Introduce sea animals through pictures and toys and tell their names fi sh, sea horse, crab, octopus

etc. Discuss where these animals live and what do they eat.• Look at Textbook pg. 39 and discuss sea animals given on this page.

• Colour sea animals on pg. 40

• Ask children to look at the ant, observe the action and discuss care for pet animals

Letter ‘Jj’ (Textbook Page 41)


• Show any real object starting with letter ‘j’ (jug, jam) and introduce the sound j, j- jug.

• Introduce vocabulary of letter” j” through pictures, real objects and Ready, Steady, Go Textbook pg. 41. Talk about pictures, discuss and colour the picture.


• Ask children to think and tell names of more objects starting with letter j

• Introduce the capital letter “J” as big friend of small letter “j” by showing fl ashcards.


• Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 41, and on salt tray /small white boards/slate, make letter with play dough.


Seasons (Textbook Page 42)• Ask children what do you wear in winter? (jacket, sweater and warm clothes, gloves, etc. How do you

protect your head from the cold? (Scarf, cap, hat).• Introduce the four seasons Textbook pg. 42 show pictures and discuss one by one, the changes

associated with each season • Example: winter: weather condition; cold, rainy and snowfall in the mountains etc.

• Clothing: sweater, jacket, muffl er, cap, umbrella, etc.) Ask children which season do they like and why?

• Display related pictures, real objects and fl ash cards regarding seasons to develop interest.

• Ask children to look at the ant, observe the action and discuss how to take care of ourselves in diff erent seasons

• Activity: Make a panorama/a little book of 4 seasons (Group Work)

Make trees, changes in clothes, changes in eating habits in 4 seasons: summer, spring, winter and autumn. Display the project in class. Encourage children to talk about their art work.

Letter ‘Kk’ (Textbook Page 43)


• Revise letters Aa-Jj, its sound/phonics and its vocabulary.

• Show any real object starting with letter ‘k’ (kite, key) and introduce the sound k, k, kite.

• Introduce vocabulary of letter “k” through pictures, real objects and Ready, Steady, Go Text Book pg. 43. Talk about pictures, discuss and colour the picture.


21

• Ask children to think and tell names of objects starting with letter k.

• Introduce the capital letter “K” as the big friend of small letter “k” by showing fl ashcards. Write on the board within four lines following the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 43, and on salt tray /small white boards/slate.

• Do Practise Book pgs. 47- 50

• Activity: Make kites with colourful papers and display in the class

Weather (Textbook Page 44)• Introduce hot and cold weather by showing pictures.

• Look at Textbook pg. 44 and discuss hot and cold weatherDiscuss what type of clothes we wear in these two weathers and how we protect ourselves from hot and cold weather

• Ask children to look at the ant, observe the action and discuss how to take care of ourselves in cold weather

Letter ‘Ll’ (Textbook Page 45)


• Revise letters Aa-Kk, its sound/phonics and its vocabulary.

• Show picture/any real object starting with letter ‘l’ (lollypop,lock) and introduce the sound l, l- lollypop.

• Introduce vocabulary of letter “l” through pictures, real objects and Ready, Steady, Go Textbook pg. 45. Talk about pictures, discuss and colour the picture.


• Ask children to think and tell names of more objects starting with letter l

• Introduce the capital letter “L” as big friend of small letter “l” by showing fl ashcards.

• Write on the board within four lines following the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 45, and on salt tray /small white boards/slate.


Group Activity: Do real leaf pasting on the tree cut out and make a tree.

Weather (Textbook Page 46)• Introduce rainy, windy, sunny, cloudy weather by showing pictures.

• Look at Textbook page 46 and discuss these weathers

• Discuss what type of clothes do we wear in these weathers and how we protect ourselves from rain, sun and wind

• Ask children to look at the ant, observe the action and discuss how to take care of

ourselves in rainy weather

Group Activity: Draw rainy weather and let children paste paper rain drops on it.

Letter ‘Mm’ (Textbook Page 47)


• Revise letters Aa-Mm, its sound/phonics and its vocabulary.

22

• Show picture/ real object starting with letter ‘m’ (milk, mat) and introduce the sound m, m- milk.

• Introduce vocabulary of letter “m” through pictures, real objects and Ready, Steady, Go Book pg. 47. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask students when and where do they see the moon?

• Ask children to think and tell names of more objects starting with the letter m.

• Introduce the capital letter “M” as big friend of small letter “m” by showing fl ashcards.

• Write on the board within four lines explaining the concept of sky, grass and root lines. Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 47,and on salt tray /small white boards/slate.


Sharp Objects, Fire Safety (Textbook Pages 48-51)• Introduce sharp objects by showing real objects and tell their names and discuss how these things

can harm and hurt us. (Place them on height after showing). Look at Textbook pages 48-50 and discuss that children should stay away from these objects. Name things that can cause you harm. (knife, scissors, sharp objects, lighter, matchstick, stove, heater etc.)

• Ask children to look at the ant, observe the action and discuss how to take care of ourselves and others if we get hurt

Ask questions:

What will happen if you play with switches and electrical wires/machines? (Can get an electric shock)

What can happen if you play with sharp objects e.g. knife, saw, nail clipper? (can get hurt)

What should we do if we get hurt? (call/ run for help)• Circle the sharp objects on Textbook page 49

• Look at Textbook pg. 50 and discuss fi re safety and colour the picture

Stranger Danger• Demonstrate an understanding on private body parts (good touch and bad touch). Explain that except

their parents and doctor no one else can touch them and they must report to parents and teacher immediately/ shout and say “NO” if someone touches them inappropriately and that they should not: talk to strangers go with strangers take anything from strangers go out alone

• Look at Textbook pg. 51 and ask should we talk to and accept things from strangers. Tell them to be aware of strangers.

Reinforcement Activity (Textbook Pages 52-54)• Revise Letters Aa-Mm on board and its vocabulary by showing fl ash cards and real objects

• Do Textbook pgs. 52-54 and Practise Book pgs. 59-60

Blending (Textbook Pages 55-56)• Revise phonics a-z

• Blend sounds and make 2 letter words e. g. be, he, le, me, bi, di, fi , hi

23

• Practise blending sounds and making words on Textbook Page 55, 56

• Ask children to make more CVC words with e and i sound in the middle.

• Activity: Write some words on the board e. g. bed, hen, pen, men, leg, bin, fi t, him, bin etc., distribute alphabet/ letters (fl ash cards) and ask children to make these words

• Write some CVC words on Practise Book Pg. 61 and draw pictures.

24

Ready Steady, Go… English For Early Years Stage 2 Second TermReinforcement Activity (Textbook Page 1)• Activity: Show fl ash cards, pictures and real objects to revise the letters Aa-Mm, sounds and its

related vocabulary.• Show letters (a-m) and ask students to think and tell the vocabulary related to these letters

• Mystry Bag: Put some real objects in a bag, call children one by one and ask them to put their hand inside the bag, feel the object and tell the name.

• I Spy Examples: I Spy something starting with b (bag), I Spy something starting with f (fan)

• Explain Ready, Steady, Go Textbook pg. 1 and Practise Book pg. 1, 2 and let children do the work independently.

• Group Activity

Draw pictures on chart paper related to letters a-m (3-4 pictures on 1 chart paper). Ask children to colour /do collage work in the given pictures and write the beginning letter.

Letter ‘Nn’ (Textbook Page 2)• Ask children to touch their nose and introduce the sound n, n, nose.

• Introduce vocabulary of letter “n” through pictures, real objects and Ready, Steady, Go Textbook pg. 2. Say the words in correct pronunciation many times. Tell the uses of these objects. Colour the picture

• Ask children to think and tell names of more objects starting with letter ”n”

• Introduce the capital letter “N” as the big friend of small letter “n” by showing fl ashcards or writing on the board within the four lines.

• Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 2, and on salt tray.


• Group Activity

Cut brown paper/ take straws. Ask students to make nest and paste a bird in it.

People at Work (Textbook Pages 3-4)• Tell children that I am a teacher and I teach the students/ children

• Ask children about the jobs of their father and mother

• Introduce diff erent professionals given on Textbook pg. 3

• Activity: Play and sing poem Cobbler cobbler mend my shoes https://youtu.be/8VX2K36jW2c

• Discuss how we all have diff erent jobs that we do; students study, teachers teach, doctors treat patients, artists make pictures, gardeners plant trees, cobblers mend shoes etc. Discuss and tell students that everyone’s work is important. Ask students to think what will happen if there is no teacher in the classroom, if nobody cooks food for you, if there is no one to check and treat us when we get sick? etc.

• Ask students questions such as:o Who paints pictures ?(artist)o Who stitches clothes? (tailor)o What is the job of the chef? (Cooks food)

25

o Who protects our country? (Soldier)

• Ask children to look at ant, observe the action and discuss the job of a doctor. Display and show the related pictures.

• Further discuss the objects / tools used by these people. Show pictures on Textbook pg. 4, read the words with correct pronunciation and ask children to repeat. Explain Textbook pg. 4 and let children do the work independently.

Letter ‘Oo’ (Textbook Page 5)• Revise letters Aa- Nn, sounds and related vocabulary.

• Show any real object/toy starting with letter ‘o’ (orange) and introduce the sound o, o, orange.

• Ask to make a big O in the air using arm

• Introduce vocabulary of letter o through pictures, real objects and Ready, Steady, Go Textbook pg. 5. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask children to think and tell names of more objects starting with letter “o”

• Introduce the capital letter “O” as the big friend of small letter “o” by showing fl ashcards.

• Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 5, and on salt tray/ small white boards/slate/ make letter with play dough.

• Call some children to the board and ask to write within the four lines with correct letter formation.


• Activity: Make children sit / stand in a big circle to make letter O

Letter ‘Pp’ (Textbook Page 6)• Revise letters Aa-Oo, its sound/phonics and its vocabulary.

• Show any real object starting with letter ‘p’ (potato/pillow) and introduce the sound p

• Introduce vocabulary of letter “p” through pictures, real objects and Ready, Steady, Go Textbook pg. 6. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask children to think and tell names of more objects starting with the letter p

• Discuss ‘Pakistan’ starts with letter P. Encourage children to talk about our country • Introduce the capital letter “P” as the big friend of small letter “p” by showing fl ashcards.• Write on the board in four lines. Follow the correct formation and ask children to trace the letter in the

air, on the table, on the Textbook pg. 6, and on salt tray/ small white boards/slate.• Do Practise Book pgs. 11-14

• Group Activity: Make a paper parrot with cutouts of paper shapes. Guide students to do

pasting neatly.

Places of Work (Textbook Page 7)• Revise the topic People at Work by showing pictures/ fl ashcards. Ask children what do they want to

become? • Discuss and tell students that everyone’s work is important. Ask children jobs and work places of their

father and mother. Tell them that I am a teacher and I work in school. Discuss other jobs and work places e.g. hospital, airport, bus/ railway station, market, etc. and talk about their purpose and importance.

• Explain Textbook pg. 7 and let children do the work independently.

26

Blending (Textbook Page 8)• Revise phonics a-z

• Blend sounds and make 2 letter words e. g. bo, ca, do, ho, lo, mo, no, po

• Show video how to blend sounds to make words (three letter CVC words)

https://youtu.be/qMxoLV9_R6o

• Practise blending sounds and making words on Textbook Page 8,

• Ask children to make more CVC words with o sound in the middle.

• Activity: Make a puzzle on the board/ worksheet and let children fi nd and circle 3 letter words

• Sample:

b o x d hv y k l jd m c o to r n g lg q t o p

Letter ‘Qq’ (Textbook Page 9)• Revise letters Aa- Pp, sounds and vocabulary.

• Show any real object/toy starting with letter ‘q’ (quilt) and introduce the sound q.

• Introduce vocabulary of letter “q” through pictures, real objects and Ready, Steady, Go Textbook pg. 9. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

Ask children to think and tell names of more objects starting with the letter q

• Introduce the capital letter “Q” as the big friend of small letter “q” by showing fl ashcards. Follow the correct letter formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 9, and on salt tray / small white boards/slate.


• Activity: Make a queue in/outside the class

Modes of Communication (Textbook Page 10)• Tell students what is meant by communication, we use words, sounds, signs, gestures, behaviour to

express or exchange information, ideas, thoughts, feelings etc. Give information about diff erent modes of communication: newspapers, magazines, books, letter, radio, telephone, TV, mobile, computer, e mail, whatsapp etc. Teacher must show and display real objects/ pictures.

• Discuss importance of positive communication (using good nice words). Guide students to use courtesy words, give examples from daily life. Thank you, You are welcome, I am sorry, May I, etc. Take care of the following points when communicating with others: be polite and use courteous language. Listen attentively, use words carefully (no bullying/abusive language).

• Look at Textbook pg. 10 the teacher must explain to students that we get information, awareness and knowledge from these sources.

Reinforcement Activity (Textbook Pages 11-12)• Revise letters “Nn-Qq” through: Flashcards (Letter names and sounds) Matching pictures with letters “Nn-Qq”

27

Matching “Nn-Qq” small to capital letter Sequence writing Aa-Qq and fi ll in the blanks

• Explain Textbook pgs. 11-12, Practise Book pgs. 19-22 and let children do the work independently.

Letter ‘Rr’ (Textbook Page 13)• Revise letters Aa-Qq, its sound/phonics and its vocabulary.

• Show real object/pictures starting with the letter ‘r’ (ring, ruler) and introduce the sound r, r, ring.

• Introduce vocabulary of letter “r”through pictures, real objects and Ready, Steady, Go Textbook pg. 13. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask children to think and tell names of more objects starting with letter r

• Introduce the capital letter “R” as the big friend of small letter “r” by showing fl ashcards. Write on the board in four lines explaining concept of sky, grass and root lines.

• Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 13, and on salt tray / small white boards/slate.


Group activity

• Make a rabbit outline on chart paper, guide students to paste the ears on rabbit and draw eyes, nose and lips to complete it and colour it.

‘an’ Words (Textbook Pages 14-15)• Show fl ashcards of letter ‘a’ and ‘n’ and ask children to make their sound. Join the two letters and

their sounds to make two letter word ‘an’ • Explain that ‘a+ n= an’

• Now make three letter words with ‘an’ adding one more letter in the beginning e. g. pan, van, man etc. Look at Textbook pgs. 14, 15 and blend sounds to make ‘an words’

• Let children write the initial letter of the given objects on Textbook pg. 15

Modes of Communication (Textbook Pages 16-17)• Revise modes of communication newspapers, magazines, books, letter, radio, telephone, TV, mobile,

computer etc. Teacher must show and display real objects/ pictures.Look at Textbook pg. 16 the teacher must explain to students that we get information, awareness and knowledge from these sources.

• Ask children to look at the ant, observe the action and discuss children should not watch TV and use the computer for a long time as it is not good for the eyes and their health

• Ask children to memorize their landline/parents’ cell phone number and write on Textbook pg. 17 (Give as H.W)

• Look at the ant, observe the action and discuss how to talk if they pick up the phone call.

Blending (Textbook Page 18)• Revise the sounds/phonics a-z

• Ask children to blend sounds and read the words (column wise)

• Encourage them to make more words

28

Letter ‘Ss’ (Textbook Page 19)

• Revise letters and their sounds/phonics Aa- Rr.

• Show real object/ pictures starting with letter‘s’ (soap, sun) and introduce the sound s, s, soap.

• Introduce vocabulary of letter “s” through pictures, real objects and Ready, Steady, Go Textbook pg. 19. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask children to think and tell names of more objects starting with letter s

• Introduce the capital letter “S” as the big friend of small letter “s” by showing fl ashcards. Write on the board in four lines explaining concept of sky, grass and root lines.Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 19, and on salt tray / small white boards/slate, make letter with play dough.


• Group activity: Draw sun on chart paper and let children paint with yellow colour and

paste glitters on it. Display in the classroom.

Modes of Transport (Textbook Page 20)• Ask students how do you come to school? Take students responses one by one

• Introduce diff erent modes of transportation: cars, airplanes, bicycle, bus, ship, train, boat, tractor, tonga, truck, jeep, motorbike (water, air and land).

• Show pictures/ toys and display in the class.

Activity: Play and sing poem Wheels on the bus...

https://youtu.be/EVM-aQqgcHc

• Look at Textbook pg. 20 the teacher must explain to students that if we need to go from one place to another we go on foot or use these vehicles to save time.

• Ask children to look at the ant, observe the action and discuss road safety

Letter ‘Tt’ (Textbook Page 21)• Revise letters Aa-Ss, its sound/phonics and its vocabulary.

• Ask children to tap the table and introduce the sound t, t, table.

• Introduce vocabulary of letter “t” through pictures, real objects and Ready, Steady, Go Textbook pg. 21. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask children to think and tell names of more objects starting with letter ‘t’

• Introduce the capital letter “T” as the big friend of small letter “t” by showing fl ashcards. Write on the board in four lines explaining concept of sky, grass and root lines. Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 21, and on salt tray / small white boards/slate.


Group Activity

• Draw a tree on chart paper, let children colour/paint in it and then paste leaves on it. Display in the classroom.

29

Traffi c signals and Signs (Textbook Pages 22-23)• Revise land, air, water transportation through pictures/ toys

• Look at Textbook pgs. 22, 23 and explain Traffi c Signals and Signs

• Ask students what do we do when we see a red light?

• Ask children to look at the ant, observe the action and discuss road safety

• Give information about traffi c lights/signals, walking on the road, zebra crossing, stop, school ahead, foot-path, speed breaker etc.

• Activity: Sing poem Red light, red light

• Teacher to make traffi c lights, zebra crossing on chart paper, arrange them on the driveway of the school. Make children walk and cross this self-made road. Guide students that pedestrians (people walking on foot) should cross the road from zebra crossing when traffi c light turns red and cars stop moving. Give the concept of traffi c signals red means stop, yellow means ready and, green means go.

‘en’ Words (Textbook Pages 24-25)• Revise letters sounds/ phonics a- z. Show fl ash cards ( jumbled) for better recognition of letters and

sounds. • Show fl ashcards of letters ‘e’ and ‘n’ and ask children to make their sound. Blend their sounds to

make two letter word ‘en’ • Explain that ‘e+ n= en’

• Now make three letter words with ‘en’ adding one more letter sound in the beginning e. g. pen, hen, men, ten, den etc.

• Look at Textbook pgs. 24, 25 and let children write the initial letter of the given objects on Textbook pg. 25

Letter ‘Uu’ (Textbook Page 26)• Revise letters Aa-Tt, its sound/phonics and its vocabulary.

• Show any real object starting with the letter ‘u’ (umbrella) and introduce the sound u, u, umbrella.

• Introduce vocabulary of letter “u” through pictures, real objects and Ready, Steady, Go Textbook pg. 26. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask children to think and tell names of more objects starting with letter “u”

• Introduce the capital letter “U” as the big friend of small letter “u” by showing fl ashcards. Write on the board in four lines explaining the concept of sky, grass and root lines. Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 27, and on salt tray/sand tray / small white boards/slate.


Blending (Textbook Page 27)• Revise phonics a-z• Blend sounds and make 2 letter words e. g. bu, cu, hu, mu, ju, ru etc.• Practise blending sounds and making words on Textbook Page 27 • Ask children to make more CVC words with u sound in the middle.• Activity: Make word games with moveable alphabet

30

• Example:

bu

dnsgt

Outdoor Games (Textbook Pages 28-29)• Ask children which is your favourite game?

• Introduce diff erent outdoor games hockey, football, cricket, badminton, swimming, catch the ball, dodge the ball etc.

• Show balls of diff erent games, hockey stick, bat, wickets, rackets, shuttlecock etc. and display in the class. Games make us active and healthy

• Look at Textbook pgs. 28- 29, discuss the pictures, explain the task and let children do the task independently.

• Ask children to look at the ant, on Textbook pg. 28, observe the action and discuss national

game hockey.

• Activity: Show video on hockey match and relate it to Games and Patriotism.

Reinforcement Activity (Textbook Pages 30-32)• Revise letters “Rr -Uu” through:

• Flashcards (Letter names and sounds)

• Matching pictures with letters “Rr -Uu”

• Matching “Rr -Uu” small to capital letter

• Sequence writing and fi ll in the blanks “Rr –Uu”

• Explain Textbook pgs.30-31 and Practise Book pgs. 39-42 and let children do the work independently.

• Revise ‘an, en’ Words through phonic drill, explain Textbook pg. 32 and let children complete the work independently

Letter ‘Vv’ (Textbook Page 33)• Revise letters Aa- Uu. Show fl ash cards ( jumbled) for better recognition of letters and sounds.

• Show toy van and introduce the sound v, v, van.

• Introduce vocabulary of letter “v” through pictures, real objects and Ready, Steady, Go Textbook pg. 33 Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask children to think and tell names of objects starting with letter v

• Introduce the capital letter “V” as big friend of small letter “v” by showing fl ashcards.

• Write on the board in four lines explaining concept of sky, grass and root lines.

Follow the correct formation and ask children to trace the letter in the air, on the table, on Textbook pg.33 and on salt tray / small white boards/slate, make letter with play dough.


Activity: Paper Vase.

cu t

b p

31

• Make a letter V shape vase with paper strips and let children paste fl owers on it.

Indoor Games (Textbook Page 34)• Introduce diff erent indoor games luddo, carom board, dart game, monopoly, snakes and ladders, hide

and seek etc. Ask how do we start any game? Discuss rules of diff erent games. Show real games/ pictures and display in the class.

• Look at Textbook pg. 34, and discuss the games

Letter ‘Ww’ (Textbook Page 35)• Revise letters Aa-Vv, its sound/phonics and its vocabulary.

• Show a watch and introduce the sound w, w, watch.

• Introduce vocabulary of letter “w” through pictures, real objects and Ready, Steady, Go Textbook pg. 35 Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask children to think and tell names of objects starting with letter w

• Introduce the capital letter “W” as big friend of small letter “w” by showing fl ashcards.

• Write on the board in four lines explaining concept of sky, grass and root lines.

• Follow the correct formation and ask children to trace the letter in the air, on the table, on Textbook pg. 35 and on salt tray / small white boards/slate.

• Do Practise Book pgs. 47- 50

Group Activity: Draw a butterfl y on chart papers, distribute in groups. Ask children to

colour/ paint in it and do collage work in its wings with Pulses/ stars/ beads/ glazed paper

‘in’ Words (Textbook Pages 36-37)• Show fl ashcards of letters ‘i’ and ‘n’ and ask children to make their sound. Join the two letters and

their sounds to make two letter word ‘in’ • Explain that ‘i+ n= in’

• Now make three letter words with ‘in’ adding one more letter in the beginning e. g. pin, tin, bin, fi n, win etc.

• Look at Textbook pgs. 36, 37 and let children write the initial letter of the given objects on Textbook pg. 37

Games (Textbook Page 38)• Ask children which game do you like to watch on TV?

• Introduce names of important games of Pakistan Hockey, Squash, and Cricket etc. Discuss names of our famous players/heroes/ World champions and show their pictures as well.

• Look at Textbook pg. 38, and discuss the games

• Activity: Play favourite games e.g. Pakran pakrai, Baraf paani, Hopscotch, Ringa Ringa Roses, Chirriya uri, Catch the ball, Dodge the ball etc.

Letter ‘Xx’ (Textbook Page 39)• Revise letters Aa- Ww. Show fl ash cards ( jumbled) for better recognition of letters and sounds.

• Show X- ray sheet and introduce the sound of ‘x’.

• Introduce vocabulary of letter” x” through pictures, real objects and Ready, Steady, Go Textbook pg. 39. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

32

• Introduce the capital letter “X” as big friend of small letter “x” by showing fl ashcards.

• Write on the board in four lines explaining the concept of sky, grass and root lines.

• Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 39, and on salt tray / small white boards/slate.


Healthy Body (Textbook Page 40)• Ask children questions about daily routine and what they do at home such as:

Washing hands, Brushing teeth, combing, taking shower, eating three meals (breakfast, lunch, dinner), playing games, doing exercise, sleeping in time etc.

Look at Textbook pg. 40 and discuss how to keep our body healthy and active

• Ask children to look at ant, observe the action and discuss how to take bath properly to keep our body clean

• Activity: Play and sing poem Early to bed

• https://youtu.be/ypjgWq3NrdA

• This is the way we wash our facehttps://youtu.be/lUrYQ_h51XM

• Discuss how can we help others at home? e. g. I can pick up things, keep my room clean, put the toys and clothes back etc.

• Teacher should explain personal safety and security :

• Children must ask for adult’s “HELP” when needed e.g. if they are feeling unwell, hurt, unhappy or uncomfortable, if they want to take something from fridge, cupboard which is high, for using washroom properly. Do not put any object in the mouth.

Letter ‘Yy’ (Textbook Page 41)• Revise letters Aa-Xx, its sound/phonics and its vocabulary.

• Show any real object starting with letter ‘y’ (yogurt) and introduce the sound kite.

• Introduce vocabulary of letter “y” through pictures, real objects and Ready, Steady, Go Textbook pg. 41. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Introduce the capital letter “Y” as the big friend of small letter “y” by showing fl ashcards. Write on the board in four lines explaining the concept of sky, grass and root lines. Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 41, and on salt tray / small white boards/slate.


‘at’ Words (Textbook Page 42-43)• Show fl ashcards of letters ‘a’ and ‘t’ and ask children to make their sound. Join the two letters and

their sounds to make two letter word ‘at’ • Explain that ‘a+ t= at’

• Now make three letter words with ‘at’ adding one more letter in the beginning e. g. cat, bat, hat, mat, fat etc.

• Activity: Word Wheel

33

• Make word wheel for further practise of Rhyming Words. Spin the wheel and ask children one by one to make a word e.g. pat, mat, rat, bat, cat, fat

• Look at Textbook pgs. 42, 43 and revise ‘at words’ stressing on fi rst letter and let children write the initial letter of the given objects on Textbook pg. 43

Healthy & Junk Food (Textbook Pages 44-45)• Revise healthy, hygienic lifestyle practises, personal safety and security

• Ask children one by one what they had in their breakfast.

• Discuss the importance of healthy food; it gives energy to our body and helps to grow.

• Show real food items and diff erentiate between healthy and junk food e.g. milk, meat, fruits, vegetables, water are healthy food and packed, frozen food

• Ask children to open up their lunch boxes, name the food they have brought for their lunch time and identify healthy and unhealthy food.

• Discuss food pictures given on Textbook pgs. 44-45

• Elicit taking too much of burgers, chips, pizzas, chocolates, candies, soft drinks etc. is not good for our health. Sweets can harm our teeth

• Explain the importance of water for living things. Children should drink 6-8 glasses of water daily.

Blending (Textbook Page 46)• Revise the sounds/phonics a-z

• Ask children to blend sounds and make three letter words by adding one letter/ sound in the beginning. Write the words on Textbook Page 46

Letter ‘Zz’ (Textbook Page 47)• Revise letters Aa – Yy, their sounds and related vocabulary by showing fl ash cards and real objects.

• Show any real object starting with letter ‘z’ (zip) and introduce the sound z,z zip

• Introduce vocabulary of letter “z” through pictures, real objects and Ready, Steady, Go Textbook pg. 47. Tell the uses of these objects. Repeat the correct pronunciation many times. Colour the picture

• Ask children to think and tell names starting with letter z (Zain, Zoobia, Zunaira, Zohaib etc.)

Introduce the capital letter “Z” as the big friend of small letter “z” by showing fl ashcards. Write on the board in four lines explaining the concept of sky, grass and root lines. Follow the correct formation and ask children to trace the letter in the air, on the table, on the Textbook pg. 47, and on salt tray / small white boards/slate.

Do Practise Book pgs. 59-62

World Map (Textbook Pages 48-49)• Introduce the topic “My World” to children starting with their own identity, people and places around

them, name of their city, name of their Country, their family members, relatives, neighbours and friends.

• Show a globe/map of the world and identify land and water on it. Tell them that the large areas of land are called continents. The large bodies of water are called oceans.

• Explain Textbook pgs. 48-49 and let children colour water and land areas in the world map

• Activity: Play and sing poem Thank You God.

https://youtu.be/v4H72cqVuQohttps://youtu.be/i7FHbFWKzVY

34

• Ask children to look at ant, observe the action and discuss how to take care of ‘My World’

‘ot’ Words (Textbook Pages 50-51)• Show fl ashcards of letters ‘o’ and‘t’ and ask children to make their sound. Join the two letters and

their sounds to make two letter word ‘ot’ • Explain that ‘o+ t’= ‘ot’

• Now make three letter words with ‘ot’ adding one more letter in the beginning e.g. cot, dot, hot, not, pot etc.

• Make Word Wheel (as ‘at Words’) and do practise of ‘ot Words’

• Look at Textbook pgs. 50, 51 and revise ‘ot words’ stressing on fi rst letter and let children write the initial letter of the given objects on Textbook pg. 51

Picture Discussion (Textbook Page 52)• Ask what are the places near your home where you go with your family or friends; park, market,

restaurant, hospital, bus/railway station, airport etc. Show pictures of these places and display in the classroom.

• Explain what is city, village, forest, polar land on Textbook pg. 52 and tell their diff erent features.

• Activity

• Show a video on diff erent places in a town/city i.e. zoo, hospital, bus/railway station, airport etc.

Reinforcement Activity (Textbook Pages 53-56)• Revise letters Aa – Zz (jumbled) through fl ash cards and check recognition of letters and sounds.

• Call children one by one and ask them to write letters Aa – Zz in sequence on the board ( one child one letter)

• Revise vocabulary Aa- Zz by showing fl ash cards and real objects.

• Revise Rhyming words done in earlier weeks.

• Explain Textbook pgs. 52- 56 and Practise Book pgs. 63-68 ask children to do the work independently.

Reader: Read with me, Let’s PlayExpected Learning OutcomesListening and Speaking • Retell and respond to stories, songs and rhymes by joining verbally or with actions as appropriate

• Wait for their turn to speak and not interrupt when others are talking.Reading• Hold, open and turn pages of a book with care.

• Enjoy skimming/scanning through age appropriate books.

• Predict the story by looking at the cover page and fl ipping through pages.

• Predict what comes next in stories.

• Tell a simple story by looking at pictures.

• Diff erentiate between the parts of a book (the cover, the title and the end).

• Identify and name the characters in a story.

• Identify sight words that are meaningful for them.

35

Title Page

• Show the picture on the title page of the book and let children guess/ make their own stories. Tell children the proper way how to hold, open and turn pages of a book with care. To develop interest of the children explain the title of the book in an interesting manner. The teacher must use articulation and facial expressions to make it interesting.

• Make big pictures to introduce characters and display in the class• Ask questions: (Explain that they have to wait for their turn to speak and not interrupt when others

are talking.)

How many people / persons / children are there on the title page?

Do you like the title page of the book? Why?

Who is in the middle of two children?

• Sight Words: Sight Words are important to the reading process. Sight Words are the Words that readers recognize by their appearance .Early readers should be exposed to the concept of Sight Words to enhance vocabulary and reading speed. These are the words which a person must be able to recognize without actually reading them. Sight Words are learned in the course of everyday life. It is important that an emerging reader develops a store of Sight Words. The larger the store of Sight Words a child has the more rapidly and fl uently he or she can read. Prepare fl ash cards of each sight word to build a “Word Wall” for sight reading and reinforcement. Repeat the text many times loudly.

Book pgs. 4 - 5

Introduce the characters “Tom, Kate”

• Ask children questions such as:

What is the name of the boy and the girl?Ans: The name of the boy is Tom and name of the girl is Kate

What is Kate holding?Ans: Kate is holding a ball

Discuss the colours of their dresses and shoes

What is the colour of your dress?

Book pgs. 6-17• Teacher must encourage children to explain the pictures themselves and describe what is happening.

The teacher to show the Book pg. 8 and introduce the name of the dog “Sam”. Show fl ash cards of new words (Here, is, Sam, a, dog, and, here, No, no, in, the, likes)

• Model reading to be done by the teacher. Repeat the text as many times as required. The class teacher and assistant teacher to monitor the reading of the individual student and guide him/her accordingly.

• Ask the following questions (The teacher must encourage students to speak in English):

What are Kate and Sam doing?

What is the color of her ball?

Do you have a ball?

Do you like to play with a ball?

Who is behind Kate?

What is the child doing?

Do you have a pet?

36

What is its name?

Who is Sam?

What is Sam doing?

Who is playing with Sam?

Why is Kate running after Sam?

When do we say “no”?

How do you take care of your pet?

Where is Tom sitting?

Why is Tom cleaning/wiping his face?

Why do you think Kate is smiling?

Why is Kate saying no to Sam?

What will happen next in the story?

Book pgs. 18-29• Teacher must encourage students to explain the pictures themselves. Let them guess the story. The

teacher may draw the scenes to develop interest.• Show fl ash cards of new words (I, like, shop, toy, has, ball)

• Model reading to be done by the teacher. Say the text many times loudly. The class teacher and assistant teacher to monitor the reading of the individual student.

Ask the following questions:

Which character do you like?

What is Sam trying to do?

Why did Sam run away?

Where do you think they are?

Do you go out with your parents and where?

Is Sam doing nice things?

Do you like Sam now?

Share your pet’s naughty things?

Look at the pictures and tell names of the objects in the shop

Tell the name of your favourite toy

How do you behave in a toy shop?

What will happen next in the story?

Book pgs. 30-41• Teacher must encourage students to explain the pictures themselves. Let them guess the story. The

teacher may draw the scenes to develop interest.• Show fl ash cards of new word (tree)

• Model reading to be done by the teacher. Repeat the text many times loudly. The class teacher and assistant teacher to monitor the reading of the individual student.

Ask the following questions:

Who is kicking the ball?

Who is trying to catch the ball?

Where are they playing?

37

What is your pet’s favourite game?

Who kicked the ball?

Why is Tom climbing up the tree?

Is it safe to climb up the tree or wall?

Who is holding the ball?

What do you think is wrong with the ball?

Why are Tom and Kate looking worried?

What is your reaction when you do something wrong/ spoil/ waste anything?

What is Sam looking for?

Where did Sam drop the toy?

What happened to the ball?

What is Daddy doing with the ball?

Is Sam feeling bad for spoiling the ball?

What did he apply on the ball?

Why do you think Daddy is wearing glasses?

What is he using to fi ll air in the ball?

What is your father’s/ mother’s reaction if you show them something which is broken by you?

Retell the story

Tell their Favourite story

38

Ready, Steady, Go English Pre 1 First TermExpected Learning Outcomes: Talk about their experiences and feelings with peers and adults by using complete sentences.

Respond to others in a variety of verbal and non-verbal ways for a variety of purposes, for example exchanging ideas, expressing feelings, and a variety of contexts, plan-work-clean-up-review, group work time’.

Make appropriate use of body language (eye contact, hands movements, facial expressions etc.) while speaking to the audience.

Name things in their environment.

Instructions for orientation:The teacher must follow the mentioned guidelines to acclimatize the students into the class environment at the start of the session:

• Welcome students in their new class

• Introduction of the class teacher to the students.

• Take students on a round of the school surroundings to make them familiar with the school environment. Every child must be instructed to identify anything they fi nd new and unfamiliar in the school. Introduce all those people, the child will come into contact with e.g. helper teacher, ayah and gatekeeper.

• Provide a happy, relaxed atmosphere both inside and outside the classroom.

• Talk about and name the things in their environment/classroom.

• Make Class Rules with the help of students and display in the classroom: Listen attentively and share your views

Show respect and not to interrupt when your friends are talking.

Wait for your turn to speak.

Make queues when going out of the class for outdoor activities, during break, for washing

hands and coming back to the classroom. clean-up-after every activity

Understand and follow instructions.

Hold, open and turn pages of a book/notebook with care.

Take care of his/her and others’ belongings

Seek permission before taking others’ belongings

Put lunch-boxes and water-bottles at the assigned place and remember to take them back home etc.• Teacher to begin with sharing her own experience as a child on the fi rst day of school. Encourage

pupils to share their feelings about their fi rst day of school and their experience of meeting new people (using complete sentences).

• Encourage children to make new friends. Share what they like about a friend.

• Ask students what do we say when we meet somebody?Assalam u Alaikum, Hello, Good Morning etc.

• Activity: Role Play - Greetings

Assalam u Alaikum, Good Morning, Hello, how are you etc. Discuss with children that how people diff erently greet each other all around the world. Explain that Assalam u Alaikum, hello and Good

39

morning is not only a way to develop respect and good manners, but a way to develop the social skills of the students. It encourages them to talk and recognize other people’s presence.

Demonstrate how to shake hands and say Assalam u Alaikum. Make gestures for hello, waving

goodbye.

Encourage children to say Assalam u Alaikum to parents, siblings, friends, other family

members, elders and everyone at home. • Ask children to sing their favourite poem/rhyme individually and with friends/the whole class.

Encourage them to make up their own rhymes• Remember that Children’s songs and nursery rhymes aren’t just a lot of fun—the rhyme and rhythm

help kids to hear the sounds and syllables in words, which helps them learn to read. A good way to build phonemic awareness (one of the most important skills in learning to read) is to recite songs in unison. This playful and bonding activity is a fantastic way for kids to implicitly develop the literacy skills that will set them up for reading success.

Let’s Revise (Textbook Pages 1-5)Expected Learning Outcomes: Recognition of letters with their initial sounds

Trace, copy and write the letters of the English alphabet.Resources: Board, Flashcards, Pictures, Real Objects, Computer/ laptop, Ready, Steady, Go Textbook pgs. 1-5

Steps:

• Warm up: Sing ABC song and phonic song audio/video can be played on computer/

laptop.• Say the letter sounds and revise the vocabulary on Textbook pgs. 1, 2

• Ask children one by one to think and share more vocabulary words starting with letters a-z.

• Explain sky, grass and root letters with board drill.

• Write alphabet Aa- Zz on Textbook pg. 3

• Write a letter on the board and ask children to recognize the letter and tell what comes before and after this letter.

• Join letters a-z on Textbook pg. 4 to complete the picture.

• Activity: Use fl ashcards, pictures and real objects for recognition of letters, their sounds (phonics) and vocabulary.

• Look at the pictures given on Textbook pg. 5 name it, say initial sounds and match with the correct letter.

• Teacher to discuss about the blessings of Almighty Allah that he has given us life, parents to look after us, food to eat, fruits, vegetables, stars, sun and so many things.

Explain that we should be thankful to Almighty Allah. We should be thankful to our parents also because they provide us safety, security, shelter, love and care etc. Help children understand the signifi cance of dua we should recite prayers before eating or sleeping to communicate our gratefulness to Allah.

40

Unit 1: MyselfExpected Learning Outcomes:Listening and Speaking Listen attentively in small and large groups and share their views about every event and special occasions.

Talk about their experiences and feelings with peers and adults by using complete sentences.

Respond to and verbally express a range of feelings, such as, joy and sorrow, wonder and anger.

Show respect for a variety of ideas and beliefs by listening and responding appropriately

Wait for their turn to speak and not interrupt when others are talking.


Name things in their environment

Use correct pronunciation.

Draw on words from enhanced vocabulary, and making new words through blending sounds.


Describe and talk about pictures, drama, animated video etc.

Share their plans for the day and describe the previous or upcoming events and days

Express their ideas with clarity.


Describe a picture by using appropriate words or simple sentences

Reading: Hold, open and turn pages of a book with care.

Know that English is read from left to right and top to bottom.

Understand that words and pictures carry meaning.

Recognise their names in print (English).

Identify sight words that are meaningful for them.

Identify letter sounds through words that have personal meaning for them.

Think of a variety of objects beginning with a single letter of the alphabet.

Writing Draw pictures to communicate meaning.

Know that print carries meaning and in English, it is written from left to right, begins at the top left corner of the page and moves across and down, and words are separated by space.

Write their own names with appropriate use of upper and lower case letters.

Write a word or a sentence while describing a picture.

Resources: Board, Flashcards, Pictures, Real Objects, CD, Computer/ laptop, Ready, Steady, Go Textbook pgs. 6-15Skills: Listening, Speaking, Reading, Writing, Drawing, Self- Concept, Identifying, Phonetic Awareness, Word Building, Life Skills

Myself (Textbook Pages 6-9)• Picture Discussion: Open Textbook pg. 6 and let children observe the picture and describe

the picture using appropriate words or simple sentences. Use Who, What, Why, When, Where,

41

questions to describe the picture. Children on Textbook Pg. 6 like to plant trees. Discuss one by one what they like to do in their free time.

• Discuss importance of planting trees. Plant a tree in the school and demonstrate how to

take care of plants/ watering plants.

Talk Time:Note: Ask open ended questions, Why & how questions so that children can think about their responses.

• Ask children what are their likes and dislikes? What they like to do when they go back home from the school? (Plans for the day). Discuss what is personally important for the children like their own name, names of family members, friends, pets, favourite food, toys, games, animated videos, colours and places etc. Give children task for home to look into the mirror and identify self attributes e.g: colour of hair, eye etc. and discuss in the class next day. Make them feel diff erent and unique.

• Activity: Sing the poem Thank you God, take out prints of the poem Thank you God according to the class strength and paste on the Notebooks. Teacher to discuss about the blessings of Almighty Allah; life, parents to look after us, food to eat, fruits, vegetables, stars, sun and so many things. Explain that we should be thankful to Almighty Allah. We should be thankful to our parents also because they provide us safety, security, shelter, love and care etc.

• Help children understand the signifi cance of dua we should recite prayers before eating or

sleeping to communicate our gratefulness to Allah.Ask children to name the blessings of Allah e.g. parents, food, health, trees etc. • Ask children what they want to be when they grow up?

For examples, if a child says I want to be a pilot, teachers should also ask her why she/he wants to become a pilot-what does she/ he like about pilots?

Listening Activity:• Open Textbook pg. 7, play CD (pg. 7)

• Ask students to listen carefully and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice for improving reading skills of the students and ensure maximum participation by students.

Reading Activity:

• Blending Sounds: Show video and explain how to blend sounds to read the words

https://youtu.be/CWx3R2LsaQk

• Write words on fl ashcards: my, is, am, in, to, boy, car, Ali, six, Sana, girl, name, Class, Prep, like, fi ve, play, with, study, doll

• Show the fl ash cards one by one, read the word and ask students to repeat after you.

• Then show these fl ash cards randomly and ask students one by one to read it (through blending sounds). Give chance to every child to read these words.

• Display these fl ash cards in the classroom and revise on daily basis.

• Ask one child from each group to read the text followed by individual reading.

• Ask students one by one to read the Text.

Sight WordsSight words are ones that cannot be easily sounded out and need to be recognized on sight. High-frequency sight words are ones that occur very often in reading and writing (e.g. you, I, we, am, had, and, to, the, have, they, where, was, does).

42

The strategy for learning sight words is, “See the word, say the word”. Learning to identify and read sight words is essential for young children to become fl uent readers. List of sight words should be displayed in the classroom and revised on daily basis.

Speaking Activity:

• Ask some questions about Ali and Sana to check the comprehension of the students and tell them to give answer in full sentence:

• What is the name of the boy?

• What is the name of the girl?

• What does Ali like to play with?

• How old is Sana?

• In which Class do they study?

• Ask questions given on Textbook pg. 8

Activity: Begin by introducing yourself (teacher). Tell them what subject/s you will teach them and how you expect them to behave during the class. Ask the students to sit in a circle. You may take them outside the classroom. Ask students one by one to introduce themselves to the class speak 3-5 sentences. What is your name? How old are you? What do you like to eat? What do you like to play? Talk about special events they like to attend/ celebrate, at school as well as at home; get together on weekend, marriages, birthday, Pakistan Day, Eid celebrations etc.Ask children which event do they like to attend/ celebrate? Why?

• Ask children how can you keep yourself clean?

• Discuss with children to keep themselves tidy and clean. Brush their teeth twice a day, take

bath every day and dress neatly. Use appropriate posture while walking, sitting and writing.

Written Work:

• Let children fi ll in the blanks independently (as discussed) on Textbook pgs. 8, 9 help them with spellings.

• Paste picture in the given box on Textbook pg. 9

• Tell students to draw their favourite toy in the given box on Textbook pg. 9, write its name and

colour it.• Ask students to write their names in Notebook with correct spellings.

ABC Order (Textbook Page 10)• Revise Letters A-Z orally and write on the board one by one by asking students what will come next.

• Ask what comes after d? What comes after l? What comes after p? What comes after s? And so on…

• Explain that these letters are written in order /sequence. Explain with examples:

• B, C, A to be written in order as A, B, C

• F, D, E to be written in order as D, E, F

• H, G, I to be written in order as G, H, I

• L, D, G to be written in order as D, G, L

• T, F, M to be written in order as F, M, T• Give ample practise and let students do written work on Textbook pg. 10 independently.

43

Answers:L D G = D G LT F M = F M TZ K A = A K ZS U H = H S UI C N = C I NB L A = A B L

Vocabulary ‘a’ and ‘b’ (Textbook Pages 11-13)Listening Activity: • Open Textbook pg. 11, play CD (pg. 11)• Ask students to listen carefully focusing words with ‘a’ sound and repeat the sentences with correct

pronunciation. Listening activity can be done twice or thrice. Repeat the same for Textbook pg. 12• Tell students to close the books and ask some questions to check whether they have listened the text

carefully or not? Some questions are given, teacher may ask more questions.

Speaking Activity:

• think and tell names of some words starting with letter ‘a’ and ’b’

• Where is aeroplane?

• What is on the apple?

• What are the benefi ts of eating an apple?

• What are animals doing?

• What is the colour of the bird?

• What is boy eating?

• What does baby like?

• Discuss pictures explain the new vocabulary and help students relate it to real life. Encourage them to make up chants and develop a playful interest in respective sounds and words.

• Involve children during classroom discussion, instruct them to be attentive and respectful when peers or teacher are sharing their views and experiences.

Written Work:Write words starting with letters ‘a’, ‘b’ on Textbook pg. 13Students may write words given in the book and can write other words of their choice. Teacher to help with spellings.

My Feelings (Textbook Pages 14-15)Listening Activity:• Open Textbook pg. 14, play CD (pg. 14)

• Ask students to listen carefully and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice for improving reading skills of the students.

Reading Activity:• Write words on fl ashcards: happy, angry, sad, crying

• Show the fl ash cards one by one, read the word and ask students to repeat after you then show these fl ash cards randomly and ask students one by one to read it and display appropriate facial expressions and body language to communicate joy, sorrow and anger. Give chance to every child

44

to read these words.• Ask students one by one to read Textbook pg. 14

• Identify diff erent occasions when they feel happy, sad, scared, loved, angry, excited and bored.

• Ask questions given on Textbook pg. 15 and encourage individual responses.

• How are you feeling today?I am feeling happy/ sad/ angry/ sleepy etc.

• I feel happy when:I go out with mama/ baba/ I go to the park/ I play with my friends/ I get a gift/ I eat my favourite food etc.

• I feel sad when:My friends fi ght with me/ My mother/ father/ teacher shouts at me/I do not go out to play

• Look at the ant and discuss when does ant feel happy?

• Discuss helping others and ask do they help others? How and when? Make them share real life experiences.

Activity Mime gamePlay a mime game with students. Write these words on pieces of paper and put them in a bag: happy, sad, angry, crying.

Ask a student to pick one of the slips, read and then mime what is written on it. Children to guess

the word by watching the action/ expression. Repeat with other students until all the words have been guessed.

______________________________________________________________________

Unit 2: I Love My FamilyExpected Learning Outcomes:Listening and Speaking Listen attentively in small and large groups and share their views about every event and special

occasions.



Extend their ideas or accounts by providing some detail about their topic and daily routine






Initiate conversations with peers and adults.

Appreciate the concept of words, rhymes and syllables.



45







Write a word or a sentence while describing a pictureResources: Board, Flashcards, Pictures, Real Objects, CD, Computer/ laptop, Ready, Steady, Go Textbook pgs. 16-45Skills: Listening, Speaking, Reading, Writing, Drawing, Self- Concept, Identifying, Phonetic Awareness, Word Building, Applying Knowledge, Diff erentiating, Blending, Recalling, Life Skills

My Family (Textbook Pages 16-21)Picture Description:• Open Textbook pg. 16 and let children observe the picture. Talk /describe what the people in the

picture are doing (using appropriate words or simple sentence).• Use Who, What, Why, When, Where, questions to describe the picture.

• Talk about other possible situations what families do together, such as having a picnic, travelling and relaxing in the living room etc.

• Discuss importance of Family.



Reading Activity:• Write words on fl ashcards: This, is, my, Family, we, help, each, other, love,

my, mother, father, brother, sister, myself, grandmother, grandfather Show the fl ash cards one by one, read the word and ask students to repeat after you.

• Then show these fl ash cards randomly and ask students one by one to read it. Give chance to every child to read these words.

• Display these fl ash cards in the classroom and revise on daily basis

• From each group ask one child to read the text

• Ask students one by one to read the Text

Speaking Activity:

• Encourage pupils to talk about their family members and about their roles and responsibilities mother, father, grandfather (Dada, Nana) grandmother (Dadi, Nani) uncle, (Chacha, mamo) Aunt, (Khala, mami, tai, chichi) Cousins etc.

• How do you help your grandparents?

• Explain the importance of living together with love, respect and care for each other in a family.

Ask children one by one to talk about their own family and tell names of family members

46

ActivityRole Play• Ask children to assume the role of father, mother, sister or brother, grandfather, grandmother.

• Ask children which role they want to choose? Why?

• Divide pupils into groups. Ask each group to act out the situation in front of the class.

(Having Lunch, Shopping, Going out for picnic etc.• Help children think of a few questions they could ask their family members, in order to learn more

about them, such as, their likes and dislikes, hobbies and favorite food etc.• Children can talk to their family members at home, to their family members away from home by

telephone and then share the collected information in class.• Ask questions given on Textbook pg. 18Written Work:• Let children fi ll in the blanks independently (as discussed) on Textbook pgs. 18, 19

Help them with spellings.Read the sentences for the students given on Textbook pg. 20 and let them write answers in yes or no.

Activity: Children will bring photographs of their family members to show to their friends, discuss and paste in the given box on Textbook pg. 21. Ask them to draw their family as well in the given space.

Vowel, Consonants (Textbook Pages 22-26) • Explain vowels and consonants through Textbook pg. 22 board/fl ash cards. The diff erence between

vowels and consonant should be demonstrated by the teacher stressing the consonant sound and the vowel sound

• Make two columns on the board and Paste ‘a’ ‘e’ ‘i’ ‘o’ ‘u’ on one side (in red colour) and consonants at the other side (in blue colour)


• Ask students to listen carefully and repeat the words with correct pronunciation. Listening activity can be done twice or thrice for improving reading skills of the students.

• Read words vertically focusing on the vowel sounds.

• Use fl ash cards for reinforcement and to check their recognition.

• Ask children to make more words with vowel sounds (a, e, i, o, u)

• Name all the pictures given on Textbook pg. 24

• Ask students name the two pictures given in front of vowel e.g.

• fi sh, cat focus which word has ‘a’ sound ------ cat

• pen, horse which word has ‘e’ sound --------- pen

• book, bin which word has ‘i’ sound ---------- bin

• cot, fan which word has ‘o’ sound --------- cot

• sun, apple which word has ‘u’ sound ----------- sun

• Students will colour the picture related to that given vowel sound

• Write words on the board given on Textbook pg. 25 read the word focusing fi rst letter’s sound

• Make 2 columns vowels and consonants and ask students to come to the board read the word and write it in the correct column.

• Let students do written work on Textbook pg. 25 independently.

47

Answers:Vowels Consonants

ant bat

ink fan

ear pin

owl sun

egg cup

uncle bin

• Revise vowels, show pictures/ real objects of simple and familiar objects to the students e.g. egg, car, mug, cup, sun, pan box etc. ask students to tell the names and try to tell the spellings as well by making sounds p- a- n , c-a-r, s-u-n

• Name the pictures given on Textbook pg. 26 and fi ll in the blanks with correct vowel.

• Answers: egg, nut, box, bed, car, mug, pan, sun

Vocabulary ‘c’ and ‘d’ (Textbook Pages 27-30)Listening Activity • Open Textbook pg. 27, play CD (pg. 27)

• Ask students to listen carefully focusing words with ‘c’ soundand repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice. Repeat the same for Textbook pg. 28

• Tell students to close the books and ask some questions to check whether children have listened the text carefully or not? Some questions are given, teacher may ask more questions.

Speaking Activity

• Ask students to name more objects starting with letters ‘c’ , ‘d’

• Encourage them to make up chants and develop a playful interest in respective sounds and words.• Discuss pictures explain the new vocabulary and relate it to real life.• Ask questions e.g.

What can Clara do?

What is clown wearing?

What is the doll doing?

Who is on duty?

• Help children take turns during classroom discussion, be attentive and respectful when peers or teacher are sharing their views and experiences.

Written WorkWrite words starting with letters ‘c’, ‘d’ on Textbook pg. 29Students may write words given in the book and can write other words of their choice. Teacher to help with spellings.Revise letters a-z with the help of board / fl ash cards and let students colour letter ‘b’ with blue colour and letter ‘d’ with red colour on Textbook pg. 30

48

Syllable: As children are beginning to sound out words, they can start to recognize syllable patterns. Teachers and parents can help them identify how many syllables each word has through direct instruction, activities and games and this will help them read, spell and write words more accurately and fl uently.

• A syllable is part of a word that contains one vowel sound. On chart paper, show and explain the students examples of how to count syllables using the words: pen has one syllable, pencil has two syllables, September has three syllables Sep- is the fi rst syllable, -tem is the second syllable, and -ber is the third syllable. Have the students clap the word September and count the three syllables in the word. Practise with plenty of other words as the children usually enjoy counting syllables.

My Mother, My Father (Textbook Pages 31-32)• Open Textbook pg. 31. Write words on fl ashcards: She, cooks, food, for, me, and, takes, care, of,

with, homework, He, plays, reads, stories, out, shopping• Show the fl ash cards one by one, read the word and ask students to repeat after you with correct

pronunciation.• Then show these fl ash cards randomly and ask students one by one to read it (through blending

sounds/ syllables) in groups ask one child to read the text.• Ask students one by one to read the Text

• Give chance to every child to read these words.


• Look at the Ant, she is saying “ I love my mother and father”

Speaking Activity

Encourage pupils to talk about their own mother and father and about their roles. How do they help you?

Ask students do they help their mother and father? How?

Wash dishes with mother, pick up toys from the fl oor, put clothes in the cupboards, throw wrappers

in the dustbin, help set the table, put dirty clothes in the basket, make a bed etc.

Written Work• Read the sentences for the students given on Textbook pg. 32 and let them fi ll in the blanks

independently (as discussed) help them with spellings.

Vocabulary ‘e’ and ‘f’ (Textbook Pages 33-35)Listening Activity Open Textbook pg. 33, play CD (pg. 33)• Ask students to listen carefully focusing words with ‘e’ sound and repeat the sentences with correct

pronunciation. Listening activity can be done twice or thrice. Repeat the same for Textbook pg. 34• Tell students to close the books and ask some questions to check whether children have listened the

text carefully or not? Some questions are given, teacher may ask more questions.

Speaking Activity

• What is elf eating?

• How many envelops are empty?

• Where is the family?

• Who is eating fruit?

49

• Who has brought fruit in the lunch today?

• Discuss pictures explain the new vocabulary and relate it to real life.

• Help children take turns during classroom discussion, be attentive and respectful when

peers or teacher are sharing their views and experiences.• Ask students to name more objects starting with letters ‘e’ , ‘f’

Encourage them to make up chants and develop a playful interest in respective sounds and words.

Written WorkWrite words starting with letters ‘e’ , ‘f’ on Textbook pg. 35Students may write words given in the book and can write other words of their choice. Teacher to help with spellings.

’th’ words (Textbook Page 36)• Note: Remember when two or more letters work together to make one sound such as th, ch, sh, ph

etc. is called a digraph. As ample practise of rhyming words has been provided now introduction and practicing some simple words containing digraph is the next step of developing reading skills.

Do Activity

Youtube.com/watch?v=7f74GArsWis• Show video to clear the voiced and unvoiced th sound which are used in many of our text. Students

are ready for some guided practise with both of these sounds! As this video goes along, students will get repeated practise with the voiced and voiceless versions of th.

• Practicing (oral) diff erent words with voiced /th/ (there, then, this, that) and unvoiced /th/ (think, thumb, thunder).


• Ask students to listen carefully and repeat the words with correct pronunciation. Listening activity can be done twice or thrice for improving reading skills of the students.

Reading Activity:• Write words on fl ashcards: the, this, that, these, they, there, then

Show the fl ash cards one by one, read the word and ask students to repeat after you. • Then show these fl ash cards randomly and ask students one by one to read it. Give chance to every

child to read these words.Write ‘th’ words on Textbook pg. 36

Naming Words (Textbook Pages 37-38)• Introduce Naming Words by asking questions and explain along with examples. i.e.

Name some objects in the classroom: table, book, fan etc. -- Write table, book, fan on the

board.

Who cooks food for you? mother ---- Write mother on the boardWho is teaching you? ---- Write teacher on the boardWhere are you sitting? In the classroom---- Write classroom on the boardWhere do you go to play? In the park ------ Write park on the board• Paste person, places, things name tags/ pictures in front of the students and tell them that these are

naming words.

50

• Read out sentences given on the Textbook pg. 37 and highlight naming words given in the table

• Make 3 columns on the board ask students to tell more naming words and write in the correct column

Person Places Things

man school door

boy home pen

girl park fan

father market chair

sister classroom table

• Read the words given on Textbook pg. 38 one by one, take responses of the students is doctor person, thing or place? Tell them to colour the correct box.Answers:doctor = person

school = place

paper = thing

market = place

towel = thing

teacher = person

Use of This and It (Textbook Pages 39-40)• Show diff erent objects and make simple sentences using This or It. e.g.

This is a pen.It is a table.This is board.

• Give more practise by writing some simple sentences on the board leaving one space to fi ll in the blanks. Tell students to come on the board read the sentences and fi ll in the blanks using This or It.

-------------- is a fan.

--------------- is a door.

------------------ is a book.

-------------------- is a cup.• Read simple sentences given on Textbook pg. 39 and explain that This or It can be used for making

a simple sentenceFill in the blanks with ‘This or It” on Textbook pg.40

Magic Words (Textbook Pages 41-42)Listening Activity Open Book pg. 41, play CD (pg. 41) • Ask students to listen carefully focusing Magic words and repeat the sentences with correct

pronunciation. Listening activity can be done twice or thrice.Children should learn good manners from a very early age. Using polite words expressions should become a habit.

Write Magic words on the board and explain why and when these words can be used. Assalam-o-Alaikum, Allah Hafi z, Good Morning, Good Afternoon, Good Evening, Good Night, Hello, Bye, Good Day, Excuse Me, Please, Get a side, Thank you, Sorry

51

Ask students If we are not polite and do not have good manners, what will happen?

People will not like us and will not be willing to listen to us.

What are two good habits which you have?

What we should say:

• before asking a question in the class

• after receiving something from anyone

• when you fi rst meet someone

• when leaving home for school.

• when playing with others?

• before and after eating?

• when going to bed?

• when answering a question in class?

• when having lunch in school?

Activity: Role Play - Using Courtesy words in daily life conversation.

Tell children the proper way to greet others.

Form pairs and ask children to greet each other. Teacher will give time to students in pair to

practise greeting and courtesy words. My name is ... How are you? My name is …. I am fi ne/good. Nice to meet you, where do you live? What do you like doing? etc.

Teacher will call any two pairs and ask them to demonstrate in front of class.

Read Magic words and the sentences on Textbook pg. 42 for students and let them fi ll in the blanks

Answers:1. May I2. please3. Thank You4. welcome5. Sorry

Reinforcement (Textbook Pages 43-45)Revise previously taught concepts and do Textbook pgs. 43-45. • Children learn and forget quickly – reinforcement of the learning is very important from time to time.

Children learn and work at diff erent paces – students should be given due attention and a variety of activities.

______________________________________________________________________

Unit 3: Places Around MeExpected Learning Outcomes:Listening and Speaking Listen attentively in small and large groups and share their views about every event and special

occasions.


52


















Write a word or a sentence while describing a pictureResources: Board, Flashcards, Pictures, Real Objects, CD, Computer/ laptop, Ready, Steady, Go Textbook pgs. 46-77

Skills: Listening, Speaking, Reading, Writing, Drawing, Identifying, Phonetic Awareness, Word Building, Applying Knowledge, Diff erentiating, Blending, Recalling, Punctuation, Self- Care and Help, Creativity, Life Skills

Places around Me (Textbook Page 46)

Picture Discussion

• Introduce what is neighbourhood?

• Ask students to think about the shops, buildings, streets, parks, and public buildings (with names

of each) around the school and home.• Draw the school in the centre of the board and add the other places mentioned above to the picture.

• Use the pictures as a prompt to discuss the school neighbourhood.

• Ask which class is next to/on right side and left side of your class. Ask children about their neighbourhood who lives near their home? Do you go to their home?

• Look at the picture on Textbook pg. 46 and discuss diff erent places in the town which are visited by the students. i.e. park, market, hospital, etc.

Ask why we go to the park, market and hospital? What do you see at these places?

Ask children which is their favourite place that they want to visit? Why they like that place?

53

• Group Activity

• Involve children to collect pictures of diff erent places (like museum, hospital, post offi ce, railway station etc.) from newspapers, sticker charts or other means paste on a chart paper in groups and share with their friends in the classroom.

At the Park (Textbook Pages 47-48)Listening Activity:• Open Textbook pg. 47, play CD (pg. 47)


Reading Activity:Write words on fl ashcards: go, park, with, friend, on, swings, seesaw, take, too, but, do, not sit, merry- go-round. Show the fl ash cards one by one, read the word and ask students to repeat after you. • Then show these fl ash cards randomly and ask students one by one to read it (through blending

sounds/ syllables). Give chance to every child to read these words. • Display these fl ash cards in the classroom and revise on daily basis

• In groups ask one child to read the text.

• Ask students one by one to read the Text

Speaking Activity

Encourage pupils to talk about a park near their home. Ask questions on Textbook pg. 48 and discuss• Brainstorm ideas about the park. Ask students what they usually do when they go to the park. What

do they like in the park? Name your most favourite park, when do you visit the park etc.Written WorkRead the questions for the students given on Textbook pg. 48 and let them write answers independently (in words) help them with spellings.

Vocabulary ‘g’ and ‘h’ (Textbook Pages 49-51)Listening ActivityOpen Textbook pg. 49, play CD (pg. 49)• Ask students to listen carefully focusing words with ‘g’ sound and repeat the sentences with correct

pronunciation. Listening activity can be done twice or thrice. Repeat the same for Textbook pg. 50• Tell students to close the books and ask some questions to check whether children have listened the

text carefully or not? Some questions are given, teacher may ask more questions.

Speaking Activity

• What is girl doing?

• Which game do you play with your grandparents?

• Who is in the garden?

• What is the colour of the gloves?

• Where is home, hospital and hotel?



• Ask students to name more objects starting with letters ‘g’ , ‘h’

54

Written Work• Write words starting with letters ‘g’ , ‘h’ on Textbook pg. 51

Students may write words given in the book and can write other words of their choice. Teacher to help with spellings.

Phonics ‘oo’ words (Textbook Pages 52-53)• Revise words on Textbook pg 23• Phonic ‘oo’ is mostly pronounced with a short “oo” sound as in “book” , “cook” “good” and in ‘moon’

‘food’ ‘spoon’ are pronounced with a long “oo” sound. On Textbook pg 52 short ‘oo’ sound words are given teacher may give practise of long ‘oo’ sound words as well and tell the diff erence.

• Activity

Show video: https://youtu.be/ONgqoexO8gY

• Open Textbook pg. 52, play CD (pg. 52)

• Ask students to listen carefully focusing ‘oo’ soundand repeat the words with correct pronunciation. Listening activity can be done twice or thrice. .

Reading Activity:Write ‘oo’ words on fl ashcards, show the fl ash cards one by one, and ask students to read it. Give chance to every child to read these words.

Written WorkWrite ‘oo’ words on Textbook pg. 53

Use of This and That (Textbook Pages 54-55)Introduce the concept of ‘This and That’ by showing objects in the surroundings for example This is a board, That is a doorThis is a table, That is a fanThis is a book, That is a cupboard etc.Explain we use This when we have to talk about a thing which is near and we use That when we have to talk about a thing which is away/far.Ask children to give some examples/make sentences (oral) using This and That Open Textbook pg. 54 and read the sentences.Fill in the blanks with This, or That on Textbook pg. 55

At the Market (Textbook Pages 56-58)Listening Activity:• Open Textbook pg. 56, play CD (pg. 56)


• Pick a few necessities of daily life and engage children in refl ecting and talking about their

sources. For example, teachers can choose ‘Bread’ as a topic and ask questions to help children trace the path to its source:

• Where do you think we get bread from?

• I wonder where bakers get bread from ?

• What do you think bread is made from?

• Where does fl our come from?

55

Optional Activity• Take children on fi eld trips where they can observe the places and talk to the people there.

• Invite various community members to class to talk about their work. Encourage children to have discussions with them.

Reading Activity:• Write words on fl ashcards: market, for, shopping, mama, baba, grocery, store, fruit, vegetable, stalls,

meat, shop, sometimes, buy, clothes, shoes, toys

Show the fl ash cards one by one, read the word and ask students to repeat after you. • Then show these fl ash cards randomly and ask students one by one to read it. Give chance to every

child to read these words. Display these fl ash cards in the classroom and revise on daily basis • Ask students one by one to read the Text (through blending sounds/ syllables)

Speaking Activity

• Teacher to share a small story and ask students some questions.

I went to the market with my Mum. Saw green vegetables, fresh fruits, red meat and some dresses. My Mum bought a big basket of vegetables. The basket was very heavy. I helped my mother to lift the basket.

Encourage pupils to talk about visiting a market.

Discuss questions given on Textbook pg. 57

Written WorkRead the questions for the students given on Textbook pg. 57, 58 and let them write answers (in words) independently help them with spellings. Tell students to draw their favourite place in the given box and discuss with their friends.

Naming Words (Textbook Page59)• Revise naming words by showing pictures and ask students to tell is it a person, place or a thing?Read words given on Textbook pg. 59 and ask students to write in the correct column

Vocabulary ‘i’ and ‘j’ (Textbook Pages 60-62)Listening Activity • Open Textbook pg. 60, play CD (pg. 60)

• Ask students to listen carefully focusing words with ‘i’ sound and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice. Repeat the same for Textbook pg. 61


Speaking Activity

• Tell some words starting with letter ‘i’ and ’j’

• What is in the box?

• Who is going inside the igloo?

• Where is jelly and jam?

• Which months start with ‘J’ ?

• What is Jerry doing?



peers or teacher are sharing their views and experiences.

56

• Ask students to name more objects starting with letters ‘i’ , ‘j’

Written Work• Write words starting with letters ‘i’ , ‘j’ on Book pg. 62Students may write words given in the book and can write other words of their choice. Teacher to help with spellings.

‘ee’ words (Textbook Pages 63- 64)• Revise words on Textbook pg 23

• Activity

Show video, listen and say the words Youtube.com/watch?v=du3incCU6Xc


• Ask students to listen carefully focusing ‘ee’ sound and repeat the words with correct pronunciation. Listening activity can be done twice or thrice. .

Reading Activity:• Write ‘ee’ words on fl ashcards, show the fl ash cards one by one, and ask students to read it. Give

chance to every child to read these words. Encourage students to make as many rhyming words as they can

Written WorkWrite ‘ee’ words on Textbook pg. 64

Use of ‘a’ and ‘an’ (Textbook Pages 65- 66)• Revise vowels and consonants through fl ash cards

• Sing phonic song for the sounds recognition

• Explain that we use ‘a’ with words starting with consonants and ‘an’ with words starting with vowels.

• Write some examples on the board a pan, a bed, a cup, an egg, an eye, an ant

• Read the sentences given on Textbook pg. 65 focusing the sounds of words starting with consonants and sounds of words starting with vowels. Explain use of ‘a’ and ‘an’ in these sentences.

• Read sentences on Textbook pg. 66 and let students fi ll in the blanks with ‘a’ or ‘an’ independently.

Answers:1. a

2. an

3. an

4. a

5. an

6. an

Capital Letter and Full Stop (Textbook Page 67)• Students are familiar with capital and small letters. Explain the usage of capital letters on the board,

e.g. at the beginning of sentences and with names. Give them as many examples as possible. Tell them we put a full stop (.) at the end of each sentence. Show sentences from the previous pages of the book.

• Write a few sentences on the board and invite pupils to replace small letters with capital letters correctly.

• Read sentences on Textbook pg.67 ask students to write capital letter at the beginning of the sentences and full stop (.) at the end.

57

Singular, Plural (Textbook Pages 68- 69)• Introduce Singular & Plural with the help of objects, fl ash cards or pictures.

• Explain that plural can be made by adding‘s’ to the singular.

• Write Singular words on the board, ask students to form their plurals like bag – bags, boy-boys, girl-girls, car- cars etc.

• Read sentences on Textbook pg. 68 and explain for singular we use ‘This’ and for plural we use ‘These’. Ask students to read the sentences one by one. For more practise write some words on the board room, rooms, hand hands cup cups chair chairs etc.

• Ask students to make the sentences (orally) with singular and plural words:

• This is a room. These are rooms.

• This is a hand. These are hands.

• This is a cup. These are cups.

• This is a chair. These are chairs.

• Let children write ‘This’ or ‘These’ in the blanks on Textbook pg. 69

Keeping Clean (Textbook Page 70)Listening Activity:• Open Textbook pg. 70, play CD (pg. 70)


Reading Activity:• Write words on fl ashcards: keep, your, school, clean, home, street, park, throw, wrappers, dustbin, green

• Show the fl ash cards one by one, read the word and ask students to repeat after you.

• Then show these fl ash cards randomly and ask students one by one to read it. Give chance to every child to read these words. Display these fl ash cards in the classroom and revise on daily basis

• Ask students one by one to read the Text (through blending sounds/ syllables)

Speaking Activity

• Engage children in answering open-ended questions which are imaginary and from daily life.

• Talk about the importance of keeping the environment (school, home, streets, and parks) clean.

• Use dustbin for throwing litter and wrappers as Ant is saying too.

• Demonstrate these practises through actions, rhymes and songs.

Keep clean keep green

• Ask children to think of various possible uses for an empty plastic bottles, an old calendar, an

empty carton or biscuit box.• Discuss and share ideas for replacing environmentally harmful practises with better alternatives. For

example, use of cloth/paper bag instead of plastic bags.

Messy Room, Clean Room (Textbook Pages 71- 75)Discussion:• Open Textbook pgs. 71, 72, discuss 2 rooms. Which room do you think is better? What are the

things in big room? Name things in small room. Mention places of the things. Name some objects in your room. Is your room clean or messy? Who keeps your room clean?

58

Reading Activity:• Write words on fl ashcards: room, big, has, her, bed, table, chair, cupboard not, books, toys, are, fl oor,

shoes, and, frocks, lying, put, things, back, after, using, them, small, desk, his, clothes• Show the fl ash cards one by one, read the word and ask students to repeat after you.

• Then show these fl ash cards randomly and ask students one by one to read it. Give chance to every child to read these words. Display these fl ash cards in the classroom and revise on daily basis

• Ask students one by one to read the Text (through blending sounds/ syllables).

Speaking Activity

• Discuss some responsibilities of the children in the classroom, at home, travelling on the road, and while visiting a place in the town:

• Putting thing back on their places after using them.

• Cleaning the room after playing with toys.

• Returning things, if borrowed from anyone.

• Switching off fans and lights when leaving room.

• Not throwing wrappers on the roads, in the park or anywhere else except in the dustbin.

• Explain healthy routine, the importance of cleanliness, keeping all the things on their places and encourage children to follow it.

Written Work

• Read sentences given on Textbook pg. 73 and let students fi ll in the blanks.

• Look at the Ant She is also saying ‘Keep your surroundings clean’.

Answers:1. not clean2. clean3. books and toys4. toys, shoes/ clothes

• Ask students to tell names of objects in their room one by one, then draw, colour and write their names on

Textbook pg. 74. Instruct students to write promise “I will keep Pakistan clean.” On the last

line of the page.

bedroom

chair

carpet

sofa

carpet

bed

cupboard

curtains

toys

59

• Discuss Questions given on Textbook pg. 75 and ask students to write answers (in words) independently.• Look at the Ant She is also saying ‘Keeping clean is a good habit’.

Reinforcement (Textbook Pages 76- 77)Revise previously taught concepts and do Textbook pgs. 76-77.

• Children learn and forget quickly – reinforcement of the learning is very important from time to time. Children learn and work at diff erent paces – students should be given due attention and a variety of activities.

___________________________________________________________________

Unit 4: My HomelandExpected Learning Outcomes:Listening and Speaking Listen attentively in small and large groups and share their views about every event and special

occasions.











Reading: Know that English is read from left to right and top to bottom.







Write a word or a sentence while describing a picture

Resources: Board, Flashcards, Pictures, Real Objects, CD, Computer/ laptop, Ready, Steady, Go Textbook pgs. 78-100Skills: Listening, Speaking, Reading, Writing, Drawing, Identifying, Phonetic Awareness, Word Building, Applying Knowledge, Diff erentiating, Blending, Recalling, Self- Identity, Creativity, Observing, Self Help and Care, Life Skills

60

My Homeland (Textbook Page 78)

• Activity: Sing the national anthem with full zeal and zest

• Picture Discussion:Ask children do you know the places given on Textbook pg. 78. Tell a short history of Pakistan to children in simple and easy words. W hy and How Pakistan came into being.

• Tell children about the important personalities of Pakistan e.g. Quaid e Azam Muhammad Ali Jinnah, Allama Iqbal, Fatima Jinnah (show pictures) and relate them to the story of Pakistan. Show pictures, cut-outs, map, fl ag, globe etc. to make the story interesting and display pictures in the classroom.

Ask questions such as:

Q1. What is the name of your country?

(Pakistan)

Q2. When did Pakistan come into being? (14 August 1947)

Q3. Who is the founder of Pakistan? (Quaid –e Azam Muhammad Ali Jinnah)

Q4. What is the colour of Pakistan’ fl ag? (green & white)

Q5. What is made on the fl ag of Pakistan? (crescent & star)

• Discuss with children:

Four provinces of Pakistan; Sindh, Balochistan, Khyber Pakhtunkhwa, the national game, fl ag, fl ower, food, folk dances, languages etc.

Flag of Pakistan the green background stands for the Muslims; the white stripe is for all the non-Muslim citizens (minorities) of Pakistan. Tell them that the religion of most of the people in Pakistan is Islam, however, other religions exist in Pakistan as well. Respect other religions and have tolerance for other religions. We all should live peacefully and show love, care, friendship, tolerance, kindness and respect for others as a common value across religions.

Explain that crescent in the center is for progress and the fi ve-pointed star is for light and knowledge. We should respect the feelings and views of others irrespective of their religion, caste, colour, creed and people with special needs.

Important Personalities of Pakistan (Textbook Pages 79- 80)



Written Work:Discuss famous personalities of Pakistan e.g. Abdul Sattar Edhi, any IT person, sports man, cricketer, singer, ask children to collect pictures and bring to paste on Textbook pg. 80 write their names as well.

Vocabulary ‘k’ and ‘l’ (Textbook Pages 81-83)Listening Activity Open Textbook pg. 81, play CD (pg. 81)• Ask students to listen carefully focusing words with ‘k’ sound and repeat the sentences with correct

pronunciation. Listening activity can be done twice or thrice. Repeat the same for Textbook pg. 82

61


Speaking Activity• Tell some words starting with letter ‘k’ and ’l’

• How is the king?

• Who kissed the kid?

• Where are the keys?

• Where are the ladybird, lamb and lion living?

• What does lady love?



• Ask students to name more objects starting with letters ‘k’ , ‘l’

Written Work• Write words starting with letters ‘k’ , ‘l’ on Textbook pg. 83

Students may write words given in the book and can write other words of their choice. Teacher to help with spellings.

‘ch’ words (Textbook Pages 84-85)• Revise words on Textbook pg 23

Open Textbook pg. 84, play CD (pg. 84) Ask students to listen carefully focusing ‘ch’ sound and repeat the words with correct pronunciation. Listening activity can be done twice or thrice.

Reading Activity:• Write ‘ch’ words on fl ashcards, show the fl ash cards one by one, and ask students to read it. Give

chance to every child to read these words. Encourage students to make as many rhyming words as they can

Written Work• Write ‘ch’ words on Textbook pg. 85

Word Sentences (Textbook Page 86)

• Words given on the Textbook pg. 86 will be written on the board. Students will be asked to form sentences. Individual responses will be taken and written with each word.

• In this way write sentences of all the words. Encourage all the students to make their own sentences.

• Give ample oral practise of words, sentences

This is my ball.This is a ball.

ball

Ball is big/ small. Ball is white/red/ blue.

62

• Erase these sentences from the board and ask students to write sentences independently onTextbook pg. 86. Help them with spellings.

• Remind students to start the sentence with capital letter and end with full stop (.)

Pronouns (Textbook Pages 87-89)• Explain to pupils that pronouns are words that can take the place of Naming words. Explain how

pronouns are used. Write the sentences from the Textbook 87, 88 on the board and explain the use of nouns and pronouns.

• Write a few sentences on the board and invite pupils to underline the pronouns on the board.

• Fill in the blanks with correct Pronoun on Textbook pg. 89

Answers:1. He2. She3. It4. They

Important Places of Pakistan (Textbook Pages 90- 92)

Listening Activity:• Open Textbook pg. 90, 91 play CD (pg. 90, 91)


Discussion:

• Explain what the pictures are about, why some people, places or things are famous, and why they are important for us. Tell the students about the importance of Minar-e-Pakistan (it marks the place where the Pakistan Resolution was passed in 1940); Explain the historical background of the other places show in the lesson.

• Tell them that the National Anthem is the national song of Pakistan and we sing it proudly and with respect.

• Explain that a country’s national anthem identifi es it in the world. In the same way, our national anthem – Qaumi Tarana – is special. It is played on special occasions, e.g. Independence Day, 14 August and Pakistan Day, 23 March. The Pakistani national anthem was written by the noted poet Hafeez Jalandhari The national anthem should be sung with respect, saying its words correctly and in the correct tune.

Speaking Activity

Ask questions given on Textbook pg. 92 encourage students to tell names of cities they have visited and important places in these cities.

Written Work:Write names of important places of Pakistan. Colour the places (boxes) which you have visitedLook at the Ant she is saying ‘I Love Pakistan’.

Use of ‘Has’ and ‘Have’ (Textbook Pages 93-95)• Introduce the concept of ‘Has and Have’ through examples write some sentences on the board:

Sara has a hair band.

She has a fl ower

Taha has a book.

He has a ball.

I have a cup.

63

You have a spoon etc.• Explain we use has when we have to talk about singular person and we use have to talk about more

than one person, with I and with you. Ask children to give some examples/make sentences (oral) using has and have

• Read sentences on Textbook pgs. 93, 94

• Call some children, give them a book, a pen, a marker etc. and ask them to show and tell I have a book, I have a pen, I have a marker. And make more sentences using has and have

• Fill in the blanks with has and have on Textbook pg. 95

Answers:1. have

2. have

3. has

4. have

5. has

6. have

7. have

Picture Description Celebrations (Textbook Pages 96-99)Eid ul Fitr

Speaking Activity:

• Open Textbook pg. 96 and ask children what is happening in the picture. Encourage children to

tell one by one how do they celebrate Eid ul Fitr waking up early in the morning, taking bath, wearing new clothes, off ering Eid prayer, Eating sweet dishes, visiting relatives and friends etc.

• Discuss that other religions exist in Pakistan as well. We should respect other religions and have tolerance for other religions. (believes & celebrations)

• Discuss sentences given on Textbook pg. 97, read for the students then ask them to tick yes or no.

• 14th August (Independence Day)

Look at the picture given on Textbook pg. 98 and discuss how children celebrate 14th August (Independence Day) displaying Flags, (Jhandiyan), putting on green dresses, singing milli naghme, distributing sweets etc.

Speaking Activity:

• Read the sentences on Textbook pg. 99 and discussSave Energy• Talk about the importance of resources water, food, electricity, gas, trees, and paper etc.

• Ask children what will happen if there is no electricity and water?

• Discuss in simple terms where they come from; how we need these in our daily lives and how these can ‘hurt’ the earth if we don’t use them carefully.

• Discuss responsibilities being a Pakistani; close the tap after using water, not to waste water

and food, switch off the lights, fans and heaters while leaving the room, not to cut the trees and plant more trees, not to through wrappers on the road it creates pollution etc.

64

Follow Rules

• Emphasize the importance of following rules/discipline to students. Accidents happen

when we break the rules. Traffi c signals and signs help us follow the rules. Show traffi c signal and explain red, yellow, green light colours and what they mean. Show the signs and explain what they mean (speed limit, no right turn, no cycle, no entry, school ahead, no left turn, zebra crossing etc.)

Take children outside and demonstrate how to cross the road.

Reinforcement (Textbook Pages 100-102)Revise previously taught concepts and do Textbook pgs. 100-101.Children learn and forget quickly – reinforcement of the learning is very important from time to time. Children learn and work at diff erent paces – students should be given due attention and a variety of activities.

65

Ready, Steady, Go English Pre 1 Second TermUnit 5: Healthy HabitsExpected Learning Outcomes:Listening and Speaking Listen attentively in small and large groups and share their views about every event and special

occasions.




















Resources: Board, Flashcards, Pictures, Real Objects, CD, Computer/ laptop, Ready, Steady, Go Textbook pgs. 1-41

Skills: Life Skills, Listening, Speaking, Reading, Writing, Drawing, Identifying, Phonetic Awareness, Word Building, Applying Knowledge, Diff erentiating, Blending, Recalling, Creativity, Observing, Self Help and Care

Revision (Textbook Pages 1- 3)Revise previously taught concepts and do Textbook pgs. 1-3.

Healthy Habits (Textbook Pages. 4- 7)• Discuss ‘Healthy Habits’ Textbook pg. 4

• Talk about healthy lifestyle practises: Take care of their personal hygiene (cutting nails,

keeping hair clean and tidy, keeping teeth clean, taking bath, proper use of toilet, wiping runny nose and keeping belongings clean.), Wash hands before and after meals, after using the toilet and as and

66

when required, Identify healthy and unhealthy food, healthy eating habits and the importance of nutrition, Identify people in the community who care for health needs, Understand the importance of clean water and exercise etc.

Listening Activity: Open Textbook pg. 5, play CD (pg. 5)• Ask students to listen carefully and repeat the sentences with correct pronunciation. Listening activity

can be done twice or thrice for improving reading skills of the students.Reading Activity:• Write words on fl ashcards: brush, teeth, twice, take, bath, every day, wear, clean, clothes, comb, hair,

cut, nails, sleep, eight, hours, night, exercise daily. Show the fl ash cards one by one, and ask students to read the words. Give chance to every child.


• Ask students one by one to read Textbook pg. 5 (through blending sounds/ syllables)

Speaking Activity:

• Discuss healthy habits and tell students the importance of keeping themselves and the environment clean. Motivate them to practise healthy habits.

• What will happen if we do not eat food?

• Ask questions given on Textbook pg. 6. Help children answer in full sentence

Written Work• Read questions given on Textbook pg. 6 and let children write answers independently help them

with spellings.• Discuss objects which are used to clean our body e.g. water, soap, tooth brush, tooth paste, comb

etc. Draw pictures of the objects which are used to clean our body on Textbook pg. 7

Vocabulary ‘m’ and ‘n’ (Textbook Pages. 8-10)Listening Activity• Open Textbook pg. 8, play CD (pg. 8)

• Ask students to listen carefully focusing words with ‘m’ sound

• and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice. Repeat the same for Book pg. 9


Speaking Activity

Tell some words starting with letter ‘m’ and n’

• Where is the monkey?

• What is Mahad mixing in the milk?

• What is mama making?



peers or teacher are sharing their views and experiences.• Ask students to name more objects starting with letters ‘m’ , ‘n’

67

Written Work• Write words starting with letters ‘m’ , ‘n’ on Textbook pg. 10

Students may write words given in the book and can write other words of their choice. Teacher to help them with spellings.

Phonics ‘sh’ words (Textbook Pages. 11-12)• Open Textbook pg. 11, play CD (pg. 11)

• Ask students to listen carefully focusing ‘sh’ sound and repeat the words with correct pronunciation. Listening activity can be done twice or thrice then ask students to read these words. Give chance to every child.

• Write ‘sh’ words on Textbook pg. 12

Use of ‘is’ and ‘are’ (Textbook Pages. 13- 14)• Revise singular plural with examples and explain that ‘is’ is used with singular and ‘are’ is used with

plural.• Open Textbook pg. 13, play CD (pg. 13)

• Ask students to listen carefully focusing use of ‘is’ and ‘are’

• Repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice for improving reading skills of the students.

• Read the sentences and fi ll in the blanks with ‘is’ or ‘are’ on Textbook pg. 14Answers:1. is2. are3. is4. are5. are6. are

Eating Manners (Textbook Pages. 15- 17)Listening Activity:• Open Textbook pg. 15, play CD (pg. 15)


• Discuss the steps of eating food.

Speaking Activity

• Discuss Eating Manners, demonstrate in lunch time and motivate students to practise at

home as well.• Ask questions given on Textbook pg. 16. Help children answer in full sentence

Written Work• Read questions given on Textbook pgs. 16, 17 and let children write answers independently help

them with spellings.• Discuss healthy foods. Draw pictures of your favourite healthy food on Textbook pg. 17

Vocabulary ‘o’ and ‘p’ (Textbook Pages. 18- 20)Listening Activity• Open Textbook pg. 18, play CD (pg. 18)

68

• Ask students to listen carefully focusing words with ‘o’ sound and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice. Repeat the same for Book pg. 19


Speaking Activity

Tell some words starting with letter ‘o’ and p’

• Who is in the orchard?

• What is the colour of the octopus?

• Who can order?

• What are Pinky and her friends playing?



• Ask students to name more objects starting with letters ‘o’ , ‘p’

Written Work• Write words starting with letters ‘o’ , ‘p’ on Textbook pg. 20


Phonics ‘ck’ words (Textbook Pages. 21- 22)• Open Textbook pg. 21, play CD (pg. 21)

• Ask students to listen carefully focusing ‘ck’ sound and repeat the words with correct pronunciation. Listening activity can be done twice or thrice then ask students to read these words. Give chance to every child. Write ‘ck’ words on Textbook pg. 22

Adjectives (Textbook Pages. 23-- 26)• Open Textbook pgs. 23, 24 play CD (pg. 23, 24)

• Ask students to listen carefully and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice.

• Read out sentences given on the Textbook pgs. 23, 24 and highlight adjectives.

• Explain with examples that some words tell us more about the naming words i.e. big tree, happy boy, new car etc. Ask students to give some more examples.

• Read words and their opposites given on Textbook pgs. 25, 26

Word Sentences (Textbook Page 27)• Words given on the Textbook pg. 27 will be written on the board. Students will be asked to form

sentences orally. Individual responses will be taken and written with each word.• In this way write sentences of all the words. Encourage all the students to make their own sentences.


• Erase these sentences from the board and ask students to write sentences independently on Book pg. 27, help them with spellings.


Good Manners (Textbook Pages. 28-29)• Open Textbook pg. 28, play CD (pg. 28)

• Ask students to listen carefully and repeat the sentences with correct pronunciation. Listening activity

69

can be done twice or thrice for improving reading skills of the students.

• Discuss good manners and give daily life examples and motivate students to practise at

home as well. Be polite, have good attitude, be kind and respectful, help others, cover your moth while sneezing etc.

Picture Description

• Look at the pictures given on Textbook pg. 29 and discuss the right way to:

• buy thing from the shop

• play with friends/ brother/ sister

• talk to friends, elders etc.

• Help children make queues when going out of the class for outdoor activities, during break, for

washing hands and coming back to the classroom. Be available to support children resolving their confl icts. Explain how to take turns during classroom discussion, be attentive and respectful when peers or teacher are sharing their views and experiences.

• Put a tick on the pictures which is showing good manners Textbook pg. 29

Vocabulary ‘q’ and ‘r’ (Textbook Pages. 30-32)Listening Activity• Open Textbook pg. 30, play CD (pg. 30)

• Ask students to listen carefully focusing words with ‘q’ sound and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice. Repeat the same for Book pg. 31


Speaking Activity

• Tell some words starting with letter ‘q’ and r’

• Who is the founder of Pakistan?

• Who is ready for race?

• What is the colour of rope?


• Ask students to name more objects starting with letters ‘q’ , ‘r’

Written Work• Write words starting with letters ‘q’ , ‘r’ on Textbook pg. 32


Phonics ‘br’ words (Textbook Pages. 33- 34)• Open Textbook pg. 33, play CD (pg. 33)

• Ask students to listen carefully focusing ‘br’ sound and repeat the words with correct pronunciation. Listening activity can be done twice or thrice then ask students to read these words. Give chance to every child.

• Write ‘br’ words on Textbook pg. 34

70

Action Words (Textbook Pages. 35- 37)• Open Textbook pg. 35, play CD (pg. 35)

• Listening activity can be done twice or thrice then ask students to read these words. Give chance to every child.

• Do some actions sit, stand, eat, drink, read, write etc. and explain action words.

• Discuss pictures given on Textbook pg. 36, ask students to guess/fi nd the actions and then colour only those pictures which show actions.

Likes and Dislikes• Discuss likes and dislikes of children, their favourite food, drinks, places, toys, cartoon etc.

• Let children write their likes and dislikes independently on Textbook pg. 37, help them with spellings

Group Activity:

• Divide students in groups, distribute chart papers and ask children to draw their handprints one by one and write their names with their favourite food, place, toys/ game. Display in the classroom.

Word Sentences (Textbook Page. 38)• Words given on the Textbook pg. 38 will be written on the board. Students will be asked to form

sentences orally. Individual responses will be taken and written with each word.• In this way write sentences of all the words. Encourage all the students to make their own sentences.


• Erase these sentences from the board and ask students to write sentences independently on Book pg. 38, help them with spellings.


Reinforcement (Textbook Pages 39-41)Revise previously taught concepts and do Textbook pgs. 39-41Children learn and forget quickly – reinforcement of the learning is very important from time to time. Children learn and work at different paces – students should be given due attention and a variety of activities.______________________________________________________________________

Unit 6: Animal WorldExpected Learning Outcomes:Listening and Speaking Listen attentively in small and large groups and share their views about every event and special occasions.











71











Skills: Life Skills, Listening, Speaking, Reading, Writing, Drawing, Identifying, Phonetic Awareness, Word Building, Applying Knowledge, Diff erentiating, Blending, Recalling, Creativity, Observing, Self-Awareness

Wild Animals (Textbook Pages 42- 44)Picture Description• Look at the pictures given on Textbook pgs. 42-43 and discuss wild animals, their basic features,

food, habitat. Explain that some animals are friendly (pet animals), some are useful (farm animals), some are dangerous (wild animal)

Show pictures and compare a variety of animals to identify similarities and diff erences.

Show any animated movie on animals

Listening Activity:• Discuss ‘Animal World’ Textbook pg. 42, 43



Reading Activity:• Write words on fl ashcards: these, wild, animals, they, live, jungle, dangerous, some, them, eat, meat,

others, eat, plants. Show the fl ash cards one by one, and ask students to read the words. Give chance to every child.



Speaking Activity

• Ask children can we keep a lion at home/ why?

• Share observations and experiences with animals. Children to discuss local animals and their basic features, such as, body parts, sounds, habits, food and homes. If anyone has visited the zoo, they can depict various animal movements.

• Explain that animals have diff erent types of homes. Some live on land, some live in water and some

72

can fl y. Some animals are friendly (pet animals), some are useful (farm animals), some are dangerous (wild animals), some can fl y (birds) and some are very small (insects).



with spellings.

Vocabulary ‘s’ and ‘t’ (Textbook Pages. 45-47)Listening Activity• Open Textbook pg. 45, play CD (pg. 45)

• Ask students to listen carefully focusing words with ‘s’ sound and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice. Repeat the same for Book pg. 46


Speaking Activity

• Tell some words starting with letter ‘s’ and t’

• Who is sick?

• Where is starfi sh?

• When was Sara eating sandwich?



• Ask students to name more objects starting with letters ‘s’ , ‘t’

Written Work• Write words starting with letters ‘s’ , ‘t’ on Textbook pg. 47


Phonics ‘tr’ words (Textbook Pages. 48-49)• Open Textbook pg.48 , play CD (pg. 48)

• Ask students to listen carefully focusing ‘tr’ sound and repeat the words with correct pronunciation. Listening activity can be done twice or thrice then ask students to read these words. Give chance to every child.

• Write ‘tr’ words on Textbook pg. 49

Action Words (Textbook Pages. 50-51)• Open Textbook pg. 50, play CD (pg. 50)

• Listening activity can be done twice or thrice then ask students to read these words. Give chance to every child.

• Do some actions cooking, singing, playing, etc.

• Read the sentences given on Textbook pg. 51, ask students to match the sentences with correct picture.

73

Animals (Textbook Pages. 52-54)Listening Activity:• Open Textbook pg. 52, 53play CD (pg. 52, 53)


Reading Activity:• Write new words on fl ashcards. Show the fl ash cards one by one, and ask students to read the

words. Give chance to every child.• Display these fl ash cards in the classroom and revise on daily basis

• Ask students one by one to read Textbook pg. 52, 53 (through blending sounds/ syllables)

Speaking Activity

• Discuss the animals and their basic features such as, body parts, sounds, habits, food and homes.

• Compare a variety of animals to identify similarities and diff erences.



with spellings.

Answers:1. Lion2. trunk3. hump4. land, water

Vocabulary ‘u’ and ‘v’ (Textbook Pages. 55-57)Listening Activity• Open Textbook pg. 55, play CD (pg. 55)

• Ask students to listen carefully focusing words with ‘u’ sound and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice. Repeat the same for Book pg. 56


Speaking Activity

• Tell some words starting with letter ‘u’ and v’

• Where is Umar standing?

• Whose hair are untidy?

• What is full of vegetables?



• Ask students to name more objects starting with letters ‘u’ , ‘v’

74

Written Work• Write words starting with letters ‘u’ , ‘v’ on Textbook pg. 57


Phonics ‘ph’ words (Textbook Pages. 58-59)• Open Textbook pg. 58, play CD (pg. 58)

• Ask students to listen carefully focusing ‘ph’ sound and repeat the words with correct pronunciation. Listening activity can be done twice or thrice then ask students to read these words. Give chance to every child.

• Write ‘ph’ words on Textbook pg. 59

Masculine Feminine (Textbook Pages. 60-62)• Open Textbook pgs. 60, 61, play CD (pgs. 60, 61)


• Explain masculine and feminine words.

• Write feminine of the given masculine on Textbook pg. 62

My Pet (Textbook Page. 63)• Ask children who has a pet? Discuss its name, colour, size and how to take care of animals.

My Pet

name

size

colour

food

• Let children fi ll in the blanks on Textbook Pg. 63 and draw the picture of their pet.

A Farm (Textbook Pages. 64-65)• Discuss picture and ‘Farm Animals’ Textbook pgs. 64, 65

• Talk about diff erent types of animals homes, some live on land, some live in water and some live in nests, the signifi cance of animals for human beings.

• Explain how to take care of animals, and birds.

• Read the text on Textbook pg. 65 (through blending sounds/ syllables), ask students to listen carefully and repeat the sentences with correct pronunciation.

• Write words on fl ashcards: Akbar, farm, many, animals, very, useful, gets, meat, milk, eggs, loves, takes, care, look after. Show the fl ash cards one by one, and ask students to read the words. Give chance to every child.



• Discuss farm and farm animals, ways of showing respect and care for animals.

75

• Group Activity Role Play:

• Divide children in groups for a role play on how to take care of animals.

___________________________________________________________________

Unit 7: World Around MeExpected Learning Outcomes:Listening and Speaking Listen attentively in small and large groups and share their views about every event and special occasions.





















Skills: Life Skills, Listening, Speaking, Reading, Writing, Drawing, Identifying, Phonetic Awareness, Word Building, Applying Knowledge, Diff erentiating, Blending, Recalling, Creativity, Observing, Self-Identity, Punctuation

People Around Me (Textbook Pages. 66-68)Picture Discussion• Show a globe and discuss diff erent physical features of earth like mountains, desert, forests, sea, etc.

• Explain natural resources such as water, wind, forests and minerals • Explain how we can save our earth:

76

change in climate, its eff ects and how to prevent pollution, de-forestation, fl oods, earthquake and global warming.

encourage children to use resources carefully, e.g. turn off the light and fan when leaving the room

tell the need for clean air and how to prevent air pollution. Discuss the importance of water, its uses and the need to conserve it.

pleasant and unpleasant sounds leading to an awareness of noise pollution.

careful use of resources/materials in everyday life. Explore alternate uses of waste material.

Activity: Ask children to think and discuss various possible uses for an empty plastic bottle, an old calendar, an empty carton or biscuit box, stones/pebbles. Reuse these low cost no cost materials and make pencil holder, money box, dustbin, paint stones/pebbles and make diff erent animal faces on it.

• Discuss places in the town Textbook pg. 66. Talk about various places in the town, their purpose and importance (school, library, clinic/hospitals/dispensary, shopping malls/markets, post offi ce, cinema, banks, parks, museum, zoo, mosque, airport, railway station, bus stop etc.

Listening Activity



• Discuss four provinces of Pakistan, people, their dresses and languages etc.Our National dress is Shalwar Qameez and our National Language is Urdu. Talk about Pakistani culture i.e. the national game, fl ag, fl ower, food, folk dances, languages etc. Develop an appreciation for the diversity of people around them. Promote the values of tolerance and respect for everyone.

• Tell stories about people from various countries and cultures. Discuss similarities and diff erencesbetween themselves and people in their environment and talk about everyone’s unique qualities.

• Discuss diff erent dresses children wear and ask them to tell their favourite dress. Open Textbook pg. 68 and let children put a tick on their favourite dress. Draw Shalwar Qameez in the middle of the page and colour it.

• Ask children which is their favourite dress? why they like this dress?

• Bring some shirts and shoes in the classroom and let children practise wearing the shirt,

buttoning, unbuttoning, zipping, unzipping, tying knot of laces etc.

Vocabulary ‘w’ and ‘x’ (Textbook Pages. 69-71)Listening Activity• Open Textbook pg. 69, play CD (pg. 69)

• Ask students to listen carefully focusing words with ‘w’ sound and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice. Repeat the same for Book pg. 70

• Tell students to close the books and ask some questions to check whether children have listened the text carefully or not?

Speaking Activity



• Ask students to name more objects starting with letters ‘w’ , ‘x’Written Work

77

• Write words starting with letters ‘w’ , ‘x’ on Textbook pg. 71Students may write words given in the book and can write other words of their choice. Teacher to help them with spellings.

Phonics ‘wh’ words (Textbook Pages. 72-75)• Open Textbook pg. 72, play CD (pg. 72)

• Ask students to listen carefully focusing ‘wh’ sound and repeat the words with correct pronunciation. Listening activity can be done twice or thrice then ask students to read these words. Give chance to every child.

• Write ‘wh’ words on Textbook pg. 73

Use of ‘wh’ words• Introduce ‘wh’ words by asking some questions e.g. Who is absent today? Where is my pen? What is

this? Why are you sad? etc. Explain that these words are used to ask diff erent questions.• Write ‘wh’ words on the board and tell that when we use these words in a sentence we add ‘?’ at the

end of the sentence.• Read sentences given on Textbook pg. 74 focusing ‘wh’ words and point out ‘?’ at the end.

• Read sentences given on Textbook pg. 75 and ask students to add . (Full stop) or ? (Question mark) at the end.

Objects and Colours Around Me (Textbook Pages. 76-79)• Ask children to observe and name objects in the class.

• Tell the names of objects and diff erent types of gadgets/ technology (television, computer, mobile phone, i-pad, iron, blender, washing machine etc.) used at their home.

• Explain use, advantages and disadvantages of diff erent types of technology devices.

• Read Textbook Page 76 and discuss fi ve senses and the body parts involved in these senses one by one.

• Take a bag full of diff erent objects with diff erent textures (mystery bag) to be given to children and they will identify by just putting their hand inside the bag and will identify the objects without looking into the bag.

• Introduce diff erent smells through jars containing diff erent smelling objects such as onion, garlic, swab of perfume, vinegar, talcum powder, soap etc. Children will smell each jar and identify the smell like bad, good, strong, light, fruity, fl owery etc.

• Identify diff erent sounds; for example, tapping table, bouncing ball, clapping, musical instruments, dropping things, sounds in the environment etc.

• Diff erentiate between diff erent tastes; sweet, bitter, salty, sour, and spicy.

• Introduce colours on Textbook page 77

• Discuss colours of fruits, vegetables, animals, sky, sun, moon, teeth, hair, tree, leaves.

• Ask colours of objects in the classroom

• Ask students to write correct colour name on Textbook pg. 78 and colour the objects on Textbook pg. 79.

• Explain the concept of living things, name a few of them then the concept of non-living things and name a few of them.

Activity: Make a list of living and non-living things on the board e.g. chair, tree, table, boy, book, door, cat, fan etc. Draw 2 columns, call children one by one and ask them to write living and non-living things in the correct columns.

78

Vocabulary ‘y’ and ‘z’ (Textbook Pages. 80- 82)Listening Activity• Open Textbook pg. 80, play CD (pg. 80)

• Ask students to listen carefully focusing words with ‘y’ sound and repeat the sentences with correct pronunciation. Listening activity can be done twice or thrice. Repeat the same for Book pg. 81

• Tell students to close the books and ask some questions to check whether children have listened the text carefully or not?

Speaking Activity



• Ask students to name more objects starting with letters ‘y’ , ‘z’

Written Work• Write words starting with letters ‘y’ , ‘z’ on Textbook pg. 82


Phonics ‘fr’ words (Textbook Pages. 83-84)• Open Textbook pg. 83, play CD (pg. 83)

• Ask students to listen carefully focusing ‘fr’ sound and repeat the words with correct pronunciation. Listening activity can be done twice or thrice then ask students to read these words. Give chance to every child.

• Write ‘fr’ words on Textbook pg. 84

Best Friends (Textbook Pages. 85-87)Listening Activity• Open Textbook pg. 85, play CD (pg. 85)


Reading Activity:• Write words on fl ashcards. Show the fl ash cards one by one, and ask students to read the words.

Give chance to every child.• Display these fl ash cards in the classroom and revise on daily basis


Speaking Activity

• Ask children one by one to talk about their friend. (3-4 sentences)Share what they like about a friend.

• Discuss to respect for the feelings/ opinion of their friends, work cooperatively and share materials and toys and be kind to them. Encourage children to seek permission before taking others’ belongings. Cooperate with and be sensitive to peers, elders, and neighbours who may be diff erently abled.

Written Work• Read the sentences given on Textbook pg. 86 and let children fi ll in the blanks independently, help

them with spellings.• Draw picture of your best friend on Textbook pg. 87

79

Foods We Eat (Textbook Page. 88)

• Introduce healthy and junk food by showing real objects/pictures and discuss importance/ benefi ts of healthy food and harmful eff ects of junk food for example the hazards of eating chewing gum, excessive intake of oily foods, sweets/toff ees and fi zzy drinks.

• Ask from where do we get food, water and clothes? Explain Help children identify and learn more

about who brings them to markets and homes and how they get there? Help children identify and learn more about community members/ people who provide services to others such as, lady health visitors, carpenters, cobblers, milkmen, sweepers, doctors, drivers, tailors etc.

• Textbook Pg. 88 Tell them the need for clean air and how to prevent air pollution. Encourage children to drink milk and plenty of clean drinking water.

• Encourage children to drink milk and plenty of clean drinking water.

• Talk about clinics, hospitals, doctors, dentists and other health professional and their role in society.

• Ask students to tell about their favourite food? Why they like this food?• Write names of 3 foods they like the most.

Games We Play (Textbook Page. 89-90)

• Discuss indoor and outdoor games they play in school (In Games Period) such as stretching, bending running, jumping, skipping, catching the ball, sliding, hopping, balancing, walk on a straight, zig zag and curved line and other drills

• Explain local games e.g. hide and seek, jumping, gudda-guddi ki shaadi, ghar ghar khail, tug of war, clay modelling, etc.

• Open Textbook Page 89 and talk about the names of diff erent games and how these games are played.

• Let children put a tick on their favourite game. Ask why they like this game?

• Draw favourite games/toys on Textbook Page 90

Reader: The Tale of Peter RabbitExpected Learning Outcomes• Retell and respond to stories, songs and rhymes by joining verbally or with actions as appropriate

• Recognise and diff erentiate between sounds in the environment

• Appreciate the concept of words, rhymes and syllables.

• Make up their own stories and rhymes

Reading• Hold, open and turn pages of a book with care.

• Enjoy skimming/scanning through age appropriate books.

• Predict the story by looking at the cover page and fl ipping through pages.

• Predict what comes next in stories.

• Ask open ended questions about the story to support critical and logical thinking.

• Repeat simple repetitive sequences in traditional and popular children’s stories.

• Tell a simple story by looking at pictures.

• Retell a favourite story in the correct sequence.

• Diff erentiate between the parts of a book (the cover, the title and the end).

80

• Understand and demonstrate the usage and signifi cance of diff erent parts of a book.

• Know that some books tell stories and others give information.

• Know that Urdu is read from right to left and top to bottom.

• Know that English is read from left to right and top to bottom.

• Know that regional languages (where applicable) are read from right to left and top to bottom).

• Understand that words and pictures carry meaning.

• Identify and name the characters in a story.

Pages 1-13• Ask children have you seen rabbits? who has a rabbit at his/her home?

• Teacher to introduce the Reader and tell diff erent parts of a book the cover, the title and the end and tell the usage and signifi cance of diff erent parts of a book.

• Show diff erent books and explain that some books tell stories and others give information.

• Demonstrate how to hold, open and turn pages of a book with care.

• Discuss picture on the title page

• Ask children to skim/scan through the book, predict the story/ make up their own stories by looking at the cover page/ pictures and fl ipping through pages.

• Tell them to wait for their turn to speak and not interrupt when others are talking.

• Teacher should introduce characters of the story Pg. 4 (mother, Peter Rabbit, sisters, farmer) make big pictures of characters and display in the classroom for recognition of the characters in the story.

• Prepare reading cards of the new words/ sight words on Pgs. 7-13 (This, with, his, three, don’t, garden, says, want, some, berries, dinner, they, their, radishes, goes, eats, lots).Samples:

• Display reading cards and ask students to read the words one by one.

• Read the text Page 7-13 for the students. While reading the text, teacher must make relevant connection with real life so that the students understand better. Explain that English is read from left to right and top to bottom and that words and pictures carry meaning.

• Children to be divided into groups comprising of not more than four to fi ve students. Reading cards to be given to each group. The class teacher and assistant teacher to monitor the reading of alternate groups and guide them accordingly.

Syllable:• As children are beginning to sound out words, they can start to recognize syllable patterns. Help

them identify how many syllables each word has through direct instruction, activities and games and this will help them read, spell and write words more accurately and fl uently. Go has one syllable, Peter has two syllables, radishes has three syllables.

• Practise with plenty of other words as the children usually enjoy counting syllables.

• Ask children to look at the pictures pages 6-13 and describe in their own words what is happening.

• Ask open ended questions about the story to support critical and logical thinking. Encourage children to give answer in a full sentence.

Discuss family of The Peter Rabbit

What did Peter’s mother instruct?

some want they

81

Where did Peter’s sisters go?

Where did Peter go?

What did Peter like to eat?

Why did Peter go in farmer’s garden?

Did Peter obey his mother?

Ask students how many brothers and sisters do you have?

• Do you obey your mother? How?

• What do you think will happen next?

• Explain Activity 1-8 (one in a week) and let children do the work independently.

Answers:

Page 291=a2=b3=c4=a

Page 301=yes2=No3= Yes4= Yes5=No

Page 311= X2= √3=√4=X5= √

Page 321=a2=b3=a4=b

Page 331=sisters2=radishes3=berries4=lots of

Page 341= He is in the farmer’s garden.2= Peter eats radishes.3=No, he eats lots of radishes.4=Yes, Peter likes radishes.

Page 351= lots2= berries3=sisters4=radishes5=reats

Page 361=Yes, he has three sisters2=Yes, she has a garden3=Yes, he has a garden4=Yes, he eats farmer’s berries

Pages 14-27• Teacher must ask students about the previous events.

• What do you think will happen next?

• Revise all the displayed words.

• Prepare reading cards of the new words Pgs. 14-27 (sees, runs, from, after, cannot, catch, shed, too, from, again, home, bed, you). Display reading cards and ask students to read the words one by one.

• Reading sentence strips can be used for improving reading skills of the students. Sample:

• Read the text for the students. While reading the text, teacher must make relevant connection with real life so that the students understand better.

• Children to be divided into groups comprising of not more than four to fi ve students. Reading cards containing new words to be given to each group. The class teacher and assistant teacher to monitor the reading of alternate groups and guide them accordingly.

• Ask children to look at the pictures on Pgs. 14-27 and describe in their own words what is happening.

• Discuss moral of the story

The farmer sees Peter. No dinner for you.

82

• Ask children what is their favourite part of the story and why?

• Which is your favourite character?

• Pick your favourite line from the story

• Comment whose mistake was it?

Ask questions to check their understanding

Who sees Peter Rabbit?

What did Peter Rabbit say?

What Peter did?

Why did Peter run?

Where did Peter go?

Did farmer catch Peter?

Who ran in the shed?

Where did Peter go in the end?

What did Peter’s mother say?

Why did Peter’s mother punish him?

What did Peter’s sisters have in dinner?

• Have your mother ever punished you? Why? How?

• Is stealing a good habit? discuss

• Encourage children to give answers in complete sentences

• Activity Role play

• Discuss characters of the story

• Ask children which character do they want to choose? Why

• Explain Activity 9-19 (one in a week) and let children do the work independentlyAnswers:

Page 371=c2=a3=d4=b

Page 381=runs2=shed3=farmer4=Peter

Page 391=from2=after3=catch4=garden

Page 401=goes2=Go3=goes4=go

Page 411= He has three sisters2= He eats radishes in the farmer’s garden3=They go in their mother’s garden4= “Go to bed” Peter’s mother says5= He feels sad

Page 421= b2=b3=b

Page 431=sees him2=no!3=bed

83

Page 4421534

Page 451= garden2=farmer3=home

Page 461=Where is Pater?2=What does Peter eat?3=Who sees Peter?4= Who runs after Peter?5= Who cannot catch Peter?

• Ask children to retell the story in their own words and with actions following the sequence of the story.

• Encourage children to come up with a diff erent end to the storyActivity:• Paste sentence strips on the board and ask students to arrange them according to the sequence of

the story.• Make your own story/ tell a favourite story to your classmates with actions.______________________________________________________________

Reader: The Enormous TurnipPages 1-15• Teacher can bring diff erent sizes of Turnips to the class and ask them which vegetable is this and

how many of them have tasted it? Cut the turnip into small pieces, let them taste and comment. Let them name other vegetables.

• Introduce the title page of the reader “The Enormous Turnip” explain the word enormous showing diff erent objects and with diff erent examples.

• Ask children to predict the story/ make their own stories by looking at the title page, pictures and fl ipping through pages. Ask questions on the title page to elicit students’ responses to spark their interest.

• Draw characters of the story Pgs. 4-5, old man, old woman, boy, girl, dog, and enormous turnip, introduce to the children and display in the class.

• Tell the colours of the dresses of the characters


• Prepare reading cards of the words on Pgs. 6-15: planted, some, turnips, garden, noticed, huge, growing, ground, middle, decided, dinner, pulled, want, said, woman, cannot, please, they, couldn’t, passing. Pronounce these words aloud. Ask students to repeat them many times after you.

• Display reading cards and ask students to read the words one by one.

• Children to be divided into groups comprising of not more than four to fi ve students. Reading cardscontaining sight words and sentence strips to be given to each group. The class teacher and assistant teacher to monitor the reading of alternate groups and guide them accordingly.

• Ask questions to check their understanding

1. Do you have a kitchen garden/ vegetable & fruits plants at your home?

2. Name the vegetables and fruits that are grown on those plants.

3. Why was the old man surprised?

4. What was the size of the turnip?

5. Why was the old man pulling the turnip?

84

6. Could the old man pull the enormous turnip out of the ground?

7. Whom did he call for the help?

8. Why did the old man call the old woman?

9. What is the old woman wearing around her neck?

10. Is there anything same what they are wearing on their face?

11. Where is the old lady sitting?

12. What is in her hand?

13. What do you think she was doing?

14. What is on the table?

15. Whom did the old woman call?

16. What was the boy doing?

17. What do you think will happen next?

• Did you ever call someone for help? Why? How should we call someone for the help?

• Encourage children to give answers in full sentences.

• Ask children to look at the pictures Page 6-15 one by one and describe in their own words

what is happening?• Explain Activities 1-3 (one in a week) and let children solve them independently.

Answers

Page 291= X2=X3= √4= √5= √

Page 301= yes2= yes3= No4= No

Page 311= turnip2= garden3= pulled4= girl5= dog

Pages 16-27• Teacher must ask the previous events.

• Revise all the displayed words.

• Prepare reading cards from Book pgs. 16-27 girl, just, suddenly, front, them, very, happy, ate and display with previous words. Pronounce these words aloud. Ask students to repeat them many times after you.


• Children to be divided into groups comprising of not more than four to fi ve students. Reading cards containing new words to be given to each group. The class teacher and assistant teacher to monitor the reading of alternate groups and guide them accordingly.

• Explain the Activities 4-11 (one in a week) Let children do the work independently

85

Answers

Page 321= where is the enormous turnip?2= Where is the old man and the old woman? 3=Where is the dog?

Page 33eat=fi rst rowdinner=last rowturnip=third columnenormous=fi rst columnhappy= fi fth column

Page 341= the old woman2= the boy3= the girl4= the dog

Page 351. How many chairs are there in his kitchen?=There are 5 chairs in his kitchen2.What is the colour of the curtain?= It is of purple colour3.What can you see from the window?= I can see the enormous turnip from the window

Page 361= couldn’t2= us3= old man4= them5= dinner

Page 371. Who is wearing the glasses? =The old man and the old woman are wearing the glasses2. What is the colour of the onormous turnip?= It is pink and yellow3. What is the old woman doing? She is reading the book.4. Who is playing with the ball? The boy is playing with the ball.

Page 381.They pulled and pulled1. But they couldn’t get it2. Please help us3. They were very happy.4. They eat the turnip

Page 391.It was evening.2.Old man was eating the dinned.3.Four people were eating.4.The dog was sitting in the kitchen

• Ask children to look at the pictures on Pgs. 16-27 and describe in their own words what is happening.Discuss moral of the story

Moral: with team work/ helping others we achieve the diffi cult tasks

• Ask students how do they help others? Involve each student in discussion.

• Ask children what is their favourite part of the story and why?

• Which is your favourite character?

• Pick your favourite line from the story

• Assign diff erent characters to diff erent groups to discuss & describe (old man, old women, boy, girl & dog)

• Paste sentence strips on the board and ask students to arrange them according to the sequence of the story.

• Ask short and pertinent questions about the story like:

1. Whom did the boy call for the help?

2. What was the girl holding?

3. The girl called whom?

4. What did the girl say to the dog?

86

5. What is the colour of the dog?

6. How do we diff erentiate between wild and a pet dog?

7. Is it a good dog?

8. How do we know it’s a good dog?

9. What is the boy pointing out in the background?

10. Where are the old man and women sitting?

11. How old do you think the boy is?

12. What is the boy wearing?

13. How did the turnip come out?

14. What they did with the turnip?

15. How do you think everyone was feeling in the picture at the end? • Activity: Throw some pieces of paper on the fl oor and sing the poem with actions “Bits of papers

lying on the fl oor” to inculcate how quickly a work can be done with the help of others or when 5-6 persons do it.

• Explain the Activities 12-19 (one in a week) and let children do the work independently

Answers

Page 401=a2=b3=b4=a

Page 411=yes2=No3= Yes4= No5=Yes

Page 421= Yes2= No3= Yes 4= Yes5= No

Page 431= What colour were the old man’s boots?Ans. He was wearing green boots.2= What colour was the old man’s hat?Ans. He was wearing green hat.3= What colour were the old man’s hair?Ans. His hair were white.4= What colour was the old man’s shirt?Ans. He was wearing peach shirt.5= What colour were the old man’s trousers?Ans. He was wearing blue trousers.

Page 441=c2=e3=d4=a5=b

Page 451=d2=b3=a4=c

Page 46Students’ responses

Page 471=house2=turnips3=enormous4=pulled5=said

87

Poems

Note: National Anthem (daily singing)

GraceThank you for the World so sweet, Thank you for the food we eat,Thank you for the birds that sing,Thank you God, for everything

Jack and JillJack and Jill went up the hill,To fetch a pail of water;Jack fell down and broke his crown,And Jill came tumbling after.

Cobbler, CobblerCobbler, cobbler, mend my shoe.Get it done by half past two.Half past two is much too late!Get it done by half past eight.

Two Little Blue BirdsTwo little blue birds, sitting on a Wall.One named Peter, One named Paul.Fly away, Peter, Fly away, Paul.Come back, Peter, come back, Paul!

Hickory Dickory DockHickory dickory dock,The mouse ran up the clock,The clock struck one,The mouse ran down,Hickory dickory dock

It’s Raining, It’s PouringIt’s raining, it’s pouring;The old man is snoring.Bumped his head,And he went to bed,And he couldn’t get up in the morning.

Are You SleepingAre you sleepingBrother JohnMorning Bells are ringingDing Ding DongIt’s time to wake upBrother JohnLook the sun is shining Night has gone

Are You SleepingBaa, baa, black sheep,Have you any wool?Yes sir, yes sir,Three bags full.One for the master,One for the dame,And one for the little boy, Who lives down the lane.

88

GraceThank you for the World so sweet, Thank you for the food we eat,Thank you for the birds that sing,Thank you God, for everything!

Cobbler, CobblerCobbler, cobbler, mend my shoe.Get it done by half past two.Half past two is much too late!Get it done by half past eight.

The Wheels on the BusThe wheels on the bus go round and round,round and round,round and round.The wheels on the bus go round and round,all through the town.The wipers on the bus go Swish, swish, swish;Swish, swish, swish; Swish, swish, swish.The wipers on the bus go Swish, swish, swish,all through the town.The horn on the bus goes Beep, beep, beep;Beep, beep, beep; Beep, beep, beep.The horn on the bus goes Beep, beep, beep,all through the town.

Baby BabyBaby Baby, Yes MamaEating sugar? no mama,Telling a lie? no mama,Open your mouth- ha, ha, ha

Twinkle Twinkle Little StarTwinkle, twinkle, little star,How I wonder what you are!Up above the world so high, Like a diamond in the sky!

When You are Happy and You know it clap Your Hands.When you are happy and you know itAnd your really want to show itWhen you are happy and you know itClap you hands.When you are happy and you know itAnd your really want to show itSnap your fi ngersWhen you are happy and you know itAnd your really want to show itSwing your armsWhen you are happy and you know itAnd your really want to show itSay Hurrah!

Eenie Meenie Minie MoEenie meenie minie mo,Catch a tiger by the toe,If he hollers let him go,Eenie meenie minie mo.

Early to Bed and Early to RiseEarly to bed and early to riseMakes a man healthy, wealthy and wise

Red Light Red LightRed Light Red LightWhat do you say?I say Stop, Stop, Stop. On the way

Yellow Light Yellow LightWhat do you say?I say Ready, Ready, ReadyOn the way

Green Light Green LightWhat do you say?I say go, go, go On the way

89

Bits of paperBits of paper,Bits of paper,Lying on the fl oor,Lying on the fl oor,Make a place untidy,Make a place untidy,

Pick them up

List of Story Books

1. The Elves and the Shoemaker

2. Gingerbread Man

3. Little Red Riding Hood

4. Sleeping Beauty

5. Cinderella

6. Hansel and Gretel

7. Snow White and the Seven Dwarfs

8. A Very Hungry Caterpillar

9. The Enormous Turnip

10. The Lion and the Mouse

11. Goldilocks and the Three Bears

12. The Pied Piper of Hamelin

13. The Ugly Duckling

14. Jack and the Beanstalk

Date post:	03-Feb-2022
Category:	Documents
Upload:	others
View:	60 times
Download:	0 times

English for Prep English

Documents