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Teacher Companion Book

A B C1 2 3

UKGPart 1

Table of Contents

Part Section Number

Section Name Page Number

IMAX Program Overview and Book

level Features

1 Teacher Manual Features and Usage Tips 1

2 Top Teaching Strategies for the Subject (Referenced in

the Lesson Plan) 5

3 Customizable Teaching Aids 11

Annual Plan and Exam Patterns

4 Annual Plan Summary, Detailed Plan & Assessment

Calendar 13

5 Annual Planning Tool 21

6 IMAX Suggested Timetable 22

7 Stories and Rhymes Connect 23

8 Stories and Rhymes Assessment Rubric 24

9 FA and SA Patterns 25

Lesson Plan

10 Imaximizers-Icebreaker Activities 26

11a Day-wise Lesson Plan(English) 33

11b Day-wise Lesson Plan(Math) 107

11c Day-wise Lesson Plan(EVS) 176

Answer Keys 12 Answer Keys for Workbook 260

Reflection Sheet 13 End of Sem Reflection Sheet 265

Additional Info 14 Appendix A: Article on "How People Learn?" 266

15 Appendix B: Article on "Future of School Education" 267

IMAX Stickers 16 Encouragement Stickers for Classroom Activities

Space for the teacher to write notes on lesson preparation.

Teacher Manual Features & Usage Tips (For Lesson Plan Section)

For the teacher to understand the ‘why’ behind the lesson. This outlines the overall objective of the lesson.

Sections covered on each day.

Indicates the days allocated to cover the lesson

List of teaching resources provided by

IMAX.

List of teaching resources that the teacher needs to procure/arrange for before the class.

For the teacher to indicate the number of days needed to speed up or slow down the plan, if required.

For the teacher to understand the associated learning domain or a specific skill developed through the lesson.

For the teacher to understand the objective of the lesson in the textbook.

For the teacher to understand the objective of the worksheet in order to provide adequate support to all learners .

For the teacher to understand the specific objective of the activity sheet in order to make activities more fun, age appropriate and engaging.

Page 1

Details of the suggested CW/HW for the day.

Teaching tips for teaching the content provided on the given page.

Detailed explanation and examples of teaching strategies are provided in the Teaching Strategy space.

Indicates the current day out of the total days allotted for the lesson.

This icon is used to indicate the progress of the particular day/period. More details about this icon (or set of icons) are given on a later page.

Page from the textbook

Quick questions to be asked during the class to check for learners’ understanding as the lesson proceeds.

The class level outcomes or enabling objectives for the day are outlined here. Any new words covered in the day are also listed.

Page 2

Examples for Reading and Practising the IMAX Calendar

The given lesson plan should be covered in the first half of the allocated teaching period (i.e. the 5th

Period of the 5 periods allocated for the lesson).

The given lesson plan should be covered in the second half of this same teaching period (referred to as Teaching Day going forward).

The given lesson plan takes up the full teaching day, the first one out of the 8 allocated for the lesson

Annual Day indicates which day/period you are currently at against the overall days allocated for this semester. Actual Date blank is for you to fill the date of the day you teach this particular page.

LIST OF ABBREVIATIONS USED1. TB: Textbook 2. WB: Work Book3. AB: Activity Book

Number of teaching days, day progress icons and Annual day slots have been intentionally left blank across all Stories and Rhymes. The time for this has not been accounted for in the annual calendar, however, it has been mapped with the IMAX suggested Time table.

Page 3

This is for the teacher to enter the number of days by which she/he needs to slow down or speed up for the next lesson. This is to match the annual academic plan.

Actual number of days used by the teacher to complete the lesson.

Number of planned days.

This icon is used to indicate the pages of the book where you can spend more time than suggested when needed.

This icon is used to indicate the pages of the book that you can speed up when needed.

Names of learners who need additional challenges for this lesson.

Names of learners who need handholding for this lesson.

Progress Passbook for the teacher. This helps in tracking and planning the remaining syllabus.

Space for the teacher to share her thoughts on the teaching methodology used for the lesson.

Page 4

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Page 5

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Page 6

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Page 7

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Page 8

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Page 9

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Page 10

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Page 11

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Page 12

Exam Approximate Teaching Days

After Cumulative Teaching Days

Tentative Dates (To be Filled by Teacher)

FA1 15 15 FA2 15 30 SA1 20 50 FA3 15 65 FA4 15 80 SA2 20 100

UKG ANNUAL PLAN ‐ ENGLISH (2 Semester Calendar)

Annual Plan Summary: Annual Assessment Calendar:

Annual Teaching Calendar:

Term Lesson No. Lesson Name Days Allocated Two Semester FA Coverage Two Semester SA Coverage

1

1 Letters of the Alphabet 7 FA1 SA1 2 Gestures and Greetings 4 FA1 SA1 3 Expressions on My Face 3 FA1 SA1 4 Vowels and Consonants 9 FA2 SA1

5 Rhyming Words ( a, e and i) 12 FA2 (a and e) SA1 Rhyming Words (o and u) 12 SA1

6 Picture Story 3 SA1

7

Rhymes - 1. Good Morning Song 2. Good Bye Song

3. Humpty Dumpty 4. Are you Sleeping?

Integrated with the Lessons SA1

8 Stories - 1. The Fox and the Grapes 2. A Dog and a Bug Integrated with the Lessons SA1

Total 50

Annual Plan Sem 1 Teaching Days 50 Sem 2 Teaching Days 50

Total 100

Page 13


2

1 Words with Consonant Blends 16 FA3 SA2 2 Word Building 5 FA4 SA2 3 Naming Words 4 FA4 SA2 4 Action Words 5 FA4 SA2 5 Describing Words 4 SA2 6 Singular and Plural 3 SA2 7 Sentence Making 5 SA2 8 Comprehension 4 SA2 9 Sentences 4 SA2

10 Rhymes - 1. Morning Song

2. Wind the Bobbin Up 3. If You are Happy and You Know it 4. Opposites Song


11 Stories - 1. Jim and Jill Integrated with the Lessons SA2 Total 50

Page 14

UKG ANNUAL PLAN ‐ MATH (2 Semester Calendar)



1

1 Comparing Qualities 9 FA1 SA1 2 Numbers (101-150) 10

FA1 (up to 120) FA2 (101 to 150) SA1

3 Comparing Quantities 9 FA2 SA1 4 Number Names (1 to 50) 7 SA1 5 Shapes 7 SA1 6 Sorting and Grouping 5 SA1 7 Pairing of Objects 3 SA1

8

Rhymes- 1. One, Two, Three, Four, Five Rhymes- 2. One For the Sun That Shone in the Sky


Total 50

2

1 Comparing Positions 5 FA3 SA2 2 Numbers (151-200) 9 FA3 SA2 3 Patterns 5 FA4 SA2 4 Number Names (50 to 100) 7 FA4 SA2 5 Addition 8 SA2

6 Counting in Tens and Ones 4 SA2

7 Skip Counting 6 SA2

8 Subtraction 6 SA2

9 Rhymes- 1. Fruit Salad Integrated with the Lessons SA2

Total 50

Page 15

UKG ANNUAL PLAN ‐ EVS (2 Semester Calendar)



1

1 Myself 4 FA1 SA1 2 My Family 4 FA1 SA1 3 My Body 6 FA1 SA1 4 My School 4 FA2 SA1 5 Neighbourhood 4 FA2 SA1 6 My Country 4 FA2 SA1 7 Festivals 3 FA2 SA1 8 Cleanliness 3 SA1 9 Healthy Food 4 SA1

10 Well Being 3 SA1 11 Day and Night 4 SA1 12 Calendar 4 SA1 13 Water 3 SA1

14 Stories - 1. Honest Woodcutter Integrated with the Lessons SA1

Total 50

2

1 Transportation 5 FA3 SA2

2 Colours Around Us 6 FA3 SA2

3 Plants 7 FA3 SA2

4 Animals 5 FA4 SA2

5 Birds 4 FA4 SA2

6 Reptiles and Insects 4 FA4 SA2

7 Professions 7 SA2

8 Good Manners 6 SA2

9 Save Our Earth 6 SA2

10 Stories - 1. Ramu and the Wolf

2. The Lion and the Mouse Integrated with the Lessons SA2

Total 50

Page 16

Exam Approximate Teaching Days

After Cumulative Teaching Days

Tentative Dates (To be Filled by Teacher)

FA1 15 15 FA2 10 25 SA1 10 35 FA3 15 50 SA2 15 65 FA4 20 85 SA3 15 100

UKG ANNUAL PLAN ‐ ENGLISH (3 Term Calendar)

Annual Plan Summary: Annual Assessment Calendar:


Term Lesson No. Lesson Name Days Allocated Three Term FA Coverage Three Term SA Coverage

1

1 Letters of the Alphabet 7 FA1 SA1 2 Gestures and Greetings 4 FA1 SA1 3 Expressions on My Face 3 FA1 SA1 4 Vowels and Consonants 9 FA2 SA1

5 Rhyming Words (a, e and i) 12 SA1 Total 35

2

5 Rhyming Words (o and u) 12 FA3 SA2 6 Picture Story 3 FA3 SA2

7

Rhymes - 1. Good Morning Song 2. Good Bye Song

3. Humpty Dumpty 4. Are you Sleeping?

Integrated with the Lessons FA3 SA2

8 Stories - 1. The Fox and the Grapes 2. A Dog and a Bug Integrated with the Lessons FA3 SA2

1 Words with Consonant Blends 16 SA2

Total 31

Annual Plan Term 1 Teaching Days 35 Term 2 Teaching Days 30 Term 3 Teaching Days 35

Total 100

Page 17


3

2 Word Building 5 FA4 SA3 3 Naming Words 4 FA4 SA3 4 Action Words 5 FA4 SA3 5 Describing Words 4 FA4 SA3 6 Singular and Plural 3 FA4 SA3 7 Sentence Making 5 SA3 8 Comprehension 4 SA3 9 Sentences 4 SA3

10 Rhymes - 1. Morning Song

2. Wind the Bobbin Up 3. If You are Happy and You Know it 4. Opposites Song


11 Stories - 1. Jim and Jill Integrated with the Lessons SA3 Total 34

Page 18

UKG ANNUAL PLAN ‐ MATH (3 Term Calendar)



1

1 Comparing Qualities 9 FA1 SA1 2 Numbers (101-150) 10

FA1 (101 to 140) FA2 (141 to 150) SA1

3 Comparing Quantities 9 FA2 SA1 4 Number Names (1 to 50) 7 SA1

8 Rhymes- 1. One, Two, Three, Four, Five Integrated with the Lessons SA1

Total 35

2

5 Shapes 7 FA3 SA2 6 Sorting and Grouping 5 FA3 SA2 7 Pairing of Objects 3 FA3 SA2

8 Rhymes- 2. One for the Sun That Shone in the Sky Integrated with the Lessons SA2

1 Comparing Positions 5 SA2 2 Numbers (151-200) 9 SA2

Total 29

3

3 Patterns 5 FA4 SA3 4 Number Names (50 to 100) 7 FA4 SA3 5 Addition 8 FA4 SA3

6 Counting in Tens and Ones 4 SA3

7 Skip Counting 6 SA3

8 Subtraction 6 SA3

9 Rhymes- 1. Fruit Salad Integrated with the Lessons SA3

Total 36

Page 19

UKG ANNUAL PLAN ‐ EVS (3 Term Calendar)



1

1 Myself 4 FA1 SA1 2 My Family 4 FA1 SA1 3 My Body 6 FA1 SA1 4 My School 4 FA2 SA1 5 Neighbourhood 4 FA2 SA1 6 My Country 4 FA2 SA1 7 Festivals 3 FA2 SA1 8 Cleanliness 3 SA1 9 Healthy Food 4 SA1

14 Stories - 1. Honest Woodcutter Integrated with the Lessons SA2 Total 36

2

10 Well Being 3 FA3 SA2 11 Day and Night 4 FA3 SA2 12 Calendar 4 FA3 SA2 13 Water 3 FA3 SA2 1 Transportation 5 SA2 2 Colours Around Us 6 SA2 3 Plants 7 SA2

10 Stories- 1. Ramu and the Wolf Integrated with the Lessons SA2

Total 32

3

4 Animals 5 FA4 SA3 5 Birds 4 FA4 SA3 6 Reptiles and Insects 4 FA4 SA3 7 Professions 7 FA4 SA3 8 Good Manners 6 SA3 9 Save Our Earth 6 SA3

10 Stories - 2. The Lion and the Mouse Integrated with the Lessons SA3

Total 32

Page 20

Annual Planning Tool for Teachers

Month No. of

Working Days in School

Assessments (if any)

Other Non‐ Teaching Events (if any)

No. of Teaching Days in School

No. of ‘Teaching Periods’ based on the Subject Time‐

Table (referred to as ‘Teaching Days’ going forward)

Lesson/Concept List to be Covered

IMAX Teaching

Days Total Days

Sample Month

20 None Opening PTM

(1 day) 19 23 1, 2, 3 16 7

Apr‐18

May‐18

Jun‐18

Jul‐18

Aug‐18

Sep‐18

Oct‐18

Nov‐18

Dec‐18

Jan‐19

Feb‐19

Mar‐19

Buffer Sign.

Page 21

9-9:30 Period 1 Assembly, Warm-Up excercises/PT

Assembly, Warm-Up excercises/PT




9:30-10:05 Period 2 English -TB/WB EVS -TB/WB English -TB/WB Maths -TB/WB EVS -TB/WB

10:05-10:40 Period 3 English -TB/WB EVS -TB/WB English -TB/WB Maths -TB/WB EVS -TB/WB

10:40-11:00 Period 4 Break

11:00-11:35 Period 5 Reader/ AV Maths -TB/WB / AV / AV / AV

11:35-12:10 Period 6 EVS Maths -TB/WB Maths English Reader /AV

12:10-12:30 Period 7 Break

12:30-1:00 Period 8 / AV

1:00-1:30

Period 9 (op- Maths - PN English - PL Maths - PN English - PL

IMAX Suggested

Page 22

Stories and Rhymes Connect With Textbook Lessons

Lesson Names Stories and Rhymes connected

to the lesson UKG English Part

L2. Gestures and Greetings L7. Good Morning Song

L2. Gestures and Greetings L7. Good Bye Song

L8. Expressions on my Face L7. Are You Sleeping?

L5. Rhyming Words L7. Humpty Dumpty

L5. Rhyming Words L8. A Fox and the Grapes

L5. Rhyming Words L8. A Dog and a Bug

UKGMaths Part 1

L2. Numbers L8. One, Two, Three, Four, Five

L4. Number Names L8. One for the Sun That Shone in the Sky

UKG EVS Part 1

L13. Water L14. Honest Woodcutter

Page 23

Stories and Rhymes – Assessment Rubric

Focus AreaBeginner

(Marks : 0-2)The learner:

Developing(Marks : 3-5)The learner:

nt(Marks : 6-8)The learner:

Advanced(Marks : 9-10)The learner:

Comprehension

has not comprehended any part of the story or rhyme

comprehended the story or rhyme

plot or characters

has mostly comprehended the story or rhyme

is able to recall most of the events, plot, or characters

has completely comprehended the story or rhyme

with plot, characters and

rhyme has to convey

Sequencing

unable to sequence at all

mixes up events

unable to recall the story or rhyme

can put one to two events

sequence

mostly able to

can put more than two events in a

sequence

completely able to

can put all the parts of

sequence

Fluency

is mostly incoherent

disconnected and unrelated words used to

spoke feebly

answered clearly with few but related words

is mostly coherent

and answered clearly and accurately

is completely coherent

answered clearly and accurately

Body Language

contact

very uncomfortable

refused to answerw

seemed uncomfortable

answered reluctantly

made eye contact with the listeners

seemed comfortable

answered properly but appeared uncomfortable at

made eye contact with listeners

answered without any

Page 24

EXAM PATTERN FOR FORMATIVE AND SUMMATIVE ASSESSMENTS

Formative Assessment (FA)

Source of Question Marks per Question

Total Marks

Conceptual Understanding 5Mx1 5M



Activity Sheet 5Mx1 5M

Sum Total 20M

Summative Assessment (SA)

Source of Question Marks per Question

Total Marks






Suggested Oral Activity 5Mx2 10M

Activity 5Mx1 5M

Sum Total 50M

Page 25

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources

Why are we teaching this lesson:

Day No. PlannedDate Summary of Day’s Plan

Allocated Teaching Days Speed up/Slow down Plan

Skill/Domain TB

WB AB

Desired Learning Outcomes for the Lesson

Lesson Preparation Notes


1) Soft ball/toy

To help learners get back to the classroom environment and peoplearound.

Introduce themselves to the classmates and teacher and basic rulesto be followed in class.

Experience the fun to be back in school.

Day 4

• Social skills• Listening skill• Communication skill• Gross motor skill

Imaximizers‐ Ice breaking Activities

Day 1

Day 2

Day 3

Participate in the circle time and share their experience.

Listen to the story and recall the events in a sequence. Answer questions related to the story.

.Play a memory game.

Page 26

4

Actual Date:Annual Day: Day Progress

Teaching Tip(s)

Teaching Strategy:

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Give them any tongue twister and ask them to imitateit. E.g. She sells sea shells on the sea shore.

SHOW: http://imax.pro/tooty‐ta‐song

TELL: Watch the video carefully and try to follow the words as well as the actions.

DO : Ask the learners to stand and face the screen. Tell them that they have to watch the video. Try to listen to the words carefully and follow the words as well as the actions.

Video courtesy : www.eflashapps.com

4

Experience the fun to be back in school.

Imitate, Follow

Fun time, Audio visual presentation

1

Page 27


Teaching Tip(s)

Teaching Strategy:

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

How else you would like to spend your summervacation? Is there anything that you would have liked todo?

SHOW : http://imax.pro/summer-song

TELL: Share what did you do in the summer vacation.

DO: Make the students sit in a circle. Have a soft ball/toy.

Explain the learners that they have to pass the ball as the music is played. As the music stops, one who is holding the ball has to introduce self and share what he/she did in the summer vacation.

Note : Focus on the words like play, read, dance. The video ca be used as a recap of action words.

Video courtesy : https://sellfy.com/thesingingwalrus

42

Participate in the circle time and share their experience.

Hike, Camp, Discuss

Real life connect, Q & A, Game/ Activity

Page 28


Teaching Tip(s)

Teaching Strategy:

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Why do we need a haircut? How often do you go for a haircut?

SHOW: http://imax.pro/annual‐haircut‐day

DO : After playing the video, ask the learner what did they understand. Ask questions.

1. Can you recall all the characters from the story

2. To whom did Sringeri Srinivas go for haircut first? Later who all did he go to?

Note: If learners are unable to answer any questions, provide few hints to help them reach to the answer.

Video courtesy : www.bookbox.com

43

Listen to the story and recall the events in a sequence.

Answer questions related to the story.Annual, Sequence, Events

Q & A, audio visual presentation

Page 29


Teaching Tip(s)

Teaching Strategy:

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Ask learners what toys do they have at home.

SHOW: Different objects like chalk, duster, pencil, water bottle, slate, book, glass, eraser, crayon box, glue, colour paper, bag etc.

TELL : Arrange the objects on a table. Ask the students to take a look at the objects placed. Call out the names of all the objects while pointing at each object. Repeat it twice. Cover the objects with a sheet of cloth.

DO : Ask the students to recall the name of the objects kept on the table while its covered. The one who recalls maximum number of objects will win.

Note : While going through the objects and naming them, you can describe the objects more with colour and nature to help the learners register it better.

44

Play the memory game.

Memory

Fun time, Game/Activity

Page 30

Extra days taken till previous lesson (if any)(Previous lesson’s last row)

Planned days for this lesson

Actual days taken for this lesson

Extra days taken for the current lesson (if any)

Total extra days taken till this lesson (if any)

My ReflectionsProgress Passbook

For the Next Lesson

Speed up by ___ days

Slow down by ___ days

Academic Coordinator’s Signature:

(OR)

What went well while teaching this lesson?

What will I do differently for the next lesson?

Names of learners who need individual attention:

Handhold these learners: Challenge these learners:

Page 31

Day-Wise Lesson Plan with Page-wise Teaching Tips and Strategies

LESSON PLAN ENGLISH

Page 32

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB




3) A to Z letter and pictureFlash cards

4) A to z letter cards

To enable the learners recall the letters of the alphabet inupper and lower case.

To enable the learners identify the letters and read wordsstarting with each letter.

Recognise the letters from A‐L and read words that start with the same set of letters.

Day 4

• Language/Literacy• Cognitive

• Recall and identify upperand lower case letters with corresponding pictures

• Writes upper/lower caseletters for the corresponding pictures

• Draw and colour an objectfor the specific letter

Day 5

Day 6

Day 7

Lesson 1: Letters of the Alphabet7

Day 1

Day 2

Day 3

Recognise the letters from A‐L and read words that start with the same set of letters.

Recognise the upper case and lower case letters.

Identify the beginning letter of the object and recall the corresponding capital/small letter.

To be able to identify the beginning letter for words.

To be able to recalI and identify the upper case and corresponding lower case letter and recall objects beginning with that letter.Draw and colour an object for the specific letter. Recall objects beginning with that letter.

Page 33


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 1/50

Give another word for letters A to L.

Teaching Strategy: Read Aloud

Sing the Alphabet Song to initiate the class.

SHOW: Show a few letter cards from A to L .Let learners identify the letters and give a word starting with the letter.

DO: Ask learners to open TB page 4. Look at the pictures and words shown.

Read the letters, their corresponding words and identify the pictures.

TELL: Teacher and learners will read the page once more.

71

Recognise the letters from A‐L and read words that start with the same set of letters

Ink, Kite

1) TB page 4 1) Read TB page 4

Page 34


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 2/50

Ask the learners to recall the letters A to Z in sequence.


Recap of the letters A to L from TB page 4.

SHOW: Show a few letter cards from M to Z. Let learners identify the letters and give a word starting with the letter.

DO: Ask learners to open TB page 5. Look at the pictures and words shown. Read the letters, their corresponding words and identify the pictures.

TELL: Teacher will place cards from A to Z with a few cards missing and ask learners to identify the missing cards and place them correctly.

Learners will complete the exercise in WB page 4.

72

Recognise the letters and read words that start with the letters.

Vase, Yak

1) TB page 4,5

2) WB page 4

1) Read TB page 4,5

2) PL page 4

Page 35


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 3/50

Ask the learners to recall the letters A to Z in sequence.

Teaching Strategy: Activity

Recap of the letters A to Z from TB page 4 and 5.

SHOW: A few lower case letter cards from A to Z. Let learners identify the letters and give a word starting with the letter.

DO: Give learners lower case letter cards. Ask them to place letters in order. Recite the letters in order.

TELL: Discuss WB page 7 and get answers from the learners. They will then complete the exercise.

Suggested Activity:Learners will place cards in order of a to z.

73

Recognise the upper case and lower case letters

Yak, Aeroplane

1) TB page 4,5

2) WB page 7

1) Read TB page 4,5

2) PL page 5

Page 36


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 4/50

Name the beginning letter of the word yak.

Teaching Strategy: ActivityRecap of the letters A to Z from TB page 4 and 5.

SHOW: A few picture cards to the learners and make them identify the picture and give the starting/beginning letter for that picture.

DO: Give learners picture cards and corresponding lower case letter cards. Ask them to match the correct letter with the picture.

TELL: Discuss WB page 5 and help learners complete the exercise.

Suggested Activity:Instruct the learners to place accurate letter cards for the picture cards.

74

To be able to identify the beginning letter of the object and recall the corresponding capital/small letter (Upper case/Lower case)

X‐ray, Zebra

1) TB page 4,5

2) WB page 5

1) Read TB page 4,5

Page 37


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 5/50

Identify the beginning letter of the following wordsa) Icecream b) Pumpkin

Teaching Strategy: ActivityRecap of the letters A to Z from TB page 4 and 5.

SHOW: A few picture cards. Learners will identify the picture, think of the word that describes the picture and give the starting/beginning letter for that word. Give every learner a chance to answer.

DO: Give learners picture cards and corresponding lower case letter cards. Ask them to match the correct letter with the picture.

TELL: Discuss WB page 6 and assist learners to complete the exercise.

Suggested Activity:Learners will place letter cards for the picture cards.

75

To be able to identify the beginning letter for words

Beginning (Repeated for reinforcement)

1) TB page 4,5

2) WB page 6

1) Read TB page 4,5

Page 38


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 6/50

Give a word for a specific lower case letter.


SHOW: Show a few lower case letter cards from A to Z. Let learners identify the letters and give a word starting with the letter.

DO: Teacher will write a specific letter on the board and the learners will have to recognise the name of the letter and draw a picture that starts with the letter.

TELL: Discuss AB page 3 and help learners understand what needs to be done and oversees the learners complete exercise

Suggested Activity:Learners will place picture cards for the correct letter cards.

76

To be able to recalI and identify the upper case and corresponding lower case letter.

Upper case (Capital), Lower case (Small)

1) AB page 3 1) Read TB page 4,5

Page 39


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 7/50

Identify the specific lower case letter.

Teaching Strategy: Fun activity

SHOW: Show a few lower case letter cards from A to Z. Let learners identify the letters and give a word starting with the letter.

DO: Divide the class into two groups. Give one group of learners upper case letter cards and the other group lower case letter cards. Ask them to match the upper case letters with the lower case letters.

Discuss WB page 8 and help learners complete exercise

Suggested Activity:Learners will place cards in order of Aa to Zz.

77

Draw and colour an object for the specific letter

Upper case (Capital), Lower case (Small)(Repeated for reinforcement)

1) WB page 8 1) Read TB page 4,5

Page 40







For the Next Lesson




(OR)





7

Page 41

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources


Day No. Planned Date Summary of Day’s Plan


Skill/Domain TB

WB AB




3) IMAX Activity Book

4) Gestures Chart

1) Cards with different situations

Enable learners to use appropriate gestures to communicate in a given situation.

Build vocabulary in order to strengthen language and build social.

Recognise the need to use actions or gestures to talk without using any words.

Day 4

• Social • Vocabulary/Literacy/

Language

• Recognise the need to use gestures to talk without any words

• Identifies gestures as greetings

• Identifies the appropriate way of greeting in differentsituations

• Matches the appropriate gesture in a given situation

Lesson 2: Gestures and Greetings4

Day 1

Day 2

Day 3

Identify the appropriate gesture for a specific situation.

Recognise that some gestures that can be used as greetings.

Identify gestures/greetings for specific situations.

Page 42


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 8/50

How do you appreciate a person for good work/good performance?

Teaching Strategy: Real Life Connect, Dramatization Play game ‘Simon says’‐ use the gestures for silence, to wish someone, appreciation as part of the activity.

TELL: Explain to the class about how gestures are a form of communication that takes place without words but by using actions.

SHOW: Teacher will demonstrate different kinds of gestures and ask learners to guess the gesture. Teacher can also name each gesture while demonstrating the action again.Discuss the different situations on TB page 6 and talk about the related gestures.

DO: Different groups of learners will enact the different situations as given on TB page 6, using gestures .

41

Recognise the need to use actions or gestures to talk without using any words.

Silence, Quiet


Page 43


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 9/50

Identify different gestures.


Revise the gestures explained the previous day.

Read TB page 6

SHOW: Teacher demonstrates different gestures in the form of greetings and ask learners to guess the action.

DO: Discuss the activity on AB page 5 and talk about the situation and what the gesture would be.

Help the learners complete the activity.

42

Enable learners to identify the appropriate gesture for a specific situation.

Silence, Quiet (Repeated for reinforcement)

1) Read TB page 6

2) AB page 5

1) Read TB page 6

Page 44


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 10/ 50

How do you wish elders?

Teaching Strategy: Demonstration/Real Life Connect Sing the rhyme ‘Good Morning Song’ and ‘Good Bye Song’ from TB page 18 as an introduction to the topic of greetings.Revise the gestures explained the previous day on TB page 6. TELL: The teacher explains gestures also convey greeting. SHOW: Teacher demonstrates different gestures in the form of greetings and ask learners to guess the action. Discuss situations on TB page 7 and the different related greetings. She names each greeting while demonstrating the action again. DO: Discuss WB page 9 and help learners complete the exercise in the workbook.

These rhymes can used as a resource while introducing TB page 7 of Gestures and Greetings. NOTE‐These rhymes can be sung every morning and in the evening during dispersal.

43

Enable learners to recognise that some gestures that can be used as greetings

Salute, Greet

1) TB page 7

2) WB page 9

1) Read TB page 7

Page 45


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 11/50

How do you show respect to our national flag?

Teaching Strategy: GameRevise the gestures and greetings on TB page 6 and 7.

SHOW: Using different situation cards, the learners will enact the gestures/greetings for the specific situations.

TELL: Discuss situations on TB page 7 again and the different related greetings.

DO: Discuss WB page 10 and help learners understand what needs to be done to complete the exercise in the workbook.

44

Enable learners to identify gestures/greetings for specific situations.

Salute, Greet (Repeated for reinforcement)

1) TB page 6,7

2) WB page 10

1) Read TB page 6, 7

Page 46







For the Next Lesson




(OR)





4

Page 47

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





4) Chart on Expressions

1) Teacher’s Own Story using the different expressions as on TB page 8

To enable learners recognise and comprehend different facial expressions.

Recognise the different expressions.

• Vocabulary/Language/Literacy

• Social

• Recognize and comprehend the feelings expressed through different facial expressions

• Identifies the correct word for the expression

• Fun Activity‐ Illustrate one’s facial expression

Lesson 3: Expressions on My Face3

Day 1

Day 2

Day 3

Understand that one’s own expression shows how a person feels.

Understand and express ones feelings through an illustration.

Page 48


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 12/50

How would you feel if your friend is unwell?

Teaching Strategy: Real Life Connect

Revise the previous topic on gestures and greetings.

Teacher starts the lesson ‐ How are you all feeling today? What do you do when you are happy? (try to get the answer SMILE)

TELL: Teacher will make up her own story to get learners to understand the different expressions the teacher makes.

SHOW: TB page 8 will be discussed and teacher will explain the different expressions. She can demonstrate each expression and name them.

DO: Learners will make the expression as the teacher calls out the name of an expression.

31

To be able to recognise different expressions

Sleepy, Surprised

1) TB page 8

Page 49


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 13/50

How do you feel when you go to the park?

Teaching Strategy: Real Life ConnectSing rhyme ‘Are you sleeping?’ from TB page 20 to start the topic. Speak about the expression when one is sleeping Revise the previous topic on expressions as done on page 8.

TELL: Explain that one’s own expression shows how a person feels.

DO: Discuss about different moods and enact the expressions denoting different moods.Discuss WB page 11 and explain the exercise. Help learners complete the exercise.

This rhyme can used as a resource while recapitulating expressions.

32

Enable learners to understand that one’s own expression shows how a person feels.

Sleepy, Surprised (Repeated for reinforcement)

1) TB page 8

2) WB page 11

1) Read TB page 8

Page 50


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 14/50

How are you feeling today?

Teaching Strategy: Fun Activity/Real life Connect

Revise the previous topic on expressions as done on page 8.

TELL: How are you all feeling today? One’s own expression shows how a person feels. (try getting answers from learners how they feel at the moment)

Discuss AB page 7 and explain the activity. Let the learners illustrate their own feeling at the moment.

DO: Each learner will draw their own expression on the activity page.

33

Understand and express ones feelings through an illustration.

Sleepy, Surprised (Repeated for reinforcement)

1) TB page 8

2) AB page 7

Page 51







For the Next Lesson




(OR)





3

Page 52

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





4) Letter cards A to Z

1) Picture cards

2) 2 Empty boxes with Vowel and Consonant written on them.

To understand that the 26 letters of the alphabet is made up of vowels and consonants.

Recognise the vowels and read words that start with vowels.

Day 4 & Day 5

• Language/Literacy/Vocabulary

• Understand what vowels and consonants are

• Identify vowels and consonants and their associated words

• Pick out vowels and consonants in the learner’s name

• Choose words cards with vowels and consonants

Day 6

Day 7 & Day 8

Day 9

Lesson 4: Vowels and Consonants 9

Day 1

Day 2

Day 3

Identify and name words with vowels.

Identify words starting with vowels and choose the correct one.

Recognise the consonants and read words that start with consonants.

Identify and name words with consonants and name the consonant.

Identify the word and add the correct consonant; Activity to check understanding of consonants.

Identify the vowels and consonants in the learner’s name.

Page 53


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 15/50

Apple starts with a vowel or consonant?

Teaching Strategy: Demonstration Sing the alphabet song.

SHOW: Teacher writes the letters on the board.

Circles the vowels.

TELL: Teacher will explain these letters a, e, i, o and u are vowels and the other letters are consonants.

DO: Learners will look into TB page 9 and point to the letter and read the words of that vowel.

Learners will pick the vowel letter cards and recognise the letter as a vowel and give a word starting with that letter.

91

Recognise the vowels and read words that start with vowels

Vowel, Consonant


Page 54


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 16/50

Give two words starting with vowel ‘I’.

Sing the alphabet song and recall the five vowels.

SHOW: Teacher will ask learners to read TB page 9.

TELL: Teacher will explain the vowels a, e, i, o and help to build words as most of the letters need vowels.

DO: Learners will pick the letter cards a, e, i, o, u and give a new word starting with that letter.

Teacher will write those words on the board.

Discuss WB page 12 and get answers from the learners.

They will then complete the exercise.

92

To be able to identify and name words with vowels

Vowel, Consonant (Repeated for reinforcement)

1) TB page 9

2) WB page 12

1) Read TB page 9

Page 55


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 17/50

Give two words starting with vowel ‘e’.

Teaching Strategy: Fun activity

Sing the alphabet song and recall the five vowels as a, e, i, o.

SHOW: Teacher will ask learners if a particular letter written on the board is a vowel.

DO: Learners will pick the picture cards of those that begin with a vowel and name the picture. This can be done by all the learners.

Teacher will write those words on the board.

93

To be able to identify words starting with vowels and choose the correct one.

Vowel, Consonant (Repeated for reinforcement)


Page 56


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 18/50

The word Lion starts with a vowel or a consonant?

Teaching Strategy: Demonstration/Read Aloud

Revise the letters that are vowels as on TB page 9 and then move to consonants.

SHOW: Write the letters A to Z. Ask learners and separate the vowels and consonants with different coloured chalk.

TELL: Teacher will explain that there are 21 consonants in the English Alphabet.

DO: TB page 10 will be read by the teacher and learners will follow the same.

94

To be able to identify the consonants and read words that start with consonants.

Consonants, Beginning


Page 57


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 19/50

Give words starting with letters r, w and z.


Revise the five vowels with a few words beginning with the vowels. Revise the consonants too by reading TB page 10.

SHOW: Teacher asks learners to open TB page 11 and follow the teacher as she explains each consonant.

DO: Learners follow each word and read the consonant and its corresponding word.

95

To be able to understand and recognise the consonants and read words that start with consonants.

Consonants, Beginning (Repeated for reinforcement)

1) TB page 10, 11 1) Read TB page 10, 11

Page 58


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Is the beginning letter of the word Volcano a vowel or consonant?


Revise the vowels and the consonants with a few words beginning with them. Read TB pages 10 and 11.

SHOW: Teacher will show a few picture cards and will ask learners to identify if it’s a vowel picture card or a consonant picture card.

DO: Learners will be asked to pick picture cards from a bag. Identify if the word begins with a vowel or consonant and name the letter.

96

To be able to identify and name words with consonants and name the consonant

Vowels, Consonants (Repeated for reinforcement)

1) TB page 10,11

20/50

Page 59


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Is the beginning letter of the word Queen a vowel or consonant?

Revise the vowels and consonants with a few words beginning with them.

DO: Teacher asks learners to open TB page 9 and read pages from 9 to 11.

Discuss WB page 13 and complete the exercise of the workbook.

Suggested Activity:Learners will pick up letter cards and identify if a vowel or consonant and give a new word for that letter.

97

To be able to identify the words and name the consonant

Activity with vowels and consonantsVowels, Consonants (Repeated for reinforcement)

1) TB page 10,11

2) WB page 13

21/50

Page 60


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 22/50

Aeroplane begins with a vowel or consonant?

Teaching Strategy: Game, Read AloudRevise the vowels and consonants with a few words beginning with them.

DO: Teacher asks learners to open TB page 9 and read pages from 9 to 11.

TELL: Teacher will explain that there are picture cards on a tray with two boxes labelled Vowel and Consonant. Learners have to pick a card and identify if the beginning letter is a vowel or consonant and place the card in the correct box. Teacher will demonstrate first.

DO: Learners, in turns will come forward a enjoy this activity.

98

Identify the word and add the correct consonant; Activity to check understanding of consonants.


1) TB pages 9 to 11 1) Read TB pages 9 to 11

Page 61


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 23/50

Name the vowels in the word Aeroplane.


Read TB page 9 to 11.

SHOW: Teacher will write her/his name on the board and ask learners to identify the vowels and consonants in her name. This will be written in separate columns.

DO: Discuss AB page 9 and make learners understand what needs to be done.

Teacher can demonstrate again.

Learners will complete the activity in the activity book.

99

Identify the vowels and consonants in the learner’s name.


1) TB pages 9 to 11

2) AB page 9

1) Read TB pages 9 to 11

Page 62







For the Next Lesson




(OR)





9

Page 63

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





4) Family words in flash cards,

5) Picture cards for the family words

1) Boxes labelled with a, e, i, o, u, family on them

Word families are an effective way to increase a student's ability to spell and read.

Identify rhyming words in text.

Read and write words of the ‘a’ family.

Day 15 to Day 18

• Language/Literacy• Vocabulary

• Read, identify words of the word families

• Recognise and write the correct word for the pictures

• Make rhyming words and write them

Day 19 to Day 24

Lesson 5: Rhyming Words24

Day 1 to Day 4

Day 5 to Day 10

Day 11 to Day 14

Read and write words of the ‘e’ family.

Read and write words of the ‘i’ family.

Read and write words of the ‘o’ family.

Read and write words of the ‘u’ family.

Page 64


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 24/50

Individual reading of ‘at’ words.

Name two rhyming words of ‘at’ family.

Teaching Strategy: Read Aloud/Phonics Connect What is a family? Explain in context to word families. Teacher will explain what family words are. They are the same as rhyming words. Those words that end in the same sounds. SHOW: Write rhyming words for ‘at’ on the board and explain the rhyming in each word. TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 12. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘c’ + ‘at’ makes ‘cat. Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘at’ words.

241

Enable learners to identify rhyming words of the ‘a’ family in a given text

Rhyming

1) TB page 12 1) Read ‘at’ family words from TB page 12

Page 65


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 25/50

Individual reading of ‘ap’ words

Name two rhyming words of ‘ap’ family.

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘at’ words as a recapSHOW: Write rhyming words for ‘ap’ on the board and explain the rhyming in each word.TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 12. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. t + ap makes tap.Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘ap’ words.Rhyme ‘Humpty Dumpty’ of TB page 19 can be used as a resource for ‘a’ family words It can be connected with rhyming words like ‘wall’ and ‘fall’.

242


Rhyming (Repeated for reinforcement)

1) TB page 12 1) Read at, ap words from TB page 12

Page 66


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 26/50

Individual reading of ‘an’ words.

Name two rhyming words of ‘an’ family.’

Teaching Strategy: Read Aloud Phonics ConnectRead the ‘at’ and ‘ap’ words as a recap.

SHOW: Write rhyming words for ‘an’ on the board and explain the rhyming in each word.TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 12. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘c’ + ‘an’ makes ‘can.

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘an’ words.

243


Rhyming (Repeated for reinforcement)

1) TB page 12 1) Read ‘at’, ‘ap’ and ‘an’ words of TB page 12

2) PL page 7

Page 67


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 27/50

Individual reading of ‘ag’ words.

Name two rhyming words of ‘ag’ family.’

Teaching Strategy: Read the ‘at’ ‘an’ ‘ap’ words as a recap

SHOW: Write rhyming words for ‘ag’ on the board and explain the rhyming in each word.

TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 12. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. ‘b’ + ag makes bag. Discuss the page and complete the exercise on WB page 14.

Suggested ActivityTeachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘ag’ words.

244


Tap, Rag, Can, Nap (Talk about ‘a’ family words)

1) TB page 12

2) WB page 14

1) Read ‘at’, ‘ap’ ‘an’ and ‘ag’ words of TB page 12

2) Pl page 6

Page 68


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 28/50

Give another rhyming word for ‘set’.

Teaching Strategy: Read Aloud/Phonics Connect Teacher will explain the family words for ‘e’ sound and explain the rhyming taking an example of the ‘at’ family words.

SHOW: Write rhyming words for ‘et’ on the board and explain the rhyming scheme for each word. TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 13. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. ‘n’ + et makes net.

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘et’ words.

245

Enable learners to identify rhyming words of the ‘e’ family in a given text

Jet, Net, Pet (Talk about ‘e’ family words)

1) TB page 13 1) Read ‘et’ words of TB page 13

2) PL page 8

Page 69


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 29/50

Give another rhyming word for ‘fed’.

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘et’ words as a recap.SHOW: Write rhyming words for ‘ed’ and ‘eg’ on the board and explain the rhyming in each word.

TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 13. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘b’ + ‘ed’ makes ‘bed’ and ‘l’ + ‘eg’ makes leg.

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘ed’ and ‘eg’ words.

246


Bed, Red, Hen (Talk about ‘e’ family words)

1) TB page 13 1) Read ‘et’, ‘ed’ and ‘eg’ words of TB page 13

2) PL page 8

Page 70


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 30/50

Give another rhyming word for ‘hen’.

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘et’ ‘ed’ and ‘eg’ words as a recap.

SHOW: Write rhyming words for ‘en’ on the board and explain the rhyming scheme for each word.TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 13. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘h’ + ‘en’ makes ‘hen’.

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘en’ words.

247


Pen, Den, Leg (Talk about ‘e’ family words)

1) TB page 13 1) Read ‘et’, ‘ed’ and ‘en’ words of TB page 13

Page 71


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 31/50

Give another rhyming word for ‘hem’.

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘et’,‘ed’, ‘en’, ‘eg’ words as a recap.

SHOW: Write rhyming words for ‘em’ on the board and explain the rhyming scheme for each word.

TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.

DO: Learners will open TB page 13. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. ‘h’ + ‘em’ makes hem

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘em’ words.

248


Beg, Hem, Gem (Talk about ‘e’ family words)

Page 72


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 32/50

Give another rhyming word for ‘get’.

Teaching Strategy: Read Aloud/Phonics Connect

Read ’e’ family words from TB 13 as a recap.

SHOW: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.

DO: Place picture cards in a row and distribute word cards to a set of learners. They will place the word card next to the correct picture. The learner will then spell out the word and show the associated picture card. Learners will repeat the same process with the rest of the picture and word cards.

Discuss WB page 15, get answers from the learners and help them complete the exercise.

249


Vet, Led (Talk about ‘e’ family words)

1) TB page 13

2) WB page 15


Page 73


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 33/50

Give a rhyming word for ‘hen’ and ‘pan’.


Read ‘a’ and ’e’ family words from TB page 12 and 13 as a recap.

TELL: Teacher will explain the activity of the magic bag wherein learners pick a family word card and read the word out to the class. The learners then say words from the word family they have picked.

DO: Discuss WB page 19, get answers from the learners and help them complete the exercise.

2410


Revise words from the ‘e’ and ‘a’ family which were practised in the class earlier

1) TB page 13

2) WB page 19


Page 74


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 34/ 50

Give two words ending with ‘it’ .

Teaching Strategy: Read Aloud/Phonics Connect Teacher will explain the family words for ‘i’ sound and explain the rhyming. SHOW: Write rhyming words for ‘it’ on the board and explain the rhyming scheme for each word.


DO: Learners will open TB page 14. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘p’ + ‘it’ makes ‘pit’.

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘it’ words.

2411

Enable learners to identify rhyming words of the ‘i’ family in a given text

Kit, Pin, Pig, Lip (Talk about ‘i’ family words)

1) TB page 14 1) Read ‘it’, words of TB page 14

2) PL page 9

Page 75


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 35/50

Give two words ending with ‘it’ .

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘it’ words as a recapSHOW: Write rhyming words for ‘in’ on the board and explain the rhyming scheme for each word.


DO: Learners will open TB page 14. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘b’ ‘in’ makes ‘bin’.

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘in’ words.

2412


Sit, Bin, Fig, Sip (Talk about ‘i’ family words)

1) TB page 14 1) Read ‘it’, ‘in’ words of page 14

Page 76


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 36/50

Give two words ending with ‘ig’.

Teaching Strategy: Read the ‘it’, ‘in’ words as a recap.

SHOW: Write rhyming words for ‘ig’ on the board and explain the rhyming scheme for each word.


DO: Learners will open TB page 14. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘f’ +’ig’ makes fig

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘ig’ words.

2413


Pit, Tin, Wig, Zip (Talk about ‘i’ family words)

1) TB page 14 1) Read ‘it’, ‘in’,‘ig’ words of page 14

Page 77


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 37/50

Give two words ending with ‘ip’.

Teaching Strategy: Read Aloud/Phonics ConnectRead the ‘it’ ‘in’ ‘ig’ words as a recap.

SHOW: Write rhyming words for ‘ip’ on the board and explain the rhyming scheme for each word.


DO: Learners will open TB page 14. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘l’ + ‘ip’ makes ‘lip Discuss WB page 16, give answers and complete the exercise.Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘ip’ words.

2414


Revise words from the ‘i’ family which were practised in the class earlier

1) TB page 14

2) WB page 16


2) PL page 10

Page 78


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 38/50

Give a word that rhymes with ‘op’.

Teaching Strategy: Read Aloud/Phonics ConnectConnect story ‘Fox and the grapes’ of TB 21,22 with the ‘o’ family. Eg. F + OX makes FOX Teacher will explain the family words for ‘o’ sound and explain the rhyming.SHOW: Write rhyming words for ‘op’ on the board and explain the rhyming scheme for each word.TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 15. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘m’ + ‘op’ makes mopSuggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘op’ words.

2415

Enable learners to identify rhyming words of the ‘o’ family in a given text

Mop, Pot, Log, Toy (Talk about ‘o’ family words)

1) TB page 15 1) Read ‘op’ words TB page 15

2) PL page 11

Page 79


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 39/50

Give a word that rhymes with ‘ot’.

Teaching Strategy: Read the ‘op’ words as a recap.

SHOW: Write rhyming words for ‘ot’ on the board and explain the rhyming scheme for each word.


DO: Learners will open TB page 15. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘c’ + ‘ot’ makes ‘cot’.

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘ot’ words.

2416


Top, Cot, Dog, Boy (Talk about ‘o’ family words)

1) TB Page 15 1) Read ‘op’, ‘ot’ wordsTB Page 15

Page 80


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 40/50

Give a word that rhymes with ‘og’.

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘op’, ‘ot’ words as a recap.

SHOW: Write rhyming words for ‘og’ on the board and explain the rhyming scheme for each word.TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 15. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat.For Example ‘l’ + ‘og’ makes ‘log’.

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘og’ words.

2417


Cop, Dot, Jog, Joy (Talk about ‘o’ family words)

1) TB Page 15 1) Read ‘op’, ‘ot’, ‘og’ words TB page 15

2) PL Page 12

Page 81


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 41/50

Give a word that rhymes with ‘oy’.

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘op’, ‘ot’ ‘og’ words as a recap.SHOW: Write rhyming words for ‘oy’ on the board and explain the rhyming scheme for each word.TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 15. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘t’ + ‘oy’ makes ‘toy’. Discuss WB page 17, get answers from learners and help complete the exercise.Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘oy’ words.

2418


Revise words from the ‘o’ family which were practised in the class earlier

1) TB Page 15

2) WB Page 17

1) Read TB Page 15

Page 82


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 42/50

Give a word that rhymes with ‘nun’.

Teaching Strategy: Read Aloud/Phonics Connect Teacher will explain the family words for ‘u’ sound and explain the rhyming.

SHOW: Write rhyming words for ‘un’ on the board and explain the rhyming scheme for each word. TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 16. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. For example ‘b’ + ‘un’ makes ‘bun’. Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘un’ words.

2419

Enable learners to identify rhyming words of the ‘u’ family in a given text

Bun, Mug, Hut, Gum (Talk about ‘u’ family words)

1) TB Page 16 1) Read ‘un’ words of TB page 16

Page 83


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 43/50

Give a word that rhymes with ‘bug’.

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘un’ words as a recap. Use the story ‘Dog and Bug’ of TB page 23, 24 to initiate the ‘ug’ words. Revisit d+og for dog.SHOW: Write rhyming words for ‘ug’ on the board and explain the rhyming scheme for each word.TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 16. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. ‘b’ + ‘ug makes bug as in the story ‘Dog and Bug’Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘ug’ words.

2420


Sun, Bug, Nut, Sum (Talk about ‘u’ family words)

1) TB Page 16 1) Read ‘un’ and ‘ug’ words of TB page 16

2) PL Page 13

Page 84


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 44/50

Give a word that rhymes with ‘rut’.

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘un’, ‘ug’ words as a recap.

SHOW: Write rhyming words for ‘ut’ on the board and explain the rhyming scheme for each word.TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 16. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat.For example ‘h’ + ‘ut’ makes hut.

Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘ut’ words.

2421


Gun, Rug, Cut, Mum (Talk about ‘u’ family words)

1) TB Page 16 1) Read ‘un’ ‘ug’, ‘ut’ words from TB page 16

Page 85


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 45/50

Give a word that rhymes with ‘hum’

Teaching Strategy: Read Aloud/Phonics Connect Read the ‘un’, ‘ug’, ‘ut’ words as a recap.SHOW: Write rhyming words for ‘um’ on the board and explain the rhyming scheme for each word.TELL: Explain the meaning of each word by using it in a sentence and with the help of the picture shown in the TB.DO: Learners will open TB page 16. The teacher will read the words splitting the first consonant and the vowel and consonant blend and ask learners to repeat. ‘g’ +’um’ makes ‘gum’. Gum can also be explained as glue or chewing gumDiscuss WB page 18, and help learners complete the exercise independently.Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘um’ words.

2422


Run, Jug (Talk about ‘u’ family words)

1) TB Page 16

2) WB Page 18

1) Read TB page 16

2) PL Page 14

Page 86


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 46/50

Name the specific picture shown on the picture card.

Teaching Strategy: Read Aloud/Phonics Connect

DO: Read pages TB page 14 to 16.TELL: Teacher will explain the activity with the ‘i’, ‘o’ and ‘u’ family words and picture cards.DO: Learners will do a matching activity of the family word cards and their corresponding picture cards. Discuss WB page 20 and 21. Elicit answers from the learners and complete the exercise. Note to Teacher: WB page 20 to be explained and ‘ox’ words to be explained.Suggested Activity:Teachers are encouraged to read the words phonetically in order to highlight the blends used to make the ‘i’, ‘o’ or ‘u’ words.

2423


Revise words from the ‘u’ family which were practised in the class earlier

1) TB Pages 14 to 16

2) WB Pages 20, 21


Page 87


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 47/50

Make words using letter cards and place near the correct picture.

Teaching Strategy: ActivityDO: Read pages TB 12 to 16.SHOW: Teacher will show how words are built using letter cards.DO: Learners will try making three letter family words using the letter cards placed on the table. P + a + n makes pan and so on.Have a few sets of letter cards so that all learners get a chance to build words.Discuss AB page 11 and get answers for the activity. Help the learners complete the exercise.Suggested Activity:Make 5 boxes labelled as ‘a’, ‘e’, ‘i’, ‘o’, ‘u’. Give learners letter cards so that they can make words using them. Now make them read the family word and place the card in the right box labelled as ‘a’, ‘e’, ‘i’, ‘o’ or ‘u’.

2424


Revise words from the ‘a’, ‘e’, ‘I’, ‘o’, ‘u’ family which were practised in the class earlier

1) TB Page 12 to 16

2) AB Page 11


Page 88







For the Next Lesson




(OR)





24

Page 89

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB




3) Small cards of pictures of WB page 22

To improve observation and interaction with teacher.

To try speaking in correct full sentences.

Frame correct sentences to describe the pictures.

• Sentence construction• Language/Vocabulary/

Literacy• Sequencing

Lesson 6: Picture Story3

Day 1

Day 2

Day 3

Read sentences and sequence them in the right order.

Read the sentences and stick pictures to match the sentences in the story.

Page 90


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 48/50

What should you wear to prevent yourself from getting wet in the rain?

Teaching Strategy: Activity, Q and A

SHOW: TB page 17

TELL: Encourage learners to answer the questions by giving clues.

DO: Learners will come forward and frame sentences about the pictures and make their own story.

Suggested Activity:Place cards and ask learners to sequence them in order.

31

To be able to frame correct sentences to describe the pictures.

Picture, Story

1) TB Page 17

Page 91


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 49/50

Make a story looking at the picture cards

Teaching Strategy: Q and A

SHOW: Teacher will show picture cards and explain how to sequence them into a story.

TELL: Ask learners to come up with the sequence of the pictures to develop a story.

DO: Place cards and ask learners to sequence them in order.

WB page 22 will be looked at and learners will describe each picture and create a story based on the pictures.

Complete the exercise in WB page 22.

32

Enable learners to read sentences and sequence them in the right order.

Picture, Story (Repeated for reinforcement)

1) WB Page 22

Page 92


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 50/50

Look at the pictures and come up with your own sentences to describe the pictures. (Help learners to describe in their own words)


SHOW: Teacher will show AB Page 13 and read the sentences. The stickers will also be shown and explained.

TELL: Learners will read along with the teacher.

DO: Discuss and explain the activity on the page. Learners will stick the correct picture for the associated sentence.

33

Enable learners to read the sentences and stick pictures to match the sentences in the story.

Sentence, Match

1) AB Page 13

Page 93







For the Next Lesson




(OR)





3

Page 94

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB




To develop language skills in the learners

Enable learners to understand the rhymes and recite with confidence

Lesson 7: Rhymes

Day 1

Page 95


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

When do we come to school?

Teaching Strategy: RhymeThis can used as a resource while introducing TB page 7 of Gestures and Greetings.

NOTE: Sing the rhyme ‘Good Morning Song’ with actions every morning and ‘Good Bye Song’ every afternoon before dispersal.


Page 96


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Did you ever have a fall? How did you feel?

Teaching Strategy: Rhyme

‘Humpty Dumpty’ can be used as a resource for ‘a’ family words of TB page 12.

It can be connected with rhyming words like ‘wall’ and ‘fall’.


Page 97


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Who wakes you up in the morning?


This rhyme can used as a resource while recapitulating expressions on TB page 8.


Page 98







For the Next Lesson




(OR)





Page 99

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB




To develop listening and language skills in learners

Enable learners to understand the story and answer questions confidently based on it

Lesson 8: Stories

Day 1

Page 100


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Who was very hungry in the story?

Teaching Strategy: Stories

Connect the story ‘Fox and the grapes’ of TB 21,22 with the‘o’ family. Of TB page 15

F + OX makes FOX


Page 101


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

What did the fox eat?


Connect the story ‘Fox and the grapes’ of TB 21,22 with the‘o’ family. Of TB page 15

F + OX makes FOX


Page 102


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Who ran to take a bath?


Use the story ‘Dog and a Bug’ of TB page 23, 24 to initiate the ‘ug’ words of TB page 16.

Revisit words of the ‘o’ family; ‘a’ family and ‘e’ family. The expression of ‘Happy’ too can be revisited.


Page 103


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Who was happy?


Use the story ‘Dog and a Bug’ of TB page 23, 24 to initiate the ‘ug’ words of TB page 16.

Revisit words of the ‘o’ family; ‘a’ family and ‘e’ family. The expression of ‘Happy’ too can be revisited


Page 104







For the Next Lesson




(OR)





Page 105


LESSON PLAN MATH

Page 106

IMAX Resources

1) IMAX TB

2) IMAX WB

Other Resources




Skill/Domain TB

WB AB





1) Classroom objects

To enable the learners compare the sets of objects and understand the pre‐ math concepts‐ biggest/ smallest, thick/ thin, tallest/ shortest, longest/ shortest, heavy/ light

Compare two or more objects and identify the biggest and smallest one.

Day 6 & 7

• Cognitive• Mathematical/Numeracy• Language/Literacy

• Compare the sets of objects shown in the picture to understand the pre‐math concepts‐ biggest/smallest, thick/thin, tallest/shortest, longest/shortest, heavy/light

• Compare the sets of objects shown in the picture and identify the biggest/smallest, thick/ thin, tallest/shortest, longest/shortest, heavy/ light objects

• Draw and mark the tallest and smallest pictures

• Identify and colour the heavy/light objects

Day 8 & 9

Lesson 1: Comparing Qualities9

Day 1

Day 2 & 3

Day 4 & 5

Compare and identify thick and thin objects.

Compare two or more objects and identify the tallest and shortest one.

Compare two or more objects and identify the longest and shortest one.

Compare and identify heavy & light objects.

Page 107


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 1/ 50

Show the learners different objects (3 sizes of each). Ask the learners to point out to the biggest and smallest object in each set.

Teaching Strategy: Demonstration SHOW: Show TB page 26. Encourage the learners to compare the two pictures shown on the page.

TELL: Ask the learners to identify the biggest/smallest car/gift box.

DO: Open WB page 24 and read out the instructions. Observe the learners as they complete the worksheet.

Suggested Activity: Take three stuffed toys in big, medium, and small sizes. Then, ask the learners to point out the biggest stuffed toy and the smallest stuffed toy. Repeat the activity with various objects for better understanding.

Show the learners different objects (3 sizes of each) .

Ask the learners to point out to the biggest and smallest object in each set.

91

Compare two or more objects and identify the biggest and smallest one

Biggest, Smallest, Car, Gift box

1) WB page 24

Page 108


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 2/ 50

Place a thin book and a thick book before the learners. Ask them to identify the thick book.

Teaching Strategy: Demonstration SHOW: Refer to TB page 27 and ask the learners to observe the pictures given on the page.

TELL: Draw thick and a thin lines on the black board and explain the concept of thick and thin. Ask the learners to identify the thick/ thin objects on TB page 27.

DO: Suggested Activity: Show a thick and thin book and compare the thickness using fingers or palm. Take objects of different thickness such as crayons, candles etc. Encourage learners to measure thickness using their thumb and pointing finger. Ask which ones are thick and thin with regards to the measurement.

92

Compare and identify thick and thin objects

Thick, Thin, Log, Candle, Carrot, Rope

Page 109


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 3/ 50

Draw two lines on the board (different width). Ask the learners to identify the thick/thin line.

Teaching Strategy: Demonstration SHOW: Refer to TB page 27.

TELL: Revise the concept of thick & thin.

DO: Open WB page 25 and read instructions.

Please note: The title of the page is to be corrected. “Mark the Thick and Thin objects”.

Suggested Activity: Cut vegetables into thick and thin slices in class. Show the learners and ask them to point out the thick and thin slices. Then help the learners to make two sandwiches; one thick sandwich with thick slices of vegetables and one thin sandwich with thin slices of vegetables. Ask the learners to compare the thickness of the sandwich.

93

Compare two pictures and identify the thick/thin objects

Thick, Thin, Candle, Rope, Book, Bread (Repeated for reinforcement)

1) WB page 25

Page 110


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 4/ 50

Display three items of different heights side by side. For example, show a tall bottle, a medium bottle and a short bottle. Ask the learners to compare which is the tallest/shortest among them.

Teaching Strategy: Demonstration SHOW: Refer to TB page 28 and ask the learners to compare the buildings/trees/ ladders.

TELL: Ask the learners to share their observations. Explain the concept of tallest/shortest.

DO: Ask the learners to open WB page 26 and read the instructions. Guide the learners as they complete the worksheet.

94

Compare two or more objects and identify the tallest and shortest one

Tallest, Shortest

1) WB page 26

Page 111


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 5/50

Observe the learners as they complete the activity sheet.

Teaching Strategy: ActivitySHOW: Refer to the first part of the Activity book page 15.

TELL: Tell the learners that they are expected to draw a picture of themselves and two elder people in their family.

DO: Read the instructions on the activity sheet and guide the learners as they complete the activity.

Suggested Activity: Use a height measuring chart and stuffed toys of different heights. Let the learners measure the stuffed toys with the height chart and mark the heights. Ask which one is the tallest and shortest.

95

Draw pictures and mark the tallest and shortest person

Tallest, Shortest, Elder (Repeated for reinforcement)

1) Activity book page 15

Page 112


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 6/50

Ask the learners to point out to the longest pencil on TB page 29.

Teaching Strategy: Demonstration SHOW: Show TB page 29.

TELL: Explain the terms ‘longest’ and ‘shortest’ with reference to the images. Explain how it is different from tallest and shortest (vertical and horizontal).

DO:Suggested Activity: Give each learner a length of yarn. Give them rulers or pencils of three different lengths. Ask them to measure length with the yarn to see the difference. Ask to point out the longest and shortest. The teacher can use measuring tapes to explain the concept.

96

Compare two or more objects and identify the longest and shortest one

Longest, Shortest (Repeated for reinforcement)

Page 113


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 7/50

Draw 3 lines on the board (different length) and ask the learners to identify the longest/ shortest line.


TELL: Revise the concept of longest/ shortest.

DO: Instruct students to open WB page 27. Read the instructions and guide the learners as they complete the worksheet.

Suggested Activity: Take coloured duppattas or artificial garlands of different lengths and set them in straight lines on the floor. Ask the learners to help. Give learners chalks to draw lines that match the lengths of the material. Ask which item is the longest or shortest.

97

Compare the given set of pictures and mark the longest/ shortest objects

Longest, Shortest (Repeated for reinforcement)

1) WB page 27

Page 114


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 8/ 50

Look at the picture on TB page 30 and explain why the side of the see saw which has watermelon is touching the ground?


TELL: Explain the concept of heavy and light.

DO: Open WB page 28 and read the instructions. Guide the learners as they complete the worksheet.

Suggested Activity: Keep some heavy and light objects such as stone, flower, wooden blocks, small plastic toys etc. Ask each learner to lift one object in each hand and compare the weight. Give stone and flower, wooden blocks and plastic toy etc. Then ask them to say which one is heavy and which one is light.

98

Compare and identify heavy & light objects

1) WB page 28

Heavy and Light

Page 115


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 9/ 50

Observe the learners as they complete the activity.

Teaching Strategy: Activity SHOW: Show the pictures on TB page 31 and display the objects in the classroom.

TELL: Invite the learners to hold these objects in their hands and compare the heavy/light objects.

DO: Refer to the second part of the activity book page 15. Read the instructions and observe the learners as they complete the activity.

Suggested Activity: Keep two small cartons one with blocks and one with cotton balls. Ask the learners to lift both the boxes and compare their weight and say which box is light. Put more blocks or take out blocks from the same carton to show that weight increases when you add more numbers and decreases when you take out objects.

99

Identify and colour the heavy/ light objects

Heavy and Light (Repeated for reinforcement)


Page 116







For the Next Lesson




(OR)





9

Page 117

IMAX Resources

1) IMAX TB

2) IMAX WB

Other Resources




Skill/Domain TB

WB AB





1) Number cards 1 to 150

2) Ice cream sticks

To enable the learners recognise, recall and write numbers 1 1 to 150 in a sequence

Recall and write numbers 1 to 50 in a sequence.

Day 6 & 7

• Numeracy• Language/Literacy

• Recognise and recall numbers 1 to 150

• Identify and write the missing numbers in the given sequence (1 to 150)

• Join the dots according to the sequence of the numbers given and colourthe picture

Day 8 & 9

Day 10

Lesson 2: Numbers10

Day 1 & 2

Day 3 & 4

Day 5


Recognise, recall and write numbers 101 to 110 in a sequence.




Page 118


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 10/ 50

Ask the learners to recall numbers from 31 to 40.

Teaching Strategy: Read Aloud, RhymeSHOW: Refer to TB page 32 and read the numbers aloud.

TELL: Ask the learners to recall numbers 1 to 50 in a sequence.

DO: Open WB page 29 ad 30. Ask the learners to fill the missing numbers in the sequence.

Teach the rhyme ‘One, Two, Three, Four, Five’ from TB page 53.

Suggested Activity: Number Hunt

Place printed or written material that has numbers in the class, such as small calendars, small number charts, cards with numbers written on them etc. It can be anything with the numbers 1 to 50 written or printed on it. Create a Number Hunt card for each learner. The learner has to find the objects with the numbers in his or her card and bring it to you.

101

Recall and write numbers 1 to 50 in a sequence

Revise number from 1 to 50

1) WB page 29 & 30 1) Practising Numbers page 4

Page 119


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 11/ 50

Write any number between 1 to 50 on the board and ask the learners to identify it.

Teaching Strategy: GameSHOW: Refer to TB page 32.

TELL: Recite numbers from 1 to 50 in a sequence.

DO: Play a game of number recall. Provide papers and ask learners to write random numbers that you call out.

You can also ask the learners to guess the number that comes before or after a give number. (This is just for challenging the learners. The objective is not to ensure that they learn to identify the numbers that comes before/after, at this stage.)

102


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Page 120


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 12/ 50

Randomly call out any number between 51 to 100 and ask learners to step forward and write the number on the blackboard. (one at a time)

Teaching Strategy: Read AloudSHOW: Refer to TB page 33.

TELL: Read the numbers 51 to 100 aloud along with the learners.

DO: Open WB page 31 & 32 and ask the learners to fill the missing numbers in the sequence.

Suggested Activity: Number Hopping Game – Use number cards 1 to 100. Place the cards on the floor in a line or circle. Make the learners stand 2 steps away from the cards. Take the name of a learner and say a number. The learner has to bunny hop to the number that is being called out. Repeat with all the learners with different numbers.

103


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1) WB page 31& 32 1) WB page 33

Page 121


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 13/ 50

Ask the learners to recall numbers between 51 to 60, 65 to 75, 90 to 100 in a sequence.


SHOW: Refer to TB page 32 and 33.

TELL: Recite numbers 1 to 100 in a sequence.

DO: Open Activity book page 17 and instruct the learners to join the numbers in a sequence. (1 to 100) to complete the picture. Assist the learners to colour the scene with any colour of their choice.

104

Recall numbers 1 to 100 in a sequence and join the dots, to complete the given picture and colour it

‐ ‐ ‐

1) Activity page 17 1) Practising Numbers page 5

Page 122


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 14/ 50

Hold out a number card between (101 to 110) and ask the learners to identify it.


TELL: Read the numbers 101 to 110. Ask the learners to repeat the numbers.

DO: Ask the learners to open WB page 34 and fill the missing numbers in the sequence.

Suggested Activity: Write numbers 101 to 110 in 10 cups separately. Give number cards 101 to 110 in a separate basket to the learners. Play music and ask the learners to identify the number and put the correct number card in the paper cups according to the number mentioned on it before the music stops.

105

Recognise, recall and write numbers 101 to 110 in a sequence

‐ ‐ ‐

1) WB page 34 1) Practising Numbers page 6

2) Practising Numbers page 7 is optional

Page 123


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 15/ 50

Observe the learners as they pick up the ice‐ cream sticks.

Teaching Strategy: Read AloudSHOW: Refer to TB page 35. Only numbers from 111 to 120 to be covered. Rest of the numbers will be taken up the next class.

TELL: Read the numbers 101 to 110. Ask the learners to repeat the numbers.

DO: Suggested Activity:

Take 20 ice cream sticks and write 101 to 120 on it. Keep a sand tub and plant all the sticks on it. Call out a number between 111 to 130 and ask the learner to hunt the same number from the sand tub and keep aside. Repeat this activity till they complete all the numbers.

106


1) Practising Numbers page 8


Page 124


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 16/ 50

Ask learners to orally recite numbers from 111 to 115, 115 to 125, 125 to 130.


TELL: Read numbers from 111 to 130 and ask learners to repeat.

DO: Open WB page 35 and instruct the learners to fill the missing numbers in the given sequence.

Suggested Activity: Take 30 ice cream sticks and write 101 to 120 on it. Keep a sand tub and plant all the sticks on it. Call out a number between 111 to 130 and ask the learner to hunt the same number from the sand tub and keep aside. Repeat this activity till they complete all the numbers.

107




Page 125


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 17/ 50

Observe the learners as they participate in the suggested activity.

Teaching Strategy: Read AloudSHOW: Refer to TB page 36. Only numbers from 131 to 140 to be covered. Rest of the numbers will be taken up the next class.

TELL: Recall numbers 101 to 130 in a sequence. Read aloud the numbers fro 131 to 140.

DO: Suggested Activity:

Divide the class into teams of 4 to 5. Give a paper to each team. Then blow a whistle to start the game. Each learner in the group writes one number on the blank paper. For example, The First learner writes 101 and passes it to 2nd learner in the group who writes the next number 102 and so on. This continues until each group reaches number 140.

108


‐ ‐ ‐

1) Practising Numbers page 12


Page 126


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 18/ 50

Write numbers between 131 to 150 on the blackboard and ask the learners to identify the number.


TELL: Recall numbers 101 to 140 in a sequence. Read aloud numbers 141 to 150 and ask learners to repeat.

DO: Open WB page 36 and instruct the learners to fill the missing numbers in a sequence.

Suggested Activity: Number Matching Game. Make 2 sets of chits with numbers 131 to 150 on them. Make 2 groups. Distribute the chits, 1 set to 1 group of learners. Make them stand in two lines facing each other. Each learner has to open the chit in the hand and read it aloud. The learner in the other group who has the number should raise hands and run to join his or her partner. Repeat until all learners have found their number partner.

109


‐ ‐ ‐



Page 127


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 19/ 50


Teaching Strategy: ActivitySHOW: Open activity book page 19.

TELL: Ask the learners to recall numbers 1 to 150 in a sequence.

DO: Refer to the activity sheet and ask the learners to join the dots in a sequence and complete the picture. Allow them to colour it with any colour of their choice.

1010

Recall numbers 101 to 150 in a sequence and join the dots, to complete the given picture and colour it

‐ ‐ ‐


Page 128







For the Next Lesson




(OR)





10

Page 129

IMAX Resources

1) IMAX TB

2) IMAX WB

Other Resources




Skill/Domain TB

WB AB






To enable the learners compare two sets of quantities and identify the set that has more/ less/ equal/ one more than/one less than given quantity of objects

To enable the learners understand the use of mathematical symbols ‘<‘ (less than), ‘>’ (more than) and ‘=‘ (equal to)

Count and identify the set that has more/less objects.

Day 5

• Cognitive• Mathematical• language

• Count and identify the set that has more/less /equal objects

• Understand the use of mathematical symbols ‘<‘ (less than), ‘>’ (more than) and ‘=‘ (equal to)

• Understand the concept of ‘one more than’ and ‘one less than’ a given number

• Count and identify the set that has more/less/equal objects

• Count and identify the sets that have equal quantities and use the symbol ‘equal to’ (=) to denote it

• Count and identify the number that is one less than/one more than the given number

• Demonstrate understanding of the concept of ‘one more than’ and ‘one less than’ a given number by completing an activity

Day 6 & 7

Day 8

Day 9

Lesson 3: Comparing Quantities9

Day 1

Day 2

Day 3 & 4

Understand the use of mathematical symbols ‘<‘ (less than)and ‘>’ (more than).

Use the mathematical symbols ‘<‘ (less than)and ‘>’ (more than) while comparing quantities.Count and identify the sets that have equal quantities and use the symbol ‘equal to’ (=) to denote it.Count and identify the sets that have less than/more than/equal quantities and use the symbols less than (<), more than (>), equal to (=) to denote it.Understand the concept of ‘one more than’ and ‘one less than’ a given number.

Demonstrate understanding of the concept of ‘one more than’ and ‘one less than’ a given number by completing an activity.

Page 130


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 20/ 50

Take 8 blocks and divide in to two sets of 5 and 3. Then ask the learners to say which set has more blocks.

Teaching Strategy: Question and AnswerSHOW: Refer to TB page 37.

TELL: Recall the concept of less/more. Read the instructions on the page and ask the learners to identify the set that has more/less red/blue cars.

DO: Open WB page 37 and ask learners to count and identify the sets that have more objects.

Suggested Activity:Make two columns on the black board. Draw 6 stars in one and 4 stars in the other. Ask a learner to match the stars from column one with column two. See how many stars left behind in the first column. Now explain that in the first column, the number of stars are more than the second column. Repeat this activity for better understanding.

91

Count and identify the set that has more/less objects

‐ ‐ ‐

1) WB page 37

Page 131


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 21/ 50

Draw 4 apples in one set and 2 apples in another on the board ask the learners to point out the set of apples that the crocodile wants to eat. Ask them to draw the signs accordingly.

Teaching Strategy: Demonstration SHOW: Refer to the TB page 38.

TELL: Introduce the symbols ‘>’ and ‘<‘, using the ‘Hungry crocodile’ concept. Explain that the hungry crocodile likes to eat more number of objects. Whenever the crocodile sees more objects it opens the mouth. Then show the page and ask the learners to point the set that has more objects. Explain the more than and less than sign by connecting it to the crocodile mouth.

DO: Have a cut‐out of open crocodile mouth to practically demonstrate the concept using classroom objects. Draw 7 ice creams and 4 ice creams on the black board in two columns. Then tell the learners that the crocodile likes to eat more number of ice creams. When ever the crocodile see more objects it opens its mouth. Ask the learners to point out the set of ice creams that the crocodile will open its mouth to eat.

92

Understand the use of mathematical symbols ‘<‘ (less than) and ‘>’ (more than)

‐ ‐ ‐

Page 132


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 22/ 50

When do we use the ‘<‘ (less than) symbol?


TELL: Revise the concept of ‘hungry crocodile’.

DO: Open WB page 38 and read the instructions. Guide the learners as they count the objects in each set and use the symbols‐‘<‘ and ‘>’.

93

Use the mathematical symbols ‘<‘ (less than)and ‘>’ (more than) while comparing quantities

‐ ‐ ‐

1) WB page 38

Page 133


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 23/ 50

Observe the learners while they play.

Teaching Strategy: Fun ActivitySHOW: Refer to TB page 38

TELL: Revise the use of mathematical symbols less than (<) and greater than (>). Tell the students that they will have a fun activity.

DO: Play the game.Hungry Crocodile Game: Ask a learner to pretend that he or she is a hungry crocodile. Make 2 groups of learners, one with more numbers and other with less. Ask the groups to stand on both sides of the crocodile. Ask the learner in the centre to make a crocodile mouth with his or her hands and pretend to eat the group with more numbers. Repeat the game with different number of learners in each group.

94

Demonstrate understanding of the use of mathematical symbols less than (<) and more than (>) through a fun activity

‐ ‐ ‐

1) WB page 39

Page 134


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 24/ 50

Draw a few sets of objects on the board. Ask learners to count and identify the sets that are equal.


TELL: Ask the learners to count the objects in each set and explain the concept of ‘equal quantities’ and introduce the symbol of ‘equal to’ (=).

DO: Show the learners the symbol of equal to. Say that when the objects or numbers are equal we use the equal to symbol.

Suggested Activity: Draw equal number of balls in two columns on the black board. Invite one learner to match the ball in both the columns. Explain that in the first column the number of balls are equal to the number of balls in the second column as there are no balls left behind. Ask the learners to draw the ‘equal to’ (=) sign between the objects once the activity is done. Repeat the activity with different set of numbers for better understanding.

95

Count and identify the sets that have equal quantities and use the symbol ‘equal to’ (=) to denote it

‐ ‐ ‐

Page 135


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 25/ 50

Observe the learners as they complete the worksheets.

Teaching Strategy: Demonstration SHOW: Refer to TB page 38 and 39.

TELL: Revise the concepts and symbols of ‘less than’, ‘more than’ and ‘equal to’.

DO: Open WB page 40 and 41. Read the instructions and guide the learners as they complete the worksheet.

96

Count and identify the sets that have less than/ more than/ equal quantities and use the symbols less than (<), more than (>), equal to (=) to denote it

‐ ‐ ‐

1) WB page 40 & 41

Page 136


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 26/ 50

Observe the learners as they count the number of seeds and draw the dots on the ladybug.

Teaching Strategy: ActivitySHOW: Refer to Activity book page 21.

TELL: Tell the learners that they will be completing an activity sheet.

DO: Instruct the learners to open the activity book page 21. Read the instructions and guide the learners as they solve the activity sheet.

97

Count and identify the sets that have less than/ more than/ equal quantities

‐ ‐ ‐


Page 137


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 27/ 50

How much is one more than 8?

How much is one less than 6?


TELL: Read the word problem given on the TB page 40. Explain the concept of ‘one more than’ and ‘one less than’ a given number.

DO: The situation given in the TB page 40 can be recreated in the classroom, using classroom objects.

Open the WB page 42 and 43. Read the instructions and guide the learners as they solve the worksheets.

Suggested Activity: Use number cards to create a series of 3 numbers on a table. Keep small trays in front of each card. Ask the learners to put the number of objects such as small building blocks, beads or rocks as specified in each card. Explain that the first one is one less and the third one is one more than the second one.

98

Understand the concept of ‘one more than’ and ‘one less than’ a given number

‐ ‐ ‐

1) WB page 42 & 43 1) WB page 44

Page 138


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 28/ 50


Teaching Strategy: ActivitySHOW: Refer to the Activity book page 23.

TELL: Recall the concept of ‘one more than’ and ‘one less than’. Tell the learners that they will be doing an interesting activity.

DO: Instruct the learners to open activity book page 23. Read the instructions and guide the learners as they count the apples and make thumb prints.

99

Demonstrate understanding of the concept of ‘one more than’ and ‘one less than’ a given number by completing an activity

‐ ‐ ‐


Page 139







For the Next Lesson




(OR)





9

Page 140

IMAX Resources

1) IMAX TB

2) IMAX WB

Other Resources




Skill/Domain TB

WB AB




3) IMAX Activity book

4) Spin the wheel

1) Number name cards 1 to 50

2) Paper cups

To enable the learners recognise and write number names 1 to 50

Recognise and write number names 1 to 10.

Day 5

• Mathematical/Numeracy• Language/Literacy

• Read, recognize and recall number names 1 to 50

• Read and identify the number and match it to the appropriate number names.

• Read the number and write the number names

• Read the number names and circle/ write the appropriate number

• Follow the colour codes and colour the number name train

Day 6

Day 7

Lesson 4: Number Names7

Day 1

Day 2 & 3

Day 4





Recall and identify number names 1 to 50.

Page 141


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 29/ 50

Write ‘Four’, ‘six’ … on the blackboard and ask the learners to recognise the number name.

Teaching Strategy: Read Aloud SHOW: Refer to TB page 41. Refer to number names 1 to 10 only.

TELL: Read aloud the numbers and spell the number names 1 to 10. Encourage learners to repeat.

DO: Open WB page 45. Encourage learners to match the numbers to the number names.

Teach the rhyme ‘One for the Sun That Shone in the Sky from TB page 54.

Suggested Activity: Spin the Wheel Activity. Divide the class into 2 groups. Write number names 1 to 10 on the wheel with temporary marker. Ask one team member to spin the wheel. Ask learners to recall the number name pointed by arrow 1.

71

Recognise and write number names 1 to 10

‐ ‐ ‐


Page 142


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 30/ 50

Write a few number names on the blackboard and ask the learners to read them.

Teaching Strategy: Read AloudSHOW: Refer to TB page 41. Refer to number names 1 to 20.

TELL: Read aloud the numbers and spell the number names 1 to 20. Encourage learners to repeat.

DO: Open WB page 46. Encourage learners to match the numbers to the number names.

72


‐ ‐ ‐


Page 143


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 31/ 50

Write the number name for the number 15.

Teaching Strategy: Game SHOW: Refer to TB page 41. Refer to number names 1 to 20.

TELL: Revise the number names 1 to 20

DO: Suggested Activity: Write number names one to twenty in 10 cups separately. Give number cards 1 to 20 to the learners. Play music and ask the learners to put the correct number card in the paper cups according to the number name mentioned on it before the music stops.

73


‐ ‐ ‐

Page 144


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 32/ 50

Write numbers 21 to 30 on the blackboard and ask learners to write the number names.


TELL: Recall number names 1 to 19. Read aloud the numbers and spell the number names 20 to 30. Encourage learners to repeat. Focus on learning the number names – twenty, thirty, forty and fifty, as these names will be repeated with the numbers. Show how ‘Twenty’ and ‘one’, ‘twenty’ and ‘two’, and so on can be formed.

DO: Open WB page 47 and guide learners as they write the number names 21 to 30.

74


‐ ‐ ‐


Page 145


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 33/ 50

Write any 3 numbers between 30 and 39 and invite learners to write the number names.


TELL: Recall number names 1 to 29. Read aloud the numbers and spell the number names of numbers 30 to 39. Encourage learners to repeat. Focus on learning the number names – twenty, thirty, forty and fifty, as these names will be repeated with the numbers. Show how ‘Thirty’ and ‘one’, ‘thirty’ and ‘two’, and so on can be formed.

DO: Open WB page 48 and guide learners as read the number names and circle the correct number.

75


‐ ‐ ‐


Page 146


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 34/ 50

Write any 3 number names between 40 and 50 and invite learners to write the number.


TELL: Recall number names 1 to 39. Read aloud the numbers and spell the number names 40 to 49. Encourage learners to repeat. Focus on learning the number names – twenty, thirty, forty and fifty, as these names will be repeated with the numbers. Show how ‘Forty’ and ‘one’, ‘forty’ and ‘two’, and so on can be formed.

DO: Open WB page 49 and guide learners as read the number names and write the correct number.

76


‐ ‐ ‐


Page 147


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 35/ 50

Ask learners to pick up the number name cards and read the number names.

Teaching Strategy: ActivitySHOW: Refer to the activity book page 25.

TELL: Recall number names 1 to 50. Tell the learners that they will be doing an interesting colouring activity.

DO: Open the activity book page 25 and read the instructions. Guide the learners as they complete the activity.

Suggested Activity: Take number name cards 1 to 50. Ask the learners to sit In a circle. Arrange the cards facing down in a stack. Invite the learners one by one to pick up a card and read the number name. Continue until all cards are done.

77

Recall and identify number names 1 to 50

‐ ‐ ‐


Page 148







For the Next Lesson




(OR)





7

Page 149

IMAX Resources

1) IMAX TB

2) IMAX WB

Other Resources




Skill/Domain TB

WB AB





To enable the learners recognise the basic shapes and the 3D shapes (cone, ball and box)

Recognise the shapes; circle, square, triangle and rectangle.

Day 5

• Mathematical/Numeracy• Cognitive• Language/Literacy

• Recall the names of basic shapes and relate to different objects of these shapes

• Learn the names of 3D shapes (cone, ball and box) and recognize objects of these shapes

• Identify the shapes of objects and draw the shapes in the given space

• Identify ball/ cone/box shapes and colour them

• Match the objects to their shapes

• Decorate the cone hat• Colour the ball shaped

objects• Trace ad decorate the gift

boxes

Day 6

Day 7

Lesson 5: Shapes7

Day 1

Day 2

Day 3 & 4

Recognise the cone shape.

Recognise the ball shape.

Recognise the box shape.

Revise all three 3D shapes.

Learn a new rhyme for better understanding of different shapes we see around us.

Page 150


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 36/ 50

What is the shape of the classroom door?

Teaching Strategy: Question and AnswerSHOW: Refer to TB page 44.

TELL: Ask the learners to identify the shapes. Ask them to think of other objects of square/ circle/ triangle and rectangle shapes. Recapitulate the features of these shapes.

DO: Open WB page 50 and read the instructions. Guide the learners as they identify the shape of the objects and draw the shape in the given space.

71

Recognise the shapes; circle, square, triangle and rectangle

Square, Rectangle, Circle, Triangle (Revise the names of the shapes)

1) WB page 50

Page 151


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 37/ 50

Identify the shape of the objects and draw the shape in the given space.

Teaching Strategy: Demonstration SHOW: Refer to TB page 45

TELL: Introduce the cone shape. Ask the learners to observe the various objects of cone shape. Ask them if they can think of any other objects of this shape.

DO: Make a cone out of a paper and show the cone. Teach learners how make a birthday cap.

Open WB page 51 and read the instructions. Guide the learners as they shade the cone shapes.

72

Recognise the cone shape

Cone shape, Party hat, Stacking toy, Ice cream cone

1) WB page 51 1) Activity book page 27

Page 152


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 38/ 50

What is the shape of a lemon?

Teaching Strategy: Demonstration SHOW: Refer to TB page 46. Show different objects that look like the ball shape such as ball, globe, orange. Give a ball to the learners and let them touch it and feel the round shape.

TELL: Introduce the ball shape. Ask the learners to observe the various objects of ball shape. Ask them if they can think of any other objects of this shape.

DO: Open WB page 52 and read the instructions. Guide the learners as they shade the ball shapes.

73

Recognise the ball shape

Ball shape, Football, Orange, Globe

1) WB page 52

Page 153


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 39/ 50


Teaching Strategy: Activity SHOW: Refer to Activity page 29.

TELL: Ask the learners to recall and name objects of ball shape.

DO: Open activity book page 29. Read the instructions and ask the learners to find the ball shaped objects in the given pictures and colour them.

74

Recognise the ball shape

Ball shape (Repeated for reinforcement)


Page 154


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 40/ 50

What is the shape of a dice?

Teaching Strategy: Demonstration SHOW: Refer to TB page 47. Show different objects that look like the box shape such as dice, gift box, etc. Allow the learners to touch and feel the box shape.

TELL: Introduce the box shape. Ask the learners to observe the various objects of box shape. Ask them if they can think of any other objects of this shape.

DO: Open WB page 53 and read the instructions. Guide the learners as they shade the box shapes.

75

Recognise the box shape

1) WB page 53 1) Activity book page 31

Page 155


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 41/ 50

What is the shape of a globe/ sandwich/ dice/wheel/window?

Teaching Strategy: Real‐life connectSHOW: Show different classroom objects of cone/ ball/ box shapes and ask the learners to identify the shapes.

TELL: Revise the different shapes – circle, square, triangle, rectangle, cone, ball and box shape. Discuss how the circle/ ball, triangle/cone and square/ box shapes differ from each other. Compare real objects to understand the difference.

DO: Keep different objects such as a ball, birthday cap, globe, orange, cube, box on the table. Blind fold learners and ask them to identify the shapes of the objects by touching.

Open WB page 54 and read out the instructions. Guide the learners as they complete the worksheet.

76

Revise all three 3D shapes

Dice, Cone shape (Repeated for reinforcement)

1) WB page 54

Page 156


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 42/ 50

What do you do with a ball? What shape is it?

Teaching Strategy: RhymesSHOW: A party hat, ball and a box.

TELL: Sing the rhyme with proper diction and intonation. Ask learners to sing along.

DO: Refer to the real objects as you sing. Teacher can use this rhyme as warm up activity.

77

Learn a new rhyme for better understanding of different shapes we see around us

Party hat, Palm, Bounces, Corners, Sides

Page 157







For the Next Lesson




(OR)





7

Page 158

IMAX Resources

1) IMAX TB

2) IMAX WB

Other Resources




Skill/Domain TB

WB AB






2) Cut‐outs of shapes

To enable learners understand the concept of sorting and grouping objects based on colour/shape/size

Understand the concept of sorting objects on the basis of colour.

Day 4

• Mathematical/Numeracy• Cognitive

• Understand the concept of grouping objects on the basis of colour/shape/size

• Pair objects according to their colour

• Match objects to baskets of the same colour

• Draw lines to connect similar shapes

• Sort the objects on the basis of their size‐ big/ small

• Sort the stickers on the basis of colour

Day 5

Lesson 6: Sorting and Grouping5

Day 1

Day 2

Day 3

Demonstrate understanding of the concept of sorting objects on the basis of colourthrough an activity.

Understand the concept of sorting objects on the basis of shape.

Understand the concept of sorting objects on the basis of size.

Demonstrate understanding of the concept of sorting objects on the basis of colour/ shape/ size by participating in a game.

Page 159


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 43/ 50

Find a blue colour object in the class.


TELL: Ask the learners to observe the pictures on the page. Draw their attention to how the objects are grouped according to their colours. Recall the names of the colours.

DO: Open WB page 56 and read the instructions. Guide the learners as they draw a line to pair the pictures according to their colour.

Suggested Activity:Divide the learners in 2 or 3 groups. Place a basket full of colourful toys/blocks/beads for each group. Ask the learners to sort and group them on the basis of colours.

51

Understand the concept of sorting objects on the basis of colour

Sorting, Red, White, Black, Blue, Yellow, Green

1) WB page 55 1) WB page 56

Page 160


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

objects on the basis of colour through an activity

New Words: Sorting

Day / 44/ 50

Which colour objects will be placed in the red basketrow?

Teaching Strategy: ActivitySHOW: Open the AB page 33.

TELL: Tell the learners that they will be working on an interesting sticker sorting activity.

DO: Open AB page 33 and read the instructions and guide the learners as they sort the stickers based on the basket’s colour.

52

Demonstrate understanding of the concept of sorting

1) AB page 33

Page 161


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 45/ 50

Which group does a pizza slice belong to ?


TELL: Ask the learners to observe the pictures on the page. Draw their attention to how the objects are grouped according to their shapes. Recall the names of the shapes.

DO: Open WB page 57 and read the instructions. Guide the learners as they draw a line to match similar shapes.

Suggested activity: Take some hard board shape cut outs. Take a box and make Triangle, Circle, Rectangle, and Square holes in the base of the box. Mark each hole with an indicator for the learners. Ask the learners to segregate the shape cards and put it in the correct hole.

53

Understand the concept of sorting objects on the basis of shape

Shapes, Sorting, Grouping

1) WB page 57

Page 162


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 46/ 50

Which group would a caterpillar belong to?


TELL: Ask the learners to observe the pictures on the page. Draw their attention to how the objects are grouped according to their size.

DO: Open WB page 58 and read the instructions. Guide the learners as they sort the objects by size.

54

Understand the concept of sorting objects on the basis of size

Size, Big, Small

1) WB page 58

Page 163


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 47/ 50

Observe the learners as they play the games.

Teaching Strategy: GameSHOW:

TELL: Tell the learners that they will be playing 3 simple games.

DO: Game 1: Draw circles on the floor with chalk and put a colour card or cloth to denote a colour. Ask the learners to go stand in the circles according to the colour of their dress.

Game 2: Place cutouts of different shapes (Circle/ triangle/ square) in a basket. Ask learners to sort the shapes and group the similar shapes together.

Game 3: Mix pencils and crayons of different sizes. Ask the learners to segregate the big and small pencils.

55

Demonstrate understanding of the concept of sorting objects on the basis of colour/shape/size by participating in a game

‐ ‐ ‐

Page 164







For the Next Lesson




(OR)





5

Page 165

IMAX Resources

1) IMAX TB

2) IMAX WB

Other Resources




Skill/Domain TB

WB AB




3) Imax Activity book

To enable the learners understand the concept of pairing certain objects that go to together most of the time

Understand the concept of pairing objects.

• Cognitive• Mathematical/Numeracy• Language/Literacy

• Recognise the objects that go together as pair of objects.

• Match the objects that go together

• Identify the objects that go together and colour them

Lesson 7: Pairing of Objects3

Day 1

Day 2

Day 3

Demonstrate understanding of the concept of pairing by identifying things that go together.Demonstrate understanding of the concept of pairing by identifying and colouringobjects that go together.

Page 166


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 48/ 50

Do you think television and remote are an example for pair of objects?


TELL: Explain that some objects go together. We need a plate with spoon and a pair of socks with shoes. Give various examples such as bat and ball, book and pencil, chair and table, pants and shirt, tooth brush and paste, bread and butter/jam.

DO: Ask the learners to name some pairs of objects that they have seen.

Suggested Activity: Take real objects of plate, spoon, socks, shoes, bat, ball, book, pencil, pants, and shirt. Keep all the objects in a basket and ask the learners to pair the objects that go together.

31

Understand the concept of pairing objects

Pair, Together

Page 167


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 49/ 50

What will go together with a pencil?

Teaching Strategy: Demonstration SHOW: Refer to TB page 52 and revise the concept of pairing of objects.

TELL: Ask the learners to identify the pairs given on the TB page 52.

DO: Open WB page 59 and read the instructions. Guide the learners as they match the objects that go together.

32

Demonstrate understanding of the concept of pairing by identifying things that go together

1) WB page 59

Page 168


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 50/ 50



SHOW: Refer to the pair of objects given on TB page 52.

TELL: Tell the learners that they will be doing and interesting activity of pairing and colouring.

DO: Open Activity book page 35 and read the instructions. Guide the learners as they complete the activity.

33

Demonstrate understanding of the concept of pairing by identifying and colouring objects that go together


Page 169







For the Next Lesson




(OR)





3

Page 170

IMAX Resources

1) IMAX TB

2) IMAX WB

Other Resources




Skill/Domain TB

WB AB




• Language/Literacy• Mathematical/Numeracy

• Learn the rhyme for fun and enjoyment

• Develop language skills

Lesson 8: Rhymes

Day 1

Page 171


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

Why did the boy let the fish go back into the water?

Teaching Strategy: Rhymes SHOW: Refer to TB page 53.

TELL: Sing the rhyme with actions.

DO: Encourage the learners to repeat the rhyme with actions.

Please note: This rhyme will be covered along with the Lesson 2 Numbers on day 1/10.

Learn the rhyme for fun and enjoyment Develop language skills

Fish, alive, finger, right

Page 172


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

What are the 10 toes doing?

Teaching Strategy: Rhymes SHOW: Refer to TB page 54.

TELL: Sing the rhyme with actions.

DO: Encourage the learners to repeat the rhyme with actions.

Please note: This rhyme will be covered along with the Lesson 4 Number Names on day 1/7.

Sing a rhyme for fun and enjoyment Development of language skills

Ship, Castle

Page 173







For the Next Lesson




(OR)





Page 174


LESSON PLAN EVS

Page 175

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To know the concept of introducing oneself

To describe their house

Introduce self in a few sentences.

Day 4

• Social • Language/Literacy/

Vocabulary

• Introduce self • Describe parts of the house• Describe celebrating

birthday

• Draw things they like• Match actions with different

parts of the house• Write family members’

birthdays• Match things with birthday

related actions

• Write own name• Colour a picture of a

bedroom• Tell their age through

drawing

Lesson 1: Myself4

Day 1

Day 2

Day 3

Write their own name in a simple sentence.

Describe parts of their own house.

Describe how they celebrate their birthday.

Page 176


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 1/50

Can you introduce yourself?

Can you introduce your friend?

Teaching Strategy: Demonstration SHOW: Ask learners to look at pictures on Page 56 of TB. Have a discussion on what they see in the pictures. Read aloud the lesson and explain the meaning.

TELL: Tell learners that they will learn to introduce themselves by telling their name, age, birthday and what they like doing and eating. Choral (Group) read the lesson with all learners.

DO: Page 62 of WB.

41

Introduce self in a few sentences

Favourite

1) Page 62 of WB 1) Introduce yourself to your parents

Page 177


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 2/50

What does your friend like to eat?

What do you like to play?

Teaching Strategy: ActivitySHOW: Revise Page 56 of TB with learners. Remind them about introducing self in a few sentences. Ask them to introduce themselves to their partner.

TELL: Tell learners that they will learn to write their own name today.

DO: Page 37 of AB.

4

Write their own name in a simple sentence

Name

1) Page 37 of AB 1) Page 64 of WB

2

Page 178


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 3/50

What do you do in a kitchen?

Where do you have a bath?

Teaching Strategy: DemonstrationSHOW: In a circle, tell learners that we are going to discuss about our homes. Tell them that there are different parts in a house just like there are different rooms in a school. (Remind them about the lesson on school). Ask learners to look at pictures on Page 57 of TB. Have a discussion on what they see in the pictures. Read aloud the lesson and explain the meaning.

TELL: Tell learners that we do different things in different parts of the house.

DO: Page 63 of WB.

43

Describe parts of their own house

Bathe, Kitchen

1) Page 63 of WB 1) Page 39 of AB

Page 179


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 4/50

When is your birthday?

What do you like eating on your birthday?

Teaching Strategy: DemonstrationSHOW: Page 58 of TB. Ask learners to look at the picture and ask the following questions: What is happening in the picture? Who all do you see in the picture? Why do they look happy? Why are there candles on the cake? Read aloud the story of Maya in the lesson and explain the meaning.

TELL: Tell learners the lesson shows us how Maya celebrated her birthday. Ask them if this is how they celebrate their own birthday. If not, ask them what they do.

DO: Page65 of WB.

Suggested Activity: Have a birthday party in class for a learner’s birthday. Later ask learners to describe what all it involved in terms of preparation.

44

Describe how they celebrate their birthday

Decorate, Celebrate


Page 180







For the Next Lesson




(OR)





4

Page 181

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To know what constitutes a family

To understand relationships

Know what constitutes a family.

Day 4

• Social • Language/Literacy

• Know what constitutes a family

• Know relations in the extended family

• Match family members to names

• Draw own family

• Complete crossword on members of the family

Lesson 2: My Family4

Day 1

Day 2

Day 3

List members of immediate family.

Know relations in the extended family.

List members of extended family.

Page 182


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 5/50

Who are the people in your family?

Teaching Strategy: Demonstration

SHOW: Show Page 59 of TB and read aloud the story on “My Family”. Ask learners to identify members in the story. Ask them to read with you using choral reading, the story as well as names of family members.

TELL: Tell them we all live in groups called family and have different names/titles for each person. These can include mother, father, grandparents, uncles, aunts, siblings and even pets. Ask them who are in their family.

DO: Page 67 of WB.

41

Know what constitutes a family

Family Members

1) Page 67 of WB

Page 183


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 6/50

Name members of your immediate family.


SHOW: Revise previous day’s lesson on My Family. Ask each learner who all are there in their family.

TELL: Tell learners that we have something called an immediate family. They usually comprise of mother, father, siblings and grandparents. Rest of them like uncles and aunts do not come under immediate family. Explain that immediate means close. Discuss with them who are in their immediate family.

DO: Page 66 of WB.

42

List members of immediate family

Family

1) Page 66 of WB

Page 184


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 7/50

How many aunts do you have?

What is the name of your cousin(s)?


SHOW: Show a picture of an extended family on Page 60 of TB and discuss how we differentiated between immediate members of the family and other members. Read aloud the lesson on Page 60 of TB and discuss the names of more members of the family.

TELL: Tell learners these other members are our extended family. Explain uncles and aunts refer to siblings of their parents while cousins are their learners.

DO: Ask each learner who all are there in the extended family. Ask them to draw their extended family. Complete the crossword on Page 43 of AB.

43

Know relations in the extended family

Cousin, Occasions

1) Page 43 of AB

Page 185


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 8/50

How many uncles do you have?

How many cousins do you have?


SHOW: Revise the distinction between immediate and extended family. Ask learners to tell who all are there in the extended family and their names. Let each learner respond.

TELL: Tell learners they will learn to write names of extended family members.

DO: Ask them to label their drawings of previous day and write “I have <number> members in my extended family.

44

List members of extended family

Cousin, Occasions (Repeated for reinforcement)

Page 186







For the Next Lesson




(OR)





4

Page 187

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To learn the names of different parts of the face, trunk, armand leg

Name main parts of the body.

Day 4

• Social• Cognitive

• Name main parts of thebody and face

• Name parts of trunk, arm,leg

• Know different uses ofparts of the body

• Write names of 3 mainparts of the body

• Write missing letters in theparts of the body

• Match parts of arm and legto names

• Write uses of body parts

• Draw and write any threeparts of a face

Day 5

Day 6

Lesson 3: My Body6

Day 1

Day 2

Day 3

Name the parts of a face.

Identify parts of the trunk.

Identify parts of the arm.

Identify parts of the leg.

Know uses of different parts of the body.

Page 188

Chart on parts of thebody

4)


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 9/50

Name the three main parts of the body.

Teaching Strategy: DemonstrationSHOW: Ask a learner to volunteer to come to the centre of the circle. Tell other learners that we are going to learn main parts of the body. Point to the head, trunk and legs and ask learners to repeat with you.

TELL: Tell them there are many parts of the body, but we can divide the body into three main parts‐ head, trunk and legs.

DO: Play Simon says with the learners. Tell them that you will be Simon and that they have to touch that part of the body when Simon asks you to. For e.g. Simon says touch your head.

61

Name main parts of the body

Body, Parts

1) Page 68 of WB

Page 189


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 10/ 50

Name three parts of the face.


SHOW: Show a doll to the learners and ask them to identify different parts of the face.

TELL: Tell learners the face has different parts and each part has different uses.

DO: AB Page 45.

62

Name the parts of a face

Eyebrow, Tongue


Page 190


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 11/50

Name the 4 parts of the trunk and point them on yourown body.

Teaching Strategy: DemonstrationSHOW: Page 63 of TB and discuss the picture. Tell learners they are going to learn parts of the trunk. Show the 'Parts of the body' chart to the learners. TELL: Tell learners about the 4 parts of the trunk‐ neck, chest, shoulder, and waist.

DO: Ask learners to make labels of names of parts of trunk and stick them on their own body.

63

Identify parts of the trunk

Neck, Chest, Shoulder, Waist

Page 191


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 12/50

Name any two parts of your arm while pointing at them.

Teaching Strategy: DemonstrationSHOW: Show learners an exercise of the arm (rotating the arm with fist closed). Do this exercise in a group with both arms. Once done, discuss with them the parts of the arm they used to do the exercise. Ask them to point to the various parts.

TELL: Tell learners that the arm is a part of the body, but it also has smaller parts of its own which help it to do the actions that we want it to do. Tell them we are going to learn parts of the arm.

DO: Read Page 64 of TB with learners and ask them to repeat parts of the arm while pointing at each while saying the name of the part. Page 70 of WB.

64

Identify parts of the arm

Elbow, Wrist, Palm

1) Page 70 of WB

Page 192


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 13/50

Can you point out to your ankle?

Name two parts of your leg.

Teaching Strategy: DemonstrationSHOW: Have a running race with learners on the playground. After the race is over, have a discussion with them on which parts of the body they used while running the most.

TELL: Once they say legs, tell them they are going to learn about different parts of the leg today.

DO: Show them the different parts of the legs one by one. Ask learners to point at different parts of their own legs. Teach them the rhyme on Page 66 of TB on different parts of the body. Ask the learners to solve Page 71 of WB.

65

Identify parts of the leg

Thigh, Knee, Heel

1) Page 71 of WB

Page 193

Actual Date:Annual Day:

Teaching Tip(s)

Class Pulse Check

CW HW

Day / Day Progress

13/50


SHOW: Open Page 66 of TB.

TELL: Sing the rhyme with proper diction and intonation. Use actions while singing.

DO: Ask learners to sing along and imitate the actions.

5 6

Page 194


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 14/50

What do you need to smell flowers?

What helps you hear sounds?

Teaching Strategy: DemonstrationSHOW: Arrange for things to eat, see, hear, smell, feel and walk for the learners. For e.g. Things to eat: Ask learners to bring a fruit to class, for things to smell, you can bring a bottle of perfume. Do all the sensory activities with them one by one and have a discussion post each to find out which part of the body was used while doing the activity.

TELL: Tell them that each part of the body has a different use. Read aloud Page 67 of TB and ask learners to repeat after you.

DO: Page 72 of WB.

66

Know uses of different parts of the body

Taste, Smell, Feel, Hear

1) Page 72 of WB

Page 195







For the Next Lesson




(OR)





6

Page 196

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To understand their own school better

To know people working in the school

Describe their school in a few sentences.

Day 4

• Social • Language/Literacy

• Describe school• Name places in school and

activities done there• Describe events taking

place in school

• Answer questions about people working in a school

• Match people with places in a school

• Match events to their names

• Go on a treasure hunt to find things related to school

• Stick pictures of people working in school in their place of work

• Colour an annual day picture

Lesson 4: My School4

Day 1

Day 2

Day 3

Know people working in different parts of the school.

Name places in school and the activities done there.

Name and describe 3 events taking place in school.

Page 197


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 15/50

What is the name of your school?

Name two things in your classroom.

Teaching Strategy: DemonstrationSHOW: Read the lesson on My school on Page 68 of TB. Explain the meaning of the text. Connect the text to the learner’s life by asking: Do you find similarities between this school and your own school? What are they? Are there any differences?

TELL: Tell them that they will learn to describe our school in our own words with the help of the text. Complete the sentences on Page 68 of TB in a large group.

DO: Teach them the rhyme on Page 69 of TB on “I like to go to School” Page 73 of WB.

41

Describe their school in a few sentences

Teacher, Classroom

1) Page 73 of WB

Page 198


Teaching Tip(s)

Class Pulse Check

CW HW

Day / Day Progress

15/50

Do you like to come to school?


SHOW: Open Page 69 of TB.

TELL: Sing the rhyme with proper diction and intonation. Use actions while singing.

DO: Ask learners to sing along and imitate the actions.

1 4

Page 199


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 16/50

Who is the head of the school?

Who teaches in a school?

Teaching Strategy: DemonstrationSHOW: Page 68 of TB and read aloud. Discuss the people they see in the picture and name them.

TELL: Discuss with learners that there are different people in different parts of the school who do different work. Show them Page 73 and 74 of WB and ask them names of different people in the school.

DO: List names of people in the school and ask learners to note them down.

42

Know people working in different parts of the school

Teacher, Classroom (Repeated for reinforcement)


Page 200


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 17/50

Name three places in school and the actions done there.

Teaching Strategy: ActivitySHOW: Take learners to different parts of the school as mentioned in the pictures. As you approach a particular room, tell the learners the name of the room and the activities that takes place there. E.g. This is our staffroom. This is where teachers sit when they are not in class.

TELL: Tell them just like their own home, the school also has different parts in the building assigned for different activities. Read aloud Page 70 of TB and discuss the similarities in their school walk and pictures.

DO: Page 47 of AB.

43

Name places in school and the activities done there

Washroom, Playground

1) Page 47 of AB

Page 201


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 18/50

Which is your favourite even at school?

What activities do we do on sports day?

Teaching Strategy: DemonstrationSHOW: Read Page 71 of TB and explain the meaning. Discuss the various events that have taken place in your own school and list them on the board. E.g.: Annual Day

TELL: Tell learners that we have different events in the school so that everyone comes together for cultural activities and competition. This makes the school a fun place!

DO: Page 75 of WB.

44

Name and describe 3 events taking place in school

Event, Assemble, cultural

1) Page 75 of WB 1) Page51 of AB

Page 202







For the Next Lesson




(OR)





4

Page 203

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To understand the importance of a neighbourhood

To know where to head

Name different places in the neighbourhood.

Day 4

• Social • Name and describe use of different places in the neighbourhood

• Match places in neighbourhood to their names

• Match people to their place of work

• Match sights to places

• Observe places around you and mark them

Lesson 5: Neighbourhood4

Day 1

Day 2

Day 3

Describe utility of each place in the neighbourhood.

List three new places in the neighbourhood.

Recall a rhyme on places in neighbourhood.

Page 204


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 19/50

Where do you go to buy things?

Where do you go to play?

Teaching Strategy: DemonstrationSHOW: Show Page 72 of TB to learners and ask “What do you see in the neighbourhood?” After a discussion about it, read the text aloud and ask learners to choral read with you.

TELL: Tell learners to that there are different places in the neighbourhood. They are park, police station, market and hospital. These are needed in every neighbourhood because we need them at various points.

DO: Page 76 of WB.

41

Name different places in the neighbourhood

Neighbourhood

1) Page 76 of WB 1) Take a walk in your neighbourhood and observe the places around. (Activity the next day)

Page 205


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 20/50

When do we go to the police station?

What do you do when you get hurt?

Teaching Strategy: DemonstrationSHOW: Discuss their HW about taking a neighbourhood walk. Ask what they saw on the walk.

TELL: Tell learners that we will learn about the uses of these places. Read the text on Page72 of TB and explain the meaning.

DO: Show pictures of places and ask the use of each. Complete

Page 53 of AB.

42

Describe utility of each place in the neighbourhood

Neighbourhood (Repeated for reinforcement)

1) Page 53 of AB

Page 206


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 21/50

If you want to buy food, where do you go?

Who works in a bank?

Teaching Strategy: DemonstrationSHOW: Discuss following questions after showing pictures on Page 73: 1) What are the people doing in Pic 1? Have you been to a restaurant? Where do you go when you are sick/need to buy medicines? Where do we get money from?

TELL: There are other places in our neighbourhood where we /our parents go to get things?

DO: Page 77 of WB.

43

List three new places in the neighbourhood

Restaurant, Medical Shop, Bank

1) Page 77 of WB 1) Page 79 of WB

Page 207


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 22/50

Who is going to the market in the rhyme?

What all do they buy?

Teaching Strategy: DemonstrationSHOW: In a circle, show learners Page 74 of TB. Discuss the picture and teach them rhyme with actions.

TELL: Tell learners the meaning of new words. Teach them the rhyme on Page 74 of TB and sing together.

DO: Role play the rhyme. Assist the learners to complete Pg, 78 of WB.

44

Recall a rhyme on places in neighbourhood

Fig

1) Page 78 of WB 1) Page 79 of WB

Page 208







For the Next Lesson




(OR)





4

Page 209

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To know about different national symbols

To know about their own culture and language

Learn about our country India.

Day 4

• Social• General Knowledge• Language/Literacy

• Name different nationalsymbols

• Answer questions on theirculture and language

• Write names of differentnational symbols

• Answer questions based onnational symbols

• Draw and paint thenational bird

Lesson 6: My Country4

Day 1

Day 2

Day 3

Name different national symbols of our country.

Know that we all belong to the same country despite our differences.

Answer questions on their culture and language.

Page 210

Chart on ‘My Country’4)


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 23/50

What is the name of your state?

What is the name of your country?

Teaching Strategy: DemonstrationSHOW: Show them a globe/map or the chart on 'My Country' and talk about how the world is made up of different countries where people all speak different languages and have different ways of living, eating and being. Ask them to name 3 different countries.TELL: Tell learners that we all belong to a country called India and that we will learn more about it.

DO: Show them a map of India and ask them which state do they belong to. Give each learner a chance. Help the learner who does not know which state they belong to.

41

Learn about our country India

Globe, India (explain the words)

Page 211


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 24/50

What is our national animal?

Teaching Strategy: DemonstrationSHOW: Page 75 of TB and read aloud the text. Discuss the pictures.

TELL: Tell them that there are certain symbols that are accepted to be national or for the whole country. Ask them to repeat the names of various national symbols.

DO: Page 80 of WB.

42

Name different national symbols of our country

Country, National (explain the words)


Page 212


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 25/50

What are people who live in India called?

Teaching Strategy: DemonstrationSHOW: Revise with them the exercise on which state they belong to. Show them a map of India and ask them to come one by one to point out the state that they belong to. Ask them to say, “I belong to Maharashtra, I belong to Karnataka, etc.” Give all learners a chance.

TELL: Discuss with learners that even though we all belong to different states, we are all the same because we belong to a country called India. Hence, we call ourselves Indians.

DO: Page 81 of WB.

43

Know that we all belong to the same country despite our differences

Language, culture (explain the words)

1) Page 81 of WB 1) Ask your parents which language you speak at home.

Page 213


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 26/50

Which language do you speak at home?

Teaching Strategy: Activity SHOW: Show a video of ‘different languages and cultures of India.’ For e.g. ‘Mile Sur mera tumhara’ so that learners are exposed to the sound of different languages in India.

TELL: Tell learners that they will learn about where they are from and about their culture. To start off, the teacher can say: “I am from the state of West Bengal, and I speak Bengali at home.”

DO: Ask each learner to pair up with their partner. Each learner will ask their partner the questions on Page 76 of TB.

44

Answer questions on their culture and language

Indians (explain the word)

1) Page 81 of WB

Page 214







For the Next Lesson




(OR)





4

Page 215

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To know about the different festivals celebrated in our country

To understand the significance of different festivals

Name the important festivals celebrated.

• Social • Language/literacy/

vocabulary

• Name and describe different festivals

• Match pictures to the names of festivals

• Colour the picture of a ‘diya’ (lamp)

Lesson 7: Festivals3

Day 1

Day 2

Day 3

Describe what happens during the festivals.

Learn a rhyme on Christmas.

Page 216


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 27/50

Which festival is a festival of joy and peace?

How do we celebrate Baisakhi?

Teaching Strategy: Demonstration, Read AloudSHOW: Page 77 of TB and read aloud about the festivals. Discuss about how these festivals are celebrated. Ask if learners celebrate any of these festivals at home.

TELL: Tell learners that we will learn to name and describe different festivals.

DO: Ask learners to read the text in pairs again. Page 82 of WB.

Note to teacher: Assist learners to read the text.

31

Name the important festivals celebrated in our country

Describe what happens during the festivalsFestival, Celebrate, Peace

Page 217


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 28/50

Which festival is called the festival of light?

How do we celebrate Eid?

Teaching Strategy: DemonstrationSHOW: Show Page 78 of TB and tell learners we are going to learn about two new festivals‐ Eid and Diwali. Read the text and ask them to repeat with you. Ask them if they have celebrated either of the two festivals? Give all learners a chance to answer.

TELL: Tell them that these festivals stand for certain qualities like togetherness and love. Hence, anyone can celebrate them.

DO: Ask learners to describe Eid and Diwali in pairs by reading the text together. Page 82 of WB.

Not to teacher: Assist learners to read the text.

32

Name the important festivals celebrated in India

Describe what happens during the festivalsTogetherness, Decorate

1) Page 82 of WB

Page 218


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 29/50

Who is the main character in the rhyme?

What does he ask for? Why?

Teaching Strategy: ActivitySHOW: Show them a picture on Page 79 of TB and discuss the picture. Ask learners to guess which festival is depicted in the picture. Discuss different festivals.

TELL: Tell them that they will be learning a rhyme on Christmas. Talk about how Christmas is celebrated. DO: Role play the rhyme and then sing it together. Open AB Page 57and complete the worksheet.

33

Learn a rhyme on Christmas

Geese


Page 219







For the Next Lesson




(OR)





3

Page 220

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To understand the importance of keeping self and surroundings clean

Name actions required to keep yourself clean and name objects required for those actions.

• Social • Language/literacy/

vocabulary• Cognitive

• Name actions required to keep self and surroundings clean

• Match actions to object names

• Identify the object that you used to clean yourself by colouring it

Lesson 8: Cleanliness3

Day 1

Day 2

Day 3

Recall a rhyme on brushing teeth.

List ways of keeping surroundings clean.

Page 221


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 30/50

What do you wash your hair with?

Why do you need a soap and a towel?

Teaching Strategy: DemonstrationSHOW: Bring a bag of things that we use to keep yourself clean. Show learners the things one by one and each time they see the object, they have to role play how that object can be used to keep self clean.

TELL: Once the role is done, name the objects and read aloud Page 80 of TB. Ask learners to repeat after you.

DO: Page 84 of WB.

31

Name actions required to keep yourself clean and name objects required for those actions

Cleanliness

1) Page 84 of WB

Page 222


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 31/50

List 2 things you do to keep yourself clean.

Teaching Strategy: ActivitySHOW: Show Page 81 of TB and discuss the pictures. Teach the rhyme with actions.

TELL: Tell learners it is important to brush teeth everyday to prevent them from decaying.

DO: Ask learners to bring a brush, comb, soap and a jacket. Role play the rhyme in a group using props.

Complete Page 59 of AB.

32

Recall a rhyme on brushing teeth

Coat

1) Page 59 of AB

Page 223


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 32/50

Why should we keep food covered?

What will happen if there are mosquitoes around us?

Teaching Strategy: DemonstrationSHOW: Page 82 of TB and read aloud the text on keeping surroundings clean. Ask learners about situations in their life when they have tried and kept surroundings clean and why.

TELL: Tell learners the importance of keeping surroundings clean is to stay healthy, to prevent disease and pollution.

DO: Page 85 of WB.

33

List ways of keeping surroundings clean

Waste, Surroundings

1) Page 85 of WB

Page 224







For the Next Lesson




(OR)





3

Page 225

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To know the importance of healthy food habits

To differentiate between healthy and unhealthy eating

Know what healthy food habits are.

Day 4

• Social• Language/Literacy• Cognitive

• Know healthy andunhealthy food habits

• Differentiate betweenhealthy and unhealthyfood

• Decide action based on thesituation

• Differentiate betweenhealthy and unhealthyfoodstuffs

Lesson 9: Healthy Food4

Day 1

Day 2

Day 3

Know the importance of vegetables through the Vegetable Song.

Know what unhealthy food habits are.

Differentiate between healthy and unhealthy food habits.

Page 226

3D models of fruits andvegetables,Chart of the plate ofhealthy diet given onpage 83

4


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 33/50

Name any two healthy food habits.

Teaching Strategy: DemonstrationSHOW: Page 83 of TB and discuss pictures. Read aloud the text and discuss the meaning. Ask learners to give examples of food they eat at home.

TELL: Tell learners that there are certain foodstuffs that are essential to keep the body healthy. Eating these promote healthy food habits.

DO: Circle the healthy foods on Page 86 of WB.

Note to Teacher: Show the chart of a healthy diet and talk about the importance of it. You can also make use of 3D models of fruits and vegetables to explain healthy food.

41

Know what healthy food habits are

Healthy

1) Page 86 of WB

Page 227


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 34/50

Name 3 vegetables.

Why is it important to eat vegetables?

Teaching Strategy: DemonstrationSHOW: Ask all learners to get some vegetables like tomatoes, carrots, salad leaves. Make a salad in class and eat.

TELL: Tell learners that eating lots of vegetables is a healthy food habit and we should eat vegetables every day.

DO: Role play the rhyme.

42

Know the importance of vegetables through the Vegetable Song

Beans, Munch

Page 228


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 35/50

Name two unhealthy food items.

Why are they unhealthy?

Teaching Strategy: ActivitySHOW: Show a video of ‘what happens when you eat too much sugar, salt and oily food’. Discuss the video with learners. Ask them: Do their parents stop them from eating too many sugary and salty things? Which are these things? Why do they stop them?

TELL: Tell learners that too much sweet and too much salt have an adverse effect on our body and are unhealthy food stuffs.

DO: Identify healthy and unhealthy food and colour the appropriate smiley on Page 61 of AB.

43

Know what unhealthy food habits are

Weak, Sick

1) Page 61 of AB

Page 229


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 36/50

What will you drink if you are thirsty?

Is it good to eat too many chocolates?

Teaching Strategy: DemonstrationSHOW: Ask learners to look at Page 87 of WB and discuss that there are situations given for which they have to decide which food items to choose.

TELL: Remind learners about bad effects of choosing unhealthy items.

DO: Page 87 of WB.

44

Differentiate between healthy and unhealthy food habits

Unhealthy

1) Page 87 of WB

Page 230







For the Next Lesson




(OR)





4

Page 231

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To know the importance of exercise

Know the importance of regular exercise.

• Social • Language/Literacy • Gross motor

• Know the importance of regular exercise

• Mark actions that indicate exercise

• Colour actions related to exercise

Lesson 10: Well Being3

Day 1

Day 2

Day 3

Differentiate between activities good for the body and bad for the body.

Recall a rhyme on exercise.

Page 232


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 37/50

Which exercise do you like doing everyday?

Teaching Strategy: DemonstrationSHOW: Show Page 86 of TB and discuss the actions that learners see in the pictures. Ask them if they exercise/ play everyday? Read aloud Page 86 and ask learners to read with you.

TELL: Tell them that exercise is good for the body and mind to remain healthy. If we don’t exercise and only watch TV or sit around, then we will become unhealthy and lazy.

DO: Demonstrate a few exercises and ask learners to imitate.

31

Know the importance of regular exercise

Exercise

Page 233


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 38/50

Which is your favourite sport?

Why is using the computer too much not good for your health?

Teaching Strategy: DemonstrationSHOW: Show Page 86 of TB and revise previous day’s discussion on exercising regularly.

TELL: Tell them that exercise is good for the body and mind to remain healthy. If we don’t exercise and only watch TV or sit around, then we will become unhealthy and lazy. Ask learners to name few other activities which are bad for health. For e.g. Too much screen time.

DO: Page 88 of WB.

32

Differentiate between activities good for the body and bad for the body

Exercise (Repeated for reinforcement)

1) Page 88 of WB

Page 234


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 39/50

According to this rhyme, why do you need to hop and jump?

Teaching Strategy: ActivitySHOW: Page 87 of TB and discuss the picture. Tell learners to name the activities the children in the picture are doing. Write them on the board. Teach the rhyme to learners.

TELL: Tell learners that this rhyme talks about the importance of doing exercise.

DO: Role play the rhyme with learners. Complete Page 63 of AB.

33

Recall a rhyme on exercise

Skip, Bend, Stretch

1) Page 63 of AB

Page 235







For the Next Lesson




(OR)





3

Page 236

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To understand the concept of day

Know the concept of day.

Day 4

• Social• General Knowledge and

understanding the concept of time

• Know the concept of day• Know 3 parts of the day• Name 3 meals of the day

• Match activities to time• Match meals to time

• Draw pictures of foods ofdifferent meals

Lesson 11: Day and Night4

Day 1

Day 2

Day 3

Know the three parts of the day.

Name the three meals one eats during a day.

Name the activities done throughout the day.

Page 237


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 40/50

How many hours are there in a day?

Teaching Strategy: DemonstrationSHOW: Show learners Page 88 of TB. Ask them what they see in pictures.

TELL: Tell them that our one day is made up of 24 hours and that we do different things at different times.

DO: Discuss about day and night. Ask learners to draw the three pictures of the time of day and colour them.

41

Know the concept of day and night

Breakfast, Lunch, Dinner

Page 238


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 41/50

In which part of the day do you sleep?

When do you wake up?

Teaching Strategy: DemonstrationSHOW: Tell learners the activities that you do during different parts of the day. For e.g. I wake up in the morning. I work during the afternoon and at night I go home and go to sleep. Ask each learner what do they do in the three parts of the day.

TELL: Tell them that our one day is made up of 3 parts‐ morning, afternoon and night. Tell them that we do different activities during these three different parts.

DO: Page 89 of WB.

42

Know the three parts of the day

Afternoon

1) Page 89 of WB

Page 239


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 42/50

In which part of the day do you sleep?

How many meals do you need to have to be healthy?

Teaching Strategy: DemonstrationSHOW: Read aloud Page 88 of TB. Discuss the meals shown in the pictures. Ask learners to repeat the names of the meals. In a circle, ask learners to share what kind of meals do they eat for breakfast, lunch and dinner and what time. Introduce the rhyme on Page 89 of TB.

TELL: Tell learners it is essential to eat all three meals for the body to remain healthy.

DO: Read together situations on Page 90 of WB and complete exercise.

43

Name the three meals one eats during a day

Breakfast, Lunch, Dinner (Repeated for reinforcement)

1) Page 90 of WB

Page 240


Class Pulse Check

CW HW

Day / Day Progress

42/50

Can you imitate the sound of the clock?

Teaching Tip(s) Recite the rhyme with actions and encourage learners to imitate the actions.

3 4

Page 241


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 43/50

What do you do in the evening?

When do you eat breakfast?

Teaching Strategy: DemonstrationSHOW: In a circle, look at the different activities on Page 90 of TB. In a large group name them. List them on the board. Read together the text.

TELL: There are different activities we do throughout the day to keep us busy. This makes up our day.

DO: Write down what your day looks like.

44

Name the activities done throughout the day

1) Page 65 of AB

Daily routine

Page 242







For the Next Lesson




(OR)





4

Page 243

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To understand the concept of weeks and months

To know what a calendar is

Know that a week is made up of 7 days.

Day 4

• Social • General Knowledge

• Know what a week and a month is

• Names of days of the week and names of months.

• Recall days of the week in order

• Recall months of the year in correct order

• Colour days of the week by following a key

• Paste two special moments of the year

Lesson 12: Calendar4

Day 1

Day 2

Day 3

Name days of the week.

Know what a month is.

Name the months of the year.

Page 244


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 44/50

Name the days of the week.

Teaching Strategy: DemonstrationSHOW: Show learners the calendar and ask them to name what they see.

TELL: Tell them that our week is made up of different days and those weeks make up months. This is all there on the calendar.

DO: Read out names of the week together and ask them to point in the calendar. Ask them to write the names of the week down. Page 91 of WB.

41

Know that a week is made up of 7 days

1) Page 91 of WB

Calendar

Page 245


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 45/50

What comes after Monday?

What comes before Friday?

Teaching Strategy: ActivitySHOW: Revise the previous day’s names of the days of the week. Ask learners to repeat the names of days with their partner.

TELL: Tell them to look at Page 67 of AB and explain the activity.

DO: Page 67 of AB.

42

Name the days of the week

Calendar (Repeated for reinforcement)


Page 246


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 46/50

How many months are there in a year?

Teaching Strategy: DemonstrationSHOW: Show learners the calendar and ask them to see different pages of the calendar. Ask them what do they notice.

TELL: Tell them that each page of the calendar consists of a month. Each month is made up of 30/31 days except February. Each month is made up of weeks.

DO: Read aloud names of the months. Ask them to count how many months are there in a year.

43

Know what a month is

Months

Page 247


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 47/50

Name the months of the year

Teaching Strategy: DemonstrationSHOW: Show Page 92 of TB and read aloud names of the month with learners. Ask them to repeat.

TELL: Discuss with learners about the calendar. Tell them that each page of the calendar consists of a month and there are 12 months in a year. Refer to Page 92 of TB to explain the order.

DO: Page 93 of WB.

44

Name the months of the year

Months (Repeated for reinforcement)


Page 248







For the Next Lesson




(OR)





4

Page 249

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB





To learn about the uses and sources of water

Know the importance of water.

• Social • Cognitive skill• Language/Literacy

• Know the importance of water

• Know uses of water• List sources of water

• Mark uses of water• Match sources of water to

names

• Colour the water source

Lesson 13: Water3

Day 1

Day 2

Day 3

List uses of water.

List sources of water.

Page 250


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 48/50

Why is water important to us?

Teaching Strategy: DemonstrationSHOW: Show Page 93 of TB and discuss pictures. Ask learners if they use water. List the various needs for water on the board.

TELL: Tell the learners to think of any activity that might not need water. Tell them that water is essential for practically everything especially for us, animals and plants to stay alive.

DO: Sink or float activity with learners. Take objects one by one and put them in water. Observe if they sink or float. For e.g. Fruit, stone, cotton, etc.

31

Know the importance of water

Watering plants

Page 251


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 49/50

Name 3 uses of water.

Teaching Strategy: DemonstrationSHOW: Show Page 94 of TB and discuss pictures. Ask learners if they use water. Read aloud text.

TELL: Ask learners to repeat the names of activities.

DO: Page 93 of WB.

32

List uses of water

1) Page 94 of WB.

Wash, live, cook

Page 252


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day / 50/50

Name three sources of water.

Teaching Strategy: Real –life connect

Start the lesson by narrating the story of ‘The Honest Woodcutter’ on Page 95 & 96 of the TB. Draw the attention of learners towards ‘river’ a source of water.

SHOW: Show learners Page 94 of TB and discuss the pictures. Read aloud text and discuss meaning.

TELL: Tell them source means starting point. Ask them which sources of water they have seen?

DO: Page 95 of WB.

33

List sources of water

Source


Page 253







For the Next Lesson




(OR)





3

Page 254

IMAX Resources

1) IMAX Textbook

2) IMAX Workbook

Other Resources




Skill/Domain TB

WB AB




To understand the importance of honesty

Know the importance of honesty.

• Social Skill• Values

• Know the importance of honesty

Lesson 14: StoriesX

Day 1

Page 255


Teaching Tip(s)

Class Pulse Check

CW HW

Class Outcome(s)

New Words:

Day /

How many of you have seen a river? Raise your hands.


To be taken up with lesson 13: WATER, while teaching Page 94 of TB. Day 3/3.

SHOW: Read aloud the story and discuss meaning.

TELL: Tell learners to discuss why did the woodcutter get all 3 axe from the goddess.

DO: Ask learners to discuss in groups if they have been honest and the effect of it. Draw the attention of learners to ‘river’ as a source of water.

Know the importance of honesty

Honest

Page 256


Teaching Tip(s)

Class Pulse Check

CW HW

Day / Day Progress

Why was the river goddess happy?

To be taken up with lesson 13: WATER, while teaching Page 94 of TB. Day 3/3.

Page 257







For the Next Lesson




(OR)





Page 258

Answers to selected exercises in work sheets and

activity sheets of Workbook

Answer Key

Page 259

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Page 260

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Page 264

End of Sem Reflection Sheet

Page 241

Page 265

AppendixA:H

owPeopleLearn?

Studentslearnnewideasby

relatingthem

towhatthey

alreadyknow

first.

Youcan:

Ensurestudents

have

strong

background

know

ledgeneeded

tolearnthenewcontent.

Studentswithoutadequatebackground

know

ledge,

orwho

areotherw

isenotg

iven

enough

instructiona

lguidance,canbe

quick

lyoverwhe

lmed

intheclassroom

.

Studentsremem

berbetterwhenthey

have

torecallmaterialoftenand

thinkaboutits

meaning.

Youcan:understand

thedifferencebetweenrotemem

orylearning

vs.

deliberateandusefulpractice.Usetasksthatrequ

irestudents

toexplain

theirunderstanding

ofcontent.

Problem-solving

andcritical-thinkingskillsare

developedthroughfeedba

ckanddepend

heavily

upon

background

know

ledge.

Youcan:prov

idefeedback

that

isspecific,clear,and

focusedon

thetaskand

onimprovem

entratherthan

onthestudentorherperformance.

Forstudentstotransfertheirabilitiestonewsituations,they

need

todeep

lyunderstand

both

theproblem'sstructureandcontext.

Thisisinstarkcontrasttothecommon

desiream

ongeducatorsandpo

licy

makerstoteachso-calledthinking

skillsthatcanbe

appliedinanysituation.

Thereality

isthatyoucanthinkcriticallyaboutasubjecto

nlytotheextent

that

youareknow

ledgeableaboutthat

subject.Themoreknow

ledgethat

students

have

aboutaspecificprob

lem,the

easieritw

illbe

forthemto

recogn

izetheimportantaspectsofthatprob

lem--andhowtosolveit.

Youcan:prov

ideseveralcontextstoaprob

lemgivendifferentreal

life

scenariosand

applicationbasedprob

lems.

P.B.(2015,October09).How

Peop

leLearn:AnE

vidence-BasedApproach.Retrie

vedJanuary

25,2016,from

http://w

ww.edutopia.org/blog/how

-people-learn-ev

idence-based-pau

l-bruno

Page 266

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