hello english 2 : guidelines for teaching basic english skills

© Akshara Foundation, June 2013

“Guidelines for Teaching Basic English Skills”, developed and designed by Akshara Foundation

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Guidelines for Teaching

Basic English Skills

AKSHARA FOUNDATION

BANGALORE

2013 - 14

Concept developed by:

CONTENTS

Lesson Theme Page No

Let's Count

The Frog and the Rabbit - Story

Friends of the tree

Forest Animals

The Wise Sparrow - Story

Fruits and Vegetables

The Peacock and the Crane - Story

My Village

Games we play

The Fox and the Goat - Story

1

2

3

4

5

6

7

8

9

10

1

5

9

14

18

22

26

30

34

38

ENGLISH EVERY DAY - Guidelines for teaching Basic English Skills

Dear Teacher,

We all know how quickly and easily children pick up their mother tongue. But where do they have a chance to listen to English in their day-to-day life? This programme is aimed at providing this missing input with your support, in the classroom. When you speak in short simple sentences, students will start understanding English language very easily. Learning rhymes alone is not sufficient. Try to include one 40 minute period for English every day in your time-table. You can create an English language atmosphere, by speaking English regularly in class with the children.

st th1. Listening and Speaking – for 1 to 4 stdst th

a)This programme takes up themes of everyday interest for young learners. For all classes (1 to 4 std) you can use rhymes, conversation, stories, Total Physical Response (TPR) activities, dialogues and role play scripts. Some of the Rhymes and Stories from the Karnataka Government Teacher's Resource Book are also included. Let children recite the rhymes every day. Key learning phrases and words are highlighted in this Manual. These are repeated through the lesson.

b)Please put the Conversation-and-Story Picture Chart that is provided, on the wall so that all students in the class can see it.

c)TPR is an accepted method of introduction to a language. It consists of giving instructions or directions to students; in the beginning they will respond by way of action. Teachers will have to ‘model’ the action so that students can easily follow it.

d)In any language activity, the first requirement is to understand the meaning when someone speaks to us. Speaking skill comes second. So while speaking or telling a story, use methods such as actions, suitable voice tone, expression and body language. In the beginning a minimum use of mother tongue would be helpful to children. Do not ask children to learn the story text by heart.

e) In the beginning children will communicate only through actions; later with one-word replies; and by rd2nd and 3 std will use short sentences. When they speak, children may not use correct grammar or

pronunciation. Do not push them to do so till they are ready. f) CHAT-TIME is an interactive, fun-filled session which has been included at the end of each lesson.

rd th2. Reading – introduce in 3 and 4 std

a)We use many techniques in learning to read. In English, it is important to know not only the name of letters of the alphabet, but also to know the sound it represents. For example letter 'c' has a 'ka' sound in some cases, (e.g. 'cat'); but it also has a ‘sa’ sound, (e.g. ‘city’). Alphabet Flashcards will help you teach the sounds to

st thstudents in 1 to 4 std.. rd thb)Help 3 and 4 std students identify the words on the back of the Flashcards. These words show that the

letter may come in the middle or end of the word, yet has the same sound. Give an example of a short sentence using each word.

c)Another technique is to identify a word directly for which a list of High Frequency Words is provided. As the name suggests, these words are used very commonly in the English language, but often do not follow regular rules of pronunciation.

d)A third technique combines the use of the tools mentioned above, in addition allows a student to ‘guess’ the sentence based on pictures, for which Reading Cards are provided.

e)How to use Reading Cards: Sit with the students around you. Hold up the Reading Card and read it aloud slowly, pointing to each word. Read the card again. Encourage children to read aloud. The same text is also given in the student's workbook. Let students help each other in groups to do the exercises in the workbook. Read out the new words at the bottom of the Reading Card and use each word in a sentence. Do not insist on children memorizing spellings or writing down the matter ‘by-heart’.

3. Basic Writing – for 1st to 4th Std. a)Graded workbooks are given for all classes. Workbooks can be given to students two days in a week. But

TPR and conversation activities should be carried out every day. Please check the workbooks and correct the mistakes; this is an important learning for children.

Akshara Foundation Swalpa English, thumba fun June 2013

RHYME: Teach the rhyme everyday, with actions; and explain the meaning of the words.

ACTIVITY -1: Conversation and TPR

Lesson 1 : Let’s Count

One little, two little, three little Indians

Four little, five little, six little Indians

Seven little, eight little, nine little Indians

Ten little Indian boys we are.

Ten little Indian girls we are.

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: Good morning children. Students : Good morning Miss. : How are you all today? You all know how to count in Kannada. Today, we will learn to count in

English. Tell me, Sudha, how many teachers are there in this class? (Raise one finger to indicate the number). Sudha : One. (May say it aloud, or may show by raising one finger).

: (Point to a student who is in class one), Suman is in class one. In which class is Suman? Students : Class one.

: Look at this animal. (Point to the cow on the chart). Here is one cow. The colour of this cow is brown. The cow is eating grass. (Point to the grass). What colour is this cow? Students : Brown.

: Children, point to anything brown, that you can see in this room. Students : (May point to a door or a table or anything else which is brown).

: Very good. One brown door. One brown table. One brown chair. : Rohan give me one pencil. Madhu please give me one pencil. Look, now I have two pencils (hold

up the two pencils). Geeta, point to the cats on this chart. How many cats do you see? Geeta : Two cats.

: Mansur, how many legs do we have? (Point to your legs). Mansur : Two legs. : Very good Geeta and Mansur. Let us clap for these two children. John, please point to your eyes.

How many eyes do you have? John : Two eyes.

: (Point to your ears). Mohan how many ears do you have. Mohan : Two ears.

: There are two cats in this picture. (Hold up two fingers). Look at this blackboard. (Point to the blackboard). The colour of this board is black. Shobha, what is the colour of the cats?

Shobha : Black. : That's correct. The cats are black. A cat is an animal.

: Can you see anything around us that is of the same colour? Raju : Hair (May say it or may point to his hair).

: Good. Our hair is black. Children, let us all touch our hair. : (Do Namaste 3 times). How many times did I do namaste? 1, 2, 3. Let us all cough 3 times. Good. : Kavita, look at the picture and count how many dogs you can see. Kavita : 1,2,3.

: Good. There are 3 dogs. (Hold up 3 fingers). These are white dogs. A dog is an animal. Meera, can you see anything in this room which is white? Meera : Chalk.

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: Good morning, children. Students : Good morning, Miss.

: (Raise your hands above your head and clap 4 times). Clap, clap, clap, clap. Can you all jump? Please jump as I count. 1,2,3,4. ( Hold up four fingers and count)

: Now, Sonu, look at these frogs. A frog is an animal. How many frogs do you see ? Sonu : 1 , 2 3, 4. : Correct. Four green frogs are jumping. (Pick up four notebooks). Here are four notebooks (hold up

four fingers). Sudha, Geeta, Raju, Sonu. Four of you run to the door. (Four students run to the door.)

: Knock on the door four times. All four of you, come in. Look at the green colour of the frogs. Can you name anything else which is green? Sudha : Leaves. Rohit : Raw mango. (Encourage children to think and reply. Some may reply in Kannada).

: John, Salma, Rohit, Renuka and Manja, bring your bags and keep them on the table. (Show 'on' the table by action). Let us count the bags on the table 1, 2, 3, 4, 5. There are five bags on the table (hold up 5 fingers). Meera, count the flowers on this chart (point to the lotuses). Meera :1, 2, 3, 4, 5

: There are five lotuses. Are they white lotuses? Students : No.

: These are pink lotuses. Does anyone have a pink ribbon? Or a pink pencil box? Can you see anything else in this room which is pink? Students : (May point to something pink on any chart).

: Jyothi, run around this table five times. We will all count as you run. 1,2,3,4,5. Look there are five fingers in a hand (hold up one hand).

: Raju, please come here. Bend down and touch your toes. (Show the action of bending and touching your toes). Let us all bend and touch our toes six times. I will clap as I count.1, 2, 3, 4, 5, 6.

: Ramya, can you hop six steps and come to the chart? Do you know the name of this animal? (Point to the rabbits). These are rabbits. A rabbit is an animal. Please count the number of rabbits.

Ramya : 1, 2, 3, 4, 5, 6.

: Good. These are six rabbits. Are they brown rabbits? Ramya : No.

: Are these rabbits the same colour as the dogs? Ramya : Yes. White.

: These are white rabbits. Ashok, which animals have we seen in this chart? Ashok : Rabbits, cow, dogs, cats, frogs.

: Now we have learnt to count up to six. Tomorrow we will learn some more counting.

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: Good answer. This chalk is white. (Point to blackboard). Is this a white board ? Gopal : No. The board is black.

: Look up. This ceiling is white. Children, point to any other thing which is white. (Students may point to the blank page of a notebook, a calendar on the wall, or a white ribbon, etc). Today we learnt the names of three colours and three animals. Rajesh, name the three colours. (Point to the cow, cats and dogs)

Rajesh : Brown, black, white.

ACTIVITY - 2: Conversation and TPR

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: Shobha, come to the board. Every time I clap, you must draw a circle. (Clap seven times). Shobha has drawn seven circles (hold up 7 fingers). Rohan, count the number of sunflowers in this picture. Rohan : 1, 2, 3, 4, 5, 6, 7.

: These sunflowers are yellow. Can you name anything else which is yellow? (Draw an apple, grapes and mango on the board). Here are three fruits on the board. One of them is yellow in colour. Raju, which is the yellow fruit? (Raju may point to the mango).

: Correct. A ripe mango is yellow in colour. An apple is not yellow. Grapes are not yellow.

: Let us stand in two rows, I will begin to count. On each count walk one step forward (Demonstrate). 1, 2, 3, 4, 5, 6, 7. Shake hands with the student opposite you. Now walk backwards seven steps.

: (Show flying action). What am I doing? Flying, like a bird. 1, 2, 3, 4, 5, 6, 7, 8 (hold up 8 fingers). Look at these birds on the chart. These are parrots. Sudha, count how many parrots there are on this branch. Sudha : 8 parrots.

: A parrot is a bird. Parrots fly and sit on the trees. Come, children. Let us all fly like birds. Fly around the room. (Students follow the instruction).

: What colour is the parrot? Is it the colour of sunflowers? Students : No

: These parrots are green. Look at the grass that this cow is eating. Meena, what is the colour of the grass? Meena : Green.

: Basava, is there anything else which is green in this picture? Basava : Frogs .

: Can you name some of the colours we have learnt, Anita? Anita : Green, brown, white (point to the colours on the chart).

: We also know the names pink, brown and yellow (point to the colours in the chart.)

Teacher : (Pick up any other object, like duster or kerchief, which is green). Is this green? Students : Yes

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: Good morning, children. Students : Good morning, Miss

: Govind, do you see anything on this chart which is the colour of your uniform? Govind : (points to the butterflies)

: Correct. Your uniform is blue. These are blue butterflies. They look so pretty. Let us count how many blue butterflies there are on this chart. As I count, all of you must tap on the book with your pencils. (Show ‘tapping’ action). 1, 2, 3, 4, 5, 6, 7, 8, 9 (hold up nine fingers).

: Is this a blue table? Students : No.

: Can you see anything else that is blue in this room? (May point to a ballpoint pen, a blue bag, a blue pencil box, etc)

: Look at this tree. There are some apples on the tree. Are these blue apples? Students : No.



4


Language game: 1

Language game: 2

Teacher

CHAT-TIME 1:

CHAT TIME 2 :

Students form a circle, and run. Teacher must sing – “Fire in the mountain, run, run, run”. Stop suddenly and call

out a number, for example 3. Then students must group together in 3s. Those who are not in a group of 3, are out

of the game. (If you do not know the song, you can clap continuously. Then stop and call out the number).

: Please form two groups. Meena is the leader of one group. Sachin is the leader of the second

group. One student from Meena’s group must call out a number between 1 and 10. A student

from Sachin’s group has to come and write it on the board. Next, a student from Sachin’s group

calls out a number. And a student from Meena’s group must write it on the board. (Start this

activity with students in 3rd and 4th std. Continue till all students have had a chance).

Form a circle. One student stands in the centre. The students in the circle move and sing “Colour, colour, which

colour do you like?” The student in the centre has to name her favourite colour. After this the student in the

centre goes and joins the circle, and one student from the circle takes her place in the center. The circle moves and

sings. “Colour, colour, which colour do you like?” And the game goes on, till all students get a chance.

Make the students stand in a circle. A student selects any animal and starts counting , “One cat”. The next student

must proceed with “two cats”; the third student must say “three cats” and so on till they reach “ten cats”. Start

again with “One cow” and proceed till the students have counted up to “ten cows”. Similarly this can continue

with counting any of the other animals, from 1 to 10.

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: Rahul, come and count the apples on this tree. We will all clap every time you point to an apple. 1, 2, 3, 4, 5, 6, 7, 8, 9, 10. (Hold up ten fingers). Maya, come and draw ten balls on the board.

Maya : (Draws ten balls).

Teacher : Children let us call out the numbers from 1 to10. (Make the children repeat the numbers a few times).

: We have ten fingers (hold up both hands). Children, raise both your hands. Wave both your hands. Ten fingers are waving bye - bye.

Hand out Workbooks two days in a week to students to practice writing skills. While class 1 & 2 students are

writing, distribute Reading Cards to students of classes 3 & 4 to practice reading skills. Older students can

practice writing skills either during class time or do it as home-work.


Lesson 2 : The Frog and the Rabbit

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: Good morning, children. Students: Good morning, Miss.: (Keep a bucket or a basket ready. Also keep a piece of chalk, and an

empty cup or glass on the table.) : Raghu and Sudha, come here. (As you speak, let a piece of chalk drop

into the bucket.) Oh, look the chalk has fallen into the bucket. Raghu, peep into the bucket. (Show peeping action). Raghu, can you see the chalk inside the bucket? Raghu : Yes, Miss..

: Help me, pick the chalk out of the bucket. The bucket is deep. (Show that the whole arm goes into the bucket.).

: Raghu, please wait. Now Sudha, come here. (Drop the chalk into the cup). Oh! The chalk has fallen into this cup. Sudha. Help me get the chalk out of this cup. Is this cup deep?

Sudha : (Picking up the chalk from the cup). No.

: This bucket is deep. (Keep the cup beside the bucket on the table. You can also draw a bucket next to a small cup on the board, to explain this idea of 'deep'.)

: Javid, what is this? (On the blackboard, show a ladder leaning against a house). Javid : Ladder (may say in Kannada).

: This is a ladder. Javid, what do we use a ladder for? Javid : (shows climbing action).

: We climb a ladder to reach the top. You climb the stairs of a building. (Draw stairs next to the house on the board). I am going to tell you a story. Look at this chart. (Read the ENGLISH sentences, pointing to each picture as you read. The Kannada translation is for your guidance only).

1. Once a little frog fell into a deep hole.

And he could not come out of it. He

started shouting for help.

1. MªÉÄä aPÀÌ PÀ¥ÉàAiÉÆAzÀÄ D¼ÀªÁzÀ ©®zÀ°è ©¢ÝvÀÄ.

CzÀPÉÌ ©®¢AzÀ ºÉÆgÀUÉ §gÀ®Ä ¸ÁzsÀåªÁUÀ°®è.

CzÀÄ ¸ÀºÁAiÀÄPÁÌV PÀÆUÀvÉÆqÀVvÀÄ.

2. ªÉÆ®ªÉÇAzÀÄ ºÀÄ°è£À°è DlªÁqÀÄwÛvÀÄÛ. PÀ¥ÉàAiÀÄ PÀÆUÀ£ÀÄß PÉÃ½¹PÉÆAqÀÄ, CzÀÄ §A¢vÀÄ ªÀÄvÀÄÛ ©®ªÀ£ÀÄß EtÄQ £ÉÆÃrvÀÄ. ªÉÆ®ªÀÅ “vÁ¼ÀÄ, £Á£ÀÄ KtÂAiÀÄ£ÀÄß vÉUÉzÀÄPÉÆAqÀÄ §gÀÄvÉÛÃ£É, ªÀÄvÀÄÛ ºÉÆgÀUÉ §gÀ®Ä ¤£ÀUÉ ̧ ÀºÁAiÀÄ ªÀiÁqÀÄvÉÛÃ£É” JAzÀÄ ªÉÆ®ªÀÅ Nr ºÉÆÃ¬ÄvÀÄ.

3. ªÉÆ®ªÀÅ KtÂAiÉÆqÀ£É »A¢gÀÄVzÁUÀ, PÀ¥ÉàAiÀÄÄ DUÀ¯ÉÃ

ºÉÆgÀUÉ fVzÀÄ §A¢vÀÄÛ.

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“¤Ã£ÀÄ ºÉÃUÉ ºÉÆgÀUÉ

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4. “£Á£ÀÄ ©®zÀ°è ºÁªÀ£ÀÄß £ÉÆÃrzÉ. £À£ÀUÉ §ºÀ¼À

ºÉzÀjPÉ D¬ÄvÀÄ. £Á£ÀÄ zÀÆgÀ NqÀ¨ÉÃPÉAzÀÄ C¤¹vÀÄ.

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PÀ¥ÉàAiÀÄÄ ºÉÃ½vÀÄ.

2. A rabbit was playing in the grass. Hearing the frog, he came and peeped into the hole. He said, “Wait. I will get a ladder. And help you get out”. And the rabbit ran off.

3. When the rabbit returned with the

ladder, the frog was already out of the

hole! “How did you come out?” asked

the rabbit in surprise.

4. “I saw a snake in the hole. I was very

afraid. I wanted to run far away. And I

jumped out of the hole!” said the frog.

THE FROG AND THE RABBIT PÀ¥Éà ªÀÄvÀÄÛ ªÉÆ®

6

Practice alphabet song for ‘A’ holding the flash-card. “ . A says . APPLE starts with . For students in classes 3 and 4, read out the words “ant, cat, axe, hat” which are on the reverse of

the card. Make a short sentence with each word.

J, J, J J J J, J, J.

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: (Try to use simple English. You may use Kannada words only if students in class 1 do not understand.) We saw four green frogs when we were learning to count. A frog is not a big animal. This is a small animal. (Show ‘small’ by action). Can you name a big animal? Mohan : Elephant.

: Good answer, Mohan. An elephant is a big animal. (Show ‘big’ by action). Geeta, come and point to the frog in the first picture. Geeta : (points to the frog).

: Good. When you run and play, you also fall sometimes (show the action of running and falling). One day, a little frog fell into a deep hole. Shobha, can a little frog, a small frog, come out of a deep hole? (Point to the frog in the hole). Shobha : No.

: The frog was frightened. (Show expression of being frightened). How can the frog come out now? It started shouting, “Help me. Help me.” Which animal heard the frog? Govind, can you see any other animal near the hole? Govind : Rabbit.

: Good. Do you remember, we saw six rabbits when we were learning to count in English. A rabbit was playing in the grass. He came running. And he peeped inside the hole. (Bend and show ‘peeping’ action). John, what did he see? John : A frog.

: Look at the second picture. This is a deep hole. Anita, how can the frog come out? Can you think of an idea? Anita : (May suggest a rope or ladder).

: Good. The rabbit went to get a ladder. Jyoti, can you tell me which other animal is entering the hole? Jyoti : A snake. (May say it in Kannada).

: Correct. That is a snake. (Show the movement of a snake with your hand, on a flat surface like the table or the ground). We have two legs. Shabana, does a snake have legs? Shabana : No.

: The snake moves along the ground. The snake can also climb trees. A snake does not need a ladder. Who has seen a snake? Raise your hand.

: Snakes like to eat frogs. The little frog got very frightened. (Show expression of being frightened). And the frog jumped out of the hole. When the rabbit came with the ladder, was the frog inside the hole? (Point to the third picture). Students : No.

: The frog was out of the hole. The rabbit was surprised. (Show expression of surprise on your face). “How did you come out?” the rabbit asked. The frog pointed to the snake inside the hole. He said, “I was very frightened. I tried very hard, and jumped out”. In picture four, what are the frog and the rabbit doing? Meena : They are peeping.

: The rabbit also saw the snake. Both the rabbit and the frog ran away. They were safe now. Children, tomorrow we will do a role play of this story.

Practice alphabet song for 'B' holding the flash-card. “ . B says . BUS starts with For students in classes 3 and 4, read out the words “bat, bed, ball, tub” which are on the reverse of the card. Make a short sentence with each word.

¨ï, ̈ ï, ̈ ï ¨ï ¨ï. ¨ï, ̈ ï, ̈ ï.

ACTIVITY - 2 : Conversation and TPR

7

Help students of classes 3 and 4 practice this role play. It will help all children pick up the language quickly.

Characters: Select students for the roles of frog, rabbit, snake, and 4 or 5 students to hold hands and stand

in a circle, to form a deep hole. (The Frog is singing: “The wheels of the bus go round and

round”, and running around. Suddenly he falls into a hole.)

Frog : (Shouts) Oh! Ooh! Aah! This is a deep hole. How do I get out? (Looks worried. The frog tries to

come out. But the hole is very deep).

Frog : Help ! Help ! (A rabbit is playing nearby.)

Rabbit : (Looks around for the person making the sound). Who is shouting for help? (He comes to the hole

and peeps in).

Frog : It is me, Frog. Please help me to come out.

Rabbit : Wait, I have a plan. I will bring a ladder.

Frog : Please get it quickly.

(The rabbit runs to get the ladder. Meanwhile, a snake quietly comes into the hole.)

Frog : Ohh! A Snake! A snake ......Oh! Rabbit, Rabbit, where are you? (Looks around for a way to get

out; is very frightened.)

(The frog tries to climb. But slips down. Then says, “1 – 2 -3” and jumps out of the hole).

Rabbit : (Comes running carrying a ladder). I'm coming….Oh! How did you come out? (Is surprised

to see the frog out of the hole).

Frog : I saw a snake. I was very frightened.

Rabbit : Oh ! A snake !

Frog : So I jumped.

Rabbit : (Starts clapping). Very good! You are safe now. (The snake looks angrily at them).

Frog : Look, look. There is the snake. (Both Rabbit and Frog peep inside the hole).

Rabbit : Let us run far away. (The frog and the rabbit hold hands and run away from the snake).

Practice alphabet song for 'C' holding the flash-card. “ . 'C' says . CAT starts with .

For students in classes 3 and 4, read out the words “candle, cup, car, doctor”, which are on the reverse of the

card. Make a short sentence with each word.

Pï, Pï, Pï Pï Pï Pï, Pï, Pï.

Teacher : Who will tell the story by looking at this chart? Come, Subhash, tell the story. (After Subhash,

if any other student wants to tell the story to the class, encourage them).

Now we will do the role-play. (Select eight students to act out the story. Next time, another

group of eight students will get a chance to do the role play).

Practice alphabet song for ‘D’ holding the flash-card. “ . D says . DOG starts with .

For students in classes 3 and 4, read out the words “door, bed, duck, bird”, which are on the

reverse of the card. Make a short sentence with each word.

qï, qï, qï qï qï qï, qï, qï.

ACTIVITY - 3 : Role Play

ACTIVITY - 4: Story telling

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Teacher: Sowmya, can you show a big snake? (Stretch your arms).Now show a small snake. Mohan, show a

small frog. Now show a big frog. (Show action of 'small' and 'big').

Children, stand in a circle. Geeta, stand in the centre. Give instructions. See that all students do the correct

action. The one who is not listening and makes a mistake, is out of the game. (The idea is to give instructions

fast, one after the other, and sometimes repeating the same instructions, for some fun).

Big snake.

Small snake.

Big frog.

Small frog

Small frog

Small snake.

(You could add: big dosa - small dosa; big hill – small hill; with matching actions, when students start

understanding and enjoying).

Practice alphabet song for A, B, C, D, holding the flash-cards.

Draw a large circle on the floor. Ask any student to give the instructions. When she says “Frog”, all children

must jump outside the circle. Next when she says “Snake”, the children must jump into the circle. The

instructions must be given faster and faster, to see how quickly the students respond.

Start this activity with 3 std and 4 std students. Help them the first time with the sentences and explain the words,

some of which have been used in this lesson. They can do the action as they say the sentence. They will soon

understand the activity; younger children will also pick it up. New sentences can be added like the samples given

below.

1. I can jump.

2. I can climb.

3. I can laugh.

4. I can play.

5. I can sing.

6. I can dance.

7. I can cry.

8. I can shout.

9. I can run.

10. I can speak English.

CHAT- TIME 1 :

CHAT- TIME 2 :





RHYME: Teach the rhyme everyday with actions. Explain the meaning of the words.

Lesson 3 : Friends of the tree

Old Mac Donald had a farm, E I E I O

And on that farm he had some ducks,

Here a quack, there a quack, everywhere a quack-quack.

E I E I O

With a quack - quack here, and a quack-quack there

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: Good afternoon, children. Students : Good afternoon, Miss.

: (Place a piece of chalk on the table). There is a chalk on the table. Jeetu, please keep this duster on the table. (Jeetu keeps the duster on the table). Thank you. Where is the chalk?

Jeetu : On the table.

: Where is the duster? Subhash : On the table.

: Good. The duster is also on the table. Now, all of you please stand in a circle. Keep your note book on your head. (Demonstrate the action of keeping the book on your head and walk). Walk slowly. Now place your hand on the book. Now try to walk fast. Can you do it?

Students : Yes, Miss.

: Look at this picture. This is a tree. (Point to the tree on the chart). Madhu, have you seen a tree? Madhu: Yes, Miss.

: This is a tree. And this is a house. (Draw a house on the board. Next to it draw a tree.) Anita, do you live on a tree? (Point to the tree) Anita : No Miss.

: Who lives on a tree? Students: Birds. (Students may say it in Kannada). : Birds have wings. Birds can fly. (Show flying action). Roopa, please count how many birds

there are on this tree. (Point to the chart). Roopa: Four.

: That's right. We see four birds. Ravi, are the birds flying? Ravi: No, Miss.

: The birds are sitting on the tree. You are sitting on the bench (or floor). The birds are sitting on the tree. Suman, can you see a parrot on this tree? Do you remember we saw green parrots when we learnt counting? Suman: Yes (points to the parrot).

: Look, the green parrot has a red beak. (Show a beak by gesture). There is also a black bird on the tree. Shobha, can you point to it? Shobha: (Points to the crow).

: It is a crow. We see crows flying around our home. We see crows around our school. (Show ‘around us’ by action). A dog makes the sound “bow-bow”. Mohan, what sound does a crow make? Mohan : Caw, caw.

: Raju what colour is a crow’s beak. Raju : Black.

Teacher : Do you live in a house? (Point to the house on the black board). Anita : Yes Miss.


(Continue the rhyme substituting “cats”, or “dogs” or “goats” in place of “ducks”).

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: Good afternoon, children. Students : Good afternoon, Miss.

: We have seen a parrot and a crow in this picture. Renuka, do you see a bird with a long tail? It is also on the tree. Renuka : There (points to the peacock).

: Correct. That bird is a peacock. A peacock has a long tail. (Point to the peacock’s tail). It looks beautiful when it dances. (By gesture, show how beautiful it is). Who has seen peacock?

Students : (A few students may raise their hands).

: A peacock is a big bird. (Show ‘big’ by action). Mamata, can you point to a sparrow? It is small bird which is also on the tree. (Show small by action).

Mamata : This bird. (Points to the sparrow).

: This small bird is a sparrow. We can see sparrows near our homes and near our school. What is the colour of the sparrow? Students : Brown.

: Who has seen a sparrow? Students : (A few students may raise their hands).

: A bird's home is called a nest. Kumar, can you point to the nest on the tree ? Kumar : (Points to the nest).

: Yes, the nest is on the tree. I can see something in the nest. What is it, Kavita? Kavita : 3 Eggs.

: Yes. There are three eggs in the nest. Children, we have seen a crow; we have also seen a parrot, a peacock and a sparrow on the tree. All birds have beaks. All birds have wings. (Open out your arms to show wings). Birds can fly. (Show flying action). Some birds fly high in the sky. Some do not fly very high.

Practice alphabet song for ‘F’ holding the flash-card. “ . F says FAN starts with For students in classes 3 and 4, read out the words “frock, fish, sofa, shelf” which are on the reverse of


¥sï, ¥sï, ¥sï” ¥sï. ¥sï. ¥sï, ¥sï.

Teacher : Which birds did we talk about today? Students: Parrot; crow.

Practice alphabet song for ‘E’ holding the flash-card. . E says . EGG starts with . For students in classes 3 and 4, read out the words “elephant, engine, pen, hen” which are on the reverse

of the card. Make a short sentence with each word.

J, J, J J J J, J, J.



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: There are some fruits on the tree. Netra, come and count the fruits. Netra : 1, 2,3...ten fruits.

: Birds like to eat fruits. Birds like to eat seeds. (Show the action of pecking the fruit with the beak). There is also an animal sitting on a branch of the tree. The animal is eating a fruit. Janet can you tell me what it is? Janet : (Points to the squirrel.)

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: It is a squirrel. A squirrel is an animal. It likes to eat fruits. A squirrel likes to eat nuts. Who has seen a squirrel? Students : (Some students may raise their hands).

: Look at the tail of the squirrel. Sohail, is it a big tail? (Indicate 'big' by action).Sohail : Yes, it is a big tail.

: The squirrel is a small animal, with a big tail. It lives on the tree. Mohan, is there one more animal sitting on the branch of the tree? Mohan : Yes, a monkey (points to the monkey).

: Very good. A monkey is sitting on a branch. (Point to the branch). Jacob, does a monkey have a tail? Jacob: Yes. (Points to the monkey's tail).

: A monkey has a tail. ( Place a 12” scale and a 6” scale side by side on the table. Or else draw one long line and one shorter line, side-by-side on the board). This is a long scale. Supriya, come here and pick up the short scale. Does the monkey in the picture have a long tail?

Supriya : Yes, Miss.

: A monkey has two legs and two arms. (Point to your legs and arms). It climbs trees. (Show climbing action; jumping action). It jumps from branch to branch. Vikram, how many legs does a squirrel have? Vikram : Four.

: A squirrel has four legs. A squirrel jumps from branch to branch. Divya, can you name the animals we see on this tree? Divya : Monkey; Squirrel.

Practice alphabet song for ‘G’ holding the flash-card. “ . G says . GATE starts with For students in classes 3 and 4, read out the words “goat, girl, dog, bag” which are on the reverse of the


Uï, Uï, Uï Uï Uï. Uï, Uï, Uï.

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: Good morning, children. Students: Good morning, Miss.

: (Draw an umbrella on the blackboard.) Rekha, come and draw a flower on the umbrella. Rekha : (draws a flower on the umbrella).

: Good. The flower is on the umbrella. Now, Sudhakar draw a cat under the umbrella. (Show action to denote 'under'). Sudhakar : Draws the cat under the umbrella.

: Let us see what is under this tree. (Point to the picture). Deepa, what is flying under the tree? Is it a bird? Deepa : No, Miss.

: It is a butterfly. We saw blue butterflies when we were learning to count in English. A butterfly also sits on the tree. There are two birds under the tree. Ravi, which is the bird that makes the sound “quack-quack”? Ravi : ( Points to the duck).

: It is a duck. A duck has a beak and wings. It says “quack-quack”. Who has seen a duck? : (Some may raise their hands).

: There is one more bird under the tree. Anita, point to the hen under the tree. Anita : (Points to the hen.)

: This is a hen. Those who have hens in your home, raise your hand. What is the colour of your hens? Student 1: White. Student 2: Black. Student 3: Brown.


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: Some hens are white. Some are black. Some are brown. Madhu, does your hen give eggs? Madhu : Yes, Miss.

: I also see an animal under the tree. Govind, is that a dog? Govind : No. (Points to the goat).

: This is a goat. Who keeps goats in their house? Students : (Some may raise their hand.) : Who can make a sound like a goat? Students : (Some students may make a sound like a goat ).

: Raju, what does your goat eat? Raju : My goat eats grass. : Some goats are black. Some goats are brown. Some goats are white. Raju : My goat is black.

: Sudha, please come here. She is a girl. Meena is a girl. All the girls please sit in a row. (Point to girls in the class). Javed is a boy. Raju is a boy. (Point to boys in the class). All the boys, please stand in a row.

: Ashok. Is there a girl under the tree? Ashok : No.

: A boy is standing under the tree. A goat, a duck, and a hen are also under the tree. Bye-bye, see you all tomorrow for another class of English.

Practice alphabet song for ‘H’ holding the flash-card. “ H says . HAT starts with

For students in classes 3 and 4, read out the words “hand, hen, horse, house” which are on the reverse of


ºï, ºï, ºï. ºï ºï. ºï, ºï, ºï.


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: Good morning, children. Students : Good morning Miss.

: Shankar, who is your best friend in the class? Shankar : Madhu.

: Shankar is Madhu’s friend. He likes to play with Madhu; he likes to have lunch with Madhu. They go home together after school. Priya, which birds are the friends of the tree?

Priya : Parrot, crow, sparrow, peacock.

: Good. Birds have their nests in the tree. Birds and animals get their food from the tree. They are friends of the tree. Now we will have an activity. Please stand in a circle. Each one of you

must tell the name your best friend. Shankar has told Madhu’s name. Priya, your turn next. Say : My best friend is .......” Give each student a chance to speak.

Form two teams. Leader of team ‘A’ is given a book, duster, school bag, scale. The leader has to place these items, ‘on’ or ‘under’ the table. Leader of team ‘B’ is given a kerchief, a pencil, a piece of chalk, and a pencil-box. The leader has to place these items ‘on’ or under’ a chair. Each team must describe the position of the item. Every correct answer gets a point. In the beginning, children may only reply: “On the table” instead of a complete sentence. This is fine. Children can add to this list of ideas.

CHAT –TIME 1:

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A- Where is the book / duster/bag/scale

The book is on the table

The duster is under the table

The bag is under the table

The scale is on the table

B - Where is the kerchief /pencil/ chalk / box

The kerchief is on the chair

The chalk is on the chair

The pencil is under the chair

The box is on the chair

CHAT –TIME 2: Divide students into teams of three. A student from ‘B’ waits outside the door and knocks. A student from ‘A’ asks the question, “ Who is it?”. The student who knocked answers: “I am cow”. A students from ‘C’ says “Come in”. 3rd and 4th std students can add to this list of questions and answers.

Who is it?

Who is it?

Who is it?

Who is it?

A

I am Cow.

I am Crow.

I am Parrot.

I am Duck.

B

Come in.

Come in.

Come in.

Come in.

C

Students in 3 and 4 std, should be encouraged to make their own sentences.




Rhyme: Teach children the rhyme daily with action; explain the meaning of the words.


Lesson 4 : Forest Animals

Rabbit, Rabbit, 1 - 2 - 3

Will you come and play with me

Tiger, Tiger, 4 - 5 - 6

How did you get stripes like this

Elephant, Elephant start again

Till I count 1 to 10

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: Good afternoon children. Students: Good afternoon, Miss.

: Shobha, come and draw a house on the board. (Shobha draws a house).

: (Draw a girl in the house). Shobha, you live in a house. I live in a house. We all live in a house.

: (Place flashcards of a dog, cat and elephant on the table. These are in the alphabet flashcards for 'd', 'c', 'e' given by Akshara). Radha, pick up the card with a dog. (Radha picks up the card).

: Now, Sudha, pick up a card with an elephant. (Sudha picks up the card for letter ‘E’ with the elephant picture on the reverse).

: Cats and dogs are animals. These are pet animals. They live with us in our house. Does an

elephant live in our house? (Draw a 'big' elephant near the drawing of the house).Students : No.

: That's right. Elephants are not pet animals. An elephant lives in a forest. An elephant is a wild animal. Ramesh, do you see many trees in this picture? Ramesh: Yes, Miss.

: There are many trees in a forest (point to the trees on the chart). There are animals and birds in a forest. Look at this picture of a forest. Jeetu, do you see any houses in this picture? Do you see any roads in this picture? Jeetu: No houses. No roads.

: Madhu, can you point to the elephant in this forest? Madhu : (Points to elephant). Elephant.

: An elephant has a long trunk (hold your arm like an elephant's trunk and move it). There are two elephants in this forest. Look at the big elephant behind. Asha, is the elephant drinking water? (Show the action of drinking). Asha : No.

: The elephants are taking a bath. Elephants are big animals. Elephants have big ears. (Move your hands and show ears flapping). Meena, touch your ears. Do you have big ears like the elephant? Meena : No, Miss.

: We have small ears. (Draw an elephant on the board. DO NOT draw the ears). Raju, take this chalk. Draw the big ears of the elephant. (Raju draws the ears of the elephant).

: Many wild animals live in a forest. Some are big. Some are small. Tomorrow we will learn about some more forest animals.

Practice alphabet song for ‘I’ holding the flash-card. “ . I says . INKPOT starts with For students in classes 3 and 4, read out the words “India, injection, pin, nib” which are on the


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E, E, E E E. E, E, E.

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: Good afternoon children. Student : Good afternoon Miss. : Geeta, which animal did we see in the forest yesterday? Geeta : Elephant.

: (Draw straight lines inside a square). Mohan, what do you see in this square? Mohan : Lines. : We also call them 'stripes'. In this picture, can you point to an animal which has stripes on its

body? Student : (Points to the tiger). This animal.

: This is a tiger. Jaya, what colour are the stripes? Jaya: Black. : The Tiger has black stripes on its body. Mohan, do you like cats? Mohan: Yes.

: You can pick up a cat and hold it close to you. Can you pick up a tiger? Students : No.

: Correct. You cannot pick up a tiger. Because a tiger is a very big cat. It is a big animal. The tiger is a wild animal. Gopal, where does the tiger live? Gopal: Forest.

: Correct. Tigers live in the forest. A tiger has a long tail.

: Deepa, run to the table. Raise your hand. Can you reach the top, the ceiling? Deepa : No. : Stand on your toes, like this (show action of standing on your toes). Now, can you reach the

ceiling? Deepa: No.

: Nobody in this room can reach the ceiling. If you are very, very tall, then you can reach the ceiling. (Stretch your arms above your head and show “tall”. Draw two trees. One is a tall coconut tree, another is a short tree). Look, here are two trees. Jayant, come show me the tall tree. Erase the short tree. (Jayant erases the short tree from the blackboard).

: John, is there a very tall animal in this forest? John : This animal (points to the giraffe in the picture).

: Good. That is a giraffe. It is a very tall animal. A giraffe has a very long neck. This is my neck. Maya show me your neck. Do you have a very long neck like the giraffe? Maya : No.

: What is the giraffe doing with its long neck? Sudha : Eating.

: The giraffe is eating the green leaves on the tree. The giraffe does not need a ladder to reach the leaves.

Practice alphabet song for ‘J’ holding the flash-card. “ . J says . JEEP starts with For students in classes 3 and 4, read out the words “jug, jacket, juice, joker” which are on the


eï, eï, eï eï eï. eï, eï, eï.



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: Yesterday we talked about a giraffe with a long neck. Hari, point to the animal near the giraffe. (Hari points to the deer) Does it have a long neck? Hari : No.

: This is a deer. It eats something green that grows on the ground. Rohan, can you point to something which is green and grows on the ground, in this picture?

Rohan : This is green (pointing to the grass in the picture).

: Grass grows on the ground. A deer eats grass. Salma, does a tiger eat grass? Salma: No.

: A deer eats grass. Does a cow eat grass? Hema, does a goat eat grass? Hema: Yes.

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: (Show the action of listening). Can you hear the sound coming from outside the class-room. Students : Yes, Miss.

: A deer has very sharp ears. It can hear very well. When a deer hears a danger sound, the deer runs away very fast. Manja, can you run very fast? Manja : Yes. Very fast.

: When a tiger comes to catch the deer, what does the deer do, Savita? Savita : The deer runs. : Correct. The deer runs away.

Practice alphabet song for ‘K’ holding the flash-card. “ . K says . KEY starts with For students in classes 3 and 4, read out the words “king, kite, bucket, book” which are on the reverse of the card. Make a short sentence with each word.

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Pï, Pï, Pï” Pï Pï. Pï, Pï, Pï.

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: Good morning children. Students : Good morning, Miss. : Amir which animals have we seen in this chart? Amir : Elephant, tiger, deer, giraffe : (Draw a cat on the blackboard- DO NOT draw a tail). Soma, do you have a tail? Does

Aishwarya have a tail? Soma : No.

: We do not have tails. Animals have tails. Rita, draw the cat's tail. (Rita draws the cat’s tail). : Excellent. Anita, can you see an animal with a long, hanging tail?

Anita : (Points to the monkey). Yes.

: Is it sitting on the ground? Anita : No.

: Thank you Anita. That is a monkey. It is sitting on the branch of a tree. (Point to the tree and branch). Monkeys live on trees. Radha, what is in the monkey's hand? (Point to the monkey in the picture). Radha : Food (shows eating action).

: Monkeys like to eat fruits and nuts. Chaitra, can you see any other animal up in the tree?Chaitra : (May point to the snake).

: The snake moves along the ground. The snake also climbs a tree. Who has seen a snake? (Some students may raise their hands).

: Please show how a snake moves. Do you remember the snake in the story “The Frog and the Rabbit”? Which animal ran away from the snake in the hole? Madhu : Rabbit.

: Now when I point to any animal in this picture, you must call out the name of that animal. (Point to each animal on the chart one by one).

Practice alphabet song for ‘L’ holding the flash-card. “ . L says . LOCK starts with

For students in classes 3 and 4, read out the words “leaf, lion, police, ball,” which are on the reverse of the card. Make a short sentence with each word.

¯ï, ̄ ï, ̄ ï ¯ï ¯ï. ¯ï, ̄ ï, ¯ï.



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: Look at me. (Walk in a grand style like a king. Then sit in royal style on the chair). Who walks like this? Who sits like this? A king. A raja. Have you seen a picture of a king? (Show the back of the flashcard for letter 'K' with the picture of a king). Students: Yes.

: Priya, in this picture of the forest, which animal is sitting like a king? Priya : (Points to the lion). : This is a lion. He is called the king of the forest. Meera, is this a red lion? Meera: No. Yellow.

: A lion’s skin is yellow. The sound that a lion makes is called roaring. A lion roars very loudlyA tiger also roars. Sonu, does a snake roar? Sonu: No.

: What sound does a snake make? (Students may or may not know). : A snake makes a ‘hiss, hiss’ sound. A snake does not roar. Who can roar like a lion? (Students

make roaring sounds).

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CHAT – TIME -1:

: (Do flying action with your arms). Is this how a lion or elephant moves? Students: No. : (Point to the bird on the chart). Manjunath, what is this? Manjunath : A bird.

: We saw some birds in the lesson “Friends of the tree”. Aishwarya, can you name some birds?Aishwarya: Crow. Parrot. Peacock.

: These are the wings of a bird. (Point to the wings of the bird on the chart). A bird flies in the sky.

: Please stand in a circle. I will ask questions, you must name the animal, I am talking about.1. This animal has a long neck. Name the animal.2. This animal has big ears. Name the animal3. This animal jumps from tree to tree. Name the animal4. This animal has black stripes on its body. Name the animal5. This animal has no legs, but can climb a tree. Name the animal6. This animal walks like a king, sits like a king. Name the animal

Children must have this conversation in pairs. One student asks a question, the partner replies. (Sample sentences are given. Encourage children to give new dialogues. Start with students from 3 and 4 Std. Students in classes 1 and 2 will soon participate.)

How are you Mr. Lion?

How are you Mr. Giraffe?

How are you Mr. Monkey?

How are you Mr. Tiger?

I'm fine. Thank you.

I'm well. Thank you.

I'm fine. Thank you.

I'm well, thank you.




CHAT –TIME 2 : rd thStudents of 3 and 4 Std could form Group A and ask the questions. Group B gives a one word answer -

ideal for 1 Std students. Group C answers are ideal for 2 and 3 Std students.

Is that your cat?

Is that your hen?

Is that your pencil?

Is that your hat?

Is that your dog?

A

Yes.

No.

Yes.

No.

Yes.

B

Yes, it is.

No, it is not my hen.

Yes, it is my pencil.

No it is not.

Yes, it is my dog.

C

Lesson 5 : The Wise Sparrow

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: How old are you Suman? What is your age Prema? What is your age Prakash? Suman : 7 years, Prema : 8 years, Prakash : 8 years

: Do any of you have a grandfather (tatha or ajja) at home ? Do you have a grandmother (ajji or amma) at home? How old is your tatha? How old is your ajji? Do you know?

Students : (Some may guess their age as 60 or 70 years).

: You are young children. Your grandfather and grandmother are old. They are much older than you. They know many things that you do not know. A grandfather is also called ‘grandpa’. I am going to tell you a story about a grandfather sparrow and some young sparrows. Are sparrows big birds? Students : No. They are small birds.

: Sparrows are small birds. (Show by hand gesture the small size of sparrows). We have seen a sparrow in the lesson “Friends of the tree”. What colour are sparrows, Nalini? Nalini : Brown.

: Sparrows like to eat grain. (Draw some grains of wheat on the black board). These are grains of wheat. Chapathis are made of wheat. Puris are also made from wheat. (Show action of rolling out chapathis). Children, what is the favourite thing you like to eat? Student : Ice-cream. Student : Barfi. Student : Chocolate.

: Your favourite is chocolate or ice-cream or barfi. The favourite of the sparrows is grains of wheat. Manjunath, point to the Grandpa sparrow in the 1st picture.

Manju : (Points to the sparrow)

: There is a hunter in this story. (Show a hunter using a bow-and-arrow). Meena, point to the hunter in the last picture. (Meena points to the hunter).

: What does a hunter do? He tries to catch animals and birds. Now listen to the story. (Read slowly the ENGLISH sentences under each picture, pointing to each picture as you read).


1. Some sparrows saw wheat grains on the ground and wanted to pick them up. Grandpa sparrow warned them, “Don’t go. You will get caught”. The young sparrows laughed at the old sparrow.

2. They flew down to pick the grain. But suddenly, a net dropped down over them. And they got caught in the net.

3. “Oh! We are caught. What shall we do?” they cried. The wise old sparrow advised, “Lie down quietly, don’t move. Act as if you are dead, till I shout FLY.

4. When the hunter came, he thought the birds were dead. So he lifted the net. The old sparrow shouted ‘FLY’. All the sparrows flew off at once. “Thank you, Grandpa,” the young sparrows called out. The hunter did not get even a single bird.

1. PÉ®ªÀÅ UÀÄ©âUÀ¼ÀÄ £É®zÀ ªÉÄÃ¯É ̧ Àé®à PÁ¼ÀÄUÀ¼À£ÀÄß £ÉÆÃrzÀªÀÅ ªÀÄvÀÄÛ CzÀ£ÀÄß vÉUÉzÀÄPÉÆ¼Àî®Ä §AiÀÄ¹zÀªÀÅ. vÁvÀ UÀÄ©âAiÀÄÄ CªÀÅUÀ½UÉ JZÀÑj¹vÀÄ. “C°èUÉ ºÉÆÃUÀ¨ÉÃr, ¤ÃªÀÅ ¹QÌPÉÆ¼ÀÄîwÛÃgÀ”. vÁvÀ UÀÄ©âAiÀÄ£ÀÄß £ÉÆÃr J¯Áè UÀÄ©âUÀ¼ÀÄ £ÀUÀ¯ÁgÀA©ü¹zÀªÀÅ.

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eÁt ºÀQÌThe wise sparrow

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Practice alphabet song for ‘M’ holding the flash-card. “ . M says . MANGO starts with , For students in classes 3 and 4, read out the words “mat, mobile, monkey, drum” which are on the reverse of the card. Make a short sentence with each word.

ªÀiï, ªÀiï, ªÀiï ªÀiïªÀiï. ªÀiï, ªÀiï, ªÀiï

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: Does your mother (amma or avva) sometimes tells you, “Don’t eat too many green mangoes”? Your mother knows that you may become sick, so she is warning you to be careful. Your amma is wise. She tells you what you should not do. Here, Grandpa sparrow is warning them, “Danger! Do not go near the grains .” (Convey a tone of warning with a gesture). Harish, did the young sparrows listen to him? Harish : No.

: Ha, ha, ha ! The young sparrows laughed. Shobha, can you tell what is happening in the second picture? Shobha : The sparrows are flying down.

: (Hold some small pieces of chalk in your raised hand, as if these are the young sparrows.) Look, here the young sparrows are on the tree. They do not listen to the warning. They go down to eat the grains of wheat. (With a swinging action, drop the pieces of chalk on the table. Immediately drop a kerchief on the chalk pieces). Suddenly, something drops over the sparrows. What is it, Sudhir? Sudhir : Net.

: Correct. That is the hunter's net. Now the sparrows are caught in the net. They start crying. What do you think they are saying, Umashree? Umashree : How can we run away, now?

: Shhh! Children can you all sit quietly? Please don’t move at all. (Keep your finger on your lips to indicate “being quiet”). You can start moving again, only when I say MOVE. Do not move your hands or legs; do not move your fingers. Close your eyes. Be very, very quiet. (Wait for 10 seconds) MOVE. Now you can MOVE. This is Grandpa's idea. He tells the sparrows to be very quiet. Do not move at all, says Grandpa. Why did Grandpa sparrow ask them not to move, Tejaswini?

Tejaswini : To keep very quiet. (If the student replies in Kannada, help her to say it in English).

: Correct. So that the hunter would think that they were dead. Grandpa asks them to wait until he says FLY. When the hunter comes, the hunter thinks that the sparrows are dead. (Hang out your tongue, stare with open eyes. Turn your neck to one side - act like a 'dead' person). So the hunter lifts the net. (Lift the kerchief covering the pieces of chalk). Javid, what did Grandpa sparrow say when the hunter lifted the net? Javid : FLY.

: Look at the last picture. The sparrows are flying away. Look at the hunter. What is the hunter thinking, Suman? Suman : Oh, how did the sparrows fly? Were the sparrow dead?

: The hunter was surprised (show surprise in your expression). Look at his face, in the last picture. Now the young sparrows were safe. Did you like the story? Shall we do a role play tomorrow? Students : Yes, Miss.

Practice alphabet song for ‘N’ holding the flash-card. “ . N says NUMBERS starts with For students in classes 3 and 4, read out the words “net, bench, nest, sun” which are on the reverse of


£ï, £ï, £ï £ï. £ï. £ï, £ï, £ï.


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Help the students of classes 3 and 4 practice this role play. It will help all students to pick up the language quickly. 3 young sparrows- Gubbi, Gubbanna, Gubbakka, Grandpa sparrow, hunter. Grandpa sparrow is sitting on the tree . Three young sparrows are playing.

Gubbi : Come here. I want to show you something. Gubbanna: What is it?Gubbi : Shh ! Look at those grains of wheat on the ground. (Points to the grains of wheat on the ground).Gubbakka: Looks good. Hmmm. I like wheat grains.

Gubbi : Me too. Let us go and eat them.

Grandpa : Children, be careful. Don't go near those grains.

Gubbi : Oh! Why not, Grandpa?

Grandpa : The hunter will catch you..

Gubbanna: (in an angry tone) Grandpa always says “Don't, don't.”

Gubbi : I don't see any hunter. Come, let us go.

(The sparrows fly down to pick up the grains. A hunter is waiting behind a tree. Suddenly a

net falls over the sparrows while they are eating the grains. A table cloth or even two sheets of

newspaper can be used).Gubbi : Oh! what happened? I can't move my wings.Gubbanna: Oh! I can't move my feet. Help, help!Gubbakka: We are caught in the net! Help! (Grandpa has heard them. He gets up, and

peeps down).Grandpa : Shh! I have a plan, children.Gubbi : Please ! Free us quickly. Grandpa : Lie down quietly. Shut your eyes. Do not move at all. As if you are dead. When I shout

“FLY”, you must quickly fly away.(The hunter slowly comes from his hiding place. He looks at the sparrows fallen on the ground).

Hunter : Good! I have caught many sparrows. Now I can take them home. (He lifts the net)

Grandpa : FLY, children. FLY. (The young sparrows quickly get up and fly away).

Hunter : (Very surprised). What? I thought the sparrows were dead. Now they are flying away!

But…but…how?

Gubbi : Thank you, Grandpa, for helping us.

Gubbakka: Thank you, Grandpa.

Gubbanna: Yes. We are safe now.

Practice alphabet song for ‘O’ holding the flash-card. “ . O says . ORANGE starts with , For students in classes 3 and 4, read out the words “ox, top, pot, frock” which are on the reverse of the


Characters:

M, M, M M M. M, M, M

Enact the role play with students. Also invite any student to tell the story in her or his own words.

Practice alphabet song for ‘P’ holding the flash-card. “ . P says . PEN starts with

. For students in classes 3 and 4, read out the words “pencil, plate, apple, cup”

which are on the reverse of the card. Make a short sentence with each word.

¥ï, ¥ï, ¥ï ¥ï¥ï ¥ï, ¥ï, ¥ï.



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CHAT – TIME 1 :

CHAT - TIME 2 :

: Who will tell the story, with the help of the chart? Come Meghana. (Encourage students to tell the story in their own words).Please stand in a circle. We will play a language game. Each student must name her or his favourite food. I will start.“I like buns” Now each of you must make a similar sentence. (Students may say names of food items in Kannada, uppit, dosa, biriyani, obbattu etc. This is not wrong))

Practise the alphabet song from M, N, O, P.

Let students stand in pairs. Student 'A' asks the question: Student 'B' gives the answer:

a) “What is your mother's name?” Answer: “My mother's name is……. “ b)“What is your grandpa's name?” Answer: “My grandpa's name is ………….”. c) “What is the name of your school?” Answer: The name of my school is ……. d) “What is your teacher's name?” Answer: My teacher's name is ………….

Every student gets a chance to ask and to answer the question.

Conversation in pairs. Some sample sentences are given. At the start of the activity, teacher must explain the meaning of the sentences. Students can hand over the real item as they speak, for instance pencil, bag, chalk etc. Similar sentences can be added. Encourage every student to speak.

.

1. Take this pencil.

2. Take this bag.

3. Take this chalk.

4. Take this book.

5. Take this chocolate.

6. Take this box.

7. Take this clip.

8. Take this ball.

Thank you.

Thank you

Thank you

Thank you

Thank you

Thank you

Thank you

Thank you





RHYME: Teach the rhyme everyday, with actions; and explain the meaning of the words.

Lesson 6 : Fruits and Vegetables

Orange, mango; Orange, mango

Pineapple, pineapple;

Papaya, banana; Papaya, banana

Fruit salad, make fruit salad

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: My stomach says, I'm hungry. (Place your hand over your stomach and show by expression: being hungry) I am going to eat a fruit. (Pretend you are peeling a banana and eating). Kavita, what am I eating? Kavita: Banana.

: Yes. I am eating a banana. This is a sweet banana. Jyothi, where are the bananas in this picture? Jyoti:. (Points to the bananas).

: What is the colour of the bananas? Jyoti: Green. : Some bananas are green. Some bananas are yellow. Bananas are fruits. Madhu, can you point

to any other yellow fruit in this picture? Madhu : (May point to the mangoes or papayas or pineapples).

: Good. These yellow fruits are mangoes. (Point to the mangoes). I like ripe mangoes. Ripe mangoes are sweet. Ripe mangoes are tasty (Have an expression of enjoyment). Those who like mangoes, raise your hand. Now, those who likes green mangoes raise your hands.

Students : (Some hands are raised).

: Mangoes that are not ripe are green. I don't like green mangoes. (Show expression of 'not liking'). Mary, are green mangoes sweet? Mary: No.

: Green mangoes are not sweet. Green mangoes are sour. Can you name anything else which is sour? (Through expression show the taste of 'sourness').

Students : (In Kannada they may name tamarind and lime. Help them say it in English.) : Very good. Now let us sing the alphabet song.

Practice alphabet song for 'Q' holding the flash-card. . Q says QUEEN starts with For students in classes 3 and 4, read out the words “queue, quiet, question, quill” which are on the reverse of the card. Make a short sentence with each word.

Pïà, Pïà, Pïà Pïà. Pïà, Pïà, Pïà.



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: Good afternoon, children. Students: Good afternoon Miss.

: Radha, do you know the name of this fruit? (Point to the papayas in the picture). Radha : Papaya.

: Yes, those are papayas. I like papaya. And I also like ripe mangoes. Who likes papayas? Please raise your hand.

: (Draw 3 fruits on the board : apple, grapes, banana). Gayatri, please come and erase the banana from the board. Now, point to the grapes. Gayatri: (points to the grapes).

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: What colour are the grapes? Gayatri: Green.

: Good. Some grapes are green. Some grapes are purple. Some grapes are sweet. Some grapes are sour. What is the colour of the apples in this picture? Gayatri: Red.

: Children, can you name the fruits we see in this chart? Students : Bananas, apples, papayas, grapes, mangoes.

: (Show the action of eating lunch – mixing rice with sambhar and eating). Yesterday we had sambhar with beans for lunch. (Point to beans in the picture). Chandra, point to any other vegetable in the picture, which is used in sambhar.

Student : (May point to any vegetable, say brinjals. Help students to say the correct English word, if they mention the name of the vegetable in Kannada).

: These are brinjals. These are purple brinjals. Some brinjals are green. Raju which brinjals have you seen? Raju: Green.

: Brinjals and beans are vegetables. Meena, is apple a vegetable? Meena: No.

: Apple is a fruit. Shivanna, can you point to any other vegetable in this picture? Shivanna : Tomatoes.

: Madesha, what colour are the tomatoes? Madesha : Red.

: Tomatoes are red. Beans are green. Brinjals are purple. A cart that is pushed by hand, is called a hand-cart. (Show the action of pushing a hand-cart). Somu, come push this table. Ravi, what is Somu doing? Ravi : Pushing.

: Anita, point to a pink vegetable on the hand-cart. Anita: (points to the onions).

: These are onions. Some onions are pink. Some onions are white. There are potatoes also on the hand-cart. Pradeep, please point to the potatoes. Pradeep : Potatoes

: Good. The man wearing a white cap, is a vegetable seller. He is selling vegetables. The man selling fruits, is a fruit seller. Now let us sing the alphabet song.

Practice alphabet song for ‘R’ holding the flash-card. “ R says ROSE starts with R. For students in classes 3 and 4, read out the words “road, rat, shirt, car” which are on the


gï, gï, gï”. gï.gï, gï, gï.


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: One vegetable seller has a hand-cart. Roopa, do you see one more vegetable seller in the picture? Roopa: (Points to the second vegetable seller).

: Gopi, name other vegetables in this picture. Gopi : Cauliflower; carrots.

: Rehana, what is the colour of a cauliflower? Rehana: White. : Good. Jagadish, what colour are the carrots? Jagadish: Orange.

: Some carrots are orange. Some carrots are pink. There are two vegetable sellers. Madhu, can you tell me how many people are buying from the vegetable sellers? Madhu : Four.

: There are four buyers. They are buying vegetables. Salma, do you buy vegetables for your mother? Salma: Yes.

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: Children, who grows vegetables at home? (Some students may raise their hands). : Some people grow vegetables and some grow fruits in their garden. They sell it in the

market. : In this picture there are vegetables and fruits. Satish, can you name some yellow fruits or

vegetables. Satish: Papaya, mango.

: Geeta, can you name some fruits or vegetables which are green in colour?Geeta : Beans, soppu, grapes, mango, chillie, capsicum, cucumber, green peas. (Older students may

know many names in Kannada – help them say it in English).

: Very good. Raw mangoes are green in colour. Ripe mangoes are yellow. Raju, name some red fruits and vegetables. Raju: Apple, tomato, beetroot.

: Who will name vegetables which are white? John: Cauliflower, radish. : Very good, children. Now let us sing the alphabet song.

Practice alphabet song for 'S' holding the flash-card. “ S says SOAP starts with For students in classes 3 and 4, read out the words “sofa, sun, glass, bus” which are on the reverse of the card. Make a short sentence with each word.

¸ï, ̧ ï, ̧ ï. ¸ï. ¸ï, ̧ ï, ̧ ï.

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: Shall we list the names of fruits we know? Students : Apples, grapes, papayas, bananas, oranges, pineapple.

: Good. Please list the vegetables we have seen. (Students may also name other vegetables like snake gourd, pumpkin, bottle gourd, drumstick, string beans).

Students : Beans, brinjals, tomatoes, onions, potatoes.

: Good. We know the names of vegetables. And we know the names of fruits. Now, we will play a game. Each of you must say the name of one vegetable that you like. I will start. I like beans. Sudha, your turn now.

Sudha : I like tomatoes. (Continue till all children have had a chance to speak).

: Now I will say the name of a fruit that I like. I like bananas. Each one of you must say the name of your favourite fruit. Divya, it is your turn. Divya : I like grapes.

Continue till all children have had a chance to speak. In a Nali-kali class start with 3 Std children).

Practice alphabet song for ‘T’ holding the flash-card. “ . T says . TRAIN starts with . For students in classes 3 and 4, read out the words “table, tub, tap, bat” which are on the


mï, mï, mï” mï mïmï, mï, mï.



Teacher

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: In the afternoon, when the bell rings, we go for lunch. (Show action of eating). Sohail, at what time do we have lunch ? Sohail: One o'clock. (May also say 'afternoon').

: In the afternoon, we have lunch. At night we eat dinner. Janet, do we eat lunch in the afternoon? Janet : Yes.

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Market day - Role play.

Preparation:

CHAT–TIME 1 :

CHAT- TIME 2 :

: Shall we do a role play about “lunch time in school”? (Encourage students to assume different

roles – the supervising teacher, the older students who help in serving, the others who get

served, those who clean up in the end. Give a role to each student). Ask students to do the following activities in order. The student playing the role of 'supervising

teacher' must give instructions in correct order:

1. Children, wash your plates; 2. Wash your hands; 3. Please wait in the queue;

4. Sit in rows; 5. Do not drop rice; 6. Do not waste food;

7. Wash your plate after you finish; 8. Wash your hands; 9. Keep your plates away.

Practice alphabet songs for Q, R, S, T, holding the flash-cards.

Let some of the students play the role of sellers, each with one item of fruit or

vegetable that they have brought from home. The rest of the students are customers.

Make play money, by cutting paper (newspaper can be used), in 3 sizes of rectangles. Write

Rs 100 on the ones measuring 5” x 3”; write Rs 50 on the papers measuring 4”x 3” and Rs10

on the papers measuring 3” x 2”. Distribute the paper money to both the buyers and sellers.

Vegetables and fruits can be drawn on paper instead of real items. Let the buyers ask the rate

of the vegetables or fruits. Let them buy the quantity they want.

This is a chain activity using the names of vegetables. Please stand in a circle. The first student starts by

saying: “Buy some beans and potatoes”. The next student repeats the name of the second vegetable, and

adds a new one. “Buy some potatoes and onions”. And so on, till every student has had a chance.

Students stand in a circle. The teacher conducts a few rounds of the activity, then a student takes over

when they understand how to proceed.

1. Deepa, name a fruit or vegetable that is red. (Deepa says apple)

2. Suresh, name a fruit or vegetable that is yellow. (Suresh says mango)

3. Raju, name a fruit or vegetable that is green. (Raju says banana)

Continue with the three colours, till every student has had a chance to answer.

Hand out Workbooks two days in a week to students to practice writing skills. While class 1 & 2 students

are writing, distribute Reading Cards to students of classes 3 & 4 to practice reading skills. Older students

can practice writing skills either during class time or do it as home-work.

Lesson 7 : The Peacock and the Crane

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: Good morning, children. Students: Good morning, Miss. : Can you name some birds, Madhu? Do you remember the birds we

saw in the Lesson “Friends of the tree”? Madhu : Crow, parrot, peacock.

: Good. Suresh, can you show me how a crow flies? (Suresh shows how a crow flies).

: Sudha, do birds have wings? Sudha : Yes, Miss. : (Take a sheet of newspaper or a used sheet from a notebook. Fold it

into small pleats or small folds. Spread it out and hold it at one end, like a fan). Priya, what is this? Priya : A fan.

: (Fold the pleats). Here, I have folded the fan. Now I have spread out the fan. (Open the fan. Move it gently from side to side, like a peacock's dancing movement). This fan is dancing. There are two birds in the first picture. Chitra, can you point to the bird which dances?

Chitra : Peacock.: Correct. That is a peacock. A peacock can dance. The peacock's tail looks like a fan when it

dances. Mamata, please show us how to make a fan. (Give children newspaper cut into square pieces). Mamata : First, fold the paper. Now spread it out, like a fan.

: Thank you Mamata. Do you all have a fan in your hand? Let us make the fan dance. (All Students make their own fans and show a dancing movement).

: Ashok, there are two birds in the first picture. One is a peacock. Can you point to the crane? Ashok : (Points to the crane).

: I will tell you a story about a peacock and a crane. (Point to each picture and read the story).


The Peacock and the Crane

1. One day a peacock met a crane near a river. The

peacock said, “Poor, Crane. Your feathers are so

plain. Look at my feathers. When I spread my tail, it

looks so beautiful”.

2. “That’s right, Peacock. Your feathers are bright and

beautiful. And your tail is long. But my wings are

strong. And I can fly very well”, said the crane

3. The peacock turned his head proudly and said, “Why should I fly? I can dance!” He spread his colourful tail and began to dance.

4. A hungry tiger was waiting in the grass. He jumped

out to catch them. The crane spread his wings and

flew away. Poor peacock! He had a heavy tail and

short wings! He could not fly away from the tiger.

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JA¢vÀÄ PÉÆPÀÌgÉ .

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Practice alphabet song for 'U' holding the flash-card. “ U says . UMBRELLA starts with For students in classes 3 and 4, read out the words “under, up, bus, jug” which are on the reverse

of the card. Make a short sentence with each word.

C, C, C. CC, C, C

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: Good morning children. Students: Good morning, Miss.

: Did you like the story of the peacock and the crane? Let us look at the chart again. What are the Peacock and Crane doing in the first picture? Students : Talking. (May say drinking water).

: All birds have feathers. There are many feathers in the peacock's tail. Raju, do you see many colours in the feathers of the peacock's tail?

Raju : Yes, Miss. (Student may be able to name some of the colours: blue, green, orange).

: There are many beautiful colours in a peacock's feathers. (Show expression of appreciating the beauty). The feathers are colourful. (Hold up a notebook with a brown paper cover). Is the cover of this book colourful? Gautam : No, Miss.

: This cover is very plain. It is not colourful. Look at this. (Point to a colourful chart on the wall). Priyanka, is this picture colourful? Is it beautiful? Priyanka: Yes, Miss.

: Children, open your books and show me a colourful page.Students : (Students open their textbooks to a colourful page).

: Is the crane a colourful bird? Ashok: No, Miss.

: A crane does not have colourful feathers. A crane looks very plain and simple. (If there is a student in the class who is wearing a colourful dress instead of the uniform, point to the dress to show what 'colourful' means).

: When a peacock dances, everyone claps and says, “How beautiful! How lovely!” (Clap). The peacock thinks, “I am the most beautiful bird.” The peacock in this story was a very proud bird. (Show a 'proud' expression on your face). He says to the crane, “Poor Crane. Your feathers look so plain”. (Use a tone of pity). Pradeep, look at the second picture. Has the crane spread his wings? Pradeep: Yes.

: Does the crane have big wings? Akram : Yes.

: Good. The crane can fly very well, because he has big and strong wings. Sunil, what is the peacock doing in the third picture? Sunil : Dancing.

: The crane cannot dance like the peacock. John, which animal can you see in the fourth picture? John : Tiger.

: We saw a tiger in the “Forest Animals” lesson. The tiger is hungry. He wants to eat the birds. Suman, what is the crane doing in the fourth picture? Suman : Flying.

: The crane is flying away. Roy, is the peacock flying away? Roy : No.

: The peacock cannot fly, because he does not have strong wings. The peacock cannot fly, because he has a heavy tail. Poor peacock! The tiger catches the peacock and has a good, colourful lunch. Now who will tell the story with the help of the pictures? (Invite a few students to tell the story).

Practice alphabet song for ‘V’ holding the flash-card. “ . V says . VAN starts with For students in classes 3 and 4, read out the words “vegetables, violin, vase, driver” which are on the reverse of the card. Make a short sentence with each word.

ªï, ªï, ªï ªï ªï, ªï, ªï.

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Characters: A peacock; a crane, and a tiger. (Help the students of class 3 and 4 practice this role play. It will

help them pick up the language quickly.)

A crane is walking towards the river. A peacock also comes to the river.

Crane : Hello, Peacock. How are you?

Peacock : I am very well. How are you, my poor friend?

Crane : Oh! Why do you call me 'poor'?

Peacock : Because, you look so plain. (Says with a look of pity).

Crane : (Looks sadly at his own feathers, and wings). Yes. My feathers are not colourful.

Peacock : (Says proudly) Look at me. I am so colourful.

Crane : Yes. But my wings are big and strong.

Peacock : Can you dance like me?

(A tiger is coming closer, slowly. The birds do not notice him).

Crane : No. But I can fly very well.

Peacock : (Proudly) Ha! I don't care to fly. I can dance.

Tiger : (Comes very close to the birds and whispers ) Aha! Here is my lunch!

Peacock : (The Peacock is very frightened). Oh, no! Here comes the tiger.

Crane : (The crane sees the tiger). I am flying off. Bye, bye, friend. (The crane flies away).

Peacock : Oh, no! How…how…. my tail…help, help!

(The crane flies away. The tiger jumps on the peacock. The peacock cannot fly fast with his

big, heavy tail. The tiger catches the peacock and starts eating him up).

Practice alphabet song for ‘W’ holding the flash-card. “ . W says . WATCH starts with

For students in classes 3 and 4, read out the words “well, wall, towel, washing” which are on

the reverse of the card. Make a short sentence with each word.

ªï, ªï, ªï ªïªï, ªï, ªï.




Read out the story slowly a few times. Invite students to tell the story to the class with the help of the pictures.

Practice role play; give a chance to a new set of children to participate.

Practice alphabet song for 'X' holding the flash-card. “ . X says . BOX ends with

For students in classes 3 and 4, read out the words “mixie, textbook, ox, fox” which are on the reverse of


PÀìÀ, PÀìÀ, PÀìÀ PÀìÀ PÀìÀ, PÀìÀ, PÀìÀ

Start a discussion with 3rd and 4th std by asking a few questions. Did you like the way the peacock behaved

with the crane ? Are beautiful looks, the most important thing? How did the crane feel? What about other

skills like the crane’s skill in flying? Which bird had the most useful skill in the end? Explain the questions in

Kannada, if required. ( Students may speak in Kannada. But the important thing is to make students express

themselves).

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CHAT –TIME 1 :

CHAT - TIME : 2

Giving instructions:

Children (especially in classes 3 and 4) get a chance to give instructions to the class. Sample instructions are

listed below. Students can add their own ideas.

1. Clap loudly. 2. Jump, jump, jump.

3. Walk five steps. 4. Put your hand on your head.

5. Stand on one leg. 6. Pick up your bag.

7. Put your bag down. 8. Close your eyes.

9. Open your eyes. 10. Run to the door.

11. Look up at the ceiling. 12. Stand in three rows.

13. Stand in a circle. 14. Put both hands behind your back.

The Teacher must ask the questions in the first column to students one at a time. Younger students can give

one word answers. Teach students in classes 3 and 4 to give longer answers. After students are more

confident, they can form their own questions starting with “Can you…”

Can you dance?

A B C

Can you sing?

Can you run?

Can you jump ?

Can you climb a tree?

Can you read English?

Can you fly?

Can you drive a car?

Yes.

Yes.

Yes.

Yes.

No.

Yes.

No.

No.

Yes, I can.

Yes, I can.

Yes, I can.

Yes I can.

No I cannot.

Yes, I can.

No, I cannot.

No, I cannot.

Hand out Workbooks two days in a week to students to practice writing skills. While class 1 & 2

students are writing, distribute Reading Cards to students of classes 3 & 4 to practice reading

skills. Older students can practice writing skills either during class time or do it as home-work.

Rhyme: Teach this rhyme daily with actions. Explain the meaning as you teach.


Lesson 8 : My Village

My red balloon, my red balloon

Flies high up in the sky

I try to fly, I try to fly

But cannot reach it, why?

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: Bengaluru is a big city. If you have seen pictures of Bengaluru, please raise your hand. Students : (Few students may raise their hands.)

: A car is a vehicle. Mohan can you name some vehicles? Mohan : Bus, van, scooter, truck….

: There are many cars, buses, motor bikes, vans in Bengaluru city. They make a lot of noise. Pom-pom; peep-peep; tring-tring. Do you all like to drive? Each of you select the vehicle you like. Let us play the game of “driving”. (Show the action of driving and blowing the horn. Let Students do role-play of driving vehicles.)

: What are you all driving? Wasim : Bus. Shalini: Car. Deepak: Scooter. Radha : Van. : (Hold your hands over your ears to show that the noise is irritating). There are too many

vehicles in a city. There is a lot of noise. There are lots of people in a city. Please park your vehicles on the side. Look at the road in this picture. Shobha, are there many vehicles on the road in this picture? Shobha: No.

: Correct. There are few vehicles on the road. There are a few people on the road. This is a village. This is not a city. Priya, do you see a little boy running? Where is he going?

Priya : (Points to the little boy and balloon seller). Balloons.

: Yes. The little boy is running to the balloons. This man is a balloon-seller. Today we learnt the rhyme, “My red balloon”. Here is a balloon-seller. When you pay him some money, he sells you a ballon. He has pink, blue and yellow balloons. Which balloon do you want? Raju : Pink. Suma: yellow. John: Blue.

: Two children are buying balloons. Anita, do you see any other person buying something in this picture?

Anita : (Points to the man near the small shop, and the man buying vegetables). Two.

: One person is buying something from a shop. Another person is buying vegetables from a woman. This is my village. Do you like my village? Tomorrow we will visit my village again. Now let us sing the alphabet song.

Practice alphabet song for ‘Y’ holding the flash-card. “ Y says . YELLOW starts’ with For students in classes 3 and 4, read out the words “yak, yoga, papaya, yawn” which are on the reverse of the card. Make a short sentence with each word.

AiÀiï, AiÀiï, AiÀiï. AiÀÄAiÀiï, AiÀiï, AiÀiï

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: There is a duster on this table. Meera, keep your book on the table. The book is on the table. Mohan, what do you see on the balloon-seller's head? Mohan: A cap.

: Correct. There is a cap on the balloon-seller's head. Roopa, what is this woman carrying on her head? (Point to the woman carrying a pot in the picture). Roopa: A pot.

: Yes, the woman is carrying a pot on her head. : Javid, can you see a bus in this picture? What do you see on top of the bus? (If there is a

bureau or cupboard in the room, by action show 'on top of'). Javid: Luggage.

: Jaya, where are these children going? Jaya: School.

: Yes, these children are going to school. This is my shoulder. All of you place your hand on your shoulder. I am placing a bag on Rohit's shoulder. (Place a school bag on a student's shoulder). Suresh, tell me what does the balloon-seller have on his shoulder? Suresh: A bag.

: Pavan , do you see anyone else who has a bag on the shoulder? Pavan : (points to the cyclist and to some students).

: Good. Some children in the picture are not carrying the bag on their shoulder. Navya, can you show me how they are carrying the bag? (Navya carries the bag on her back).

: Jaya, can you count how many children are carrying a school bag on their back? (Point to your back). Jaya: Three.

: All girls in the class, please come here with your bags. Please carry your bags on your shoulder. Boys, carry your bags on your back. Some children are carrying bags on their shoulder. Some are carrying bags on their back.

Now let us sing the alphabet song.

Practice alphabet song for ‘Z’ holding the flash-card. “ Z says . ZIP starts with For students in classes 3 and 4, read out the words “zoo, zero, zebra, prize” which are on


gÀhiï, gÀhiï, gÀhiï. gÀhiïgÀhiï, gÀhiï, gÀhiï.

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: Good morning, children. Let us continue with our English lesson. Students : Good morning, Miss.

: Let us do some counting. How many idlis can you eat? Rakesh : Four idlis. Soumya: Three idlis. Peter: Five idlis.

: Asha, tell me how many girls in our class are wearing ribbons. Asha: (Counts) Five.

: Suman, count how many children you can see in this picture. Suman: Ten children.

: There are some boys. And there are some girls. Are they all wearing uniform? Janet: Yes.

: Jeevan, tell me how many men do you see in the chart? Jeevan: Five men. : Deepa, how many houses can you see in the chart? (Draw a house on the board).

Deepa : Eight houses.



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: Children, please stand in two rows. Move three steps closer. Now, Raju is standing near Mohan. Priya is standing near Ramya. (Mention the names of all the children in pairs). Raju run to the right. Stand near the wall. Mohan, run to my left. Stand near the wall. (Show right and left by hand gestures). Mohan, now are you near Raju? Mohan: No.

: Correct. Now you are far from your friend. You are not near him. Look at this chart. Savitha,

look at this woman carrying a pot. Is she near the bus? Savitha: No.

: The woman is very far from the bus. Santosh, is the woman near the hen? Is the woman near the cow? Santosh: Yes.

: The woman is far from the bus. But the woman is near the cow, near the hen and near the tree. Now let us sing the alphabet song.

Practice alphabet song for 'C' holding the flash-card. “ . C also says . CYCLE starts with For students in classes 3 and 4, read out the words “circus, cement, city, police” which are on


¸ï, ¸ï, ¸ï ¸ï¸ï, ¸ï, ¸ï.

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: What is the first thing you do when you enter your classroom every morning? (If students reply in Kannada, help them say it in English).

Shruti : Clean the room. Raju : Sweep the room. (May show by action).

: Very good. If the room is dirty, we clean the room before we start class. Do you all like a dirty room? Students: No, Miss.

: (Scatter some pieces of waste paper on the floor). Shobha, do you like pieces of paper on the floor? Shobha: No, Miss.

: Madhu, do you like mud on the floor where you are going eat? Madhu: No, Miss.

: Sudha do you like to sit in a clean place and read? Sudha; Yes, Miss.

: Do you help your amma (or avva) to clean your house? Students: Yes, Miss.

: We do not like a dirty room. We like to have a clean room. Maya, in this picture, do you see a clean school compound? Maya: Yes Miss.

: Shruti, look at this picture. Are the roads clean? Shruti: Yes, Miss.

: The roads are not dirty. The school is not dirty. This is a clean village. Do you all like this village? Students: Yes, Miss.

: We like a clean school. We like a clean house. We like a clean village.

: Repeat after me: I will teach you a rhyme. (Use actions as you teach). Bits of paper, bits of paper; Lying on the floor, lying on the floor; Makes the place untidy, makes the place untidy. Pick them up, pick them up.

Practice alphabet songs for ‘G’ holding the flash-card. “ . G also says . GIRAFFE starts with For students in classes 3 and 4, read out the words “engine, orange, cage, bridge” which are on the reverse of the card. Make a short sentence with each word.

eï, eï, eï eïeï, eï, eï.


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CHAT- TIME 1:

CHAT – TIME 2


: Harsha, can you see a cycle in this picture? Harsha : Yes, Miss.

: A man is riding a cycle. Ravi, who is he? Ravi : Postman.

: There is only one cycle in this picture. Geetha, is there only one man in this picture? Geetha : No.

: There are many men in this chart. There are many trees in this chart. Anu, are there many cows in this chart? Anu: No.

: There is only one cow in this chart. Govind, are there many houses in this chart? Govind: Yes.

: Can you count how many hens there are in this picture? Ayesha : One hen.

Students stand in a circle. They can point to the chart or to anything in the classroom and say what they can see. A student may say: “I see a cycle in the chart”. Another student may say: “I see two red pencils on the table” or “I see many trees”. Younger students need not make a sentence; they name in one word what they see; e.g. hen, door, table, and so on.

The Teacher must ask the questions in the first column. Younger students can give one word answers. Teach students in classes 3 and 4 to give longer answers. After students are more confident, they can form their own questions on similar lines, starting with “Where is…”


Hand out Workbooks two days in a week to students to practice writing skills. While class 1 & 2 students

are writing, distribute Reading Cards to students of classes 3 & 4 to practice reading skills. Older students

can practice writing skills either during class time or do it as home-work.

Where is your house?

Where is the bus stand?

Where is your school?

Where is the market?

Where is the bakery?

Very near.

Very near.

Very far.

Very near.

Very near.

My house is very near.

The bus stand is very near

My school is very near.

The market is very far.

The bakery is very near.

Practice alphabet song for all four letters of the alphabet, learnt in this lesson.

Rhyme: Teach this rhyme daily with actions. Explain the meaning as you teach.

(Before starting, ask children to hold both hands behind their back).


Lesson 9 : Games we play

Where is Thumb king, where is Thumb king?

Here I am, here I am

How are you today Sir? How are you today Sir?

Very well, and thank you. Very well, and thank you.

Run away home, run away home

Where is Pointer, Where is Middle man, Where is Ring man, Where is Little man Repeat with :

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: Repeat after me, as I tell you the names of our 5 fingers. Thumb, Pointing finger, Middle finger, Ring finger and Little finger. (Hold up each finger). Roopa, will you tell us the name of each finger now? (Roopa repeats)

: How many days are there in a week? Students: Seven (some students may know.)

: I will tell you the days of the week in English. Repeat after me. Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday. Students: (Repeat).

: What day is it today? Student: (may name the day in Kannada).

: Every week, there is one day when the school is closed. Which day is it?Student : Sunday. (May say it in Kannada).

: Sunday is a holiday. On Sunday, do you play games? Students: Yes, Miss.

: Srikant, what is this game? (Point to kite-flying picture). Srikant: (May say in Kannada).

: This boy is flying a kite. This is a kite (point to the kite in the picture). His friend is holding the string. (Point to the string). Is the kite made of cloth, like your shirt? George: No.

: Deepa, is the kite made of wood, like this table? Deepa: No.

: Rita, what is the kite made of? Rita : Paper.

: Correct. Kites are made of paper. The kite is flying because it is very light. See, how paper flies when there is a wind. (Place a square of paper on your open palm, then blow some air and show how it flies and falls to the ground). Here is a small “kite” for each one (distribute 6” x 6” square pieces of newspaper - like mini “kites”).

: Let us try to make the kite fly. Write your name on the “mini kite”. Please stand in a row at the back of the room. Now blow on it. Let your kite fly. Let us see which kite reaches the blackboard.

Practice alphabet songs for the letters A to E learnt in the earlier lessons.

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: Did you enjoy kite flying activity? Students : Yes, Miss.

: Do you play cricket? Shoaib and Raju, can you show how you play cricket? (Shoaib does the batting action and Raju does the bowling action).

: The person who bats is called a batsman. Shoaib is a batsman. Meena, come and point to the batsman in this picture. (Point to the “cricket” picture.) Meena: (points to the batsman).

: Raju is throwing the ball to the batsman. Raju is called a bowler. Janet, point to the bowler in this picture. Janet: (Points to the bowler).

: (Point to the stumps). Mohan, how many sticks do you see here? Mohan: Three.

: These are the stumps. (Stand in front of the blackboard). The blackboard is behind me. (Draw 3 lines on the board behind you). These 3 stumps are behind me. Children, put both hands behind your back. (Show the action). Priya, where are both your hands?

Priya : Behind my back.

: Shruti, point to the person standing behind the batsman. He is called the wicket-keeper. Shruti : (Points to the wicket-keeper)

: The batsman hits the ball. When the ball goes far, he runs. A good batsman makes many runs. Shivappa, are they playing cricket inside a room? Shivappa: No, Miss.

: They are playing cricket on the play ground. We have seen some games played on the field or playground. Amir, what are the games played on the play ground, shown on this chart?

Amir : Kite-flying and cricket.

: Tomorrow we will talk about some other games. Now let us sing alphabet songs.

Practice alphabet songs for the letters F to J which children have learnt in earlier lessons.

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: Maya, do you know the name of this game? (Point to kho-kho). Maya: Kho-kho.

: Roopa, are they playing inside the class-room? Roopa: No.

: They are playing kho-kho outside, on the play-ground.

: Correct. What are these girls doing? (Point to the students who are sitting in the picture). Sangamesh: Sitting.

: They are sitting in a straight line. (Draw a straight line on the board). These two girls are not sitting. Sudha what are they doing? Sudha : Running.

: These two girls are running. One girl is in the front. Sohail, show me the girl who is running behind her in this picture? Sohail: This girl. (Points to the girl who is running behind).



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: She is going to catch the girl running in front of her.

: (With a chalk, draw a straight line on the floor of the classroom). Madhu, come and sit here, on this line, facing the door. Mohan, sit on this line next to Madhu, with your back to the door. Madhu, what are you facing? Madhu: Door.

: Mohan, what are you facing? Mohan: Wall.

: Jessica, sit next to Mohan, facing the door. Every one sit along this line. One student faces the door. The next student has her back to the door. Jaya, is this how the students are sitting in this picture? Jaya: Yes, Miss.

: Jayant, run around the class. Pritam, run behind Jayant and catch him. If Pritam catches him then Jayant is out of the game. But you must play this game on the playground.

: Arathi, name the games we have seen in this picture. Arathi: Cricket, kho-kho, kite flying.

Practice alphabet songs for K to O which children have learnt in earlier lessons.

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: There is one game on this chart, which you can play inside a room. Meena, can you show me which one it is? Meena: (Points to carrom). Carrom.

: Have you seen any one playing this game? Students: (Few may raise their hands).

: Puttaraj, how many players do you see in this picture? Puttu: Four.

: This game is played by four players. Just two players can also play this game. Divya, is there a bat or a ball in this picture? Divya: No.

: This game is played on the carrom board. (Point to the board). There is no bat. There is a striker. There is no ball. There are black and white coins on the board. I will show you how we 'hit' the coins. Which finger is this, Ahmed? (Hold up your thumb). Ahmed: Thumb.

: Children, let us all hold up only the thumb. The thumb is the strongest of all 5 fingers. Children, show me your pointing finger. Point to the door. (Students point to the door)

: With your thumb and pointing finger, you have to move the striker, like this. (Show how carrom is played, by flicking two fingers). Manju, can you show how to move the striker.

Manju : (Shows the action of flicking the striker).

: When I say 1, 2, 3, let us all do this action of moving the striker. (Students do the action together).

: Children please stand in a circle. Let us name the days of the week in English. I will start - Sunday. Rohan, you must say the name of the next day. When you say Monday, Seema must say the name of the next day. Continue to play till every student gets a chance. Repeat this for three or four rounds.

Practice alphabet songs for P to T, which children have learnt in earlier lessons.


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CHAT – TIME 1 :

CHAT – TIME 2 :

: Good morning, children. Students: Good morning, Miss. : Can you tell me the name of any game which is played on the playground?

Kishore : Cricket. Julie : Kho-kho Devraj: Kite-flying

: What other games do you play? (Students may name football, marbles, skipping etc). : Do you know the name of this game? (Point to the picture of the children playing badminton.

(Students may or may not know). : This is called badminton. Some people call it shuttle. Two girls are playing this game. What is

in the hands of the two girls? Prema: Bat

: This bat is called a racquet. What is this in the middle? (Point to the net. A few students may know the name).

: It is a net. One player is on one side of the net. The other player is on the opposite side of the net. Do you see a ball in this picture? Shobha: No ball.

: This game is played with a shuttle. (Point to the shuttle). There is no ball. The shuttle is made from feathers. It flies like a bird. Raju, do you think the shuttle is heavy? Raju: No

: Look, here the shuttle is flying from one side of the net to the other. It is very light. Saumya, how many players are playing this game? Saumya: Two.

: Sometimes badminton is played by two players. Badminton is also played by four players. Anand, are they playing on the play ground? Anand: Yes.

: Sometimes badminton is played on the playground. Sometimes badminton is played inside a big hall. I like to watch a game of badminton. Which games do you like to watch?Gopal : Cricket. Ashok: Football. Waheeda: Basketball.

: Very good. We like to play games. We also like to watch other boys and girls play games.

1. Form two groups. Team 'A' does the action of playing any game.2. In the beginning, the teacher asks the question: “Which game are they playing?”3. Team 'B' must guess the name of the game. “They are playing …..”4. Next, Team 'B' does the action of playing a game: Team 'A' must guess the game. 5. It need not be only the games shown in the chart. This can continue for 4 or 5 rounds.

This is a speaking activity for students in 3rd and 4th std to know the use of 'he' and 'she'. The Teacher leads with a question in the first column. Please use names of students in your class. Help the younger children to answer in one word; the older students can give a longer answer, as shown in the last column. Children can add to the sample list given below. Younger children will listen and learn.





Can Madhu play cricket?

Can Geeta play carrom?

Can John play badminton?

Can Raju fly kites

Can Divya play cricket?

Can Mamata play kho-kho?

Yes.

Yes.

No.

Yes.

Yes.

No.

Yes, he can play cricket.

Yes, she can.

No, he cannot.

Yes he can.

Yes she can.

No she cannot.

Lesson 10 : The Fox and the Goat

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: Oh. It is so hot. (Show the action of wiping your face and neck; show how hot it is. Show action of drinking water from a tap). What am I doing? Students: Drinking

: I am very thirsty. I am drinking water. : We get water from a tap. (Draw a tap on the blackboard. Next to it

draw a simple well). This is a well. How do we get water from a well? (Show the action of drawing out water from a well, because students may not have seen a dug well. Draw a pot and a bucket next to the well, on the blackboard).

: Who has seen a well? (Few students may have seen an open well). : This well is an open well. We can see the water in this well. So if a pot falls inside this well. it

is not easy to get it out. (Draw a pot inside the drawing of the well, on the black board) (Peep to show that a well is deep). Suresh, is it a deep well? Suresh: Yes.

: Geeta, Pushpa, Raju, Mohan, hold hands and stand in a small circle. This is a well. (Drop a duster inside). The duster has fallen inside. Pavithra, how can I get it out?

Pavithra : (May have some suggestions). : It is not easy to get the duster out of the well. You have all seen a bore-well. Shobha, can you

see water inside a bore-well? Shobha: No. : I will tell you a story. The well in this story is not a bore-well.


1. Once, a fox fell into a well. And he could not get

out. Soon, a goat came along. “Hello, fox. How

is the water in the well?” he asked. “Very

sweet,” answered the fox.

2. The goat was very thirsty. He jumped in at once.

When he had finished drinking, he found that he

could not get out. What is to be done now?

3. “I have an idea. I will climb on your back and

jump out. Then I will help you,” said the fox.

The goat agreed. Soon, the fox was out of the

well. And at once, he started running away.

4. “Wait, wait. Help me,” cried the goat. “Help you?

Ha! You should have thought of a plan to get out,

before you jumped in,” said the fox. And he ran

away.

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§gÀ®Ä ̧ ÁzsÀåªÁUÀ°®è. C°èUÉ §AzÀ ªÉÄÃPÉAiÀÄÄ, “N £Àj, ̈ Á«AiÀÄ

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THE FOX AND THE GOAT £Àj ªÀÄvÀÄÛ ªÉÄÃPÉ

Practice alphabet song for the letters U to Z.

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Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher

Teacher


: Look at this first picture. You have all seen a goat. Now who will point to the fox in this story? Sslma : (Point to the fox).

: This is a fox. One day a fox fell into a well. (Show “falling” action). Harish, how can the fox come out? Harish: Ladder.

: Who will bring a ladder for a fox? Soon, a goat came along. The goat was very thirsty. He asked the fox, 'How is the water? Does it taste good?' Pravin, what did the fox reply?

Pravin : Very sweet.

: The fox answered: “Very sweet. Come and taste it,” (Show action of enjoying the sweet taste.) Look at the second picture. The goat jumped in. After the goat finished drinking the water, he tried to come out of the well. Somu, could he come out? Somu: No.

: Anita, why could the goat not come out? Anita: The well was deep.

: The goat did not know what to do. The fox had an idea. (Show by gesture how the fox gets an ‘idea’). Asha, what is the idea? How is the fox climbing out in the third picture?

Asha : With the help of the goat.

: The fox is using the goat like a ladder. He told the goat to help him first. After that, he said, he would help the goat to come out. Mayura, who wanted to come out first? Mayura: Fox.

: The fox is very clever. Anand, in the third picture, is the goat helping the fox? Anand: Yes.

: Jaya, in the last picture, is the fox helping the goat? Jaya: No. Running away.

: The goat started shouting: “Wait, wait, Fox. Now help me to get out of the well”. Kiran, if your friend Madhu asks for your pencil, will you give it to him? Kiran: Yes, Miss.

: Madhu says, “I will return it after I finish writing”. Madhu, will you return the pencil after you finish writing? Madhu: Yes, Miss.

: Madhu, you are a good boy. There is another boy who is not a good boy. He does not return the pencil. He says, “Why did you believe me? Now I am going to keep this pencil. Bye bye.” Rekha, was the fox in the story, a good fox? Rekha: No.

: The fox said: “Why did you believe me? You should have made a plan, before jumping in.” And the fox ran away. Now who will tell us this story?

(Invite students to tell the story in their own words. If they use Kannada words, help them with the correct English words).

ACTIVITY 2 - Story and TPR

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Help students of 3rd and 4th std. with the role-play.

Characters : A fox; a goat; five students holding hands and forming a “well”. The fox is inside the well.

Goat : (enters the stage). Oh! I am so thirsty. Water! Water!

The fox is making some sound, trying to attract any passing animal).

Goat : (Looks around, goes towards the well and peeps inside). Hey! Fox, what are you doing there?

Fox : Oh ! I am drinking water

Goat : (eagerly). How is the water?Fox : Very, very sweet. Come and taste it.Goat : Sure. I am very thirsty. (He jumps into the well).Goat : (Hurriedly drinks the water and feels satisfied). Hmmm. Now I feel betterFox : I told you the water is sweet.Goat : (Says in a worried tone). Oh, no! How do I get out now?Fox : (Pretending to think). Let me think……I have an idea!Goat : What is your idea?Fox : I will climb on your back and get out. Goat : Ok. What about me?

Fox : After I get out, I will help you.

(Goat bends down. The fox climbs on the back of the goat, then jumps out of the well.)

Goat : Fox, now help me.

Fox : (Is going away, turns around and speaks). Sorry. I cannot help you.

Goat : Wait, Fox! You said you would help me.

Fox : Why did you believe me?

Goat : Oh! Why did I to listen to the fox?

Fox : You should have thought before jumping into the well.

Goat : (Very worried) What a big fool I am!(The fox runs away. The goat is sitting inside, looking very worried).

Role play can be repeated a few times; give a chance to other students to enact the role play. Also encourage students to tell the story with the help of the chart.

ACTIVITY - 3 Role play


Ask students of 3rd and 4th Std to discuss the behavior of the fox. Start the discussion by asking the question:

Did the fox help the goat? Did the goat help him? Is this correct? Was the fox selfish? Was he cunning? What

mistake did the goat make? Do we also behave like this with our friends? Do we help others? Ask for

examples when they have helped others.

For example : “ I help my mother to buy vegetables”.

“ I help in cleaning the house”.

Students may use Kannada words, but it will be good for them to exchange ideas.

ACTIVITY - 5: Conversation and Discussion

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CHAT – TIME 1 :The Teacher must ask the questions in the first column, pointing to the chart. Younger students can give one word answers. Teach students in classes 3 and 4 to give longer answers. After students are more confident, they can form their own questions starting with “Is the …”

CHAT- TIME 2 The Teacher must ask the questions in the first column. Younger students can give one word answers. Teach students in classes 3 and 4 to give longer answers. After students are more confident, they can form their own questions starting with “Do you want…”

Is the fox running? Yes he is.Yes.

Is the fox crying? No he is not.No.

Is the fox dancing? No he is not dancing.No.

Is the fox sitting? No he is not.No.

Is the fox jumping? Yes he is jumping.Yes.

Is the goat shouting? Yes he is.Yes.

Is the goat laughing? No he is not.No.

Is the goat dancing? No he is not dancing.No.

Is the goat sleeping? No he is not.No.

Is the goat drinking water? Yes he is drinking water.Yes.

Do you want a pencil? Yes, I want a pencil.Yes.

Do you want a banana? Yes, I want a banana.Yes.

Do you want a balloon? Yes, I want a balloon.Yes.

Do you want a book? Yes, I want a book.Yes.

Do you want a cow?

Do you want a car?

No, I do not want a cow.

...................................

No.

.....

Hand out Workbooks two days in a week to students to practice writing skills. While class 1 & 2 students are writing, distribute Reading Cards to students of classes 3 & 4 to practice reading skills. Older students can practice writing skills either during class time or do it as home-work.

High frequency sight words

the

of

and

a

to

in

is

you

that

it

he

for

was

on

are

as

with

his

they

at

be

this

from

I

have

or

by

one

had

not

but

what

all

were

when

we

there

can

an

your

which

their

said

if

do

will

each

about

how

up

us

she

who

has

no

why

two

that

out

her

References:

Karnataka State syllabus for English teaching, class I to class IV

Position Paper on Teaching of English; National Curriculum Framework (NCF 2005)

Orientation for Teachers teaching English (classes I and II), facilitators Manual, DSERT, Karnataka

Teacher's Resource Books – English Around Us (classes I to IV)

NCERT Source Book on assessments for classes I to V – Language English

hello english 2 : guidelines for teaching basic english skills

Documents

english language atmosphere

beginning children

terms of use

learning rhymes

body language

language activity

minimum use of mother

day guidelines