1

2
Unit # 1 KWLS (Literacy book) Lesson # 1

Topic: “ck” diagraph, CVC review

Lesson 1: KWLS (Focusing k)
Objective: To review a mix of new learners and returning learners (HelloUnit, Teacher’s Note),
review the letter names and sounds, (Say it with me)
Resources/Material: KWLS sheet, alphabet flash cards, vocabulary flashcards, clip cards, CVC
template, picture cards, sight words card.
Circle Time/Warmer: (whole class activity)
Bingo Game: (20 mins)
Play a letter bingo game. Flash cards of 5 different letters will be given to each student and teacher
will call out different sounds one by one. If the student has the same letter, he/she will remove that
flash card. When one will remove all the said letters, he/she will call out bingo.

a f g

d k

Methodology: (40 mins)

Following a class discussion, student will be able to identify the letter and its sound with following
activities.
Beginning Sound Clip Card Game: (whole class activity)
Teachers will conduct a sound recognition activity for the students, this activity will consist of
following material:-
a) Templates with 3 letters on it
b) Pictures of objects in a basket.
c) Students will paste the given picture (e.g. apple) on the respective card and then after
recognizing the beginning sound of the pasted picture (apple) they’ll peg the appropriate letter “a”
Note: Teacher can fill/tick the first point of K column.

I
Suggested Questionnaire:
What sound can you hear in the beginning of …….?What’s this……? (letter c, d, f, g…)
Can you find…….? (b, h, i…..)
Can you blend……..? (cat, cup….)
Learning centres
Reading Time (Reading centre): 20 mins of oral drill of CVC wordsphonetically.
In the reading time, teacher will guide/help students to listen, repeat & read the decodable words
phonetically. In this unit, the initial decodablewords are cat, cup, cot, kid, fig, rat, bed.
Activity for CVC words (I know my CVC word): 25 mins
First of all the student will put a provided picture e.g cat in the first given box and then he/she will
find “c.a.t” flash card, put it in the next box, sound out/read “c.a.t” phonetically which will be followed
by the drawing of a cat in the third box.

3
Unit # 1 K
KWLS (L
Literacy boo
ok) Lesson # 1

cat
. . .

Draw it::

Discovery Centre:
Outdoor ac ctivity (sigh
ht words wa alk): 25 minns
Teacher will create a trail
t of words or a word d path with flash cards on the grouund and stud dents will be
e
given the c
command to step/jump alongside
a th
hose sight wo ords like (he, she, my, iits)
Note:
Activities c
can be carriied in their time
t duratioon allocated in the lesson plan(excluuding assemb
bly time,
lunch breakk, outdoor play).
p

sshe itss
he

my

Lunch breaak will be givven after th

he 2 main lesssons i.e. circle time and
d worktime.

4
Unit # 1 KWLS (Literacy book) Lesson # 2

Topic: “ck” diagraph

Lesson 2: Focusing W (Literacy book pg. #20)
Time: 60 mins
Objective: To familiarize students of “ck” diagraph and the letter patternsthat make the /k/ sound i.e.
c, k, and ck.
CLIL: cat, cup, key, kite, sock, neck
Resources/Material: Show and Tell audio 1;34, c and k flash cards, ck flashcards, template.
Circle Time/Warmer: 10 mins
Introduce c and k letters sounds with I spy game. Students will identifythe pictures beginning with c
and k letters from teacher’s board, class environment or anything that they can think of having the /k/
sound.
e.g. kite, key, ketchup, kettle, cup, cat, can, cousin, etc.
Methodology/Activity:
Listen and Repeat. 1:34 (Audio Show and Tell)
 play the recording for the students to listen and point to the lettersand pictures.
 establish that all these letters patterns make the same sound.
 ask the students to listen carefully and tell you whether k soundcomes in the beginning or
the end of the word.
 play the recording again for the students to listen and repeat. Askthe students to say the
words like:
 c says k : cat, cup, cot,…… etc.
 k says k : kite, key, kid,…. etc.
 ck says k: sock, neck, back,……etc.
Suggested Questionnaire
Q1. What does „c say?
Ans. „c says „c/c ….. cat, cup. Q2. What does „k say?
Ans. „k says „k/k …. kite, key Q3. What does „ck say?
Ans. „ck says ck/ck …. sock, neck.

LEARNING CENTRES
Language and Literacy CentreSorting Game:
Students will play a sorting the sound game. Cards having /k/ sound with pictures and other sounds will
be provided to students. They will say the name, recognize if the picture card has /k/ sound in it and
putit in the related basket. For e.g.

c b s

ap c k
/k/ other

5
Unit # 1 K
KWLS (L
Literacy boo
ok) Lesson # 2

Reading Ce
entre
Teacher wiill provide word cards with
w picture oon it. Stude
ents will try toread the w ords having /k/ sound.

6
KWLS (L
Literacy boo
ok) Lesson # 3

” diagraph
Focusing L (Literacy boo ok pg. #21, 22)
mins
To listen annd identify the sound „ckk at the end
d of the wor
rds.
k, back, lick, duck, kick, sock,
s cot, kiid.
/Material: Show and Tell T audios 11:35, 1:36, flash cards and
a templatee, Literacy Book.
B
gy/Activity y:
35 (Audio Show
S and Telll)
udio 1:35, if students he
ear the /k/ ssound at the
e end of the
e word,they tick the box
xes of that
page 21.
36 (Audio Show
S and Telll)
6 for the sttudents to lissten, check their pronunciation and
ecording 1:36 d repeat the
e words
recording phhonetically.

Questionna aire:
y a kite? Wh here is the duck?
d Can yoou kick a ball? Can you liick a lollipopp?
you find a ro ock?
color of youur sock?Can you
y climb onn the rock?
Centres:
and Literacy y Centre Be eginning bleends
cards:
will be provid ded with temmplates of cck
n which few w words like ( rock,sock, duck
e given in a segmented pattern
p whicchwill
sier for the students to o comprehennd the
f ck diagraph h. Students will pronounnce the
segmented manner & th hen theyll m
merge
the sounds which
w will be
e followed bby
e matching picture
p unde erneath the word.

entre
/ck/ candie
es

ages will be kept

k in the centre
c for sstudents
y and colorin
n the /ck/ woords.

7
Unit # 1 K
KWLS (L
Literacy boo
ok) Lesson # 4

Topic: “ck”” diagraph, CVC

C review, sight wordss
Lesson 4: Focusing S (whole
( day activity)
a Pg. 23, Literacy
y Book.
Objective: To be able to listen and identify s ound /k/ and sight word ds.
Language/V Vocabulary/ /CLIL: sock,, duck, kick.
red, can, caat, kid.It’s, a, the, is, on
n.
Resources//Material:
 R
Reading Strips
 L
Literacy Boo
ok
 R
Reading Walll
Methodology/Activity
y:
 play the recording 1:37 for
f the stud
dents to liste
en and draw
w lines tothee matching sentences.
 play it again for
f students
s to follow th
he sentence
es.
 play it again for
f the students to liste
en and repea
at.
 te
ell the stude ents to close
e their eyess, focus on the
t sounds and a thenmirrror the into onation of
the recordding.
LEARNING G CENTRES S
Language a and Literacy y CentreStretch it outt:
In this acttivity, teach
her will be having
h a stre
etchable roppe (elastic) with them cconsisting of CVC sound d
cards attached to it. ToT make the e student unnderstand thhe sounds, teacher
t will stretch outt the rope soo
that the le
etters get apart from each
e other aand student will read them individuaally& learn their
t soundss.
After learning all the sounds indiividually, teaacher will se
et free the rope so thaat it contra acts to bringg
the letterss closer & make
m a one co
omplete worrd like (cup, cat etc.) & students wiill be asked to read it ass
a whole CV
VC word.

Reading Ce entreSenten nce hunt:

For this acctivity, stud
dent will be provided
p witth a basket of shuffledd words, theey’ll pick up those wordss
and align thhem to formm sentences.. For examplle,
1. Itt’s a duck.
2. Itt’s a red sock.
3. Thhe cat is on the cot.
Suggested Questionna aire
Q1. What’ss this?
Ans. It’s a duck.
Q2. What’ss the color ofo the sock? ?Ans. It’s a rred sock,
Q3. Where e is the cat? s on the tab le. Q4. Who
? Ans. Cat is o can kick th
he ball?Ans. Kid can kickk the ball.
Reading Tiime

8
Unit # 1 K
KWLS (L
Literacy boo
ok) Lesson # 4

Sight wordds wall (High five game e)

In this activity teache es will utilize
e their readiing corner in
i a righteou
usmanner byy having a wa
all pasted
with wordss like (in, on,, the, a, can)).
Teacher will select a word
w mentioned on the w wall and the student tocome
c forwarrd and high five
f that
word, thenn read it as well.
w

9
Unit #1 How d
do we make pictures? Lesson No # 1

Lesson tim
me: 60 min
Objective: Familiarize
e children wiith words fo or classroom m objects annd colours.
Resources//Material: (Audio channt) Fifi pupppet, flashca ards, poster r unit 1, pictture cards and studentt
book.
Language / vocabularyy/CLIL: pe en, brush, erraser, glitterr, paint. (it’s
s a pen)

Warmer/I Ice breaker: To mimic as

a the trackk plays Audio o 1.01
Circle timee: (talk aboutt the picturres). Use fif
fi puppet and
d the posteer page to in
ntroduce the
e
topic and review
r classrroom objectts vocabulary.
Learning CCentre: Language and
a literacy
Flash cardds of the giiven vocabulary and related picturre will be placed in the e
language center
c and children wiill be encou uraged to ssort them and
a use the
e
sentence structure
s

Activity/ mmethodology y: Play a maatching flasshcard gamee with items s on the posster, play th
he recording
g
for the chiildren to listten and poin
nt to the neww classroom items in theeir books. (11.10)
Wrap up/ Recapitulattion: Pla
ay ‘I see’ gam
me (extra ac
ctivity pg – 25,
2 T. guideb book).
Assignmentt: Stuudent book ppage #10, A.book
A page #9

10
Unit #1 Play with me
m Lesson No # 2

me:
Lesson tim 60 min
Objective: Practice th
he words forr the classroom objects s and colors through a game
g
Resources//Material: (Audio
( chant) unit 1 pictture cards, unit 1 stickeers.
Language/vvocabulary/
/CLIL: whhat’s this? I
It’s a (blue)( pen). It’s (r
red) (glitterr).

Warmer/I Ice breakerr: Use the fifi f puppet to ask quesstions about t the new cclassroom objects from m
lesson 1. Start
S a channt to review w the new vocabulary.
v Hold up a blue pen (to o
match the colour on th he picture card,)
c and assk: what’s thhis? The chiildren chantt:
it’s a pen.
Circle timee/ introducttion: Pla
ay a memoryy game with the class. Place variouus classroom m objects of f
different colours
c on yyour desk. Invite the chhildren to loook at the ittems for onee
minute and d try to reme ember all thhe objects and
a what coloor they are..
Learning CCentre: language an nd literacy
Student will
w play gam me in langua eracy centeer. Teacher willplay the
age and lite e
recording and ask the e children too turn the back
b of boook and find the stickerss
for the uniit. Ask “whaat’s this” abo out each stic
cker
Activity/mmethodology: (Listen and stick) Aud dio 1.12 play the recordiing pausing aafter each
exchange for the chil dren to find d the correc
ct sticker annd the correect
place to pu ut it. Make ssure all the children
c hav
ve got the riight stickers s.
Wrap up/ Recaptualtiion: (Auudio 1.13) se et up the game.
g Put a start on th he floor at each table e.
(T.guidebook pg – 26)
Assignmentt: student bo ook page#11 , A.book pa age #10

11
Unit #1 Read with me
m Lesson No # 3

Lesson timme: 60 min

Objective: Read and understand
u a story, makke a fingerp
print picturee.
Resources//Material: (Audio
( chant) visual carrds, newspap per or plastic sheets
Language/vvocabulary/ /CLIL: it’s
s his/ her (tturn). It’s my
m / your (ideea)
Warmer/I Ice breaker: Use the fifi puppet too review you’re and intro oduce his annd her.
Circle timee/ introducttion: (Auudio 1.14) u se the fifi puppet to introduce tthe new sto ory. Play the
e
story for the
t childrenn to listen an nd point to the
t story fra rames. Go ovver the story
y
frame by frame
f and taalk about whhat’s going on.
Learning CCentre: Library cen ntre, story ccentre and art
a centre.
Play the sttory in libraary centre and point to the storyy frame one e by one andd
encourage the chiildren to re ead the spe eech bubbles s. Invite thhe children to role play
y
alongwith the stor ry on their oown. Talk abo out what the characterrs use to make a pattern n
on the floor (their r feet). Chil dren will imprint their foot print oon the paperr using white
e
and bla
ack paint, in the art cenntre.
Activity/mmethodology: Cover the table in n nnewspaper orr plastic. Ha and out sheeets of paper
and small pots
p of paintts, The child ogether in g roups of thr
dren work to ree
to make fin nger print ppictures.
Wrap up/ Recapitulattion: Tea acher will aask questions about the e story. Whoo has an ideea in picture
e
are? Encou urage the ch hildren to an nswer. Talk about what the characters used to o
make the patterns
p on the floor.
Assignmentt: Student bo ook page#12 2, A.book pa age #11

12
Unit #1 Singg with me (m
music) Lesson No # 4

Lesson tim
me: 60 min

Objective: Practice th
he new languuage through h a song.
Resources//Material: (Audio
( chant 1.15) fingeerprints, paintings from lesson 3.
Language/vvocabulary/ /CLIL: pa
aint, brush, gglitter, pape
er , pen and eraser.
Warmer/I Ice breaker: Nil
Circle timee/ introducttion: Pla
ay the song through on nce. Introduuce the songg, actions for the firstt
verse. Sing
g and act outt the song.
Learning CCentre: Music centtre.
Teacher will play the ssong and inttroduce the actions. Chiildren will sing and actt
out the sonng with teaccher.
Activity/mmethodology: Children useu the penccil to join the e footprintss from the ccharacters in
the pic
cture to the classroom oobjects.
Wrap up/ Recapitulattion: The children ssing the son ng and do the
t actions, holding up the picture
e
cards for the
t items th hey use to make
m their fiingerprint p ictures.
Assignmentt: Activity bo
ook page#13 3.

13
Unit #1 Say it with
h me (read phonetically
y) Lesson No # 5

Lesson tim
me: 60 min
Objective: Practice CV
VC words, prractice word ds with (ck) diagraph
Resources//Material: (Audio
( chant 1.16) colorred pens / pe
encils/ crayons.
Language/vvocabulary/
/CLIL: rock, red, foxx, log, brown, gray.

Warmer/I Ice breaker: Play a game of colors Bingo Pg – 29 2 T.Guidebo ook.

Circle timee/ introducttion: Teaacher will eencourage th he children to retell th he story froom lesson 3,
3
ask questioons to promppt the children 1.16, pla
ay the recorrding for the e children to
o
listen the rhyme.
r
Learning CCentre: Art centree, language aand literacy (word wall)
Teacher will
w show the e flash card
ds of the piccture and p lay the CD 1.16 and ask k
the children to listen carefullly. Recall vocabulary of lesson. Teaacher will ex xplain how to
o
make C/K
C blends and a do word blending acttivity with children.
c
Activity/mmethodology: Teacher willw h help th he children to
t make grey y and brownn color from
the other colors
c and sshow them that in the picture Bennyy has mix black and d
white to make
m grey. FFor further focus on the ck sound, teacher will write rock k
on the board and say tthe word. Te eacher will ask
a the quesstion, which sounds they y
can hear? r/o/ck.
r Howw many sound ds? Point outt that (ck) oonly makes one
o sound.
Wrap up/ Recapitulattion: wriite the folloowing wordss in 2 coloumns. Ask th he children to read thee
words in thhe first coluumn. Practice segmentinng e.g r/e/d and blending (red)
Assignmentt: student boook page#14 4. Activity book page #112.

14
Unit #1 Foollowme (Vallues) Lesson No # 6

Lesson tim
me: 60 min

Objective: To ask for things polittely

Resources//Material: (Audio
( chant) classroom m objects, pe ens, other things to playy and pass
Language/vvocabulary//CLIL: Pleas se pass the yellow (pen)). Here you are,
a Thankyoou.
Warmer/I Ice breakerr:Review the e words we e use when we are bein ng polite frrom the staarter unitt:
please and thank you.
Circle timee: Play the dialogue. The e children listen and follow the teext on the page (1.17 7
Audio)
Learning CCentre: Dramatic play
p centre
Play the dialogue
d andd ask the children
c aboout the pollite words used in the e
dialogu
ue.
Activity/mmethodology: Ask the ch hildren to acct out the dialogue
d in pa
airs.
Play the recording
r aagain for th hem, then encourage them to sa ay dialoguess
themselves s.
Wrap up/ Recapitulattion: Teaacher will uuse the cha ant in futur re lessons wwhen the ch hildren work
k
together inn pairs or smmall groups.
Talk aboutt why it’s impportant to be
b polite?
Assignmentt: student boook page#15 5, A.book paage #13

15
Unit #1 Ex
xplore with
h me Lesson No # 7

Lesson timme: 60 min

Objective:: To talk aboout how we m make pictures
Material/RResources: (Audio cha ant), cloth baag, Classroom objects.
Language/vvocabulary/
/CLIL: This picture uuses (crayon ns), shape, brown, featther, gray. It’s (a gray y
bird)
Warmer/ icebreaker:: Teacher will play the ggame with the t class. Pla ace one item m at a time in cloth bag
g.
Don’t let the
t childrenn see the iteem. The children take tturns to feel the itemss
through thhe bag and t ry to guess what it is (e e.g. it’s a penn)
e:
Circle time Look aroun nd the classsroom at any a picture on displayy.. Ask the children to o
he materialss and describe the pictu
identify th ures using t he pattern, this picture e
uses (paintt) (Pg.-31 T. guidebook)
Learning CCentre Discovery Centre
w use thr ee techniqu
Children will ues for making picturees (crayon, collage and d
mosaic) and d explore he e differencee between them
Activity: Play the recording 1.119 Listen an nd follow th he text on the page. Teacher
T willl
introduce three
t technniques for ma aking pictures, crayons,, collage, and
d mosaic andd
talk about the techniiques she ha as used in every
e picturre. They ca
an touch the e
pictures annd feel the m materials ussed. (Unit 1 page
p – 31 T.GGuidebook. CLIL Box)
Assignmentt: Nil

16
Unit #1 T
Think with me Lesson No # 8

Lesson tim
me: 60 min
Objective: To talk abbout how we e make pictu ures. To pra actice the nnew languag ge through a
song, to ma ake a pictur e.
Material //resources: Audio chan nt, sheets oof paper, glue, card or r paper shaapes, crayon ns, featherss,
glitter, paiint, foil, etc
Language/vvocabulary//CLIL: I see s a (bird). This picture e uses crayoon.
Warmer: Teacher will
w hold up objects fro om around the t classrooom and ask what is it? ?
What color t class to answer e.g. it’s a (pen)
r is it? Invitte the childrren around the
Circle time
e: Play the soong for the class to listten then play y it again ass many timess as you likee.
Encourage the childre en to point to the color rs and objecects in the song
s as theyy
sing along with
w the reccording. Talk k about the pictures. W What materia als it uses.
Learning CCentre STEM (artt)
The childr ren can use e one of th he techniqu ues from th he lesson 7 (as STEM M
challenge),, to make th heir own pic
cture of an animal. Thee children can show and d
tell with their
t finishe ed picturess. It is (a black
b cat) PPg -32. Makke your own n
picture, us se activity book page 15 as STEM challengge (ART) by b providing g
different materials
m likke feathers,, crayons, glitters, papeer pieces for
r mosaic etc c.
to make thheir own pictture.
Wrap up/ Recapitulattion: The teacher w will describ
be all the materials/
m tthings we use
u to make e
pictures.
Assignmentt: S.book pag ge#17 A.book pag
ge#14

17
Unit #1 Show me Lesson No # 9

Lesson timme: 60 min

Objectivess: To practice e the new laanguage thro ough a game
Material/RResources: (Audio cha ant) unit 1 pi cture cards, Unit 1 flash cards.
Language/vvocabulary/
/CLIL:: It’s s (purple) paaper. This picture uses (orange) (paaint)
Circle time
e: Play a game to review the vocabulary of the unit using th he poster. Describe
D one
e
of the items on the pposter. The e children id
dentify the item and point to it in n
their books.
Learning CCentre Language and
a literacy
Teacher will
w help the children to o use their classroom
c o bjects pictu
ure cards to
o
play the ca ard game inn pairs. One child descr ribe the objjects using color eg it,ss
green. The e other child dren will fin
nd the psitu
ure crad shoowing the correct colorr
eg it’s gree
en pen.
Assignmentt: S.book Pag ge No#18

18
Unit #1 Show annd tell(Classs project) Less
son No #10
0

Lesson tim
me: 60 min
Objective:: To work to ogether and complete a class projec ct (make a qquilt)
Materials//resources: CD1, Sheetts of paper, glue, card or o paper, sha apes, crayonns, etc.
Warmer: Play the chhant from le esson 6. Ask k the childre
en to say wh hich words we
w can use too
be polite (pplease and tthankyou)
Circle time
e: Teacher will
w guide the e children that
t they arre going to work together on classs
project in this lesson. Point to th he quilt on the student book page. Ask them to o
say what itt is and how it has made e (it uses paint) glitter eetc.
Learning CCentre Art Centre e
Teacher will
w help the children to o work toget ther to asseemble the quilt
q on classs
room wall
Activity: The children can workk in small gro oups to make quilt squarres. The children shouldd
decorate the
t quilt usinng their chosen techniques.
Wrap up/R Recapitulatio
on: Invvite the voluunteers to take
t turns to come to tthe front annd talk aboutt
the quilt. This
T is my quuilt it uses red
r paint and d glitter
Assignmentt: S.book Pag ge#19
A.book page e#15

19
Unit # 2 K
KWLS (L
Literacy Boo
ok)

PAF/BAS
SE MONT TESSORI
READ
DING SKIL
LLS K.W..L.S STRA
ATEGY
SE
ENIOR LEEVEL
“s blends”

20
Unit # 2 KWLS (Literacy Book)

Reading Word List Key: C = Consonant V = Vowel

CC = Consonant Cluster

Reading Time 20min Daily Circle Time

CVC Word CVCC Word CCVC Word CCVCC Word Sight Word
Pip Jac k s wim s kunk can

Lin s top s wing on

s kip s pider her

Additional
Vocabulary s pin s tac k what

gif t s tar you

jum p do

des k

Attainment Targets:-
 To be able to read “s blend” words from page # 24, 25
 To be able to read the sentences with help of “s blend” and “sight words” frompage # 27
How to Use?
 The decodable words (CVC, CVCC, CCVC, CCVCC) and sight words from theword list are to be
practiced daily in the allocated reading time (20min) for 03 weeks

21
Unit # 2 (Literacy Book) Lesson # 1

Topic: s blends (sw, st, sk, sp)

Lesson 1: Focusing K
Objective:
 To review a mix of new learner and returning learners.
 To review the letter names and sounds (say it with me).
CLIL/ Vocabulary: swing, skip, spin, star.
Resource and Material: K.W.L.S sheet, alphabets flash cards, vocabulary flash cards,CVC templates,
picture cards, sight word cards
Circle Time/ Warmer:
 Nature walk, teacher will talk about swings, skipping rope, spinner while walk to the park/
swing area etc.
 In classroom teacher will show flash cards of words starting with these blends eg, swim, star,
skip etc.
 Students will recognize the picture and tell the vocabulary.
Methodology:
 Beginning sound clip card activity (whole class activity)
 Teacher will conduct a sound recognition activity for the students with the help of:
‐ Template with beginning sounds/ blends
‐ Picture cards
Teacher will show the template and student will pick the picture cards from basket and paste it on
template after recognizing the beginning sound of the picture.(e.g star).

s
t
p

w
Learning Centers
Reading Center: Oral drill of CVC words phonetically. The initial decodable words ofunit 2 (swim, stop,
spin, stack, jack)
Art center: Teacher will give star shape cutouts and students will do finger painting in it
Discovery Center: teacher will hide the sight words flash cards (unit 2) in play area andstudents will
find the cards and read the sight words aloud
Note: Teacher can fill/tick the first column of K
Suggested Questionnaire:
 What sound can you hear in the beginning of -------------- ?
 What is this (letter)?
 Can you find -------- ?
 Can you blend -------- ?

22
Unit # 2 (Literacy Book) Lesson # 2

Topic: s blends (sw, st, sk, sp)

Lesson 2: Focusing W (literacy book pg # 24)
Objective: To familiarize students of “s” blends and letter patterns
CLIL/ Vocabulary: swing, swim, stop, spin, spider, skunk.
Resource and Material: Show and Tell audio (1.38), s,w,p,k,t flash cards,sw, sp, sk, stflash cards
(blended ones), templates
Circle Time/ Warmer: Introduce “s” blends sounds with I spy game. Student will identify the pictures
beginning with sp, sw, sk, st from literacy book. Students will identify the objects beginning with “s
blends” family around them e.g swings, spin(action), star etc
Methodology: Listen and repeat audio Show and Tell (1.38)
 Play the recording for the students to listen and point to the picture belongs to sblend
vocabulary
 Ask the students to listen and repeat audio(1.38)
 sw says : swim, swing
 sp says : spin, spider
 sk says : skin, skunk
 st says : stop, star
Suggested Questionnaire:
 What does “sw” say?
Ans: “sw” say /sw/…..swim, swing.

Learning Center (whole class):

Language and Literacy Center:
 Provide students letter cards.
 Say a sound and ask them to make the blend using their letter cards.

23
Unit # 2 (Literacy Book) Lesson # 3

Topic: s blends (sw, st, sk, sp)

Lesson 3: Focusing L (literacy book pg # 25, 26)
Objective: To listen and identify the “s” blend sound e.g sw, sp, sk, st and read the words aloud.
CLIL/ Vocabulary: swing, swim, skip, slip, stop, star, spider, spin, stack.
Resource and Material: Show and Tell audio (1.39), flash cards, templates, literacy book.
Circle Time / Warmer:
Teacher will play I spy game and students will identify sp, sw, sk, st around them.
Methodology / Activity:
 Play the audio (1.39) if students can recognize the “s” blend words and circle thecorrect option
on literacy book (pg # 25)
 Play the recording again for students to listen and repeat:sw i m
st o p
sp i n
st o p
st a r
 The students will trace the letters below the pictures they circled.
 The students will trace the letters on page 26 and read the words aloud. Paying special
attention to initial consonant blend (sw, st, sk, sp).
 Let the students draw lines to match the words to the pictures.
Suggested Questionnaire:
 Can you swim?
 Can you skip?
 Can you spin?
Learning Centers
Language and Literacy Center:
 Beginning sound “s” blends with clip cards
 Student will be provided with templates of “s” blend on which words like swim,
spin, star will be written in segmented pattern. Students will pronounce the word and
then blend the sound and clip the correct option.
Art center: Student will do finger print on the “s” blend sounds.

s pin

swi
chi ca sta s tar

s kip

24
Unit # 2 KWLS (Literacy Book) Lesson # 4

Topic: s blends, CVC review, sight words

Lesson 4: Focusing S (whole day activity) (literacy book pg # 27)
Objective: To be able to practice reading words with target sounds in context and reading sentences
aloud.
CLIL/ Vocabulary:
 skip, jack, stack.
 Pip, Lin
 Can, on, her, what.
Resource and material:
 K.W.L.S sheet
 Reading strips
 Literacy book
 Reading wall
Methodology:
 Play the recording (1.40) for students to listen and repeat.
 Play it again for student to follow the sentences.
 Play it again to listen and repeat.
Learning Centers
Discovery Center:
 Students will go outside for nature walk and take some “swings”.
 Student will make “star” on sand in sand pit area.
Reading Center:
 Sentence Hunt:
‐ For this activity, student will be provided with a basket of words. Theywill pick up
the word cards and make the respective sentences.
For example:
‐ Pip can skip
‐ Jack can stack
‐ Lin can spin
‐ On her back
‐ What can you do?
Suggested Questionnaire:
 Who’s this?
Ans: It’s Pip
 Who can spin? Ans: Lin can spin.

Reading Time: Sight word wall: sight words

Teacher will swap the flashcards and students will read and recognize.

25
Unit # 2 what can do in the park? Lesson # 1

Student Book
Theme: Movements /Actions
Time:- 60 minutes
Objective:- Femelries students with verbs and objects in the Park.
Creating and performing an exercise routine.
Resource Materials:-
flash cards, action words, outdoor activity
Language/Vocabulary/CLIL: (New words / sentences) catch, build, climb, kick, run, walk.
I see colour, number, swings, slide and kite
Circle Time:Poem
What can you do? I can climb a tree
I can sing a song……I can catch a ball
Take the students to rug and they will be asked about their favorite place and activitythey like doing
over there.
Warmer / Ice breaker
Picture Description:-
Talk about the pictureListen and point Listen and repeat
Use picture cards and action words
Learning Center:-Literacy Center Stem challenge
Ask to build a building with blocks
Activity:-
Take the students in the play yard and ask them what can they do in the park?
Encourage them take names of different activity they can do in parks with the help of actions like
jumping ,running, swinging and catching students will be asked if they likeplay yard or not and they will
be asked to name their favorite activity
Recycling /Recap
Students will be given play cards to name different activity they can at the parkI can build
I can catchI can walk I can run
I can kick

26
 PPlay with me
e Lesson # 2

ovements /A Actions
minutes
:- To practiice the languuage of the unit through h actions.
Materials:-
stickers, picture cards, dice
/ vocabulary y/CLIL: (Ne ew words / ssentences) catch,
c build, climb, kick,, run, walk.
will repeat the words in question foorm sentence es in a listen
ning activityy andgame.
e (kick)?
e: Poem:
you do?
a song……
tudents to rug
r for this action game eCan she buiild? Yes she can
ch? No he can’t
ng? Yes she can
Ice breakeer
ill prepare dice
d on whichh she will wrrite these words catch, build, climb , kick,run an nd walk
pictures. Sttudents will turn over thhe dice and whatever co omes on top the studentt will do
n. Other students will be asked whaat he/she did.

enter:- Literracy center::-

picture card
ds of action words ( catcch, climb, kic k) point and say
ck, run, walk

e actions pic
cture cards and ask the
e students to
o do the act
tion (catch,b
build, climb, kick, run,

udents to watch the acttions and plaay a game.

mory game te ents to look aat the pictu
ell the stude ure in
nt book forone minute an nd ask to cloose their bo
ooks.
s Sam doing? ? What’s Ann na doing?
Recap:-
you do in the
e park?I cann sing a songg
b a treeI cann catch a ball
will be askedd to talk abo
out the actioons they did and
words they use.
sion work:- Student
S boo
ok page # 188Listen and Stick

27
Unit # 2 Read with me Lesson # 3

Theme: Movements /Actions

Lesson Time: 40 minutes
Objectives: student will be able to
 read and understand the story.
 familiarize with action words e.g run, crawl, quickly, slowly, great job, under.
 can build sentence structure “can we play with prickly ?”, “can she run
quickly?”, “i can crawl under the fence”, “she can’t run quickly”.
Resources / Material: Flash card and picture cards of unit no 2.
 Warmer/ Circle Time:
Teacher will use Fifi puppet to introduce (slowly, quickly, run etc.) .Students will wear themask present
in dramatic center etc rabbit mask to run quickly and turtle mask to walk slowly.
Learning Centers: Dramatic Center.
 Methodology / Activity:
Teacher will play a game of “What’s missing?”
Teacher will stick the flash cards on the board and ask students to make the proper sentences using
flash cards from language and literacy center, For example “can she run quickly?” “can we play with
prickly?” “she can’t run quickly” etc.
Learning centers: Language and literacy center.
 Recapitulation / Round Up:
Memory game: Students will look at the book poster and teacher will play the recording, students then
close their books and say lines from the story and guess who said each line and tell the name of
character.
Assignments:
C.W: Student book page # 22 + Activity book page # 19.

H.W:

28
Unit # 2 Sing with me Lesson # 4

Theme: Movements /Actions

Lesson Time: 40 minutes
Objectives: Students will be able to
 practice new vocabulary through song (jump, climb, fly, swim).
 practice the new language eg (she can run, she can’t run, he is good atswimming) etc.
Resources / Material: Flash cards and picture cards of unit no 2.
Language / vocabulary / CLIL: climb, fly, swim, and jump.
 Warmer/ Circle Time:
Chant 1.26 will be played. Students will do actions (jump, fly, swim) with teacher in dramatic center
while flapping their arms for flying, wearing frog mask for jumping and gesturing.
Learning Centers: Dramatic Center
 Methodology/ Activity:
Teacher will encourage students using flash cards or children’s picture cards. She can invite a student
to choose a flash card or picture card without showing the rest of the class what it is? The rest of the
class will ask questions to try and guess the card e.g (can you (catch / jump / run / etc)?). The child
holding the card should give negative answers for all activities except for the one on his/her card. The
first child to guess the activity correctly can take a turn to choose a card for the rest of the class to
guess. (Teacher’s guide page number 39).
Learning centers: Language and literacy center.
 Recapitulation / Round Up:
(Simon says game) Teacher will play a game, she will say, you can run then , Students will do the actions
and when she will say you can’t do it, they will stand still.
Assignments:
C.W: Student book page # 23.

H.W :

29
Unit # 2 Say it with me Lesson # 5

Theme: Movements /Actions

Lesson Time: 40 minutes
Objectives: Students will be able to
 learn action words (spin, stop, and skip).
 practice CVC words (can, run)
 practice word with S blends (sw, sk, sp, st)
 build language structure e.g “I can spin, I can skip” etc.Resources / Material: Flash card and
picture cards of unit no 2.
Language / vocabulary / CLIL: stop, skip, spin, fly.
 Warmer / Ice breaker:
Chant 1.27 will be played. Teacher will paste the word cards of actions stop, skip, spin on the board
from language and literacy center while students will do the action of skip by skipping with the help of
rope and the action of stop by gesturing with their one hand and spin by spinning their body.
Learning Centers: Language and literacy center.
 Methodology / Activity:
Teacher will invite one student and he/she will do specific action (stop, skip, spin) and other students
will guess and say what action that Student did and make a complete sentencelike “ he can spin” etc.
Then teacher will paste flash cards on board using the flash cards from language and literacy center
and students will close their eyes and teacher will remove one card then they will open their eyes and
guess which one is missing.(Teacher’s guide page no 40).
Learning centers: Language and literacy center.
 Recapitulation / Round Up:
Teacher will ask specific questions from students about rhyme and picture e.g “can Benny run?” “can
Fifi skip?” “What is Prickly good at?” as well as ask students what they are good at ?
Assignments:
C.W : Student book page # 24 + Activity book page # 20.

H.W :

30
Unit # 2 Follow me Lesson # 6

Theme: Movements /Actions

Lesson Time: 40 minutes
Objectives: Students will be able to
 learn how to wait for your turn .
 line up properly.
Resources / Material: Fifi puppet, Real Objects
Language / vocabulary/CLIL : wait your turn, line up.
 Warmer/ Circle Time:
Chant 1.27 will be played. Teacher will encourage the students to mime and actions for class e.g. (clap,
sit, stand, skip, spin, swim) and students will guess it, while making a full sentence for example “you can
climb, I can sit, I can swim” and teacher will paste the flashcards present in language and literacy
center, students will read and mime the actions.
Learning Centers: Language and literacy center.
 Methodology/ Activity:
Teacher will use Fifi puppet from dramatic center to talk about coming into the classroom from the
play ground or moving from one place to another in the school. The Puppet coulddemonstrate poor lining
and pushing, compared to nice calm lining up. (Reference,
Teacher’s guide page# 25) Teacher will take them outside to observe a moving line of ants(Discovery
center)
Learning Centers: Dramatic center, Discovery center.
 Recapitulation / Round Up:
Teacher will explain that why it is important to line up and wait for your turn because it is notsafe to
push others, people might hurt.
Assignments:
C.W: Student book page # 25 + Activity book page # 21 (coloring of correct picture).
H.W:

31
Unit # 2 Ex
xplore with me
m Lesson # 7

Theme: Ac ction words

Explore witth me.
Lesson timme: 60 mins.
Objective: To talk abo out park equ uipment and shapes.
Resources//Material: CD1,C coloure
ed card, papper, foam shapes.
Language: Do you see the (yellow)) (circle)? H How many?
Vocabulary y/CLIL: mon nkey bar, reectangle, cir cle, square, triangle, park, slide, swwing
Before the e lesson: Stick
S shapess in differeent colours (triangles,
( circles,
c recttangles,squares, stars)
around the e classroom to t spot.
Circle timee: Ask the students to t line up aat the fron nt of the class.
c Ask tthe student at the frontt
of the line to walk to his/her
h seatt, ask 2nd st udent to run, 3rd studeent to jump and 4th stu udent to hop
p.
Then startt again with walk .Contin nue until all tthe studentss are seated
d.
Warmer: - Play the chant 1.29(line up) Encoourage the students s to join inStop!!
Line up! Lin
ne up! Keep calm
c Keep calm
Wait your turnWait yo our turnWalk slowly Waalk slowly
Activity/ mmethodology y: Students will focus oon the play equipment
e in the picturee. Point to thhe slide. Ask
k
them to find out whatt colour is itt? Ask them m to find ou
ut the yelloww circle. Askk the students to trace e
around the e outline of the circle with
w their ffingers? Pro
oceed with thet same coonversation till they are e
done with aall shapes on n the page .NNow play th e recording (1:30) stude ent will listeen and follow
wthe text onn
page. Students will listten and repe eat recordinng.
Ask them do they see e blue trianngle? How m many are they? Introduce additionaal shapes re ectangle andd
star.
Students w will make sha apes with thhe help of plaay dough
(Math’s an nd manipulattive).
Give stude ents cut outts of shapes s in differeent colours. Ask them to t sort it inn different colours and d
shapes. (Arrt centre)
Wrap up: - Ask the students, who w can findd yellow circ
cle in the class
c room
.students wwill try to fiind the shappes already sstuck in thee class room.. The finderr will say” bingo “and telll
the shape n name and co olour. (Discovery centre e).
Assignmentt: - Studen nt Book Pg # 26
Introduction of star and rectang gle shapes

Art work

32
Unit # 2 Think with meS Lesson # 8

Theme: Action words

Think with me.
Lesson time: 60 mins.
Objective: To find and count shapes in the environment.
Resources/Material: CD1,coloured pen/pencils/crayons ,flash cards, papers ,cards,Foam shapes
Language: I see (3)(yellow)(circles). The swing is (yellow).
Vocabulary: sand box, shapes, numbers, colours.
Circle time: - Invite a student to come to the front of the class and chose oneof the shape.
Tell the student to hold the shape behind his back .Encourage the rest of the class to call out
questions to try and guess the shape. The student at the front should answer in Yes, it is/No, it is not
(language centre). First student to guess the shape and colour can take turn to choose a shape for the
rest of the class.
Warmer: Use three of each of the shapes from previous lesson (circle, square and give them to
different students play the song1.31 as the student hear their shape. They stand up and hold up the
shape.
Methodology: - Talk about the page picture. Ask the students what they can see in the picture? What
colour is the sand box? Do you see a black circle? Tell students that they are going to find the shapes
in the picture. Count them (maths and manipulative center).
And colour them on students book pg # (27) Art center)
Wrap up: - Students, will do their own shape survey outside or inside theclass room.
During survey student will draw shapes on page and color their shape the same color to match.
(Discovery centre)
Assignment / C.W: Student book pg #27
Activity book pg #22: Student will colour the shape , count the shapes in the big picture and circle the
correct number of the shape

33
Unit # 2 Show me Lesson # 9

Theme: Action words

Show me.
Lesson time: 60 mins.
Objective: To practice the language from the unit through a game.
Resources/Material: CD1, Fifi puppet, Unit # 2 poster, Unit # 2 picture cards, extraaction picture
cards (optional).
Language: He /She can (walk)?
Can he /she (run)?Yes, he /she can. No, he /she can’t.
Vocabulary: Actions
Circle time: Use the Fifi puppet to talk about the poster. Ask the students what can the characters
do? The students identify and point to the characters.
Warmer: Sing the song 1.31 students will sing along and draw the shapes in the air. Students will show
numbers of the shapes through fingers.
(Maths and Manipulative centre)
Methodology: The students look at the poster page and find the action that each character can do.
They draw a line to match the correct actions to the character in their books page # 28.
Game: One student chooses a card but dosen’t show it to the class. The studentswill guess it’s a boy or
it’s a girl? Can he/she run? The students will ask more questions to guess the card. (Teacher guide
book Pg # 44)
(Language and literacy centre)
Students go to the park and explore park equipment they know about and to show and talk about the
shapes they have found in the picture of the park and in their own classroom /play ground.
(Discovery centre).
Wrapup: 1.What do you see in the park?
2. What can you do in the park?
Assignment: Student book page #28

34
Unit # 2 S
Show and te
ell Lesson
L # 10
0

Theme: Ac ction words

Show and T Tell
Lesson timme: 60 mins.
Objective: To work to ogether to complete
c a pproject (makes and per rform an exeerciseroutinne).
Resources//Material: CD1,(Audio chant 1.18 8+1.29), flashcards, po oster unit 2, picture cards and d
student bo ook Activity book, scisso ors, glue sticck
Language: He /She ca mp, run, walk etc)
an (kick, jum
Vocabulary y: Actions
Circle time e: teacher will tell stu udents that they are go oing to make e a project in the class so they can n
use polite words (Plea ase and Thank you) and d tell thestuudents about t making upp of an exer rcise routine e
using actions that they y know and perform.
p
Play Game : ( Simon says)
s Students will procceed the acttion that sta arts with (S imon says) Simon
S says
jump up, S Simon says stand
s up Simmon says sittdown) touc ch your head d .students who proceed this
action will be out of thhe game.
Warmer:Play audio cha ant (1.18) mimic
m as the track plays
We say” pllease “and “thank you” too We say”” please “and d “thank you u” too Little words thatt are easy to o
say, So let’s rememberr them every y day.
Methodology: Show th he action cards and ask what is hap ppening? (Kic ck, run, clim
mb)
Show the p poster pagee and ask wh hat are stud dents doing? ? Make group of studennts and enco ourage them m
to make their own ex xercise routtine by usinng(cutting) picture card ds from Sttudent book k page # 29 9
(Teacher b book pg#45)) and practice the exerrcise routine e (Teacher will
w guide a ssample exer rcise routine e
i.e (jump, jump. jump. stop,
s kick).P
Play the channt (1.29) while the stude ent work.
When stud dents are rea ady they can n perform t heir routine e in front of the class.
(Language &literacy center)
c
Show And Tell
One studen nt from each group will narrate the e routine annd rest of th he group wil l perform itt.(Ali can runn,
he can jummp, he can climb) (drama a centre).takke photos of the student while theere are performing theirr
routine exe ercise .displlay these phhotos on a laarge sheet of o paper to make classs exercise poster .,putt
captions on the photo os with the help of st udents as Ali A can run ,Aisha can cclimb ,etc and display in n
the class EEach student will draw happy
h face and sad fa ace to show the activit ies thatthey y can do and d
they can’t do by cutting action cardsc from activity boo ok page # 23 2 and pastte them on a sheet and d
share with their pairs for example e (I can kickk ,I can build
d, I can’t climb)
(Art cente er, Project work)
Recapitulattion: Ask qu uestions fro om students
* Wha at can you do?
d
* Wha at you can’t do?
Assignmentt: Student book page #29, # Activiity book pagge # 23

Student ac
ctivity

35
Unit # 3 K
KWLS Literacy
y book ( r blends)

PAF/BAS
SE MONT TESSORI
READ
DING SKIL
LLS K.W..L.S STRA
ATEGY
SE
ENIOR LE
EVEL

Duuring Readin
ng
Before Reading After Reading
R
(13 working daays)
K W L S
Ik
know I want
w to learnn I learne
ed Skill/ practtice/ check

 How to read  How

H differennt  To list
ten,  To liisten and
the given vvocabulary letters patterns
p makke the ble
end and read d words rread the giv
ven
words withh r blends new sounnds. (pg 28) witth r blends. ssentences aloud.
from previous units t r says /tr/ (pg
g 29, 30)
d r says /dr/  Drip
p, drop,
dr-o-p D
Drip, drop
crayon f r says /fr/
dr-e-ss
c r says /cr/
cr--a-b
 To
T listen, reaad and  In th
he pond,
tree tr--a-ck
practice segmenting words ffrogs hop
tr--u-ck
with (r blends)
fr--o-ck  Dropp, drip,
crawl tr-ai-n
D
Drop, drip
fr--o-g
tr-u-ck (frrom
pg. 29,30)  On the
t track, I
 How to read fr-o-g sskip
these sightt words
from the pprevious unitt ((from pg. 311)
can, on, her, I, the fr-ie-n-d
d

dr-u-m

dr-e-ss

cr-a-b

dr-o-p

To read the
t given sigght
words Thhe, on, in, I
Note: Thhis practice will be
carried out
o in the re eading
time daily from day 7 till
day 12.

36
Unit # 3 KWLS Literacy book

READING WORD LIST

Reading Time 20 min Daily Circle Time Daily

cvc words cvcc words ccvcc / ccvc words sight words

b-u-s p-o-nd dr-u-m the

c-a-t g-i-ft dr-o-p in

h-a-t sk-i-p on

c-a-p dr-i-p It’s

h-o-p fr-o-g I

c-u-p cr-a-b

tr-a-ck

dr-e-ss

tr-u-ck

cr-a-wl

Attainment targets:-
• To be able to read CVC words while blending the sounds.
• To be able to listen and identify (r blends ). (pg 28, 29,30)
• To be able to read sentences with the sight words. (pg 31)
How to use
• The decodable words (cvc, cvcc, ccvc, ccvcc) and sight words from the word list areto be
practiced daily in the allocated “ reading time” (20 min) for 3 weeks.
• The sight / helping words are to be practiced daily in the circle time for threeweeks.

37
Unit # 3 KWLS (Literacy book) Lesson # 1

Topic: r blends
Lesson No. 1 KWLS (Focusing k)
Objective:
To review a mix of new learners and returning learners (Hello Unit, Teachers, Note)review cvc
words.
Resource / Materials:
KWLS Sheet, alphabet flash cards (for students who have not done, level 1), vocabulary flashcards,
cvc wheel , cvc template, picture, picture cards, sight word cards, real object.
Circle time / warmer:
I Spy Game (20 mins)
Teacher will ask all the students to close their eyes. She will have a real object (toy) e.g cat, hat,
cup, bus in hand. Telling the features like shape, colour, texture, the teacher will ask the students to
guess the object.
Methodology: (40 mins)
After discussing with the students, they will be able to identify the cvc words, focusingsounds
with the following activities.
Rotatable Wheel Activity:
In this activity the following material and method will be used:
(a) Three formic wheels having two consonants and one vowel.
(b) Picture cards.
Teacher will introduce all the sound of consonants and vowels and each student will try to read the cvc
words by rotating one, two or all three wheels and put the correct picture cards.

Suggested Questions:
What is the beginning sound ? (b , c , h …)What is this? (letter a , e , i , o , u)

Can you blend? (cat , bus , hat …)

Learning Centers
Reading Centre: (25 mins)
Oral drill of cvc words phonetically
e.g. bus , cat , cup , hat
Activity for cvc words: (25 mins)
Teacher will introduce the letter strips and tell the students to move the strip up and down and“say”
the cvc words.

38
Discovery center (outtdoor activitty) 25 mins
ords Puddle Jumping”
“Sight Wo
Teacher will pronounce the sight words (is , can , I , it’ss) and stude
ents are goiing to jump oneach
puddle of ssaid sound one by one.

39
Unit # 3 K
KWLS (L
Literacy boo
ok) Lesson # 2

Topic: r b blends cvc (d

dr , fr , cr , tr)
Lesson No. 2 Focusing g W (Literac cy Book Pg: 28)
Time: 60 m mins
Objective::
To familiarrize studentts with “r” blends
b to maake patternss that make new soundss with “r”sou
und e.g. tr ,
dr , fr , cr..
CLIL/ Vocabulary:
truck , train , frog , frriend , drum , crab , dresss , crayon
Resource / Materials:
Show and T
Tell audio 1:4
41dr , fr , tr
r, crr flash card
ds
Circle time
e / warmer:: (10 mins)
Introduce the conson
nant blends with pictur e cards and
d name of picture
p on tthe card. E.g
g. frog, train
n

Methodology / Activitty:
Listen and Repeat 1:411 (Audio Sho
ow and Tell)
 Play the recording
r for students tto listen and
d point to the letters annd pictures.
 Establish that all the
e letter pattterns make different
d sounds.
 Ask the students to listen carefuully and tell which blend
d makes thiss sound.
 dr says drum,
d dress
 cr says crab,
c crayon
 tr says truck , train. etc
Learning C
Centers
Language & Literacy centre:
c Pick the blend Game:-
Students wwill be given the picturee cards with attached ennding letters and missinng blends in the
beginning. Students wiill pick the correct
c blennd and place in the begin
nning.

drr
ab

uck
op crr

tr

40
Reading Centre:
Teacher will provide the cards with picture on it. Students will try to read “r” blend.

cr-a-wl tr-a-ck

fr-o-g
dr-um

41
KWLS (L
Literacy boo
ok) Lesson # 3

blends (dr , fr
f , tr , cr)
. 3 Focusingg L (Pg no: 29
2 , 30)
mins
:
nd identify the
t blends “fr “ , dr , tr , cr” in the beginning
b of the words.

/ Materials: (Show & Tell)

T

42 Flash Cards
Book:Methoddology / Acttivity:
o Show and Tell)
T

udio 1:42. he students hear the bllends in the beginning oof the words
If th s,they will
picture with
h the blend.

race and Sayy

ircle
cr-a-b
b
fr-a-g
g
tr-a-c
ck
dr-e-sss
Questionna
aire:

Have you
y ever see en a crab?
ou jump like a frog?
Can yo
Do you like cycling
g on the traack?
What is your favo orite colour in the dresss?
Centers:
and Literacy
y centre:
zle:
ent will be provided
p e e.g. drum , frog, frame
witth a picture e. The studeent will pick
k upthe
end and ending letters and
a place witth the relevvant picture..
enters
e from the words
w to mattch them witth the corre
ect picture.

42
Unit # 3 K
KWLS (L
Literacy boo
ok) Lesson # 4

Topic: r b
blends cvc re
eview, sight word
Lesson No. 4 Focusin ng S (Whole day activityy)Pg 31, Lite
eracy Book
Time: (Whhole day acttivity)
Objective::
To be able to listen and identify “r
r” blends annd sight word
ds.
CLIL/ Vocabulary:
drip, drop
pon
nd, frog
hop, track
in, the, on, I
Resource / Materials:
Reading Strips
acy Book
Litera
Reading Wall
Methodology / Activitty:
 Play the recording
r 1:4
43 orr f
the studen
nts to listen and repeat the words in chat.
 Play it aga
ain for stude
ents to liste
en and repeaat.
 Tell the students to o close the eir eyes, focus on the sounds and d then mirrror the
intonation of the recorrding.
Learning C
Centers
Sorting th
he blends:
The studennts will be provide
p with
h a number oof words staating with blends i.e. tr , cr , fr ,dr
r. The
students w
will pick up th
he correct word
w card annd put underr the respec
ctive blend.

tr cr fr dr

Reading Ce entre:
Students wwill be providded with the word cardds and they will
w arrange them in thee form ofcha ant. e.g.
Drip , drop
p , drip , drop
pIn the pond
d, frog hop Drop , drip , drop , dripOn
O the tracck, I skip
Suggested Questionna aire:
Q1: W
What is dripp
ping?
Ans: drrops
Q2: W
Where are th he drops drip
pping?
Ans: in the pond.
Q3: W
Where is the girl skipping
g?
Ans: on
n the track.
Reading Tiime
Sight Worrds Game
Feed the aalligator:
Teacher will say the siight word an
nd students will pick up the sight words and putt in alligator
r’smouth one
e
by one.
43
44
Unit # 3 Who Makes You Happy Lesson # 1

Theme: Feelings/ Emotions

Time: 60 Minutes
Objectives
 To familiarize students with words for family and feelings
Resource/ Material
 flash cards, posters, picture cards, audios
Language/ Vocabulary CLIL
 father
 mother
 sister
 brother
 family
 happy
 sad
 tired
 hungry
Circle Time
 Audio of the poem ‘daddy finger’, ‘mommy finger’ will be played for the students
 The poem about the family will also be played
 The students will be encouraged to role play as the recording plays
 A discussion will be generated with the students, while showing them the flash cards of
different family members / characters, on who is in your family and what do you do at home when you
sit together with your siblings and parents.
Warmer
 ‘Let’s get ready to learn’ will be played for the students and they will mimic the actions as the
recording plays
Activity Methodology
 Students will bring the pictures of their family member
 Family tree will be drawn by the teacher and the students will paste
the pictures of their families.
Learning Centre:
Literacy centre
 The students will be asked to draw / make their own family tree.
 They will discuss different family members and their roles
Wrap Up
 The students will be asked randomly about who do you like tospend your time with in your
family, What do you play with your sibling, what favorite food does your mother cooks for you and what
toys and snacks your father brings for you.
Assignment:
C.W: Family Tree will be drawn with pasting of the family members’ pictures.
Students will be asked to draw their parents

45
Unit # 3 Play with me Lesson # 2

Theme: Feelings/ Emotions

Time: 60 Minutes
Objectives
Students will be able to:
 recognize and distinguish between different emotions
 practice feeling words through a game
 enhance their vocabulary for different emotions
Resources/ Material
 flash cards, posters, picture cards, Fifi puppet, audios
Language/ Vocabulary CLIL
 happy
 sad
 excited
 lively
 thirsty
 hungry
 tired
 angry
Circle Time
 The students will be encouraged to express their feelings and ask them why they feel the way they
do and what makes them feel certain emotion. Props of emojis will be shown to them and they will be asked to
imitate the teacher the way she makes the expressions on her face describing the emojis on the props shown
to them.
 Different dialogues will be spoken by kids like happy is the best emotion, we should try staying happy
and making other people happy too..etc.
 Students will be shown different things like car toy, cup cake and mother’s picture and teacher will
ask them ‘do they feel happy when they see these?’ and hear the stories from them regarding those things.
Warmer / Ice breaker
 The students will be asked as to how they feel today
 poem (If you are happy and you know it) will be sung alongside students. The students will be
encouraged to sing along and follow the actions according to the emotions, e.g students sad – rub the eyes,
tired – yawn, excited – jump up and down etc.
 flashcard related to the emotions will be shown to them according to their replies
Activity Methodology
 An emotions game will be played with the students
 The teacher will make different emotions and the students will guess the emotions
 The students will take turns to show different emotions and rest of the students will guess the emotions
Learning Centre: Literacy Centre
Brainstorming activity will be carried out and the students will be asked to tell what things make them happy,
sad, excited, tired etc.
Wrap Up
The students will be asked to name different emotions.
Assignment
C.W: Students will match the words with emojis on the worksheet.
Students will draw an emotion and colour

46
Unit # 3 Read With Me Lesson # 3

Theme Feelings/ Emotions

Time: 60 minLesson:
Objectives:
By the end of the lesson, students will be able to:
Read and understand the story.
Resource Material
Picture flashcardsWord cards
Language / vocabulary/CLIL: (new words sentences): grandma, grandpa, surprise, honey cake, Happy
birthday
Circle Time
Keep few picture theme ex: cake, balloons, party poopers. Ask where they can see it? Discuss their
birthday months. Ask what they usually see/find in a birthdaypart? (cake, balloons, surprise gifts ,
candles etc. ask whom they invite usually (friends, grandparents, brothers, sisters, cousins) Show word
flashcards of the words and related pictures (grandma, grandpa, surprise,honey, happy birthday)
encourage them to read and match accordingly.
Warmer
Cut and use flashcards to review the feelings words. Play cover and guess game. Reveal gradually. ex:
happy sad thirsty…. See page #111 show and tell student book.
Learning Centers:
1. Dramatic Play Language and literacy center
Methodology / Activity:
1: Discussion
Use book page 32 (Read with Me) size A3 /A2
Talk about each picture using the following list of questions.
Who is this? What’s happening ? lets recall together a memorable birthday party, tellme what did you
see there? Talk about a class birthday then let student connect.
2: Story Reading in 3 steps
Play story 1.36. let students listen. Play it again and encourage students topoint to the story frames.
Play the story third time again and encourage students to read the dialoguesgiven in speech bubble.
Pause recording after each line. Ask if any familiar words are found in the speech bubble. Maybe only
students will come up with beginning and ending sound, bring them the different sounds with blending,
keeping the decoding inmind. (dialogues flashcards will be pictorial so that students could relate and
read easily)
3. Role Play (15 min)
Arrange drama corner with props ex balloons, hat, gift box . Allocate differentcharacters, Birthday
boy/girl(1), friends(3), brother sister (3) and grandparents(2) Father Morther (2). Let students act as
per their imagination.
(f) Recapitulation / Round Up:
Ask questions related to story: Is benny lively in the picture?How old you are how do you feel on your
birthday?
Say few lines from story and let students guess, who said the lines
(g) Assignments / C.W
Activity Book pg 27 Number 1,2,3,4
The students number the pictures in order to show what happens in the story.

47
Unit # 3 Sing With Me Lesson # 4

Theme: Feelings/ Emotions

Time: 60 min
Objectives:
. By the end of the lesson students should be able to:
 practice new language through song.
 express feelings lively, thirsty, hungry, tiredness with the help of correct picture
identification and actions. .
Resource Material
Picture flashcards Word cards
Language / vocabulary/CLIL: (new words sentences)
Happy, sad, tired, lively, hungry, thirsty
Circle Time
Encourage the students to retell story from lesson 3. Ask Questions to prompt.Where are the animals?
Who has the birthday? How old is Benny? What is atBenny’s birthday?
Warmer
Show students a variety of facial expression and let them guess. You can doit with the help of students
too.
Learning Centers:
 Language and literacy Center
 Art Center
Methodology / Activity:
Feelings discussion through pictures
1: Look at big picture on pg # 33, ask students to guess and tell what characters theycan find? Where
are they and what they are doing?
Ask them to circle the characters. Ex Can you find grandma? if yes then circle the character.
What has mom got? How many Characters in total? How does dad feel?Discuss what and how they feel
about this scenario ?
Discuss about feelings of grandfather, grandmother, students on trampoline, Bennyand sister. Ask is
this bear lively or sad?
Discuss what makes them feel tired, happy, sad and excited (randomly take fewanswers )
Sing and Act : (10 min)
1: play the song 1.37tell students to look at the picture of Prickly doing the actions of the song. Ask
students to copy actions for the song. Create moreactions for song. Play twice and act accordingly.
2: Provide picture cards to students (happy, sad, surprise pge 111)play the song third time and ask
students to hold the picture cards for the feelings theyhear in the song.
Recapitulation / Round Up:
Play ‘dumb shred’ select few kids to act according to the given feelings and let class guess the feeling.
(happy, thirsty, sad, tired, Hungary ) Ask them to guess emotions.
Assignments: (10 min)
They can draw themselves showing how they are feeling.

48
Unit # 3 Say it with me Lesson # 5

Theme Feelings/ Emotions

Time: 60 min
Objectives:
By the end of the lesson students should be able to:
 differentiate between the words with r blends (tr,fr,dr)
 Practice three letter words
Resource Material Flashcards
CLIL (new words sentences)
drum frog, truck, train, bus, cat, hat
Circle Time: (7 min)
Encourage the students to retell story from lesson 3. Ask Questions to prompt.Where are the animals?
Who has the birthday? How old is Benny? What is at Benny’s birthday? Do a quick recap of felling by
again showing feelings flashcards of pg 111.
Warmer:
Do a quick recap of felling by again showing feelings flashcards of pg 111.
Learning Centers:
Language and literacy centerDiscovery Center
Methodology / Activity:
1: Play listen and repeat 1:38 to listen and rhyme.
Play again for students to follow the same words in their books.
Present the new words (truck, frog, drum) using pictures. Ask students questionsabout the rhyme and
the picture e.g Where is the …? What colour is the ….?
Play the recording again for students to listen and join in with the rhyme. 2: Write ‘rog’ on the board
ask students to sound it out and blend the three sounds. Ask what sound (f, d, t) from 3 should be used
to make the word ‘frog’.Repeat with other words (rop, rip, rap)
Write a, o and u on board, say one of the presents from rhyme (truck, frog, hat,drum, bus and cat) ask
students to tell you which sound they hear. Write the word in correct column.
Make 3 columns on board (tr, fr, dr) provide students with picture cards of truck, train, triangle, frog,
fruit, frame friends, drum, dry, drop, drink, draw, dragon. Discuss picturecards with students show
each card and call students to paste the picture cards in correct column.
3: Discover and Display
Select an area in the garden. Hide few flashcards/ real toy objects (train, truck, frog, fridge, drum,
drop) and sound flashcards. Divide students in three groups. Assign onesound to each group, to find and
explore relevant flashcards and objects. Ask them topresent other teams what they have found.
Recapitulation / Round Up:
Move and play:
Write tr, dr, fr, cr, gr , pr, br and already paste it around the class. say a sound and askstudents to
move to the area where that sound is pasted or point to the place
Ask students to tell few three letter words with u, o as middle sound.
Student book: Colour and Say:
Match and trace activity book pg # 28. The students will match initial sound to the pictures, then
trace the ‘r’ blends in the words beneath the picture. Then they say theword
pg # 28 Activity Book

49
Unit # 3 Follow Me Lesson # 6

Theme Feelings/ Emotions

Time: 60 min
Objectives:
By the end of the lesson students should be able to:
Learn the importance of being careful
Resource Material
Glass, duster, picture cards
CLIL (new words sentences)
Drum frog, truck, train, bus, cat, hat
Circle Time
Play the rhyme from lesson 5 (1.38) for students to join.
Place dr, fr, tr flashcards and provide picture cards (frog, dragon, drip, drop, truck, trap,triangle. Ask
them to place under correct sound. Keep shuffling sound flashcards location.
Play game with feeling picture card (pg 111). Ask them how they feel today. They holdup feeling picture
card appropriate to the way they feel today. Encourage them todiscuss what makes them upset
sometimes. Tell them it’s ok to feel sad.
Warmer:
Discuss about previously learnt value of ‘being polite” to others. Enquire how shouldthey ask others for
things? When and why to use please and thank you?

Learning Centers: Dramatic Corner Language and literacy

Methodology / Activity:
1:Play the dialogue 1.39 to listen. (10 min)
Again play the dialogue to listen and repeat. Discuss both the pictures given on pg # 29 (show and tell
Student Book) encourage them to reflect upon both the situations. Byasking: Why the girl is saying ‘Be
creful’!? What did the boy reply in return? When the boy realized that water spilled all over, what did
he do? How the girl replied in return. Isthis a good way to deal the situation?
Later discuss few day to day mishaps that might happen in the classroom and a goodexpected reaction.
2: Role-play
Ask students to act out dialogue in pair. Play the recording again for them. Later ask volunteers to
come in front of the class and act out the dialogues using glass table anda duster (as shown in student
book)
3: discuss the picture given in student book (follow me lesson 6) ask about right behavior. Discuss
about importance of saying sorry in different situations. (10 min)
3: Play chant 1:40 .Teach the new words and the actions to the chant. (7 min)
 Put hands up and wiggle fingers
 Pick up imaginary object and hold it carefully with both hands.
 Put hands up and wiggle fingers again
 Put imaginary object down carefully and clap hands/ wave them in the air.
Recapitulation / Round Up:
Talk about when we might need to be careful e.g When we are carrying things/making things/ near
dangerous/ hot things. Ask how should we act in thesesituation (we should be polite)
Assignments:
Student book: Circle the correct behavior Pg # 2

50
Unit # 3 Explore with me Lesson # 7

Theme: Feelings/ Emotions

Lesson Time: 60 mins
Objectives:
To talk about looking after others
Material Resources:
Audio chant (1.40, 1.41), pictures of animals.
Language:
egg, dolphin, penguin, tiger
These are (tigers). The (mom) looks after the baby.
Warmer:
Teacher will ask the students what they learned about in the previous Lesson and thenplay the chant
(1.40)
Circle Time:
 Teacher will introduce the topic of families and looking after others. ask the students who
looks after people in their family (e.g., mom, dad, grandma, grandpa)
 Teacher will ask if anyone have babies in their families, Who looks after the baby? ---
Methodology:
Activity 1: Teacher will open Student Book at Pg no 36 will point to the babies of the animals and tell
themthat sole animals look same as their parents (e.g., tiger, dolphins) and some look different (e.g.,
penguins)
Activity 2: Teacher will play audio clip 1:41 for the class to listen and follow the text on page 36
Learning Center:
● Reading Area: My little encyclopedia for animals
● Discovery center: students will make pairs of model animals with their babies.
Recycling:
Teacher will hand out the pictures of different animals to the students around the classand will
encourage the students to say this is (penguin), these are (lions)
Assignment:
Draw a picture of your favorite animal on loose sheet ad tell the class about it (e.g.
This is dolphin, dolphin lives in water)

51
Unit # 3 Think with me Lesson # 8

Theme: Feelings/ Emotions

Lesson Time: 60 mins
Objectives:
To make animal families.
Material Resources:
Audio Chant 1.42, Colored pens, pencils, crayons, a variety of toy animals, flash
cards.
Language:
Animals, family, colors, numbers. These are (penguin) I love my (mom). (She) looks
after
Warmer:
Review the language form the previous lesson by asking the students to describe thepictures in
Student book Lesson 7.
Ask the students to say what animals they can see in the pictures. What the animallook like and who
looks after the baby in each animal family.
Circle Time:
Ask the students to talk about their favorite animal and also describe how it’s parentslook like.
Methodology:
Activity 1: Talk about the picture. Ask the students what they can see prompt students withquestion
such as What are these? What color is the baby (penguin)?
Activity 2: Play the song (1.42) for the class to listen, then play it again, for the class to joinin.
Activity 3: The students can draw their family members on different fingers according to theirown
family situation. They should hold up the correct finger as they listen and sing.
Learning Center:
1. Discovery center: -
Make animal families. Provide students with a variety of toy animals. Have them sortthe animals in to
family groups. Have them imagine which family member each animal.
2. Literacy and Language:
Teacher will ask the students to place the cutouts of animal’s babies in front of theanimal’s flash cards
and encourage them to say their names.
Recycling:
Drill of animals’ names and their babies will be done with help of picture cards.
Assignment:
The students draw a picture of the mselves, then draw lines matching the people wholook after them
to the picture of them on page 30.

52
Unit # 3 Show me Lesson # 9

Theme: Feelings/ Emotions

Lesson Time: 60 mins
Objectives:
To practice the new language through game.
Material Resources:
Fifi puppet
Unit 3 Poster (Who makes you happy)
Unit 3 picture cards (happy, sad, hungry etc.)Audio clip 1.42
Feeling cards
Language:
Feelings (happy, sad….); family (mom, dad, anna…) i.e., we’re (thirsty); they’re(thirsty).
Warmer:
Play the song 1.42 and sing along with the song 1.42.
Circle Time:
Ask students around the class to name their favorite animal from the unit and who looks after the
baby in their family. Ask the students to say what the mom,dad, baby in each family looks like.
Methodology Activity 1
 Use the Fifi puppet to talk about the poster. Ask how do the characters feel?
The student identify and point to the characters, either on the poster or on studentbook page 30.
 Open page 38 students book. Ask How do the students feel now? Encourage students around
the class to answer (Sam/He’s/She’s…).
 The student compare and say how the characters feel on the poster and how they feel now.
Then they color the ones which match the poster.
Activity 2
 The students us their feelings picture cards to play this card game in groups of four. Two
students look at a card from the pile and act out the feeling. The other two childrens try to guess
what the feelings is. Encourage the use of They’re and We’re.
Learning Center:
Language and Literacy Center: Matching the same feeling on laminated templates
Art Centre: students will make different face expressions with play dough.
Recycling
Teacher will distribute the feeling cards among the students. Teacher will call out thefeeling and
students will show the relevant picture card.
Assignment:
Students will compare the characters feelings on the poster and on Page No 38. Thenthey color the
ones which match the poster

53
Unit # 3 Show and Tell Lesson # 10

Theme: Feelings/ Emotions

Time: 60 mins
OBJECTIVES:
 to make a make a picture of your family
 to work together to make a classroom display.
Language
 (He) makes me happy.
Material
 Audio clip 1.40 One sheet of paper per student, colored pens / pencils / crayons,
 One large sheet of paper or card glue or tape.
Warmer
 Play the chant 1.40, Ask the students to say why it is important to be careful (so we don’t
have an accident.)
 Ask the student to say all the family words they know. Ask them to say how manybrothers and
sisters they’ve got and what other family members live with them.
 Ask the students to say who makes them happy and why.
Methodology
Activity 1
 Look at the pictures on the Student Books page 39. Ask: What is the girl doing? Help the
students to describe what is happening in the picture.
Activity 2
 Tell the students that they are going to work on a class project in which they will make a
picture of their family, so they need to be careful when they are using pens and glue. When all of the
student have finished their pictures, make a classroom display.
Learning Centre
 Art Craft
Students can complete the pictures of the faces with a smile / sad mouth and stick thepictures back-
to-back on sticks(Template given on A.B page No 31)
 Role Play
Encourage the students to ask and answer in pair (A: How do you feel today? B: I ‘m happy / sad.)
And show the appropriate face picture?
Recycling
 Invite the student to take turn to tell the class about their family picture.
Assignment: Class Project (Family College)

54
 PA
AF/BASE MONTES SSORI
READING
G SKILLS
S K.W.L.S
S STRATE
EGY
SENIOOR LEVEL
L

Unitt-4: Litera
acy Book sou
und (l blend
ds)

Before Reading D
During Read
ding After Reading
R

K W L S
I kn
now I wan
nt to learn I learned S
Skill/ practic
ce/ check

I caan recognizee and read the  How to b blend ‘l’  To lis

sten and  To lis
sten and
giveen vocabularry words with different le etter dentify the sounds
id rread the give
en
intrroduced in the previous soundds a segment the
and ssentences aloud.
leveel. (pg 32) given
g words
sl says /sll/ From
F pg. 33, 34. The red hen clucks.
T
fl-y
y bl says /b l/
cl says /ccl black
b
fl says /fll/ T
The black slu
ug is on
bl-u
u-e to listen, read annd
practtice segmentting flap
f tthe pot.
words s with ‘l’ ble
ends
bl-a
a-ck
sl-i-d
d-e clap
c T
The flag flap
ps in the

w
wind.
cl-o
ou-d
sl-e-d
d slip

T
The clock tic
ck-tocks!
How
w to read fl-o-w
w-er slug
the given cvc w
word
(ffrom pg. 35)
red fl-a-g
g block
b

Introduce
cl-o-c
ck
sigh
ht words:
 the, is, on, in
Practtice sight
words s on daily baasis

Notee:
This practice wil l be
carried out in th e
readiing time dailly from
day 7 till day 12.

55
Unit # 4 KWLS

READING WORDS LIST

Key:
C = ConsonantV= Vowel
CC= Consonant Cluster

Reading Time 20 min Daily Circle Time Daily

CVC words CVCC words CCVC words CCVCC words sight words

r-e-d t-i-ck sl-i-d-e the

sl-e-d

h-e-n t-o-ck sl-i-p

is

p-o-t
sl-u-g cl-o-ck on
w-i-nd

In
bl-u-e bl-o-ck

Additional
Vocabulary

fl-o-w-er

cl-o-ck

cl-u-ck-s

Attainment targets:-
To be able to read the ‘’l blend’’ words from p g #32, 34.
To be able to differentiate between ‘’sl’’, ‘’bl’’,”fl”,”cl” words (pg #34).
To be able to read the sentences with the help of ‘’l blends’’ and sight words (pg #35).
How to use?
• The decodable words (CVC, CVCC, CCVC) and sight words from the word list are to be
practiceddaily in the allocated “reading time” (20 mins) for 3 weeks.

56
Unitt # 4 KWL
LS (Literaacy Book) Les
sson # 1

PA
AF/BASE M MONTESSOR RI
READING SKILLS K K.W.L.S ST TRATEGY
SENIOR R LEVEL
TOP PIC : “l blennds” (sl, bl, cl, fl)
Lesson 1 : KWL LS(focusing K)
Tim
me : “Whole day activity y”
Objjective :To learn the blends/sounds s and sight w
words.
Ressources / M Material:
KW
WLS sheet, b blends “l” fla
ash cards, vo ocabulary flaash cards, real objects & play cardss, picture
cardds, sorting m material, reaading strips& finger pupppets, sight words card.
Circ
cle Time / W Warmer: Whole
W class activity
use slug puppett to play a slithering gam me .(l words game)
Sorrting of “l” sound activvity: (whole class activitty)
Usee flash cardss of “l” blend d words to discuss
d abouut starting sound.
s For ex
xample slidee, sled, sleep
p,
clap
p, flip, flap.

clap slide fllaps

Clock black fliip

Usee slug (puppe

et) to ask sttudents abou ut their dailyy routine. Refer to any item with “ll” sound E.g
(slid
de, sled )
Videeo Watch:
Teaacher can shhow a video ofo “l” blendss / phonics ssong about the topic (l sound) beforre starting
disccussion. She
e will receivee theanswers.
Metthodology: (40 minnutes)
Aftter a class discussion, sttudents will be able to i dentify the “l” sound wiith followingg activities.
Sorrting of “l” blends soun nd activity:((whole class activity)
Use ds words to discuss aboout starting sound. For example
e flash cardss of “l” blend e slugg, block.
Findd the “l” ble
ends words
Coloour the boxees that conttain “l” blend
ds

cllock flaps
f wind

p
pot slip
s black

slide cllucks sled

Sug
ggested Que
estionnaire:
• d out the things in the e
Can you find environmentt that have “l”
“ blends souunds in it?
• Can you tell about any word
w that sttarts with l ?

Lea
arning cente
ers
Disc
covery Centter:
k students to sort ‘l blen
Ask nds’ flash ca
ards and putt them togetther.

5
57
Rea
ading Time : 20 minutes of orall drill of “sl”” words phon
netically.

red blue slide

hen black sled

pot clock slip

In the
t reading time teache er will guide / help stude ents to liste en, repeat & read the deecodable wo
ords
pho or exampler – e– d , p – o – t, sl– e – d , bl – a – ck
onetically. Fo c .

5
58
Unitt # 4 KWL
LS (Literaacy Book) Les
sson # 2

Lesson 2: Focu
using W (Literacy book page# 32,3 3)

Timme: (60
0 minutes)
Objjective: To give introdu uction to thee students a new sound and is aimed d at enablingg students to t
idenntify it.
sl says /sl/,
bl says
s /bl/,
cl says /cl/,
fl says /fl/
CLI IL/ Vocabula ary:
slide, sled, blac ck, blue, flag
g, flower, clo
oud, clock
Ressources / M Material:
Sho ow & tell aud dio(1.44) (1.4
45) , flashca
ards of diffe erent sounds, real objec cts and fingger puppets,
provided KWLS S sheets.
Circcle Time / W Warmer:
Tea acher will maake mask of “s” “l” and will
w sing a rh hyme.One litttle slug, slit
thering on a slide.
He wants to sin ng, he wantss to dance.Bu ut he slips aand flips
Metthodology / Activity:
Listten and repe eat(1.4 (aud dio show & teell)
• Play the e recording for the stud dents to listten and pointt to the lettters and picttures.
• Listen aand circle th he picture (aaudio show & tell 1.46)
• Say a w word from th he following list and askk which of thhe words on the page it rhymes with
e.g. flip (slip).
• Say slid de & ask the e students too identify th he sounds, sl-i-d-e.
s
• Repeat with:
slip, slug, slide,, sled.
Rea ading time:
• Read throug gh phonic te
echniques / ssegmenting / blendingsl – i – p , sl – u – g , sl –
i – de
d , sl – e – d

sl-i-p sl-i-de sl-e-d

sl-u-g

Leaarning centeers
Lannguage and lliteracy cennter:
□Reead sight woords:
Buillding blocks with alphab
bet will be pr
rovided to m
make sight words
w
give
en at the basse. (sample is attached))

5
59
Unit # 4 KWLS (Literacy Book) Lesson # 3

Lesson 3:Focusing L (Literacy book page# 34)

Time: (60 minutes)

Objective: To listen, practice and recognize the spelling patterns of the words.

CLIL/ Vocabulary: flag, sled, black, clock

Resources / Material:
flashcards and template, sorting games material, real objects and play cards.
Circle Time / Warmer:
Fifi puppet will sing a poem of “l” words having some sound and ask the students to point out objects
in the class having “l” sound.
Methodology:
 Ask the students to trace and read the words aloud.
 The students can cover the first letters, then add the sound at the beginning.
 The students draw a picture to match each word.
fl-a-g sl-e-d bl-a-ck

cl-o-ck

Learning centers
Language and literacy center:
Sorting “l” sound activity
Templates having “sl ,“bl”,”fl”and”cl”words will be provided in the language & literacy center.
Students will place the related words/ pictures in the related columns.

Sl bl cl fl

Sled black clock flag

slip block clap flip

60
Unit # 4 K
KWLS (L
Literacy Boo
ok) Lesson # 4

Lesson 4: Focusing S (Literacy book b page# 3 33,34,35)

Time: (who ole day activvity).
Objective::To be able tot read alou ud the story and chant having
h “l” sou
und to revieew words witth“l” pattern
n
through a g
game
CLIL/ Vocabulary: re ed, hen, cluck ks, pot, flapps, wind, tick
k, tock, black, clock, slugg.
Resources / Material:
Show & telll audio 1:46, flashcards s and templaates, reading material, story
s literaacy book.
Methodology / Activitty:
(Literacy b
book page# 35)
• Play the recording 1:49 9 for the stuudents to lissten, repeatt and read alloud.
• Play it again, one line aat a time , fo
or the students to listenn and repeatt.
• Tell the stuudents to cl ose their ey yes, focus onn the soundss and mirrorr the
intonation of the recording.
• Read aloud;; to read a sstory, first as
a a class thhen acting itt out in group.
• After read ding, ask the em to underline all “sl” words
w from tthe story.
• Encourage the studentts to re-tell the story in their own words.
Learning ce
enters
Dramatic pplay center:
• Tell thee students to
t sing alongg the story anda identify the l sound words.
• Use flaash cards to review “l” w words.
Reading Ceenter:

 Chooose picture he students to read the matching sentences

es and ask th s aaloud, first chorally
c and
then individ
dually.

61
Unit # 4 What happens when it’s windy? Lesson # 1

Theme: Weather
Time: 60 min
Objectives: At the end of the lesson students will be able to:
 name different weather conditions
 differentiate what happens when it’s rainy, windy, cloudy or sunny.
Resource material:
 ball
 weather flash cards for literacy centre activity
 Fifi puppet
 weather chart
Language: what’s the weather like today? It’s sunny.
Vocabulary / CLIL: rainy, windy, sunny, snowy, foggy (previously taught words)
Circle time :( 15 min)
The teacher will make students sit in a circle and she will hold a ball in her hand. She will play the
game” bounce the question”. She will randomly throw the ball in any students hand and will tell them
that whoever gets the ball has to answer the question. She will ask the following questions to students
while bouncing the ball to different students. The questions would be:
 How is the weather today?
 Is the sun shining bright?
 Can you see any clouds?
 Is it raining or do you see water pouring down from the sky?
 She will ask them what makes them happy i.e. sunny weather, cloudy weather, rainy weather or
windy weather.
 She will use hand gestures like for windy she will blow wind out of her mouth.
 After the game she will go towards the news period board and ask students by pointing towards
flashcards that “what is the weather today”?
 She will also go and meanwhile draw whatever is the weather condition that day on the white
board, telling students what she is doing and why she is drawing that symbol.
Warmer: (5 min) play “let’s get ready to learn.’’ Demonstrate the actions for the students to mimic as
the recording plays. (1.01)
Methodology/activity :( 30 min)
Talk about the picture:
 Students will be given the Fifi puppet and the poster to introduce the topic and review the
words for color, family, feelings, and nature.
 Prompt the students using question forms. For example (who is this? What’s this? Is this a…?
How many… can you see? How does he/she feel?
 Use the poster/flashcards to introduce the new weather vocabulary and the structure it’s
windy.
 Play a matching flashcard game (with items on the poster).
Listen and point :(1.44)
 Teacher will now play the recording for the class to listen and follow the text on the page and
point to new weather words in their books.
Listen and repeat :(1.45)
 Play the recording for the children to listen and repeat.
 Do action for each of the words. You can invent the actions together with the children.
 The teacher has to keep a check that students are pointing towards the correct picture as
they listen to recording.
 Play recording again so that the students listen and repeat it properly.
Extra activity :

62
 Put the class in groups of four.
 Each group will need two sets of weather flash cards.
 Model the activity first by having everyone watch you play with one group.
 In the literacy center shuffle the cards and lay them out face down on the floor. Turn over
two cards.
 If they are different, turn them back over, it is the end of your turn.
 If they are same e.g. two sunny cards you keep the cards (remove them from the game) and
have another go.
 At the end all the cards have been removed. The player with the most cards is the winner.

Learning centers :( 10 min).

Art center:
 Students will be given some papers to draw a windy scene on them.
 Only some of the students will go and conduct this activity in the art center on their own.
Reading center:
 Some of the students will go towards the reading center and read books from there.
 Students can also explore their show and tell books.
Recapitulation/wrap up :( 2min)
 Students will be asked critical questions :
 Where is the bird? What is happening to the bird and why?
 What is the weather today?
 What happens when it’s windy? Ask them this unit question.
 What is the weather when sun is shining bright?
 What is your favorite weather?
 What is colorful and has 7 colors and comes after a rain?
 Should we go and play outside when it’s windy. Is it safe or not.
 She will also ask them again that what is the weather today and she will use her weather chart
to point today’s weather.

Assignment:
c.w: page 42 (student book)

Homework:

63
Unit # 4 Play With me Lesson # 2

Theme: Weather
Time: 60 min
Objectives: At the end of the lesson students will be able to:
 differentiate between different weather conditions
 practice the weather words through a game.
Resource material:
 Fifi puppet
 picture cards of weather
 unit 4 stickers
 cd1
 an umbrella(optional)
 flash cards of weather
 weather chart
 cut outs
 glue sticks

Language: what’s the weather like today? It’s (sunny.)

Vocabulary / CLIL: sunny, rainy, windy, snowy (new words) hot, cold (previously taught)
Circle time :( 15 min)
 Teacher will start by looking out of the window and asking her students one by one to come and
observe the weather outside.
 She will ask them what the weather is today. She will check their prior knowledge by prompting
such questions like when the sun is shining we call it a sunny day ,rainy day, snowy day or windy day ?
 Then students will come and sit in a circle and teacher will draw that day’s weather on the
white board.
 She will also invite some students to come up and put the weather pictures on the board. Make
sure these students say the word as they put the card on the board.
 Relate the flash cards of weather with the weather on the news period too.
 Focus on the present weather outside and ask the children their views. Finally stick a weather
icon on board.
Warmer (2min):
 Teacher will also display a weather chart and will sing a weather poem with students.
 She will use Fifi puppet to sing the song.
 Have all the students stand up and watch you as you sing along and use the gestures. Encourage
them to join in and sing along. Sing the song two or three times. Lyrics for the song are given below:
Verse 1:
How’s the weather? How’s the weather?
Look outside
How’s the weather? How’s the weather?
Look outside
It’s sunny, it’s rainy, it’s windy, and it’s cloudy
It’s snowy, it’s foggy, it’s hot, and it’s cold
Verse 2:
How’s the weather? How’s the weather?
Look outside
How’s the weather? How’s the weather?
Look outside
It’s sunny, it’s rainy, it’s windy, and it’s cloudy
It’s snowy, it’s foggy, it’s hot, and it’s cold
Gestures for the weather song:
1. for the question part how’s the weather? Sing along and do the palms of the hands up (question
gesture)

64
2. For the look outside part face the window and put your hand over your eyes as if you were looking
into the distance.
3. Use hand gestures for weather words;
 sunny: slowly spread your arms out
 rainy: wiggle your fingers downwards like rain
 windy: gesture wind blowing out of your mouth
 cloudy: make cloud shapes with your hands
 snowy: wiggle your fingers downwards like snow and shiver
 foggy: close your eyes and put your hand out in front like you are trying to feel for something
you can’t see
 hot: fan your face
 cold: shiver and wrap your arms around your body.
Methodology: activity (30 min):
Point and say:
 Do the action for the weather words. The children call out the correct words. Encourage them
to say it’s windy.
 Encourage the students to do weather actions for the rest of the class to guess.
 Focus on the pictures in the student book. Ask the class to point to the kind of weather each
picture shows.
Point and say:
 Play the recording (1.46) for the students to listen and point to the correct pictures on the
student book page.
 Ask the students to turn to the back of their books and find the stickers for this unit. Ask the
students to say what kind of weather each sticker shows.
 Tell the students to find the correct place on the student book page for each sticker, and then
stick the stickers onto the page.
 The students can trace the words now or after the next activity.
Listen and play the game :( 1.47)
 Write the weather words on the board. Encourage the students to say words they recognize or
can work out as you write.
 Tell the students they are going to listen to some weather sounds and then play a game.
 Play the recording for the students to listen and point to correct stickers in their books.
 This game can be fairly active, with students in the middle of the class or more controlled with
the students at their desk.
 Give one weather picture card to each of the six students
 The students stand with their cards hidden.
 The rest of the class asks questions like, what’s the weather like. To the first student.
 The first student holds up their card and says it’s hot.
 The rest of the class has to mime being hot.
 Continue in this way with the students in the middle of the class or at their desks miming each
word. When the person with the rain card says it’s rainy the students either run to a designated place
or thing e.g. an umbrella or sit down.
 Repeat the game several times making sure that the picture cards come up in a different order
each time.
Learning centers: (10 min)
Writing center:
 Teacher will tell students that they will play a game on their books. She will give them stickers
of different weather related things like rain drops, sun, snowflakes, umbrella, rustling leaves and will
ask them to stick the cut outs on the right pictures.
Art centre:
 Students will draw different weather pictures on white sheets in the art center.
Literacy center:
 The students will complete the pictures, and then say the words for the pictures.

65
 Some of the students will sort the print flash cards of weather with the weather picture
cards. For example sunny word with the sunny weather picture.
Recapitulation/ wrap up: ( 2 min):
 Teacher will ask students to name all the weather scenes mentioned on page 43 of student
book.
 How do we feel in the month of December?
 She will ask them that in which weather they need to take umbrellas.
 She will also check their prior knowledge by asking them to observe the picture on page 42 and
mention what they can find in this weather that’s colorful.
 She will also ask them why everything is flying around in this picture.
 In which weather do we use sunglasses?
Assignments:
c.w: page 43 of student book, page 36 of activity book.
H.w: read page 44 and observe the pictures. Can you spot Benny’s new boots?

66
Unit # 4 Read with me Lesson # 3

Theme: Weather
Lesson time: 60 Mins
Objective
 read and understand the story.
 learn new vocabulary words.
Resources /Material
 CD1
 fifi puppet
 flashcards
 character cut-outs
 picture cards.
 audio visual aids
Language
 Warm, cloudy, wet, dry, boots, stop it.
 I’m (wet). I’m (not) wet.
Warmer /Ice breaker:
 Flashcards will be used to review the weather words.
Circle time:
 (ref page # 61, Teachers Book).
 Teacher will play a game of What’s missing? Stick the flashcard on the board and ask the
students to say the words. The students close their eyes while remove one or two flashcards. Then
students open the eyes and say which flashcards are missing.
Activity/Methodology:
(i) Talk about the pictures.
 Use Fifi puppet to introduce the new story,
 Point to each of the pictures and ask the students to say what objects theycan see and who the
characters are in each picture. Ask questions to prompt the students, e.g: Who’s this? What’s this? Is
he\she (happy).What’s the weather like?
(ii) Listen and point. Listen and repeat. (1.48)
 Listen and point. Listen and repeat. (ref page # 61, Teachers Book).
 Play the story for the students to listen and point to the story frames.
 Play the story again and encourage the students to “read” the speech bubbles.Pause the story
after each line so that the students can repeat the text.
Learning Centers:
Reading center
In reading center students will read the new language of thislesson through flashcards: warm,
cloudy, wet, dry, boots, stop it. I’m (wet). I’m (not) wet.
Discovery center
Weather chart will be used in discovery center and students will discover about weathers e.g: How’s the
weather today? Which is their favorite weather? Which kind of clothes we wear in different weathers?
Recycling/Recap:
 Ask questions about the story (e.g: How does Benny feel at the beginning / end of the story?
How does Prickly feel?) and encourage the students toanswer.
Assignment: Class work:
Student book: Page no # 44,
Activity book: Page no # 37
i. Match and trace.
 The students will draw lines to match the story character to the items they hadin the story,
then trace the letters of the words.

67
Unit # 4 Sing with me Lesson # 4

Theme : Weather
Time: 60 Mins
Objective
 Practice the new language through a song.
Resources /Material
 CD1
 fifi puppet
 Unit 4 flashcards
 Unit 4 picture cards
 audio
Language
 New :Pool
 Recycled: sunny, rainy, snowy, hot, cold, wet, boots.
Warmer / Icebreaker:
 Revise the weather words using flashcards or student’s picture cards e.g:sunny, rainy, snowy,
hot, cold, wet, boots.
Circle time:
Teacher will play a game. She will invite a student to choose a flashcard without showing the rest of
the class what it is. The rest of the class ask questions to guess the right card (e.g, Is it windy/
snowy/etc.?).
Activity/Methodology:
I. Sing and do. Sing and play.1.49
 Teacher will play the song through once. Tell the students to look at thepictures of Benny doing
the actions for the song.
 Ask the students to copy the action for the first verse.
 Work together to make up additional action for Fifi and Prickly’s verses forthe songs.
 Sing and act out the songs.
Splish splash splish splash splish splash It’s cloudy! It’s rainy!
I splish, splish splash in My new blue boots.
I’m not wet, I’m not wet. Mud puddle, mud puddle. I’m not wet yet!
OH! Now I’m wet!
Splish splash splish splash splish splash It’s sunny! It’s sunny!
I splish, splish splash in My new pink pool.
I’m not hot, I’m not hot. Splish, splish splash,
I’m not wet yet!
Whew! Now I’m hot!
Splish splash splish splash splish splash It’s snowy! It’s snowy!
I stomp, stomp, stompin My big black boots.
I’m not cold, I’m not cold, Stomp stomp stomp
I’m not cod yet! Brrr! Now I’m cold.
 Play the song again for the students to sing and act out the song.
Match and say
 Focus on the meaning on I’m vs I’m not. Do the maze activity and say whatthe different
characters are saying. (I’m wet / hot/cold).
 Extend the activity by making more sentences with I’m not. Explain opposites,and teach the
students how we can say the same things with I’m not, e.g: I’m not wet / I’m not dry; I’m hot / I’m not
cold.

Learning Centers:
 Reading center
68
In reading center students will read the new language of this lesson through flashcards…pool, sunny,
rainy, snowy, hot, cold, wet, boots.
 Dramatic center
Students will come to take turn to mime an activity for the rest of theclass. The rest of the class try
to guess what the weather is like(It's windy / snowy / rainy/sunny/hot/cold).The first student to
guess what the weather is like can take a turn to a mime another activity forthe class.
Recycling / Round up:
Teacher will play the music again, stopping randomly to ask the students questions. Encourage use of
all the language: It’s rainy. I’m wet. I’m cold. I’mnot hot.etc.
Assignment:

C.W: Student book: Page no# 45

69
Unit # 4 Say it with me Lesson # 5

Theme: Weather
Time: 60 Mins
Objective
 Practice words with / blends (sl, fl, bl)
Resources /Material
 CD1
 Fifi puppet
 colored pens
 pencils
 crayons
 audio
Language /Vocabulary
 New: sled, slide (v), slip, flip
 Recycled: black, fly, red
Warmer / Icebreaker:
 (ref page # 63, Teachers Book).
 Encourage the students to retell the story from lesson 3. Ask questions toprompt the students.
Circle time:
 (ref page # 63, Teachers Book).
 Teacher will play a game of I See for reviewing colors. Choose a known objectin the classroom
and say: I see something (red). Encourage the students to call out guesses, e.g: It’s a book /hat/bottle
etc. The first student to guess theobject correctly can take a turn to choose an object for the rest of
the class toguess. Repeat so that as many students as possible take a turn to choose anobject.
Activity/ Methodology:
 Listen and follow. Listen and repeat. (1.50)
• Look at the picture together. Ask the students to tell you what they can see. Ask what’s the
weather like? (Snowy). Teach sled and ask what color is Fifi’s sled? (Black and red).
• Play the recording for the students to listen to the rhyme.
• Play the recording again for the students to try to follow the words in their books.
Fifi: I have a sled. / It’s black and red. I slide and I slip. / I fly and I flip!
 Draw Prickly’s sled
• Ask the students to draw Prickly’s sled in the picture. Then ask students around the class to tell
you what color Prickly’s sled is e.g: Prickly’s sled is(green).
Learning Centers:
Reading center
In reading center students will read the new language of this lessonthrough flashcards: sled, slide (v),
slip, flip, black, fly, red
Writing center
For further focus on / blend (segmenting and blending) Word “lip” will bewritten on the paper and
students have to sound it out and blend the three sounds. Then add “s” at the beginning to make “slip”.
Have the student sound out the four sounds and blend them together.
Recycling / Round up:
Ask questions about the rhyme and the picture e.g: Where’s the….? What color isthe….? Elicit the word
clap by focusing on Prickly.
Assignment:
Class work:
Student book: Page no # 46, Activity book: Page no # 38
Match and trace. Say
 Join the students match the initial sound to the words and the pictures, thentrace the I blends
in the word.
 Then they say the words.

70
Unit # 4 Follow me Lesson # 6

Theme: Weather
Time: 60 Mins
Objective
 To learn about the importance of respecting elders.
Resources /Material
 CD1
 fifi puppet
 Unit 4 picture cards.
 audio
Language /Structure
 Good job. Go outside
Warmer / Icebreaker:
 Play the rhyme from Lesson 5. Teacher will encourage the students to joinin.(1.50)
Circle time
 Teacher will play a game for reviewing clothes and weather vocabulary. Ask thestudents to think
about what clothes they wear in different weathers. Write their suggestions under heading (hot, cold,
rainy) on the board. Say I have (a hat, a T-shirt, and shorts). Encourage the students to guess what
the weather is like (it’s hot/sunny). Invite students to describe the other outfits for the class to
guess what the weather is like.
Activity/ Methodology
1. Listen and follow, listen and repeat. (1.51).
 (ref page # 64, Teachers Book).
 Play the dialogue. The students listen and follow the text on the page.
 Play the dialogue again for the class to listen and repeat.
 (1.51)
Grandma: Where’s my hat? It isn’t here.
Girl: Here it is, Grandma.
Grandma: Thank you! Good job! We can go outside now.
2. Say and act out
 Ask the students to act out the dialogue in pairs. Play the dialogue again forthem, then
encourage them to say it themselves.
 Volunteers can come to the front and act out the dialogue as the rest of theclass listens.
3. Listen and chant (1.52)
 Play the chant.
 Teach the new words to the chant and play it again.
 (1.52)
The more you grow The more you know
So show respect like this:
Listen to your teacher Answer your dad Help your grandma Be good, not bad
Learning Centers:
 Reading center
In reading center students will read the new language of this lesson throughflashcards: Good job. Go
outside
 Dramatic center
Two students will come in front of the class, they will mime on thedialogues of this lesson 1.51.
First student: Where’s my hat? It isn't here.Second student: Here it is.
Second student: Thank you! Good job! We can go outside now.
Recycling / Round up:
 Ask the students who tells them what to do (parents, teachers, etc.) and talkabout why it’s

71
important to respect your elders and “do as you are told”
Assignment: (10mins)
Class work:
Student book: Page no # 47,
Activity Book pg 39
 Circle the correct behavior
The students draw circles around the students who are doing as they are told.

72
Unit # 4 (Explore with me) Lesson # 7

Theme: Weather
Lesson Time: 60 Minutes
Objective:
By the end of the lesson, students will be able to talk about weather chart and names ofdifferent
weather.
Resources/Material: weather flash cards, weather icon (umbrella, clothes etc).
Language (CLIL)
 What day is it?
 What’s the weather like today?
 It’s (rainy).
Vocabulary:
Weather name, days name.
Circle time:
 Use Fifi puppet to ask students to tell what weather is like on that day.
 What day is it?
 Practice the days of the week and what day is it? Ask one student What day is it? and have him
or her answer for today. Then have all the student close their eyes and put their heads on their hands,
as though going to sleep, then pretend to wake up. Ask What day is it? and have the next student
around the circle answer. Repeatin the circle.
Ice- breaker:
 Teacher will sing weather song (How’s the weather? How’s the weather outside?)
 Chant 1.52, 1.53 will be played and students will listen and point out the correct dayfrom days of
the week.
Activity/ methodology:
Teacher will show the weather flash cards to students and ask them to tell which weather is it? After
that teacher will take the students outside and ask about the dayand weather. “How’s the weather?
What day is today?”. “Today is Monday and the weather is sunny”. Teacher will make sure to ask each
student and encourage themto reply. Teacher may also ask the students to produce the actions and
sounds of the different weather conditions from earlier in the unit.
Learning Centre:
(Art center) Ask the students to draw a picture of their favorite kind of weather, and share it with
the class about it i.e. it’s hot, it’s sunny.
Recapitulation / Wrap up:
Students will go outside for gallery walk and observe the environment and weather.
Assignment: /C.W Student Book Pg. # 48

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Unit # 4 (Think with me) Lesson # 8

Theme: Weather
Lesson Time: 60 Minutes
Objective: By the end of the lesson students will be able to make a weather chart.
Resources/Material: Colored pens / pencils / crayons flash cards, papers, card, Weatherpictures.
Language(CLIL)
 What day is it?
 What’s the weather like today?
 It’s (rainy).

Vocabulary:
Weather names, Umbrella, clothes
Circle time:
 Ask what the weather is like? And what day is it? Have students give reasonsfor their answers.
(They can see the rain through the window).
Ice breaker:
 Audio will be played. Students will sing along with the recording and hold upthe appropriate
picture card when they hear the “weather” word in the song.

Activity/ methodology:
Teacher will ask questions about picture: What is this? What color is the umbrella, ball, book etc.?
What’s the weather like and what day is it? Teacherwill make a chart of days from Monday to Friday
and stick it on the wall and ask the students to draw the weather according to that day. She will also
guide them to draw appropriate pictures on the chart.
Learning Centre: Art Centre
The resource provided in the art center will be used for the above mentionedActivity. Students will
draw and colour different weather.
Recapitulation / Wrap up:

 Teacher will show them different weather pictures and ask them to guessthe weather’s name
Assignment: / C/W Student book pg. #49 Activity book pg. #40

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Unit # 4 (Show me) Lesson # 9
Theme: Weather
Lesson Time: 60 Minutes
Objective: By the end of the lesson, students will be able to know about the kinds of weatherand types
of clothes
Resources/Material:
Audio chant, poster Unit #4, picture cards, flashcards. Papers, Pencils, Cotton,Colors, Glue, Scissors
Language:(CLIL)
Vocabulary:
sunny, windy, foggy, snowy & cloudy
Circle time:
 Write the headings. feelings, weather, days of theweek, clothes, and colors on the board.
 Ask the class to say what words they can rememberfor each heading.
Ice breaker:
 Write their suggestions on the board.
 Through poem “how is the weather”
 Play audio chant “1.55” from lesson no 8.
Methodology / Activity:
Teacher will display different flash cards on the white board regarding weather, feeling, clothes and
colors and will make 2 teams; one will representweather and the other will represent clothes or
feelings. Through playing game, students will guess the name of the weather by looking at the costume
and paste the sight words.
Students will make weather card.
Learning Centre: Art Center
Directress will provide material to each group and ask to make weather chart i.e. sunny, rainy, cloudy,
windy, snowy etc.
At the end of the activity. students will explain their chart to each other.
Recapitulation / Wrap up:

By asking questions like “Which weather do you like most? What happenswhen it’s windy?”
Ask the students about their favourite day and how they feel on that day?
Assignment: /C.W Student Book page #50

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Unit # 4 (Show and Tell) Lesson # 10

Theme: Weather
Lesson Time: 60 Minutes
Objective: By the end of the lesson, students will be able to work together to make classroom
display. (Make a sunny balloon)
Resources/Material:
(Audio chant 1.55), flashcards, poster unit 4, picture cards, student book,balloons (red, orange, yellow)
Language :(CLIL)
Vocabulary:
Circle time:
It’s (sunny).
I’m (hot).
Balloons, feelings, clothes.
Ask the students what happens when it’s sunny?
Ask the students to talk about what they do?
What they wear and how it feels when it’s sunny?
Ice breaker:
 Play the chant (1.55) from lesson 10. Encourage the students to join in to and have an interactive
session.
 Ask: What happens when it’s sunny?
 Do you like sunny weather?
Activity/ methodology:
Teacher will draw a sunny picture, and ask the students “What is the boy doing?” students will describe
what is happening in the picture. Teacher willassist if required.
Teacher will ask the students to draw pictures of what they do, wear and feelon a sunny day.
Encourage the students to tell about what they made in the picture.
After that Teacher will make a sunny balloon display.
Students will decorate the class by arranging the balloons in shape of sun.(Classroom display)
Learning Centre:
Art Centre
 Directress will give the paper wheel to the students, and ask the students todraw and colour
different weather in the different sections of the wheel.
Recapitulation/Wrap up:

 Encourage the students to explain their picture to their fellows.(What happens when it’s a sunny
day?)

Assignment:
C/W Student Book page #51(Student will make sunny balloon display),Activity Book page # 41

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