182120001-Passport-G1-Teacher Companion Book-English-Part1-A

Day 3/5 Day Annual Day: 8/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Identify nouns in sentences (Grammar)  Sort nouns into common and proper nouns (Grammar)  Practise using the full stop and capital letters correctly (Language in Use) Transactional Tip(s) Duration: 12 min Activity Method (5 min): Give learners half of an A4 sheet paper and ask them to draw a few nouns of different types, label them and display them in class. Monitoring Comprehension (5 min): Draw two columns on the board. Name the columns ‘Proper Nouns’ and ‘Common Nouns’. Point to a few pictures displayed from the previous activity and ask learners to sort them into proper or common nouns. Also ask a few learners to list a couple of nouns. Nominate others to sort these into the correct columns. Ensure that all learners have understood the difference between proper and common nouns. Practice (2 min): Ask learners to complete Exs. 3.2 and 3.3 to practise identifying and sorting nouns. Discuss the answers with the class as a whole. Class Pulse Check – Duration: 8 min CW HW Ex. 3.2 (4 min) – Ex. 3.3 (4 min) Page 48

Day 3/5 Day Annual Day: 8/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 9 min Direct Instruction (4 min): Explain the correct usage of the full stop and capital letters through example sentences. Provide an example sentence for each use of capital letters – start of sentences, proper nouns, the word ‘I’ and names of the days and months. Practice (5 min): Write these sentences on the board – a) Sunday is a fun day b) food is hot. c) i want to study. Give learners a choice of either using a full stop or a capital letter for each sentence. Ask learners what choice is appropriate and discuss the answers. Show the IMAX chart on punctuation to further help learners understand the punctuation mark learnt. Class Pulse Check – CW HW – – Page 49

Day 4/5 Day Annual Day: 9/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Identify where to use capital letters and punctuation marks (Language in Use) Transactional Tip(s) Duration: 10 min Activity Method: Make four flash cards with ‘Full stop’ written on two and ‘Capital letter’ written on the remaining two. Ask two learners to come forward and, give each of them two flashcards (one with ‘full stop’ written and the other with ‘capital letter’ written). Write a few sentences on the board with the full stop or the capital letter missing. Ask the two learners with the flashcards to identify what is missing in each sentence and show the correct flashcard. The rest of the class can confirm whether the answers are correct. The activity can be continued with other sets of learners. Class Pulse Check Duration: 1 min 1) Rini went to visit rohit – Where will you use the capital letter and full stop here? Duration: 12 min CW – HW Ex. 4.1 (4 min) Ex. 4.2 (4 min) Ex. 4.3 (4 min) Page 50

Day 4/5 Day Annual Day: 9/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Practice: Learners can be asked to complete Exs. 4.1, 4.2 and 4.3 based on their understanding of using capital letters and the full stop. Discuss the answers and ask learners to justify why they have used capital letters and the full stop at certain places and not the others. Class Pulse Check Duration: 1 min 1) How do we begin and end a sentence? CW HW – – Page 51

Day 5/5 Day Annual Day: 10/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Trace the given words (Formal Writing)  Connect the dots to complete a picture (Creative Writing)  Observe a picture and write about it (Creative Writing) Transactional Tip(s) Duration: 8 min Practice (3 min): Draw four lines on the board using pink and blue coloured chalk as shown under ‘Formal Writing’ section. Write a few words and stress on the tracing of the words on the dotted line. Activity Method (5 min): Play some music and ask learners to air write the words in Ex. 5. Alternately, if you have access to a sand pit, ask learners to trace the letters of a few words in the sand with their feet. Learners can then be asked to trace the words given in their books under Ex. 5. Class Pulse Check – Duration: 11 min CW – HW Ex. 5 (6 min) Ex. 6 (5 min) Page 52

Day 5/5 Day Annual Day: 10/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Questioning (6 min): Ask learners to look at the picture under the ‘Creative Writing’ section after joining the dots and guess the animal. Ask learners if they like the animal and why or why not. Brainstorming (4 min): Discuss words that can be used to fill in the blanks in Ex. 6. Then ask learners to think of the best words and start writing. If time does not permit, ask learners to complete the exercise at home. Class Pulse Check – CW HW – – Page 53

Day 5/5 Day Annual Day: 10/66 Actual Date: __________ Progress Duration: Transactional Tip(s) – Class Pulse Check – CW HW Ask learners to – complete Ex. 6 as homework. Page 54

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 55

English Textbook Allocated Teaching Days 3 Speed up/Slow down Plan Non-detailed Prose: Lesson 2 – The Birthday Lesson Connect Surprise Theme: My Family and I Day No. Planned Summary of Day’s Plan This lesson is about a girl named Zoya and what happens on her Date birthday. Day 1 Let Us Start, I Read, I Understand Desired Learning Outcomes for the Lesson Day 2 I Understand, I Speak L S Day 3 Language Game, Connect the Dots • Listen to and repeat • Talk about birthdays words with the short in a group ‘i’ sound • Ask and answer questions to each other R W • Read the story with • Unscramble and appropriate voice rewrite words modulation and pronunciation Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Textbook 1) A ball or a stick as the ‘talking stick’ (Day 2) Page 56

Day 1/3 Day Annual Day: 11/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise pronouncing words with the short ‘i’ sound (Listen and say aloud)  Discuss questions leading to the lesson (Warm Up)  Read the lesson with appropriate voice modulation and discuss word meanings (I Read, New words) New Words: wears, frock, tears roll down, nap, surprise Transactional Tip(s) Duration: 10 min Practice (5 min): Drill the pronunciation of the words from the ‘Listen and say aloud’ table for words with the short ‘i’ sound by having learners repeat the words after you. Interactive Discussion (5 min): Begin by reading out the ‘Warm Up’ questions. Conduct a discussion on these questions. Encourage as many learners as possible to share their opinions and experiences of their birthdays. Class Pulse Check ‒ CW HW ‒ ‒ Page 57

Day 1/3 Day Annual Day: 11/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 18 min Reading Aloud (15 min): • First, read out the story for the learners with appropriate voice modulation and pace. • Then, nominate learners to read aloud the story turn by turn. • Help learners wherever required. • Provide feedback on voice modulation, pronunciation, clarity and volume. Ensure that you do this in a positive and non-threatening manner. Activity Method (3 min): Read out the meanings of the new words from the ‘New words’ table and ask learners to mime the words while you read out their meanings. Class Pulse Check Duration: 1 min 1) What does Zoya wear? (Pg. 7, Q. 1) 2) Why is Zoya happy again? (Pg. 7, Q. 2) ‒ CW HW Ask learners to read the story as homework. Page 58

Day 2/3 Day Annual Day: 12/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Make sentences with the new words (New words)  Discuss birthdays while sitting in a circle (I Speak)  Ask and answer questions to a friend (I Speak) Transactional Tip(s) Duration: 29 min Activity Method (7 min): Write the new words learnt on the previous day up on the board. Encourage learners to make sentences of their own with the words on the board. Provide feedback on creativity, and check for grammatical correctness. Commend all learners for their efforts. Activity Method (22 min): • Clear out a space on the classroom floor, and make the learners sit in a circle. • Choose a ‘talking stick’ item like a ball or a toy to indicate that the person who is holding the stick alone can talk. • Then, discuss the questions given for the circle time activity under ‘I Speak’. • While remaining seated in a circle, ask learners to form pairs and undertake the ask-and-answer-questions activity under ‘I Speak’. Encourage them to use the hints given in the book and to get to know their partners better through this activity. Class Pulse Check ‒ CW HW ‒ ‒ Page 59

Day 3/3 Day Annual Day: 13/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Unscramble jumbled words (Language Game)  Integrate the theme of the lesson with other subjects (Connect the Dots) Transactional Tip(s) Duration: 23 min Peer Learning – Pair (11 min): Write a few jumbled words on the board and nominate learners to come up to the board and unscramble them. Ask learners to get into pairs and unscramble the words given under ‘Language Game’. The pictures can be used as clues while unscrambling the words. Then, ask learners to independently write the words in their books in good handwriting. Questioning (4 min): Nominate a learner to read out the Maths Fun word problem, and then ask the class to solve it. Discuss the answer with the class. Interactive Discussion (8 min): Read out the EVS Fun to the class as given in the book. Discuss the concepts of ‘Prime Minister’, ‘country’ and ‘Children’s Day’ with the learners. Class Pulse Check Duration: 1 min 1) Do you know when Teachers’ Day is celebrated? Duration: 5 min CW HW Language Game ‒ Page 60

My Reflections Progress Passbook 3 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 61

English Workbook Allocated Teaching Days 5 Speed up/Slow down Plan Module 2: The Birthday Surprise Prior knowledge needed (for the learners):  Grammar: Nouns Day No. Planned Summary of Day’s Plan Date Day 1 I Listen, Vocabulary Desired Learning Outcomes for the Lesson Day 2 Grammar V G Day 3 Language in Use • Practise tracing • Identify and use names of shapes subject pronouns • Trace the names • Rewrite sentences of numbers by replacing words with subject pronouns Day 4 Language in Use Day 5 Formal Writing, Creative Writing L W • Identify the plural • Write about forms of words oneself • Practise using the • Observe a picture singular or plural and fill in the forms of words blanks Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Workbook 1) Cut outs of different shapes (Day 1) Page 62 2) Pictures of objects that have different shapes (Day 1) 3) Six large flashcards with one subject pronoun written on each card (Day 2)

Day Day Annual Day: Actual Date: __________ Progress Transactional Tip(s) Duration: Note to Teacher: The module page is a summary of the topics covered in this module. Class Pulse Check – CW HW – – Page 63

Day 1/5 Day Annual Day: 14/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min Page 64  Listen to and write the dictated words (I Listen)  Identify and colour the shapes (Vocabulary)  Trace the names of numbers and read them out (Vocabulary) Transactional Tip(s) Duration: 11 min Reading Aloud (2 min): • Read the dictation words aloud from the Teacher Reference section. • Read out the words in a jumbled fashion and ask learners to trace them in their books under Ex. 1.1. • Read out each word twice so that learners get enough time to identify the correct words. Activity Method (6 min): Show cut outs of different shapes and ask learners to identify them. Then, show pictures of objects in different shapes and ask learners to identify the objects and their shapes. Learners can be asked to complete Ex. 2.1 after the activity. Questioning (3 min): Write a few numbers on the board, in the digit form. Ask learners to call out their names. Also include the numbers given under Ex. 2.2. Learners can be asked to complete the exercise after this activity. Class Pulse Check Duration: 2 min 1) Say the words ‘birthday’, ‘frock’, ‘cheek’ and ‘surprise’, and ask learners to spell them. Duration: 16 min CW – HW Ex. 1.1 (8 min) Ex. 2.1 (4 min) Ex 2.2 (4 min)

Day 2/5 Day Annual Day: 15/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Identify subject pronouns (Grammar)  Complete sentences with the correct subject pronouns (Grammar)  Rewrite sentences replacing nouns with subject pronouns (Grammar) Transactional Tip(s) Duration: 5 min Activity Method: • Prepare six large flashcards with one subject pronoun written on each card (I, you, he, she, it, we, they). • Get everyone to stand and show the first card ‘I’. Say ‘I’ and point to yourself and, get everyone to do the same (pointing to themselves). • Do this a few times and then put the card on the board. • Next show the ‘you’ card and point to someone and say ‘you’. Again have everyone follow along. • For ‘he’ and ‘she’, point to a boy and girl respectively – check that everyone understands the difference. • For ‘we’, get a couple of learners into a group hug and say ‘we’ and, have everyone get into groups as they do this. • Finally, for ‘they’, point at groups of other learners saying ‘they’ and have everyone to do the same. Class Pulse Check Duration: 1 min 1) What does a pronoun replace? Duration: 4 min CW HW Ex. 3.1 (2 min) – Ex. 3.2 (2 min) Page 65

Day 2/5 Day Annual Day: 15/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Direct Instruction: After the activity, explain the concept of subject pronouns with the help of explanations and examples given in the book. Ask the ‘Class Pulse Check’ questions to check learners’ understanding of subject pronouns. Class Pulse Check Duration: 3 min 1) What is the pronoun for ‘mother’? 2) We are having fun. – Identify the subject pronoun. 3) Varun and Seema went to meet their grandparents. ____ took flowers for their grandmother. – Which pronoun would fit here? CW HW – – Page 66

Day 2/5 Day Annual Day: 15/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Activity Method (5 min): Call a few learners forward and distribute pronoun flashcards to the learners. Say sentences with nouns and learners need to raise the correct pronoun card that can replace each noun. E.g.: Mummy went to the market. She went to the market. Learner should raise the card ‘she’. Practice (5 min): Learners can be asked to complete Exs. 3.1 and 3.2 to practise subject pronouns. Discuss the answers in class and provide feedback where needed. Class Pulse Check Duration: 1 min 1) Identify the pronouns in the given sentences. a) We are playing in the garden. b) They like dancing. CW HW Ex. 3.3 – Page 67

Day 3/5 Day Annual Day: 16/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Identify singular noun and plural noun (Language in Use)  Practise writing the singular forms of plural words and vice versa (Language in Use) Transactional Tip(s) Duration: 14 min Activity Method (7 min): Collect few objects from learners such as pencils, erasers, crayons, books, etc. Show one pencil and ask learners what it is. Now show two to three pencils. Elicit the correct response from the learners. pencil – pencils. Do the same with the other objects and then introduce the learners to the terms ‘singular’ and ‘plural’. Direct Instruction (7 min): Explain the difference between singular and plural nouns with examples. Tell them that most regular nouns form plurals by adding ‘-s’. Class Pulse Check Duration: 1 min 1) How do you make ‘car’ plural? CW HW – – Page 68

Day 3/5 Day Annual Day: 16/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 13 min Direct Instruction (4 min): Write a few singular nouns on the board and ask learners to state their plural forms. Discuss the spelling rules while adding the ‘-s’. Silent Reading (7 min): Ask learners to read the example table for better understanding of the concept of singular and plural nouns. Practice (2 min): Ask learners to make plurals of the words given at the bottom of Pg. 19 to practise singular and plural. Class Pulse Check Duration: 1 min 1) What is the plural of ‘friend’, ‘teacher’, ‘lamp’, ‘hat’? CW HW – – Page 69

Day 4/5 Day Annual Day: 17/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise using singular and plural forms of words (Language in Use) Transactional Tip(s) Duration: 15 min Activity Method (9 min): Play ‘Thumbs Up, Thumbs Down’. Write a singular noun on the board and then write its plural form incorrectly, such as cat - cates. Ask learners if the form is correct by showing a thumbs up or a thumbs down. Ask learners to then recall how most regular nouns are converted to plural. Practice (6 min): Learners can be asked to attempt Exs. 4.1, 4.2 and 4.3 to practise the concept of singular and plurals. Discuss the answers in class and provide feedback where needed. Class Pulse Check Duration: 2 min 1) Is ‘mugs’ a singular word or a plural word? 2) What is the singular form of ‘bottle’? Duration: 12 min CW – HW Ex. 4.1 (4 min) Ex. 4.2 (4 min) Ex. 4.3 (4 min) Page 70

Day 5/5 Day Annual Day: 18/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Complete sentences about oneself (Formal Writing)  Observe a picture and fill in the blanks (Creative Writing) Transactional Tip(s) Duration: 8 min Questioning (4 min): Introduce yourself to the class. Share your full name, gender, hobbies, etc. Then, nominate a few learners and ask them to share the same information about themselves. Brainstorming (4 min): Discuss things one can say to describe oneself and list them on the board for learners to refer to. Then, ask them to complete Ex. 5. Class Pulse Check – Duration: 8 min CW HW Ex. 5 (4 min) – Ex. 6 (4 min) Page 71

Day 5/5 Day Annual Day: 18/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 12 min Direct Instruction (5 min): Ask the learners to look at the picture and list the different things they see. Then, ask learners to complete Ex. 6 in their books. Reading Aloud (7 min): Nominate learners to read aloud the sentences given in Ex. 6. The rest of the class can say whether the words used to fill in the blanks are correct or not. Class Pulse Check Duration: 1 min 1) Do you like surprises? Why or why not? CW HW – – Page 72

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 73

English Textbook Allocated Teaching Days 5 Speed up/Slow down Plan Poem: Lesson 3 – The Happy Child Lesson Connect Theme: My Family and I Day No. Planned Summary of Day’s Plan This poem is about a child who is always happy. Date Day 1 Let Us Start, I Read Desired Learning Outcomes for the Lesson Day 2 I Understand L S Day 3 I Speak • Listen to and repeat • Speak and share about Day 4 rhyming words from a favourite object Day 5 Language Game, Connect the Dots, the poem Speaking Project • Sing a song with actions Reading Comprehension • Talk about one’s family Lesson Preparation Notes R W • Read the poem with • Mark answers to appropriate voice questions based modulation and on the lesson pronunciation Other Resources • Read the questions that follow the lesson 1) A-4 size sheets of paper ( Day 1) • Practise picture reading IMAX Resources 1) IMAX English Textbook Page 74

Day 1/5 Day Annual Day: 19/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise rhyming words (Listen and say aloud)  Discuss questions leading to the lesson (Warm Up)  Read the poem with appropriate expressions (I Read) New Words: laugh, hardly ever, cry, shade, often Transactional Tip(s) Duration: 18 min Reading Aloud (3 min): Ask learners to repeat the words from the ‘Listen and say aloud’ table after you. Give them a few more examples of rhyming words like, ‘house’ and ‘mouse’, ‘red’ and ’bed’, ‘tree’ and ’three’ and so on. Activity Method (10 min): Write the word ‘HAPPY’ on the board. Ask learners to draw whatever they associate with the word ‘HAPPY’ on A-4 size sheets of paper. Put these drawings up on the classroom wall/softboard on a rotating basis so that no one’s drawing gets left out. Interactive Discussion (5 min): Discuss the ‘Warm Up’ questions with the class as a whole. Allow learners to share their thoughts on what makes them happy. Class Pulse Check ‒ CW HW ‒ ‒ Page 75

Day 1/5 Day Annual Day: 19/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 10 min Reading Aloud: • Nominate learners to read the poem turn by turn, slowly and with appropriate voice modulation. • Encourage learners to try to explain the meanings in context as they read the poem. • Have learners reread the poem at least two times for better familiarity and understanding. Class Pulse Check Duration: 1 min 1) What is the colour of the house? (Pg. 11, Q. 1) 2) Why does the child sit under the tree? (Pg. 11, Q. 2) ‒ CW HW Ask learners to read the poem as homework. Page 76

Day 2/5 Day Annual Day: 20/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min Page 77  Discuss word meanings (New words)  Recall and circle answers to the comprehension questions (Literature comprehension)  Mark the correct answer for the value-based question ((Value-based question) Transactional Tip(s) Duration: 21 min Monitoring Comprehension (12 min): Nominate learners to read aloud the meanings of the new words from the ‘New words’ table turn by turn. Ask them to frame sentences with these words independently and share them with the class. Get as many learners to share their sentences as possible. Practice (8 min): Discuss the ‘Literature comprehension’ questions with the class as a whole, and have learners circle the answers in their books by referring to the poem. Ensure that learners justify their answers and learn the process of referring to the text. This can be done by underlining the lines in the poem that contain the answers to the literature comprehension questions. Practice (1 min): Ask learners about the value-based question and ask them to tick the correct answer in their books. Class Pulse Check Duration: 1 min 1) Complete the following line from the poem – ‘I hardly _______________.’ Duration: 7 min CW HW Ex. 1 (6 min) Ask learners to bring to Ex. 2 (1 min) the next day’s class one object from home that makes them happy.

Day 3/5 Day Annual Day: 21/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise speaking meaningfully about an object (I Speak)  Sing a song with actions (I Speak) Transactional Tip(s) Duration: 29 min Activity Method (21 min): Ask learners to take out from their bags the things that they have brought – the things that make them happy. Ask them to first share with their partners, in two minutes, the reason why they chose to get that particular object. Then, ask each learner to stand in their places and show the class what they have brought. Encourage them to share about what their item is and why it makes them happy. Ask follow-up questions to the learners to extend the activity. Activity Method (8 min): Get the whole class to sing the ‘If you’re happy and you know it’ song with you along with the actions in the song. Sing it twice for learners to enjoy the song and learn it well. Class Pulse Check ‒ ‒ CW HW Ask learners to bring a photograph of their family for the Speaking Project activity the next day. Page 78

Day 4/5 Day Annual Day: 22/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Practise tracing and joining dots to form a bug (Language Game)  Integrate the theme of the lesson with other subjects (Connect the Dots)  Speak about your family (Speaking Project) Transactional Tip(s) Duration: 5 min Practice (1 min): Ask learners to practise tracing the word under ‘Language Game’. Allow them time to complete the picture and identify the insect. Questioning (1 min): Allow the learners a minute or two to solve the word problem under Maths Fun. Discuss the answer with the class as a whole. Interactive Discussion (3 min): Read out the EVS Fun and explain the importance of planting trees. Describe the role of trees in our environment. You can list and share the following benefits of trees with the class: • Trees provide clean air and make us more fresh and energetic. • Trees control pollution. • Trees provide shade and give us fruits and flowers. Ensure that you emphasise and drive home the importance of caring for the environment. Class Pulse Check ‒ Duration: 4 min CW HW Language Game ‒ Page 79

Day 4/5 Day Annual Day: 22/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 20 min Activity Method: • Ask learners to show their family photographs to the class. • Invite each learner to come forward and share their memories related to the photograph with the class briefly. • Make sure that everyone gets an opportunity to speak. Class Pulse Check ‒ CW HW ‒ ‒ Page 80

Day 5/5 Day Annual Day: 23/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Observe and answer questions on a picture (Reading Comprehension) Transactional Tip(s) Duration: 10 min Peer Learning – Group (5 min): Divide the class into groups and ask them to observe Picture 1. Ask them to discuss what they can see in the picture. Invite learners from each group to describe the picture in their own words. Read Aloud ( 5 min): Ask learners to mark the answers to the questions based on Picture 1. Nominate learners to read the complete sentences with the answers aloud to the class. Class Pulse Check ‒ Duration: 6 min CW HW Picture 1 (3 min) ‒ Picture 2 (3 min) Page 81

Day 5/5 Day Annual Day: 23/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 13 min Peer Learning – Group (8 min): Divide the class into groups and ask them to observe picture 2. Have them discuss what they can see in the picture. Invite learners from each group to describe the picture in their own words. Read Aloud (5 min): Ask learners to mark the answers to the questions based on Picture 2. Nominate learners to read the sentences with the answers aloud to the class. Class Pulse Check ‒ CW HW ‒ ‒ Page 82

My Reflections Progress Passbook 5 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 83

English Workbook Allocated Teaching Days 1 Speed up/Slow down Plan Module 3: The Happy Child Prior knowledge needed (for the learners): – Day No. Planned Summary of Day’s Plan Date Day 1 I Listen, Vocabulary Desired Learning Outcomes for the Lesson V G • Practise opposites – • Sort words into colours and things L W – – Lesson Preparation Notes IMAX Resources Other Resources 1) IMAX English Workbook 1) Flashcards with sets of opposite words written on them (Day 1) 2) Pictures of objects in different colours (Day 1) Page 84

Day Day Annual Day: Actual Date: __________ Progress Transactional Tip(s) Duration: Note to Teacher: The module page is a summary of the topics covered in this module. Class Pulse Check – CW HW – – Page 85

Day 1/1 Day Annual Day: 24/66 Actual Date: __________ Progress Class Outcome(s) Duration: 1 min  Listen to and write the dictated words (I Listen)  Identify opposite words (Vocabulary)  Sort words into colours and things (Vocabulary) Transactional Tip(s) Duration: 10 min Reading Aloud (2 min): • Read the dictation words aloud from the Teacher Reference section. • Read out the words in a jumbled fashion and ask learners to trace them in their books under Ex. 1.1. • Read out each word twice so that learners get enough time to identify the correct words. Activity Method (8 min): • Write opposites on cards and distribute them among learners. • Ask them to mingle and find their partners based on the words they have on their cards. • Then, ask learners to complete Ex. 2.1. You can even add more words and their opposites for this exercise. Class Pulse Check Duration: 1 min 1) What are the opposites of ‘asleep’ and ‘old’? Duration: 12 min CW – HW Ex. 1.1 (6 min) Ex. 2.1 (3 min) Ex. 2.2 (3 min) Page 86

Day 1/1 Day Annual Day: 24/66 Actual Date: __________ Progress Transactional Tip(s) Duration: 5 min Practice (2 min): Ask learners to complete Ex. 2.2 by writing the words for colours and things in the correct columns. Then discuss the answers with the class as a whole. Questioning (3 min): Show pictures of different objects in different colours. Ask learners to identify the name of the object as well as its colour. Class Pulse Check Duration: 1 min 1) Is ‘black’ a colour or a thing? CW HW – – Page 87

My Reflections Progress Passbook 1 What went well while teaching this lesson? Extra days taken till previous lesson (if any) (Previous lesson’s last row) What will I do differently for the next lesson? Planned days for this lesson Actual days taken for this lesson Extra days taken for the current lesson (if any) Total extra days taken till this lesson (if any) Names of learners who need individual attention: For the Next Lesson Handhold these learners: Challenge these learners:  Speed up by ___ days OR Slow down by ___ days  Academic Coordinator’s Signature: Page 88

IV – Teacher Reference Usage Tip: Hints/suggestions for the teacher to refer while answering textbook/workbook questions Sub-Sections: 14. Teacher Reference Material a. Teacher Reference for Textbook b. Teacher Reference for Workbook Page 89

Teacher Reference: Textbook Theme 1: My Family and I Lesson 1: My Dog Rex Let Us Discuss 1) Is the dog big or small? Ans. The dog is big. 2) What is the name of the dog? Ans. The name of the dog is Rex. Page 90 I Understand Exercise 1: Literature comprehension Circle the correct answers. 1) What colour is Rex? (A) black (B) white (C) brown (D) golden 2) What does Rex do all the time? (A) plays (B) wags his tail (C) chews on his bone (D) goes on walks 3) What does Rex do every day? (A) He plays with his red ball. (B) He eats rice and milk. (C) He chews on his bone. (D) He goes on long walks. My Dog Rex

Teacher Reference: Textbook 4) When does Rex go for walks? (B) in the afternoons (A) in the evenings (D) in the mornings (C) at night Exercise 2: Value-based questions – Judgement and appreciation Tick the correct answer. 9 1) We should take care / not take care of our pets. Page 91 Connect the Dots Maths Fun ¾ Rex has 8 bones. He eats 5 bones. How many bones does Rex have now? Ans. Rex has 3 bones now. EVS Fun ¾ Rex loves to play with his red ball. Rex is a living thing, but his ball is a non-living thing. Rex can walk, but his ball cannot. What is one more thing that Rex can do but his ball cannot? Ans. Rex can grow in size but his ball cannot. (Accept all valid responses.) My Dog Rex

Lesson My Dog Rex 1 Module 1 Page 92 Section Name What I Will Learn I Listen Word dictation Vocabulary Trace names of Grammar pictures Language in Use Naming words Formal Writing Capital letters and Creative Writing full stop Trace words Fill in the blanks to describe a picture 1

1 I Listen 2) brown Exercise 1.1: Word dictation 1) walk 3) morning 4) happy 5) wags 6) colour Page 93 7) funny 8) bone B C A 2 Vocabulary Names of pictures Exercise 2.1: Look at the given pictures and complete the words. 1) face 2) bird 2

3) hand 4) door Exercise 2.2: Look at the pictures and trace the words. 1) fish 2) girl Page 94 3) cake 4) duck My Dog Rex 3

3 Grammar Naming words A naming word names a person, place, animal or thing. Naming words are also called nouns. person place animal thing Page 95 Common and proper nouns This is a dog. His name is Rex. The word ‘dog’ is a common name for this type of animal. ‘Rex’ is a special name given to this particular dog. Remember: ‡ A common noun is a general name that is used for naming a person, place, animal or thing. Common nouns begin with small letters. Examples: girl, city, chocolate ‡ A proper noun is the name given to a special person, place, animal or thing. Proper nouns always begin with capital letters. Examples: Reema, New Delhi, Dairy Milk 4

Common nouns Proper nouns man John girl Anjali country India river Ganga Page 96 biscuit Marie Gold Exercise 3.1: Sort the naming words given in the box. Write them in the correct columns. One in each column is done for you. ball Preeti India table fox cow Ali park Person Place Animal Thing 1) Preeti 2) India 3) cow 4) table 5) Ali 6) park 7) fox 8) ball My Dog Rex 5

Exercise 3.2: Underline the word that names the person, place, animal or thing in each sentence. One is done for you. 1) The cat is soft. 2) The clock is big. 3) Pia is happy. Page 97 4) The Sun is bright. Exercise 3.3: Sort the nouns given in the box. Write them in the correct columns. One in each column is done for you. dog Tommy Jaipur bottle pencil Sumit Common nouns Proper nouns 1) dog 2) Tommy 3) bottle 4) Jaipur 6