1420005-Dolphin-UKG-Teacher Companion Book-Integrated-Part1

5�Æ 2 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 23/50 £�����D� £��YQ[N Review what was done the previous day. [DO]- Look into the book page 75 [SAY]-Name the national animal, bird, fruit and flower. Name our National emblem. Do you know our national anthem? Talk about each national symbol in detail. £�����D� {U��U��ÆN Q and A- Prompt students to complete the exercise LM page 80 /C�QQ t[CQ� /���AN What are the colours in our National Flag? /† I† LM page 80 Page 198

5�Æ 3 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 24/50 £�����D� £��YQ[N Review what was done the previous day. [DO]- Bring a tricolour flag, a coin or note where you can see the Ashok Chakra, picture of a peacock, picture or toy figures of a tiger, mango and lotus flower. Give children turns to pick one object and speak something about it. Encourage speaking by asking questions. £�����D� {U��U��ÆN Q and A- Fun Activity /C�QQ t[CQ� /���AN Can you sing our National Anthem? Emphasis that we respect it by standing up and standing still. /† I† PM page 63 Ask children to come dressed in traditional clothes the next day. Page 199

5�Æ 4 / 4 25/ 5 !DD[�C 5�Æ: 0 !�U[�C 5�U�N __________ £�����D� £��YQ[N Review the national symbols. [SHOW ]- Show the images of different costumes of the states. Together we are Indians. Each child can come forward and speak about their dress. [DO]- Ask children to look into the book page 76. Read the sentences. Ask questions given in the blue box to each child. Suggested Activity: Teacher can organise a ‘Dress-up day’. £�����D� {U��U��ÆN Interactive /C�QQ t[CQ� /���AN What language do you speak at home? /† I† Page 200

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 4 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 201

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D 9N C�QU�*�CQ Identify and understand some main festivals of India. Encourage children to appreciate their own as well as each other’s traditions and culture. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Understand how and why these festivals Day 1 are celebrated. Which festivals do you celebrate? Understand how and why these festivals Day 2 are celebrated. Day 3 Describe how they celebrate the festivals.. [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Flash cards of each festival Glitter powder Video on the festivals done in this lesson. CD with songs on Diwali, Baisakhi, Christmas and Id Page 202

5�Æ 1 / 3 !DD[�C 5�Æ: 0 !�U[�C 5�U�N __________ 26/ 5 £�����D� £��YQ[N [SAY]- India is a land of different cultures. We celebrate each culture through festivals. Ask children about the festivals they celebrate. [SHOW] Images of each festival. [SAY]-Explain the importance of the festival and everything connected with it. [DO]- Ask children to look into page 77 and along with the teacher read about each festival shown. Sing rhyme from page 79 and talk about the season of caring and sharing. £�����D� {U��U��ÆN Real Life Connect /C�QQ t[CQ� /���AN th Whose birthday is celebrated on 25 December? /† I† Page 203

5�Æ 2 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 27/50 £�����D� £��YQ[N Revise the festivals through questions and answers. Sing rhyme from page 79. [SAY]-Explain the importance of the festival and everything connected with it. Talk about a Diwali of lights and not noise. Talk about safety while bursting crackers. [DO]- Ask children to look into page 78 and along with the teacher read about each festival shown. Teacher will discuss LM page 82 and help children complete the exercise. £�����D� {U��U��ÆN Real Life Connect /C�QQ t[CQ� /���AN Which special dish is prepared on Ramzan? /† I† LM page 82 Re ad FM page 78, LM page 83 Page 204

5�Æ 3 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 28/50 £�����D� £��YQ[N Sing rhyme from page 79. [DO]- Ask children to come forward and talk about any one festival which they like the most. Teacher will discuss and children will complete and decorate the diya on PM page 82 . £�����D� {U��U��ÆN Real Life Connect /C�QQ t[CQ� /���AN What clothes should you wear while bursting crackers? /† I† PM page 65 Read pages 77 to 79; tell your parents about sharing and caring. Page 205

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 3 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 206

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D 5N /C��DC�D�QQ To cultivate the habit of keeping oneself and the surroundings clean. Staying clean contributes to good health. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Understand how to take care of oneself. Where should you throw waste paper and chocolate wrappers? Day 2 Identify items used to keep yourself clean. Day 3 Indicate cleanliness factors for a person. Understand the importance of keeping the [�QQ�D t������U��D b�U�QN Day 4 surroundings clean. La!․ w�Q�[���QN hU��� w�Q�[���QN Shampoo, Nail Cutter, Toothbrush and paste, Soap, Comb Page 207

5�Æ 1 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 29/50 £�����D� £��YQ[N [DO]- Show real life objects which help keep a person clean. Ask children about these objects and what it is used for. [SAY]- Discuss each object and the need to use it to stay clean. [DO]- Ask children to look into the book and along with the teacher read page 80. Sing rhyme from page 81 with actions. £�����D� {U��U��ÆN Real Life Connect /C�QQ t[CQ� /���AN What do you use to wash your hands before and after food? /† I† Page 208

5�Æ 2 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 30/50 £�����D� £��YQ[N Revise objects which help keep a person clean. Sing rhyme from page 81 [SHOW]- Ask children to identify objects to keep clean. Discuss and complete LM 84 page Suggested activity- make groups and identify objects in the form of a quiz. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN What do you do when you wake up in the morning and before going to bed? /† I† LM page 84 Page 209

5�Æ 3 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 31/50 £�����D� £��YQ[N [DO]- Germ o meter fun Create different stories of children on cleanliness. 1.Bathing daily but not washing hands. 2. Prompt on washing hands but does not cut nails. 3. Bathes daily, cuts nails every week, washes hands, combs hair. £�����D� {U��U��ÆN Activity /C�QQ t[CQ� /���AN What do you use a nail cutter for? /† I† PM 67 Page 210

5�Æ 4 / 4 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 32/50 £�����D� £��YQ[N Revise the points on keeping yourself clean. [SHOW]- Have papers, pencil shavings etc lying on the floor. Question children on what should they do? Demonstrate how to keep the room clean. Ask few children to come and do the same. [SAY]- Read page 82 and explain the situations to keep surroundings clean. Discuss and help complete page LM 85. £�����D� {U��U��ÆN Demonstration; Real life connect- Use lunch time to show the children how to use a napkin and eat neatly. /C�QQ t[CQ� /���AN Where would you throw waste paper when you are in a park or outside? /† I† LM page 85 Page 211

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 4 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 212

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D 4N I��CU�Æ C��� Children will be able to identify healthy and unhealthy foods tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Understand the importance of eating Day 1 healthy food. Why do we eat food? Day 2 Cultivate the habit of eating healthy food. Who ate something healthy today ? Understand the effect of eating unhealthy Day 3 food. [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN 3D models of fruits and Wrappers of packets of vegetables different unhealthy food, chocolates. Chart of the plate of healthy diet given on Magazine cut-outs of page 83 healthy and unhealthy food. Page 213

5�Æ 1 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 33/50 £�����D� £��YQ[N [SHOW]- Show children various plastic healthy and unhealthy foods and invite them to come up one by one and identify if they think the food they selected is healthy or unhealthy. [DO]- Ask children to look at page 83 and read along with the teacher. [SAY]- Discuss each picture shown and explain the need to eat healthy home cooked food. Show the chart of a healthy diet and tell about the importance of it. £�����D� {U��U��ÆN Real Life Connect /C�QQ t[CQ� /���AN Is eating vegetables healthy? /† I† LM page 86 Page 214

5�Æ 1 / 3 33/50 !DD[�C 5�Æ: !�U[�C 5�U�N __________ £�����D� £��YQ[N Sing rhyme with actions and expressions. £�����D� {U��U��ÆN Fun activity /C�QQ t[CQ� /���AN Name some vegetables that are good to eat. /† I† Page 215

5�Æ 2 / 3 !DD[�C 5�Æ: 0 !�U[�C 5�U�N __________ 34/ 5 £�����D� £��YQ[N Revise the different healthy food and why they are good for you. [SHOW]- Wrappers of unhealthy foods. [SAY]- In comparison the foods eaten from wrappers and from outside are unhealthy. Explain the reasons for this. [DO]- Ask children to look at page 85 and read along with the teacher. Discuss LM page 88 and help children complete the exercise. £�����D� {U��U��ÆN Real Life Connect /C�QQ t[CQ� /���AN Give other examples of unhealthy food. /† I† LM page 87 Page 216

5�Æ 3 / 3 !DD[�C 5�Æ: 0 !�U[�C 5�U�N __________ 35/ 5 £�����D� £��YQ[N Revise the different healthy, unhealthy food and why they are good or bad for you. [DO] - On a board, make two columns. One column should be labelled \"healthy\" with a smiley and one column should be labelled \"unhealthy\" with a sad face . Children will choose a magazine cut-outs of different foods and identify if they are healthy or unhealthy and place it in the right column. Discuss PM page 69 and help children complete the exercise. £�����D� {U��U��ÆN Real Life Connect /C�QQ t[CQ� /���AN Give other examples of unhealthy food. /† I† PM page 69 Page 217

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 3 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 218

[�QQ�D p%N †�CC .��D� †�Æ ��� �� U�����D� U��Q C�QQ�DL How daily exercise helps to keep our body healthy. Understands the importance of exercising and staying fit tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N The children will understand why they Day 1 need to exercise. Have you seen people jog/ run /walk in the morning ? Day 2 Recognise different types of exercise. Day 3 [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Audio music –slow to fast tempo Page 219

5�Æ 1 / 2 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 36/50 £�����D� £��YQ[N [SHOW]- Outdoors/Classroom- Children will be in a circle and along with the teacher, will jog, jump, hop and bend to touch toes. Use audio for slow or fast tempo. [SAY]- Exercises are good for the body to keep you healthy. Along with healthy food we should also exercise. [DO]- Ask children to look at page 86 and read along with the teacher. Discuss LM page 88 and help complete the page. £�����D� {U��U��ÆN Real Life Connect Demonstration /C�QQ t[CQ� /���AN How does it feel when you exercise? Good or bad. /† I† LM page 88 Page 220

5�Æ 2 / 2 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 37/50 £�����D� £��YQ[N Revise the different physical exercises with music. Ask children why exercise is important. [DO]- Sing the rhyme by doing the actions mentioned through exercise. Discuss PM page 71 and help children complete the page in the workbook. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN Do exercise keeps us healthy? /† I† PM page 71 Read FM page 86 and sing page 87 with mother. Page 221

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 2 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 222

[�QQ�D ppN 5�Æ �D� b���U †�Æ ��� �� U�����D� U��Q C�QQ�DL Understand basic concepts of time with regards to day and night. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Understand day and night. When you play outside in the daytime, is it dark or is there light? Day 2 Picture representation of day and night. Understand daily activities that relate to Day 3 their own lives within a 24-hour period. [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN A4 paper crayons Page 223

5�Æ 1 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 38/50 £�����D� £��YQ[N [DO] Bring a clock to class that has numbers 1 to 12 on it and can be easily manipulated. Show that time passes during the day and during the night while we sleep. Give children turns to move the hands of the clock. [SAY] We don't need to turn on electric lights during the day as sun gives us light. But it is necessary to have the lights on at night because we cannot see sun then. [DO]- Ask children to look at page 88. Understand the meals eaten in a day. Point at the clocks to show the passage of time. Complete LM page 89 £�����D� {U��U��ÆN Real Life connect /C�QQ t[CQ� /���AN What activities do you do during the day? /† I† LM 89 Page 224

5�Æ 2 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 39/50 £�����D� £��YQ[N Revise the meaning of day and night in connection to the sun and moon, meals eaten during that time. [DO]- Sing rhyme ‘Tick tock’ with actions and expressions. On A4 paper children will draw a picture depicting DAY and picture depicting NIGHT. This can be put up in the class. £�����D� {U��U��ÆN Art Activity /C�QQ t[CQ� /���AN What is seen in the night sky? /† I† Read FM page 88. sing rhyme from page 89 Page 225

5�Æ 3 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 40/50 £�����D� £��YQ[N Revise the topic on day and night. Sing the rhyme. [SAY]- From when one gets up till asleep at night we have a daily routine. Ask children of their routine. Explain each of the activities as on FM page 90. [DO]- Ask children to look into FM page 90 of their book and understand the different activities done at a different times of the day. Discuss LM page 90 and help complete the exercise. £�����D� {U��U��ÆN Real Life Connect /C�QQ t[CQ� /���AN Name any activity you do once you go home after school. /† I† LM 90 Read page 90 PM 73 Page 226

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 3 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 227

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D p¬N /�C�D��� Learns about the names of days of the week and months of the year. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Learn the names of the days of the week. What day is today? Calendar time should be done daily as part of the morning class routine. Know the days of the week in the correct Day 2 order. Day 3 Fun Activity to recall days of the week. Day 4 Learns the order and names of all twelve [�QQ�D t������U��D b�U�QN months in a year. Day 5 Knows which month your birthday is. La!․ w�Q�[���QN hU��� w�Q�[���QN A calendar Separate place cards with the months of the year written Page 228

5�Æ 1 / 5 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 41/50 £�����D� £��YQ[N [SHOW]- Use a calendar to show the days of the week. [SAY]- Write the words Sunday through Saturday on the board one at a time demonstrating pronunciation and drilling as you go. Practice the days of the week in order using choral repetition. Explain seven days make a week. [DO]- Children will identify the day pointed out by the teacher to check understanding and pronunciation. Look at page 91 and point out and spell out loud the days. Discuss LM page 92 and help complete the given exercise. £�����D� {U��U��ÆN Demonstration and choral repetition /C�QQ t[CQ� /���AN What day comes after Monday? /† I† LM 92 Read loud FM page 91 Page 229

5�Æ 2 / 5 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 42/50 £�����D� £��YQ[N Choral repetition of the days of the week. [SAY]-Tell children “Today is ….” using whatever the day of the week it is. Tell them that they go to school on Monday, Tuesday, Wednesday, Thursday and Friday or that they study English on Monday and Wednesday. Use several very basic examples to give students an idea of what these words might mean. [DO]- Ask children to read the days out in order. Discuss LM page 91 and help complete the exercise. £�����D� {U��U��ÆN Real Life Connect /C�QQ t[CQ� /���AN Do you have school on a Sunday? /† I† LM page 91 Page 230

5�Æ 3 / 5 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 43/50 £�����D� £��YQ[N Choral repetition of the days of the week. [DO]- Physical Activity “M for Monday, turn around, T for Tuesday, touch the ground, W for Wednesday, jump so high, T for Thursday, touch the sky, F for Friday, say hooray! S for Saturday, time to play, S for Sunday, clap your hands, It’s time to start all over again!” Chanting the days of the week in tune works well for memorization. Complete PM page 75 £�����D� {U��U��ÆN Physical Activity /C�QQ t[CQ� /���AN Do you have school on a Saturday? /† I† PM page 75 Page 231

5�Æ 4 / 5 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 44/50 £�����D� £��YQ[N Revise days of the week. [SAY]- Teacher will discuss the months of the year. The teacher will ask the children if they know what month it is, what last month was, and what next month will be. The teacher will discuss about how many months there are and the order of the months. [DO]- Ask children to read from page 92 by pointing at the names of the months in order. Explain LM page 93 and help complete it. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN Which month is your birthday? /† I† LM page 93 PM page 77 Page 232

5�Æ 5 / 5 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 45/50 £�����D� £��YQ[N Revise days of the week and the months of the year. [DO]- Ask children to read page 92 by pointing at the names of the months in order. Ask children to tell the class about their birthday month. Ask what month their birthdays are, Christmas is, our Republic Day is, Independence Day is and point to the month word. {[���QU�� !�U�*�UÆ$ Place cards with months written and ask children to put it in order. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN Which month is your birthday? /† I† Page 233

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 5 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 234

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D p�N †�U�� To introduce children to the basic concepts of water, where it comes from and why it is important in their lives. tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Understand the uses of water. Where do you find water? Identify the major sources of water and Day 2 importance. Day 3 The need to save water. [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Page 235

5�Æ 1 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 46/50 £�����D� £��YQ[N [SAY]- All living things (plants and animals) need water to live. We drink water every day. Fish live in water. Plants need to be watered. Can you imagine a day without water? Ask children how they use water everyday. [DO]- Ask children to look at page 93 and understand the use of water. Along with the teacher the children will read about the uses of water. Discuss LM page 94 and help children complete the exercise. £�����D� {U��U��ÆN Q and A; Real life connect /C�QQ t[CQ� /���AN What are the uses of water? /† I† LM page 94 Page 236

5�Æ 2 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 47/50 £�����D� £��YQ[N Revise the uses of water by listing them out. [SAY]- When the sun heats the water in the rivers, lakes, and oceans, the water turns into clouds. The clouds you see in the sky are made up of water droplets. When the water droplets become big and heavy, they fall from the clouds to the earth as rain and fills lakes, ground water, wells and rivers. Discuss the various sources of water as on page 94. [DO]- Children will read page 94 and understand the sources of water. Complete LM page 95. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN Name the different sources of water? /† I† LM page 95 Page 237

5�Æ 3 / 3 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 48/50 £�����D� £��YQ[N Revise the uses and sources of water by listing them out. [SAY]- Explain the need to save water as we cannot live without water. We need to regard it as a very precious, natural resource, so have to preserve water. Discuss with the children how tap water is related to natural water resources. [DO]- Have the students work in small groups to write a list of ways that water could be saved. This can then be discussed in class. £�����D� {U��U��ÆN Q and A /C�QQ t[CQ� /���AN Why should we save water? /† I† PM page 79 Page 238

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 3 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 239

†�Æ ��� �� U�����D� U��Q C�QQ�DL [�QQ�D pqN {U��Æ$ £�� I�D�QU †����[UU�� Enhance listening skills and develop imagination. Develop reading skills tC�DD�� 5�Æ b� 5�ƈQ h����U�*� 5�U� †��� %�N Day 1 Read pictures to guess the story. Which is your favourite story? Listen to the story read aloud and try to Day 2 read the story. [�QQ�D t������U��D b�U�QN La!․ w�Q�[���QN hU��� w�Q�[���QN Page 240

5�Æ 1 / 2 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 49/50 £�����D� £��YQ[N Ask children to look at the pictures and guess the story. Some can come forward and narrate the story in their own words. £�����D� {U��U��ÆN Observation /C�QQ t[CQ� /���AN What happened to the woodcutter’s axe? /† I† Read the story Page 241

5�Æ 2 / 2 !DD[�C 5�Æ: !�U[�C 5�U�N __________ 50/50 £�����D� £��YQ[N Read the story out loud with expression, for children to enjoy. Ask questions about the story. Children can re tell story in their own words. Ask the children what they learnt from this story. [DO]- Enactment of this story in class. £�����D� {U��U��ÆN Q and A; Dramatisation /C�QQ t[CQ� /���AN Why was the woodcutter upset? /† I† Read pages 95,96 Page 242

t�����QQ t�QQ���A aÆ w��C��U��DQ Carryover from previous lesson What went well while teaching this lesson? (Previous Lesson’s Last row) Planned Days for this lesson 2 Actual Days taken for this lesson Delay in the current lesson What will I do differently for the next lesson? Net Delay till this lesson C�� U�� b��U [�QQ�D  Speed up by ___ Days Yhw[ Name of students that need personalised attention: Handhold these kids: Challenge these kids: Slow down by ___ Days  !������� /�����D�U��ˆQ {��D�U[�� 5�U�$5��*�D t��Q�D�C�Q�� [���D�D� {�C[U��DQ Page 243

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%YD 9D�C�Q� t��U p t��� D� †��AQ���U b��� !DQ��� 9 Gestures and Greetings 1. D Match Gestures to Situations 2. A Worksheet 1. 3. B 4. C 10 Match Greetings to Situations 1. C Worksheet 2 . 2. A 3. D 4. B 14 Rhyming Words -at : cat ,mat Complete the Rhyming Words -ap : tap ,cap Worksheet 1 -an : can fan -ag : bag tag 15 Rhyming Words -et : jet,net Complete the Rhyming Words -en: hen, pen Worksheet 2 -ed: bed ,red -eg: leg, beg -em: hem,gem 16 Rhyming Words -it : sit,pit Complete the Rhyming Words -In: pin,bin Worksheet 3 -ig: pig, fig -ip: lip ,zip 17 Rhyming Words -op: mop ,top Complete the Rhyming Words -ot: pot, cot Worksheet 4 -og: log ,dog -oy: toy , boy 18 Rhyming Words -un :bun ,sun Complete the Rhyming Words -ug :mug ,bug Worksheet 5 -ut : hut ,nut -um :gum ,mum 19 Rhyming Words Hat ,cat ,tap, rat, hen ,net ,ten, leg Word Wheel - ‘a’ and ‘e’ Worksheet 6 20 Rhyming Words Kit, pig ,zip ,pin, fox, box, pot, mop Word Wheel - ‘i’ and ‘o’ Worksheet 7 21 Rhyming Words Sun, cup, gun jug Word Wheel - ‘u’ Worksheet 8 22 Picture Story 1. Mary went to the garden. Put the the Story in the Correct 2. She was collecting flowers. Page 245

Order 3. Suddenly, she saw a spider. Worksheet 1 4. Mary was scared. 5. She ran away. %YD a�U� t��U p t��� D� †��AQ���U b��� !DQ��� 42 Comparing Quantities 1. Jojo :7 What is 1 More and 1 Less? 2. Bobby :9 Worksheet 4 54 Shapes 1. C Match Shapes to Similar Objects 2. A Worksheet 4 3. E 4. F 5. D 6. B 59 Pairing of Objects 1. C Match Objects That Go Together 2. D Worksheet 3. E 4. A 5. B %YD 9´{ t��U p t��� D� †��AQ���U b��� !DQ��� 68 My body Head, trunk, legs, Write Main Body Parts Names Worksheet 1 74 My school 1. B Match People to Places in School 2. C Worksheet 2 3. A 75 My school 1. School Assembly Match School Events to Names 2. Annual Day Worksheet 3 3. Sports Day Page 246

76 Neighbourhood 1. B Match Places to Names 2. A Worksheet 1 3.D 4. C 77 Neighbourhood 1. E Match People to Places 2. C Worksheet 2 3. B 4. A 5. D 78 Neighbourhood 1. D Match Sights to Places 2. A Worksheet 3 3. B 4. E 5. C Neighbourhood 1. B 79 Where Do they Go? 2. C Worksheet 4 3. A 86 Healthy Food 1. Salad, Bananas, Sandwich , Choose Healthy Habits for Your Grapes. Carrot. Apple Stomach Worksheet 1 88 Well Being 1. Cycling , Swimming , Playing , Mark the Exercises Yoga, Running Worksheet 1 90 Day and Night 1. C Match Meals to Times 2. A Worksheet 2 3. B Page 247