Name: _____________ _____________

Professor V. NAËCK - Head Curriculum Implementation, Textbook Development and Evaluation

The english panel Mauritius Institute of Education

Dr (Mrs) Aruna Ankiah-Gangadeen Dr Pascal NADAL Mrs Reshma KOOMAR

- Panel Coordinator, Associate Professor - Senior Lecturer - Lecturer

Ministry of Education and Human Resources, Tertiary Education and Scientific Research

Mrs Sazia Bibi MULUNG

- Mentor

Acknowledgements Vetting Team Ministry of Education and Human Resources, Tertiary Education and Scientific Research

Mr Nunkishore NEERGHEEN Mrs Dineshwaree RUCHCHAN Mrs Taramatee NATHOO Mr Henrio Douglas POTIÉ Mr Dahmiasdeho GOWRY Mr Raj-Kumar BEEDASSY Mr Doomanlall MOHANGOO Mr Krishnaduth OOCHIT

- School Inspector - School Inspector - School Inspector - Supervisor (The Arts) - School Inspector - School Inspector - School Inspector - School Inspector

We also thank Ms Melanie ANNEA and Mrs Raynoo RAMDEEHUL, Primary Educators, for their views and suggestions

Illustration Mr Saminaden Ramen - Secondary Educator

Layout and colouring of illustrations Graphic Designer

Mr Isstiac Gooljar

ISBN : 978-99949-37-80-6 © Mauritius Institute of Education (2017)

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Foreword We have the pleasure to offer you a brand new collection of textbooks as from 2016. These textbooks have been written by a team of experts and supported by experienced Educators, advised by Inspectors, Mentors and Deputy Head Masters. We have done our best to ensure that children undergo a pleasant learning experience. We have taken care to align the textbooks with very clearly defined learning outcomes and objectives set for the subject. This present textbook provides clear indications of the diverse skills that children should master at each stage. We would request teachers to use the techniques and pedagogical approaches suggested in the teacher’s manual so that children make optimal use of the textbook and materials provided. We are extremely thankful to all those who have provided us with constructive feedback, thereby enabling us to make this curriculum development endeavour come to fruition. We are also thankful to the artists who produced the illustrations, and to our graphic artists, who have tried their best to create the right layout for the books. The authors and the curriculum team, under the guidance of Professor Vassen Naeck, also deserve our thanks. We hope that you enjoy this material and wish you lots of success.

Dr O. Nath Varma Director Mauritius Institute of Education.

iii

Preface To Pupils, The Grade 1 English textbook aims to make your experience of learning English fun and successful. The textbook consists of six units based on the following themes: home, school, games, food, transport, and animals. The textbook opens with Getting started. This will help you consolidate your knowledge of alphabets and colours through simple activities and games. This is followed by six units. Each of the units has the following sections: Story time: You will listen to a simple story several times. Your teacher will use a big book. You can read together when you are ready. Vocabulary building: You will learn simple vocabulary on different themes. Grammar time: You will learn basic grammar so that you can produce simple utterances. Little writers: You will learn to write words and simple sentences. Creative fingers: You will carry out creative activities related to the theme of each unit. Sound it out: You will learn the sounds that letters produce. This will help you to read simple words. ICT activities: You will play ICT games to reinforce language learning. Cross-curricular themes: You will be taught life skills and values. Songs/poems: You will learn in a fun way, by singing and reciting poems. I check what I know: You will assess your learning at the end of every unit. We hope that you enjoy learning English throughout the year! The writing team.

iv

To the teacher The Grade 1 English textbook has been conceived and written with the aim of making the learning of English pleasant and effective for our young learners. Taking into account the pupils’ current level of proficiency in English, it proposes a set of activities that will develop skills and knowledge that will serve as foundation for further learning of the language. The textbook comprises an introductory section entitled “Getting started” that reinforces pupils’ knowledge of alphabets and colours. This is followed by six units with different sections. Each section focusses on the development of specific skills and knowledge. Learning is made meaningful and fun through content that is based on the experiences of the children and topics of interest to them. A variety of activities have been included to sustain interest and motivation. At this level, there is more emphasis on the development of the oral and aural skills, and on equipping the pupils with basic vocabulary and grammar. However, literacy skills are also developed through the use of big books and simple writing activities. Teachers’ notes are interspersed throughout the textbook to assist you in implementing the activities. It is however understood that you have a key role in adapting the activities and the pace at which teaching will take place according to the profile and needs of your learners. You will also have to produce additional resources to support teaching, and devise supplementary activities for the consolidation of learning or for remedial action. Further details about the different components and guidelines for their implementation are given below: Story time: This component serves to introduce learners to simple narrative texts and develop budding notions of literacy (cover page, title, author, direction of print, etc.) Use the big book over several days according to the procedure detailed on the back cover. Make sure that the pace is adapted to the learners’ level. The vocabulary is basic, sentences are simple and the texts are short. It is expected that, with appropriate support, pupils will internalise certain words and language patterns after they have heard the story a few times, and will be willing to join in as you read. The pupils are NOT expected to be able to read on their own nor to understand each and every word. To help them understand the storyline and main ideas, point to the illustrations in the big book, mime actions, refer to their own experiences, draw from prior knowledge, and use additional resources – such as realia or word and picture cards. Vocabulary building: The vocabulary taught is derived from the theme of each unit and is introduced through the story. The activities move from oral to writing, with visual support included to ease understanding. Additional resources will nevertheless be required. Word walls can be set up in the classroom to ensure that pupils are continuously exposed to the new vocabulary as they work on a given unit. You must however draw their attention to these words and encourage them to recall their meaning and use them. You may teach additional words related to the theme as per the level of your pupils.

v

Grammar time: Through the teaching of basic grammar points, pupils are empowered to produce simple oral utterances. As such, provide as many opportunities for them to practise orally the structures introduced. The written activities are included for practice. The aim is not to develop mastery of grammar rules but, rather, to develop an awareness of basic rules. As indicated in the Teacher’s notes, move from oral to written work. Work out the activities orally with the whole class before asking pupils to carry these out in the textbook. Little writers: In this section, pupils write words and are initiated into the formation of simple sentences. They develop an awareness of word and sentence boundaries, and are introduced to basic writing conventions, namely the use of capital letters and full stops. In line with the whole language approach, you are however encouraged to draw pupils’ attention to these aspects of writing in other sections, such as story time. Creative fingers: As pupils are engaged in a creative activity related to the theme of the unit, use the opportunity to expose them further to the English language. This section also has scope for cross-curricular teaching, namely the development of life skills and values. Refer to the themes indicated on the contents page and address these in your lesson. Sound it out: Pupils are taught phonics as a precursor to reading and writing. At this level, pupils learn to associate letters and sounds. The activities are to be conducted orally and pupils must have the opportunity to hear the sounds repeatedly. Visual support and writing activities have been included to support learning. Though the phonics section is found at the end of the units, do not teach the phonemes one after the other. Rather, spread out the teaching of the different phonemes across the unit. You may decide to teach one phoneme per week. ICT activities: The NCF propounds the integration of ICT in all areas. As such, language learning and the development of ICT skills take place concurrently as pupils are involved in simple interactive games. It is therefore important to provide learners with the opportunity to engage in such activities. Cross-curricular themes: In line with the NCF, a cross-curricular approach has been adopted. The themes indicated on the contents page give an indication of aspects of life skills and values that can be taught alongside language. Encourage pupils to reflect and share their views on issues related to the theme you are dealing with. Pupils may have recourse to their mother tongue to better express themselves. You will then rephrase the main ideas in English. Songs/poems: Songs and poems are beneficial to the teaching and learning of young children as they provide further exposure to the English language. As such, a number of songs/poems have been included in the textbook. These serve mostly to introduce themerelated vocabulary but are also an effective way of making language learning enjoyable. Through songs, pupils internalise vocabulary and language patterns more easily and are more vi

motivated to participate in the lesson. It is important to note that pupils are NOT expected to read the lyrics. These have been included to provide a focus for pupils. It is necessary for them to hear the song/poem a few times and they should be encouraged to echo the singer/teacher and join in when they feel ready. Adapt songs/poems to suit the local context. Teach over a number of lessons if deemed necessary. I check what I know: End of unit exercises have been included to assess pupils’ learning. Since pupils are not independent readers at this point, read out the words/texts and lead them through the exercises. An oral exercise has been included because it is important to gauge the children’s progress with respect to this skill too. Stagger the assessment over a few days if you are unable to conduct it for all pupils in the course of a single lesson. Do, however, make it a point to carry out this exercise. While detailed guidelines regarding the implementation of the activities have been given, the onus is on you to use an approach that is suitable for your learners. As for all resources, the textbook also needs to be ADAPTED. The different resources that can be used to supplement the textbook are indicated but you can use additional materials as deemed necessary. The mother tongue can also be used as a tool to support learning but do not make it a habit to systematically translate every utterance. Rather, use the language judiciously so that it is an effective aid for learners. As far as possible, use actions, realia and visuals to help pupils derive meaning from oral and written texts. Focus on key words in English rather than on each and every word. Language learning is a process and, though pupils should be exposed to the target language as much as possible, it should not be expected that they can make sense of every word at once. Rather, build a sound foundation with key vocabulary and basic grammar to enable further language learning as they move on to higher levels of primary schooling. The writing team.

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Table of contents Getting started Page

1-26

Learning the alphabets

a-z

Naming colours

Red, blue, yellow, green, pink, orange, purple, brown, white, black

Creative fingers

Letter stand

Page

27-62

63-98

99-139

Unit

1. Meet Ben

2. At school

3. It’s playtime

Story time

‘Good morning, Ben.’

‘Ben goes to school.’

‘Fun at the playground.’

•

• • • •

• • • •

• •

Members of the Family Greetings Action verbs (self-care routine) Rooms in the house Weather

Grammar time

•

Yes/no

Little writers

Fill in a name tag

Complete words

Form simple sentences

Creative Fingers

Paper house

Little bin

Football player

Sound it out

/b/ /m/ /f/ /s/

/d/ /n/

/h/ /e/ /p/ /l/

Vocabulary building

• •

•

Days of the week School Stationery Weather

Classroom instructions

/æ/ /k/

•

Months Games Directions Action verbs (games) Feelings

• •

I/You Who

• •

ICT activities

•

•

Cross-curricular

Songs / poems

I check what I know

viii

• •

Click on the balloon phonics game Listen and match vocabulary activity

Politeness (greeting people) Life skills (hygiene) Importance of family

• • •

• • •

Clean the garden phonics game Memory phonics game Follow the instructions vocabulary activity

• •

Friendship Abiding by rules Keeping the environment clean

• • •

Score a goal phonics game Take Ben around the playground vocabulary game Say how Ben is feeling vocabulary activity Politeness Life skills (Keeping fit) Team spirit and fair play

• • •

Hello, good morning. • Hello, how are you? This is the way we • brush our teeth •

The days of the week How’s the weather? Classroom commands

• • •

If you’re happy and you know it How about you? Up and down

• • •

Vocabulary Grammar Phonics

Vocabulary Grammar Phonics

• • •

Vocabulary Grammar Phonics

• • •

Learning Outcomes for Grade 1 English Pupils should be able to: Listening • • • •

Identify familiar sounds from the environment Demonstrate understanding of simple instructions, directions and questions Show appreciation of a short aural text Identify rhyming words in a short aural text

Speaking • • • • • • • • • • • •

Demonstrate willingness to join in oral activities Introduce themselves Begin to pronounce words accurately with support Use common greetings and polite forms Begin to name items related to everyday life Begin to name actions and feelings Name the days of the week Begin to use pronouns Begin to use common question words Begin to respond to simple ‘yes/no’ questions Begin to state position using basic prepositions Begin to vary intonation according to purpose

Reading • • • • • • •

Demonstrate understanding that print contains a message Show interest in reading activities Recognise and name alphabets Differentiate between capital and small letters Demonstrate awareness of basic conventions of text Provide personal response to a story Demonstrate phonemic awareness

Writing • • • •

Write the letters of the alphabet Begin to recognize word and sentence boundaries Copy/complete simple words and sentences with support Begin to use basic punctuation marks

ix

Getting started

Getting started Hop on t he English b us!

is fun! Learning English is fun! Learning English and We learn to read . We learn to write is fun! Learning English d We play games an We sing songs. is fun! Learning English e alphabets! Let’s start with th

2

Activity 1: We sing the alphabet song.

We learn: a, b, c, d, e Activity 2: I play the letter hunt. I find: a, b, c, d, e.

e

a

b d

c 3

Getting started Activity 3: I match the children with the correct balloons.

b

A

4

a

B

d

e

C

D

c

E

Activity 4: I write the alphabets.

5

Getting started

6

That was ea sy! Stay on the bus and sing a song: ‘The wheels on the bus go round an d round’.

We learn: f, g, h, i, j

Activity 5: I colour the letters as shown.

g

i

h

j

f

h

f

g

f

i

j

g

j

i

h

h

i

f

i

g

f

j

h

g

j 7

Getting started Activity 6: Who is in the English bus? I write the missing letter.

H

I

___ ans

___ sabelle

J

___ amila

8

F

___ arzeen

G

___ eeta

Activity 7: I write letters f, g, h, i, j.

9

Getting started

10

Good job! Take a br eak and sing: ‘The more we get togeth er’.

We learn: k, l, m, n, o Activity 8: I match the small and capital letters.

k

l

M

K

m

L

n

O

o

N 11

Getting started Activity 9: I write the alphabets in the correct order.

p

o

Activity 10: I write letters k, l, m, n, o.

12

q n

m

13

Getting started We learn: p, q, r, s, t Activity 11: I trace along the dotted lines.

q

p

r

t

s

Activity 12: I match the letters.

p q r s t 14

Q S R T P

Activity 13: I write letters p, q , r, s, t.

15

Getting started

ere. lmost th a e ’r e W ‘Twinkle : g n i s ’s Let star’. e l t t i l e l twink

16

We learn: u, v, w, x, y, z Activity 14: I connect the dots to guide the rocket.

v u

w

y

x

z

Activity 15: I circle the letters indicated.

u

sun

house

cup

v

vase

van

cave

w

wall

seesaw

wave

x

ox

box

six

y

yoyo

play

yellow

z

zoo

zebra

pizza 17

Getting started Activity 16: I write letters u, v, w, x, y, z.

18

19

Getting started

r now all ou k e W ! y a Hoor g: . Let’s sin alphabets happy’! ‘If you’re

20

Naming colours Activity 17: We listen to a song - ‘The colours song’.

Activity 17a: I help the fairy colour the garden.

ue

bl

w

lo el

y en

e gr re

d

en

e gr

d

re

21

Getting started Activity 17b: I trace over the words.

Activity 18a: I help the fairy colour the flowers.

22

le

p ur

ge an or

k

n pi

p

Activity 18b: I trace over the words.

Activity 19a: I make patches on the puppies as indicated.

black

white

brown

23

Getting started Activity 19b: I trace over the words.

Creative fingers

Activity 20: Let’s make a letter stand.

Materials Cardboard of A4 size Wax crayons/Colouring pencils Small decorative items (e.g. filao seeds, glitter) Scissors Glue

24

Step 1: Fold the cardboard about 8 cm from the bottom.

8 cm

Step 2: Trace the first letter of your name on the upper part of the cardboard.

Step 3: Decorate your letter by colouring it. Make drawings or stick decorative items on it.

Your letter stand is ready. Put it on your desk! 25

Getting started

26

1 Meet Ben! Unit one

Unit 1: Meet Ben!

Hello. My name is Ben. I am a boy. I am 5 years old. I am in Grade 1.

Activity 1: I introduce myself.

Tell your friend about yourself!

Hello. My name is _________________________ . I am a ________________ . I am ______________ years old. I am in ____________________________ .

28

Little writers Activity 2: I make a name tag.

Name ________________ Class ________________

Vocabulary building Activity 3: We listen and sing along.

‘Hello, good morning’ Hello, good morning, Hello, good morning, How is everyone today? Hello, good morning, Hello, good morning, I’m so glad you came to play. The sun is shining, The birds are singing, What a way to start the day. If we keep singing, Hello good morning, We’ll be happy come what may. (Source: https://www.youtube.com/ watch?v=ctfDBR90-6Q) 29

Unit 1: Meet Ben! Activity 4: The weather chart: I choose the correct drawing and I match.

sunny Today, the weather is

rainy

Storytime Activity 5: We listen to and read the story: ‘Good morning, Ben’.

30

Activity 6a: I draw Ben’s family. I match the words with the people.

Ben’s family

mother

father

Ben

brother 31

Unit 1: Meet Ben! Activity 6b: I draw my family. I label the drawing.

My family

mother 32

sister

brother

father

grandmother

grandfather

Activity 7: We learn about greetings.

Look at the pictures. What is Ben doing? What does he say?

Good morning!

Good night.

Hello. Good bye.

33

Unit 1: Meet Ben! Activity 7a: What does Ben say? I match the pictures with the words.

Good night.

Good morning.

Hello.

Goodbye.

Tell your friends when you use these words.

34

Activity 7b: We listen and sing along.

‘Hello, how are you?’ Hello, hello, hello, How are you? I’m fine, I’m fine, I hope that you are too. Hello, hello, hello, How are you? I’m fine, I’m fine, I hope that you are too. (Source: https://www.youtube.com/ watch?v=hqx2phxn_cM)

Activity 8: Taking care of myself.

Ben, what do you do when you wake up?

I brush my teeth.

35

Unit 1: Meet Ben! I wash my face.

I comb my hair.

I know a fun song. Let’s sing it together.

Activity 8a: We listen and sing along.

‘This is the way we brush our teeth’. This is the way we brush our teeth, We brush our teeth, We brush our teeth, This is the way we brush our teeth, So early in the morning. This is the way we wash our face, We wash our face, We wash our face, This is the way we wash our face, So early in the morning. This is the way we comb our hair, We comb our hair, We comb our hair, This is the way we comb our hair, So early in the morning. (Source: https://www.youtube.com/ watch?v=lUrYQ_h51XM)

36

Activity 8b: We play a guessing game.

That was fun! Let’s play a game now! You must guess what I am doing.

You are brushing your teeth.

Play with us!

Activity 8c: I draw the appropriate picture.

I brush my teeth.

37

Unit 1: Meet Ben!

I wash my face.

I comb my hair.

38

Activity 9: We learn about the rooms in Ben’s house.

Where does Ben brush his teeth?

Look at the rooms in our house and tell us the answer!

bedroom

bathroom

living room

kitchen

39

Unit 1: Meet Ben!

40

Activity 9a: I cut the labels and I stick them below the correct picture.

bathroom

kitchen

living room

bedroom

41

Unit 1: Meet Ben!

42

Grammar time Activity 10: “Yes” or “No”.

Ben and Vick are playing a game.

Yes.

Is my T-shirt blue?

Can I fly?

No.

Activity 10a: Let’s play the “Yes/No” game.

1. Does mother cook in the kitchen? 2. Do we sleep in the bedroom? 3. Do we brush our teeth in the dining room? 4. Is it sunny today? 5. Is Ben a girl?

43

Unit 1: Meet Ben! Activity 10b: I colour the correct box.

“Kwik, kwik.” Is Ben brushing his teeth? Yes

No

Is it raining? Yes

No

Does the bird say: “Vroom, vroom.” Yes

No

Sound it out

Activity 11: /b/

“buzz buzz” Ben is buzzing like a busy bee... buzz, buzz, buzz.

44

Activity 11a: I listen and circle the letter that says /b/.

bee

ball

box

boat

bat

bed

Activity 11b: I complete the words. I write the letter ‘b’.

___ in

___ rothers

___ ook

___ aby 45

Unit 1: Meet Ben! Activity 12: /f/

Fanny the fox Finds the fish Fantastic!

Activity 12a: Let’s play a game. We clap when we hear /f/.

46

father

box

fox

hat

fan

table

family

foot

Activity 12b: I complete the words with the letter that says /f/.

iona

lower

rog

ish

Activity 13: /m/

Mother makes mango milkshake on Mondays.

47

Unit 1: Meet Ben! Activity 13a: I find the bones with /m/ words. I match them with Max.

Max

moon

mouse

ball

fox

mothe

man

r

boy

Activity 13b: I complete the words with the letter that says /m/.

48

Activity 14: /s/

Hiss, hiss

“Hiss hiss,” says the snake. “I can sing a short song. Hiss, hiss.”

Activity 14a: I listen to the words. I cut words with /s/ on page 51 and paste them in the box.

49

Unit 1: Meet Ben!

50

mat

sisters

sofa

foot

socks

sink

51

Unit 1: Meet Ben!

52

Activity 14b: I complete the words with the letter that says /s/.

even oap

53

Unit 1: Meet Ben! Creative fingers

Activity 15: Let’s make a house.

Materials Scissors Colouring pencils or crayons Glue

Step 1: Cut out the walls and roof of the house. Wall

Roof

54

Step 2: Draw the windows and the door. Colour your house.

Step 3: Fold the paper as shown. Apply glue on the flaps. Glue

Glue

Fold

Fold

Fold

Step 4: Stick the walls and the roof. Your paper house is ready!

55

Unit 1: Meet Ben!

56

57

Unit 1: Meet Ben!

58

I check what I know 1. I look at the picture and I tick the correct words.

bedroom

1

bathroom

2 living room

3

kitchen

4

1. Ben’s ______________ is in the bedroom (sister, brother). 2. Ben is in the ______________ (bedroom, bathroom). 3. Father is in the ______________ (bathroom, living room). 4. _____________ is in the kitchen (Father, Mother).

59

Unit 1: Meet Ben! 2. I tick the correct sentence.

It is sunny. It is rainy.

“Good morning, Ben.” “Good night, Ben.”

I wash my face. I brush my teeth.

“Hello.” “Good bye.”

60

4a. I listen and I match words starting with the same sound.

man

sofa

fox

mug

bag

book

sun

fish

4b. I say a word with one of the sounds: /b/, /m/, /f/, /s/.

61

Unit 1: Meet Ben!

62

2 At school Unit two

Unit 2: At school We learn the days of the week.

Hooray! It’s Monday morning. I’m going to school. We go to school on five days. Do you know the days of the week?

Activity 1: We listen and sing along. ‘The days of the week’.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday 7 days a week. It’s Monday It’s Tuesday It’s Wednesday It’s Thursday It’s Friday Here comes the weekend. It’s Saturday It’s Sunday Here comes the weekend. The weekend’s so much fun! (Source: https://www.youtube.com/ watch?v=spi77By9-iA) 64

I have a favourite activity everyday!

Activity 1a: I trace the days of the week.

Story time

65

Unit 2: At school

66

Storytime

Activity 2: We listen to and read the story: ‘Ben goes to school.’

67

Unit 2: At school Vocabulary building

Activity 3: Let’s visit Ben’s school.

Hello friends. Let’s visit my school.

68

Activity 3a: I match the pictures with the words.

playground

English class

office

classroom

pupils

teacher

69

Unit 2: At school Activity 4: Let’s visit Ben’s classroom.

Come in my classroom. What can you see?

whiteboard

book desk bag

eraser

ruler

sharpener

pencil

70

chair

Activity 4a: I cut and stick the correct picture in each box.

desk

sharpener

chair

ruler

pencil

eraser

bag

whiteboard

71

Unit 2: At school

72

73

Unit 2: At school

74

Activity 4: We listen and sing along.

‘How’s the weather?’ How’s the weather? How’s the weather today? Is it sunny? Is it rainy? Is it cloudy? Is it snowy? How’s the weather today? Let’s look outside How’s the weather? Is it sunny today? Let’s look outside How’s the weather? Is it rainy today? Let’s look outside How’s the weather? Is it cloudy today? Let’s look outside How’s the weather? Is it snowy today? How’s the weather? How’s the weather? How’s the weather today? Is it sunny? Is it rainy? Is it cloudy? Is it snowy? How’s the weather today? (Source: https://www.youtube.com/ watch?v=rD6FRDd9Hew)

75

Unit 2: At school Activity 5: The weather chart.

Hooray! It’s windy today. We will fly our kites during the PE class!

Activity 5a: I write the appropriate words in the blanks.

Today is ___________

Monday

Tuesday

Wednesday

Thursday

Friday

The weather is ____________

rainy 76

sunny

windy

cloudy

Grammar time

Activity 6: We listen and sing along.

‘Classroom commands’ Be quiet. Take out your book. Open your book. Close your book. Stand up. Sit down. Wiggle all around And do it again. Pick up your pen. Put down your pen. Come here. Give me your book. Stand up. Sit down. Wiggle all around And do it again. (Source: https://www.youtube.com/ watch?v=8UAyg4l_AFw)

77

Unit 2: At school Activity 6a: We learn about classroom instructions.

School is fun but we must follow instructions!

Line up.

Listen attentively.

Open your book.

Raise your hand.

78

Wait for your turn.

Stand up.

Activity 6b: I match each instruction with the corresponding picture.

I raise my hand.

I open my book.

I line up.

I stand up.

79

Unit 2: At school

80

Activity 6c: I cut and paste the instructions.

Sit down.

Open your book.

Be quiet.

Line up.

81

Unit 2: At school

82

Sound it out Activity 7: /d/

Dolly rings the bell… ding dong ding dong.

Activity 7a: I listen and colour the letter that says /d/.

dog

doll

duck

desk

domino

dolphin

83

Unit 2: At school Activity 7b: I listen and complete the words. I write the letter ‘d’.

__ esk

__ oll

__ uck

__ og

Activity 8: /æ/

“ah, ah, ah.”

The angry ant bit Anna. Anna cried: “ah, ah, ah.”

84

Activity 8a: We listen and circle words with /æ/.

apple

book

animals

avocado

pencil

ant

Activity 8b: I listen and complete the words with the letter ‘a’.

85

Unit 2: At school Activity 9: /n/

My new neighbour, Nelly, is a nice nurse.

Activity 9a: Let’s play a game. We clap when we hear /n/.

86

Activity 9b: I complete the words with the letter that says /n/.

Activity 10: /k/

“click click click.”

Kitty the cat is clicking pictures of the kite…… click click click.

87

Unit 2: At school Activity 10a: I listen and I trace the letters to complete the words.

88

Activity 10b: I help Kitty. I cut the pictures on page 91 and stick words that start with /k/ in her box.

89

Unit 2: At school

90

kite

cap

snake

nose

cake

fan

cup

key

kettle

mat

91

Unit 2: At school

92

Little writers Activity 11: I add the missing letter and complete the words.

d

n

a

93

Unit 2: At school Creative fingers Activity 12: Let’s make a little bin.

Materials A paper cup Paint or wax crayons Paper Scissors Glue

Step 1: Paint the paper cup with your favourite colours.

Step 2: Make drawings on paper.

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Step 3: Cut and paste them to decorate the bin.

Step 4: Use your bin and keep your classroom clean!

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Unit 2: At school I check what I know 1. I tick the correct word.

English class

96

teacher

ruler

office

pupil

eraser

classroom

sharpener

chair

whiteboard

pencil

desk

bag

2. I choose and write the missing days on the beads.

Monday

_______

Wednesday

_______

Tuesday

Friday

_______

Saturday

Sunday

Thursday

3. I tick the correct instruction for each picture.

Stand up. Raise your hand.

Open your book. Line up.

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Unit 2: At school 4a. I listen and I colour the box indicating the correct sound.

/a/

/d/

/a/

/n/

/n/

/k/

/d/

/k/

4b. I say a word with one of the sounds: /n/, /a/, /k/, /d/.

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3 It’s playtime Unit three

Unit 3: It’s playtime! We learn the months of the year.

Look at my birthday gift. It’s a ball!

Activity 1: We listen and sing along.

‘The months chart’ January February March April May June July August September October November December (Source: http://supersimplelearning.com/ songs/original-series/three/themonths-chant/)

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Activity 2: We talk about games.

Do you like to play games?

Storytime

Activity 3: We listen to and read a story - ‘Fun at the playground!’

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Unit 3: It’s playtime! Vocabulary building

We had fun at the playground.

Activity 4: We listen and sing along.

‘If you’re happy and you know it’. If you’re happy and you know it, Say ‘hooray, hooray’! If you’re happy and you know it, Say ‘hooray, hooray’! If you’re angry and you know it, Stomp your feet, Stomp, stomp! If you’re angry and you know it, Stomp your feet, Stomp, stomp! If you’re tired and you know it, Go to sleep, Zzzz, Zzzz. If you’re tired and you know it, Go to sleep, Zzzz, Zzzz. If you’re sad and you know it, Here’s a hug: Hug, hug! If you’re sad and you know it, Here’s a hug: Hug, hug! 102

Activity 4a: We name feelings.

Ben is happy.

Ben is sad.

Ben is bored.

Ben is angry.

Activity 4b: Let’s make smiley faces with playdough.

happy

sad

angry

bored 103

Unit 3: It’s playtime! Activity 4c: I say and copy the words.

happy

sad

angry

bored

________

________

________

________

Activity 5: We name actions.

We push our friend on the swing.

We hang from the monkey bars.

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We run and kick the ball.

We jump up and down.

Activity 5a: We listen and do actions.

It’s more fun with a song!

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Unit 3: It’s playtime! Activity 5b: We listen and sing along.

‘How about you?’ How about you? How about you? How about you? What can you do? Jump, I can jump. Jump, I can jump. Jump, jump, jump, jump, I can jump. Swim, I can swim. Swim, I can swim. Swim, swim, swim, swim, I can swim. Ride a bike, I can ride a bike. Ride a bike, I can ride a bike. Ride, ride, ride, ride, Ride a bike. How about you? How about you? How about you? What can you do? (Source: https://www.youtube.com/ watch?v=7MKmbyfhkkE)

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Activity 5c: I match the words with the pictures.

jump

push

run

kick

hang

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Unit 3: It’s playtime!

Football is my favourite game. What about yours?

Activity 6a: I name my favourite game.

108

Activity 6b: I cut and paste the words to label the pictures.

merry-go-round

monkey bars

seesaw

swing

slide

109

Unit 3: It’s playtime!

110

Activity 6c: Let’s play ‘Guess the game’.

Watch your friends perform an action and guess the game.

Activity 7a: We listen and sing along.

‘Up and down’ Up and up and up and up Things go up and things go down Up and up, up to the sky Watch balloons fly and fly Up up up up Down down down Up up up up And down it comes again. (Adapted from: https://www.youtube.com/ watch?v=Se618pRAROc)

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Unit 3: It’s playtime! Activity 7b: We play a game - We jump left and right, forward and backward.

Let’s get moving! Listen to your teacher. Jump left or right, forward or backward!

Grammar time

Activity 8a: Let’s play a guessing game - We say ‘who’.

Who is your friend? Who has a red pencil? Who has a blue bag? Who has a big pencil case?

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Activity 8b: I write ‘who’.

a. ________ is he? He is Vick.

er Wat

b. ________ is she? She is Ben’s mother.

c. ________ is playing? Ben is playing.

d. ________ is she? She is Ben’s teacher.

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Unit 3: It’s playtime! Activity 9: We learn ‘I’ and ‘you’.

I am Ben.

You are Vick.

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I am Nikhil.

You are Rishabh.

Activity 9a: I write ‘I’.

____ have a pencil.

____ brush my teeth.

____ swing.

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Unit 3: It’s playtime! Activity 9b: I write ‘You’.

____ play football.

_____ have a pen.

____ are a girl.

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Little writers

Activity 10a: I form sentences. I paste them next to the correct picture on pg 119.

Ben and Vick

with their friends.

the ball.

The seesaw

go to the playground.

They play

They kick

goes up and down.

117

Unit 3: It’s playtime!

118

119

Unit 3: It’s playtime!

120

Sound it out Activity 11a: /h/

Happy Harry has a huge hat. Ha ha ha! Harry climbs up the hill. Hurrah! Hurrah! Hurrah!

Activity 11b: I listen and circle the letter that says /h/.

hat

horse

hen

hair

hill

hammer 121

Unit 3: It’s playtime! Activity 11c: I trace the letter ‘h’. I write the words again.

en ________

orse

ammer

________

________

at ________

122

Activity 12a: /e/

Elly the elephant and his friend Eddy eat eggs for breakfast. Elly and Eddy have a big belly.

Activity 12b: I listen. I colour the item when I hear /e/.

egg

house

elephant

sun

elbow

123

Unit 3: It’s playtime! Activity 12c: I complete the words with the letter that says /e/. I draw lines to match.

..... gg

..... lephant

..... lbow

Activity 13a: /p/

“Pip! Pip! Pip!” Polly plays with her puppy. Her puppy is called Pip. Polly runs after Pip and calls: “Pip! Pip! Pip!” 124

Activity 13b: Let’s play a game. We hop like a rabbit when we hear /p/.

pencil

pawpaw

pot

dress

frog

pan

125

Unit 3: It’s playtime! Activity 14c: I complete the words with the letter that says /p/.

__ encil

__ awpaw

__ ig

__ an

126

Activity 15a: /l/

Lala the lion has a long tail….la la la Lala the lion has long legs….la la la

Activity 15b: I listen and trace the letters to complete the words.

127

Unit 3: It’s playtime!

Activity 15c: I listen and complete only words starting with /l/. I write the words with /l/ again.

____ izard

____ at

____ ion

____ en

____ eaf

_____________

_____________

_____________

_____________

_____________

128

Creative fingers Activity 16: Let’s make a football player.

Materials Tissue roll Paint or wax crayons Scissors Glue

Step 1: Colour the different parts of the player on page 131.

A B

129

Unit 3: It’s playtime!

130

Step 2: Cut out the pieces.

A B

131

Unit 3: It’s playtime!

132

Step 3: Stick them on the tissue roll as shown.

A B

Put your players together to make a football team!

A

A

B

B

133

Unit 3: It’s playtime! I check what I know

1. I tick the correct word.

sad

bored

happy

angry

seesaw

slide

swing

134

merry-go-round

2. I match the words with the pictures.

jump

kick

run

135

Unit 3: It’s playtime! 3. I listen to the sound at the beginning of the words. I colour the word yellow when I hear /h/.

hat

egg

house

hen

elbow

elephant

Finish

136

hill

hand

4. I listen to the sound at the beginning of the words. I cut and paste the pictures on the correct page.

/p/

pear

/l/

lizard

pen

leaf

137

Unit 3: It’s playtime!

138

5. I say ‘I’ or ‘You’.

_________ am Ben.

_________ are Vick.

139