My First Steps
with
Cambridge
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Consulting Editor: Sonali Nadkarni
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Teacher’s Book
Lower KG
University Printing House, Cambridge CB2 8BS, United Kingdom
One Liberty Plaza, 20th Floor, New York, NY 10006, USA
477 Williamstown Road, Port Melbourne, VIC 3207, Australia
314–321, 3rd Floor, Plot 3, Splendor Forum, Jasola District Centre, New Delhi – 110025, India
79 Anson Road, #06–04/06, Singapore 079906
Cambridge University Press is part of the University of Cambridge.
It furthers the University’s mission by disseminating knowledge in the pursuit of
education, learning and research at the highest international levels of excellence.
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www.cambridge.org
Information on this title: www.cambridge.org/9781108648660
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First published 2019
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This publication is in copyright. Subject to statutory exception
and to the provisions of relevant collective licensing agreements,
no reproduction of any part may take place without the written
permission of Cambridge University Press.
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© Cambridge University Press 2019
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Printed in India by Repro India Ltd.
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ISBN 978-1-108-64866-0
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NOTICE TO TEACHERS
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Cambridge University Press has no responsibility for the persistence or accuracy
of URLs for external or third-party internet websites referred to in this publication,
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. Information regarding prices, travel timetables, and other
factual information given in this work is correct at the time of first printing but
Cambridge University Press does not guarantee the accuracy of such information
thereafter.
The photocopy masters in this publication may be photocopied or distributed
[electronically] free of charge for classroom use within the school or institution that
purchased the publication. Worksheets and copies of them remain in the copyright
of Cambridge University Press, and such copies may not be distributed or used in
any way outside the purchasing institution.
Every effort has been made to trace the owners of copyright material included in this
book. The publishers would be grateful for any omissions brought to their notice for
acknowledgement in future editions of the book.
Introduction
My First Steps with Cambridge is a three-level, comprehensive and holistic
course for preprimary students. This easy-to-use, multi-skilled course has been
designed keeping in mind the learning requirements of pre-schoolers, which
includes literacy, numeracy, general awareness, and art and craft. Special focus
has been given to the development of social and emotional skills in students
during their formative years.
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The programme has multiple learning formats, in the form of skillbooks,
workbooks, readers, flash cards and posters, and digital support to ensure
effective stimulation and learning.
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My First Steps with Cambridge Teacher’s Book aims to assist the teachers in
making classroom-teaching come alive through numerous ideas and suggestions
on effective instruction. It includes teaching ideas and lesson plans for each topic
to aid the teachers in teaching the content in an effective and engaging manner.
Lesson Plans
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The Teacher’s Book is organised into following sections.
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Each topic of the series has well
well thought-out and carefully prepared lesson
plans to help the teacher understand the best practices in classroom
teaching. They provide tips and strategies for using the textbook optimally to
bring about the best possible results.
The given lesson plans are suggested guidelines only
only. The teachers are
welcome to be as innovative as the classroom situation allows.
•
Answer Key
The Answer Key section includes solutions to all the worksheets given in the
skillbooks and workbooks.
Contents
Lesson Plans
1. Literacy
2
2. Numeracy
8
20
4. Phonics
59
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3. Awareness
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5. Phonics Reader
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6. Wellness
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7. Art and Craft
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73
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8. Rhymes
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Answer Key
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3. Numeracy Skillbook
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2. Literacy Workbook
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1. Literacy Skillbook
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4. Numeracy Workbook
kbook
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102
117
151
5. Awareness
areness Skillbook
185
6. Phonics Skillbook
199
7. Book of Wellness
206
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Lesson Plans
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Literacy
Recognition of Letters of the English Alphabet
The students will be able to recognise the letters of the
English alphabet their sounds, and words beginning with
each letter.
Resources
Set of small cards with upper and lower-case letters, flash
cards, pointer, pictures related to letters
Vocabulary
in Focus
Words with specific letter sounds
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Learning
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Teaching Tip
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Procedure
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The teacher should provide students with many new words related to each
letter to enhance their vocabulary.
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Pin the flash cards on the display board and read them out every day in the
class.
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Show each letter flash card and say the letter aloud.
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Prepare small cards with upper-case and lower-case letters on separate
cards.
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Instruct students to work in small groups and match the upper and lower
case cards. The students who finish early can arrange their cards in
alphabetical order too.
Introduce the sound of each letter.
Randomly select any letter and pin it on the display board and ask students
to identify the letter.
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Let the students revise all the sounds of letters from the Phonics
Skillbook.
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Divide the students in groups. Give them flash cards of different letters
and pictures of things beginning with each letter.
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Ask them to match the things with the letters.
Now, let them complete the activities given in the Skillbook and workbook
for reiteration.
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Activity 1
Prepare letter flash cards with upper-case letters on one side and the
lower-case letters on the other side.
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Lay a mat on the floor, spread the flash cards on it and let the students
form a circle around it.
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Spread the letter cards on the floor.
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Let the students hold the letter cards high up and wait for the teacher to
call upon them to identify the letter they have in their hands.
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Let the students form a circle around the letters.
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As the teacher plays the music, the children will march around the letters.
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Instruct the students to freeze, bend down, and pick up a letter when the
music stops.
Activity 2
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For phonic practice, use flash cards with upper-case and lower-case letters
on different sides of the same cards.
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Put flash cards in a small bag and let the students to pick one card at a
time from the bag.
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Ask the students to read the letter aloud with its sound.
For example, read the letter repeating the ‘a’ sound several times and then
say ‘a’/ae/ as in ‘apple’.
3
Pattern Writing
The students will be able to draw standing, sleeping,
slanting, up-down and curved lines.
Resources
Chart paper, chalk, slate, paper, pencil, toy cars and playing
blocks
Vocabulary
in Focus
Bottom, top, sleeping, standing, vertical, start, grid, right,
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Learning
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left, curve and lift
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Teaching Tip
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Before introducing any pattern to the students, the teacher should instruct
the students to move their index finger in the air to show a specific pattern.
The teacher should also do the same action along with the students.
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Procedure
While teaching any pattern to the students, it is most important to
emphasise on the direction from where the students should begin (from top
to bottom and left to right).
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In the beginning, let the students practice on the fun activity sheets given in
the skillbook and workbook using the dotted lines (….).
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Once the students have control over their pencil grip and they are able
to comfortably trace over the dotted lines, the teacher can begin to write
letters. This will happen in due course as each individual develops at their
own pace.
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Standing and sleeping lines: Help students write the letters E, T, L, H, F
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Slanting lines (left to right and right to left, and up and down lines): Help
students write the letters A, M, V and W
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Activity 1
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Point out all the objects in the classroom forming standing lines, for
example, pointer, scale, pencil, etc.
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Give playing blocks to students and instruct them to make a standing line
with the blocks.
Activity 2
Assign a toy car to each student. Draw various shapes using curved
pattern on different chart papers.
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Instruct the students to sit in groups with their toy cars and ask them to
move those toy cars on the given patterns.
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Tracing and Writing Letters
The students will be able to identify, trace and write letters
on red and blue lines. They will be able to write the first
letter of the words beginning with each letter.
Resources
Letters with direction arrows and letter tracing/writing
worksheets from the literacy skillbook and workbook
Vocabulary
in Focus
upper-case, lower-case, letters, tracing, red and blue lines
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Learning
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Teaching Tip
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The teacher should first introduce the directions and strokes of each letter
and ask students to move their pointer finger on each letter in the given
direction.
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Procedure
On the display board, make letters using dots with direction arrows and
show the students how to trace the dotted letters with a pointer.
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Ask a few students to come near the display board and give them chance to
trace the letter with a chalk.
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Once a few students have tried tracing letters, help them try it with a pencil.
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Once they start working on their own, walk around to observe and assist
them when the need arises.
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Check whether they are following all the arrows in the right directions.
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Now instruct them to trace and write the letters on red and blue lines in the
Literacy Skillbook and Workbook. Ensure that they follow the direction of
arrows while tracing.
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Activity 1
Assign a toy car to each student. Write various letters using/straight lines/
slanting lines/curved patterns on different chart papers.
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Instruct the students to sit in groups with their toy cars and ask them to
move those toy cars on the given patterns.
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Numeracy
Comparison
The students will be able to compare objects.
Resources
Objects of different sizes, flash cards, pictures, boxes, rulers
of different sizes, pencils of different sizes, balance scale,
playing blocks and different pairs of shoes
Vocabulary
in Focus
compare, big, small, tall, short, long, more, less, heavy, light,
inside, outside, before, after full, empty, near, far
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Learning
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Teaching Tip
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Always introduce the topic ‘comparison’ by showing real objects rather than
flash cards.
Procedure
Same and Different:
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Bring two water bottles that look exactly the same and place them on your
desk.
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Ask the students if these bottles look alike and wait for their response.
Then, explain the concept of ‘same’ through this.
Next, replace one of the bottles with a student’s water bottle.
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Through this, explain the concept of ‘different’.
Big and Small:
Come wearing a pair of shoes that are too big for you and then ask the
students to gather around and observe.
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Tell the students that you have a problem with your shoes as they keep
coming off. Ask them to identify what is wrong.
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When the students may respond with something like, "that is because they
are too big", ask if their (student’s) shoes will fit you.
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Ask the students again about why the shoes are not right for your feet. Let
the students identify and answer that the shoes are too small for your feet.
Introduce concept of big and small.
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Show similar objects of different sizes, for example, a big ball and a small
ball.
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Ask the students which ball is bigger in size.
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Compare the objects and explain the difference between the two.
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Tall and Short:
Select a few tall and short students from the class and make them stand
in pairs in front of the class.
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Point out the tall ones and the short ones.
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Choose several pairs of students of varying heights to compare.
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More and Less:
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In the same way, ask the students to compare the other pairs of objects
like tall and short trees, buildings, etc.
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Bring two boxes and put visibly different quantity of playing blocks in each
box. One box should have more blocks and the other box should have less
blocks.
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Ask the students to compare the two boxes.
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Repeat this procedure multiple times by reducing or increasing the number
of blocks in each box.
Explain the students that more means many and less means few. Now, ask
the students to compare the two boxes using this language.
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Heavy and Light:
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Demonstrate how to weigh two objects using the balance scale.
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Ask the students to raise their hands to share the answers.
Tell students how a balance scale shows which object is heavy.
Hold up two more objects. Have students guess which object they think
would be heavier.
Repeat the exercise with two more objects
Long and Short:
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Introduce the concept of long and short through pencils.
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Now, take a sharpener and sharp one pencil. Introduce the concept of
long and short by having them compare the two pencils to see that the
sharpened pencil is short and the other one is long.
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Show two pencils of same size to the students. Tell them that the pencils
are of same size.
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Inside and Outside:
Arrange a few objects on the display table and place an empty box near
the table.
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Let the students take turns to come near the display table.
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Give them instructions to place the object inside or outside the box.
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Before and After:
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Let the students observe carefully and help the student who is doing the
activity if required.
Invite three students to stand in a queue.
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Introduce the concept of ‘before and after’ by calling out the name of the
other two student.
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Repeat the activity with another set of students.
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Let them introduce their names in front of the other students.
Ask the student who is standing in between the other two to take a step
forward.
Full and Empty:
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Keep two empty glasses. Fill one glass with water and keep the other
empty.
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Introduce the concept of ‘full and empty’.
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Repeat the exercise with other objects. For example, take two boxes, one
filled with toys and the other one empty.
Near and Far:
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Explain the meaning of near and far.
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Have them answer if the object is near or far.
Now point out different objects that are there in class and that can be
seen from the window.
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Activity 1
Bring a big and small box in class. Arrange some objects with different
sizes like blocks, bangles, toys, etc. on the table.
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Instruct the students to sort the objects according to their size in the
correct box.
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Ask them to put big objects in big box and smaller ones in small box.
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Activity 2
Divide the students in groups of four and distribute the playing blocks to
each group.
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Instruct the students to make a set of tall and short towers with the playing
blocks.
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Activity 3
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Bring objects like long and short pencils, rulers, etc. to class.
Place two labels, ‘Long’ and ‘Short’ on the display table.
Instruct the students to sort the objects accordingly and place them under
the correct labels.
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Shapes
Shapes, circle, triangle, rectangle, square, oval, corners,
sides, etc.
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Vocabulary
in Focus
Flash cards, blocks, toys, objects, bingo cards
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Resources
The students will be able to identify different shapes.
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Teaching Tip
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Discuss the shapes of all objects in the classroom. For example, board,
pencil box, door, lunch box, etc.
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Procedure
Ask students to sit in a circle.
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Explain how each shape is different from the other.
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Use the following prompts: something yellow with no sides, something red
with three sides, something blue with four corners, and something orange
with four sides.
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Show objects which are circular (ball), square (handkerchief), rectangular
(book), oval (egg), etc.
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Ask students to point out a side and a corner.
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Place flash cards of various shapes on the display board.
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Use different coloured shapes and introduce one shape at a time.
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Describe each shape and point out how some shapes have four corners/
sides or three sides, or are circular.
To reinforce the topic, describe a shape and the students will guess which
one it is.
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Activity 1
Involve students in a game of Bingo, played with cards with coloured
shapes on it.
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Hand out a card each with an assortment of 15 shapes (some can be
repeated).
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While calling out a shape, describe its sides, and also show a similar
coloured card for visual matching.
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Students will circle the correctly matched shapes on their individual Bingo
cards.
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When all the shapes are covered, they have to shout out ‘Bingo’.
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Zero
The students will be able to recognise the number zero.
Resources
Objects like cubes, marbles, plates, table board etc.
Vocabulary
in Focus
Marbles, table, plates, cubes, zero, nothing, empty, etc.
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It is necessary to introduce the value of number zero.
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Procedure
Display two plates on the teacher’s table.
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Introduce the word ‘zero’, write it on the board and explain it.
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Place some marbles on one of the plates.
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Keep the other plate empty.
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Let the students observe both plates.
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Let them to count the marbles/ cubes.
Ask them how many objects are in each plate.
Encourage students to use words like ‘nothing’ and ‘none’ while describing
the empty plate.
Activity 1
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Here is a game to help students understand number 0.
The students must start at the top of the stairs.
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When you call out ‘one’, the child must move one step down.
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Instruct students to do the activity pages of ‘zero’ given in the skillbook.
If you call out ‘zero’ the student must stay where he/she is.
If a child steps down when you call out zero, he/she is out of the game.
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In this manner, students must try to stay in the game until they reach the
bottom of the stairs.
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Numbers
The students will be able to recognise, read and write
numbers.
Resources
Ball, beads, slate, papers, pencil, set of flash cards
Vocabulary
in Focus
ball, beads, slate, cubes, flowers, pencil, flash cards, count
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Learning
Outcomes
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Teaching Tip
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Recite nursery rhymes and songs related to counting, such as One, Two,
Buckle My Shoe.., Five Little Ducks…,
Ducks…, etc. Give students the opportunity to
practice counting in a fun and playful manner.
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Procedure
Write the numbers on the board. Say each number aloud and point as you
count in order.
•
This practice connects the counting skill with a visual image of each
number.
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Prepare multiple sets of number cards by writing numbers on a pieces of
paper. Lift up a number card, read the number aloud and then ask each
student to find the same number in their set of cards. Have each of them
practice saying the number.
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Starting with number 1, devote proper time to teach each number.
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On the display board, write numbers using dots with direction arrows and
show the students how to trace the dotted numbers with a pointer.
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Show both the number cards and corresponding object such as one flower
and one pencil and say it aloud. Repeat this procedure for all the numbers.
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Ask a few students to come near the display board and give them chance
to trace the number with their fingers.
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Assist them in tracing the numbers. Ensure that they follow the direction
of arrows while tracing. Let them trace and write the numbers given in the
Numeracy Skillbook.
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Instruct the children to complete the activities given in the Numeracy
Skillbook and Workbook.
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Activity 1
Put small flash cards of numbers in a box and ask the students to pick up
any flash card and identify the number.
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Ask the students to read the number aloud.
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Activity 2
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Arrange things like 4 napkins, 6 spoons and 2 paper plates on the table.
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Ask them to count the number of things.
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Ask them to look around and count the number of things like chairs, tables.
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Ask them to count how many books they have in their school bags.
As they go up and down the stairs, ask them to count the stairs.
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Number Names
Students will be able to trace and write the number names
from 1 to 20.
Resources
Flash cards of number and number names
Vocabulary
in Focus
Number names from 1-20
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Learning
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Teaching Tip
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Before beginning with the concept of number name, let the students revise
counting numbers from 1-20.
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Procedure
Show the flash card of each number from 1-20 followed by the flash card of
the number names.
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Spread out the flash cards of numbers and number names on the display
table.
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Let the students take turns to come and pick one number flash card and
match it with the number name flash card.
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Let the students complete the activities given on number names in the
skillbook and workbook.
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Activity 1
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Divide the class in two groups.
Let students in one group hold the flash card of numbers.
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Let students in other group hold the flash card of number names.
Now, ask the children to look for their lost partner.
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The students will look for the students carrying the flash cards of matching
number name or number.
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Awareness
My Body
The students will be able to identify body parts.
Resources
Flash cards of each body part, two curtains
Vocabulary
in Focus
parts, body, elbow, feet, arms, fingers, hair, neck
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Outcomes
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Teaching Tip
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Procedure
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As the teacher calls out the names of different body parts, the students
point out these parts on their own body. This helps to build their self-esteem
and self-awareness.
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Introduce the topic with nursery rhymes related to body parts. For example,
Chubby cheeks,
cheeks, Two little hands, etc.
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Place two curtains in the front section of the class. Let the teacher stand
behind the curtain.
•
Wave out your one hand from between the curtain and ask the students to
identify the body parts. Let the students say ‘hand’.
•
Explain a few activities that we do with our hand, for example, eating and
writing.
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In the same way, show them one flash card at a time and ask them to
observe carefully and identify the body part.
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Let the students repeat the names.
Explain how each body part helps us.
Repeat this exercise for a week till the concept is clear.
Activity 1
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Invite children to stand in a circle and play Simon says...
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Commands like, ‘touch your toes’, ‘touch your nose’ and ‘bend and
touch your knees’ can be given.
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Tell the students that when they hear the command "Simon says..."
they should do the required action. For example, Simon says to raise
your arms. The students should raise their arms up in the air.
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Activity 2
Using things like a button or coin, have the children take turns to try
and pick up that thing without using their thumbs.
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Explain to the students that each body part is important with this
activity.
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My Senses
The students will be able to identify and describe the five
sense organs.
Resources
Flash cards and items related to sense organs
Vocabulary
in Focus
Senses, eyes, see, ears, hear, nose, smell, touch, taste,
hand, skin
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Learning
Outcomes
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Teaching Tip
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Let the students touch their own sense organs.
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Tell the students that you are going to discuss about the five senses.
Introduce the sense organs around your face – eyes, nose, ears, tongue,
skin. Explain how each sense organ helps us, for example, we can ‘see’
things around us with our eyes.
Make pairs and ask one student to identify the sense organ and other will
describe the use of that particular sense organ.
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Procedure
Activity 1
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Divide the students into groups. Place any five items related to sense
organs in each group, for example, perfume, spectacles, ear plugs, sand
paper and a piece of chocolate.
Allow the students to identify the items and connect them with the sense
organs.
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Keeping Clean
Students will be able to understand about different things
that we require to keep our body clean.
Resources
Flashcards or pictures related.
Vocabulary
in Focus
Comb, napkin, towel, soap, tooth brush, toothpaste, nail
cutter, shampoo etc.
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Learning
Outcomes
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Teaching Tip
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Teacher should discuss about the importance of general hygiene.
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Discuss about the importance of keeping our body clean.
Cleanliness helps us to keep away from diseases.
Show the flash cards of the items/things that we use to keep our body
clean
Ask questions like:
How do we trim our nails?
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Procedure
What do we require to wash our hair?
What do we use to clean our teeth?
What do we require while bathing?
Wait for the students to give correct answers.
Activity 1
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Display the items related to cleanliness for example, comb, napkin, towel,
soap, tooth brush, toothpaste, nail cutter, shampoo etc.
Ask the students to come one by one and pick one item and talk about its
use. For example, we keep our nails clean with the help of a nail cutter.
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My House
The students will learn about the rooms in a house.
Resources
Picture flash cards of different rooms of a house, things like
pillow, spoon, mug, cup, bucket, etc.
Vocabulary
in Focus
house, rooms, living, bedroom, kitchen, etc.
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Learning
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Teaching Tip
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To initiate the topic, recite the rhyme In my house.
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Procedure
Begin the class by explaining we all live in a house and why do we need
one.
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Show pictures of different rooms of a house and say aloud the name of the
room while pointing out the rooms.
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Explain which room is meant for what. For example, food is prepared in the
kitchen.
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Show flash cards of things like a bed, couch and dining table and ask them
to identify the room to which the things belong.
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Activity 1
•
•
•
Hang pictures of different rooms.
Distribute objects like pillow, spoon, mug, cup, bucket, etc.
Instruct the students to identify the objects, and place them under the
pictures of respective rooms.
24
Safety at Home
Students will be able to understand the different
precautions that need to be taken at home.
Resources
Flashcards, match box, socket, knife, etc.
Vocabulary
in Focus
Fire, staircase, electric socket, scatter, railing, stranger etc.
Pr
es
s
Learning
Outcomes
ity
Teaching Tip
ni
ve
rs
Teacher should discuss about general precautions to be taken not only at
home but also in the external environment.
U
Procedure
Show the flash cards of items which are required at home, but also can be
dangerous if not handle with care like match box, burning candles, sharp
objects, electric sockets, gas burner, etc.
•
•
Discuss about some precautions to be taken at home.
C
am
br
id
ge
•
For example:
•
•
•
•
•
•
•
Do not play with matchsticks.
Do not lean over the balcony railing.
Do not electric socket with wet hands.
Do not insert your fingers in electric socket.
Do not play with burning candles.
Do not run over the scattered toys.
Do not play with sharp objects.
25
Activity 1
Distribute small pictures of items which can be dangerous if not handled
with care
•
Invite students to pick one picture. Let the students identify the picture and
allow them to talk about what precautions they have to take while handling
these items.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
•
26
My Family; Family Activities
The students will be able to understand and recognise
family and different relationships in a family. They will also
understand how we spend time with our family.
Resources
Flash cards with names and pictures of different family
members such as mother, father, brother, sister, grandfather,
etc., and flash cards of different family activities
Vocabulary
in Focus
Family, mother, father, brother, sister, grandfather,
grandmother, uncle and aunt
Pr
es
s
Learning
Outcomes
ity
Teaching Tip
U
ni
ve
rs
The teacher should talk about importance of family. She/he should talk
about different activities one can enjoy doing with different family members.
ge
Procedure
Prepare big flash cards with names of different family members and
corresponding pictures.
•
•
Display them on the board.
•
Show flash cards of different family activities like a family eating together,
cleaning the house etc.
•
•
Ask the students to look at the flash cards and identify the activities.
C
am
br
id
•
Introduce every member one by one. For example, we have a mother/father
who loves us very much and takes care of all our needs. Introduce the rest
of the family member one by one.
Ask the students to share how they like to spend time with their family.
27
Activity 1
•
•
•
Ask the students to bring pictures of their family members.
Give one A4 sheet to each student.
Ask the students to draw a big tree on an A4 sheet and paste the pictures
of their family members and write their names.
es
Ask the students to get pictures of family celebrations.
br
id
ge
U
ni
ve
ity
rs
Let them show the picture and describe it.
Pr
Have the students sit in a big circle and play Show and Tell
C
am
•
•
•
s
Activity 2
28
My School
The students will be able to talk about their school.
Resources
Picture of the school premises, teddy bear, plates, pencil,
rubber, pencil box books, eraser, lunch box
Vocabulary
in Focus
The teacher, students, staff, principal, helpers, bus, board,
books, library, lab, office, kitchen, mess, etc.
Pr
es
s
Learning
Outcomes
ity
Teaching Tip
ni
ve
rs
Teacher should talk about the importance of school. He/she should tell how
coming to school is fun and interesting for him/her too.
U
Procedure
Take the students on a tour of the school.
•
•
•
•
•
Talk about the work done in each section.
ge
•
•
C
am
br
id
Introduce different rooms/areas of the school like administration office,
principal’s office, classrooms, library, computer room, playground and
washroom.
Tell them why it is important to have all these areas in a school.
Show them the picture of their own school building.
Students should be given a chance to talk about their school.
Name a few other schools in the same locality.
29
Activity 1
Place different objects like teddy bear, plates, pencil, rubber, pencil box
books, eraser, lunch box on the teacher’s table.
•
Now, divide the students in groups. Each group takes turns to come near
the table and identify the things that they take to school with them.
•
Once done, the students can be asked to complete the activity given in
skillbook.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
•
30
Safety at School
Students will be able to understand the different
precautions that need to be taken at school.
Resources
Flashcards and pictures related to safety at school
Vocabulary
in Focus
classroom, boarding, playground, sharp, safety rules, school
etc.
Pr
es
s
Learning
Outcomes
ity
Teaching Tip
ni
ve
rs
Teacher should discuss about general precautions to be taken not only at
school but also in the external environment.
id
Do not play inside the classroom
Wait for your turn while boarding the bus.
Handle scissors or cutters while doing the craft activities.
Do not push, pull each other while playing on the playground or while
standing in a queue.
Walk carefully on a wet floor.
Do not run on the staircase.
br
•
•
•
•
•
•
ge
Discuss about some precautions to be taken at school. For example:
C
am
•
U
Procedure
Activity 1
•
•
Give each student a few related situations about precautions to be taken
in the classroom, on the playground, near the school bus stop and while
doing the craft activities.
Give opportunity to the students to talk about how they will handle the
given situation.
31
Animals
The students will be able to identify different animals. They
will also be able to differentiate between wild, domestic, pet
and water animals.
Resources
Pictures, charts, models, glove puppets of different animals
and animal soft toys
Vocabulary
in Focus
names of different animals, pet, domestic, wild, different
animal sounds, etc.
ve
rs
ity
Pr
es
s
Learning
Outcomes
ni
Teaching Tip
br
C
am
Procedure
id
ge
U
To acquaint the students with animals, show them a movie or documentary
about animals on a farm or in the wild. You can even narrate an animal
Panchatantra.
story from the Panchatantra.
Wild and domestic animals
•
•
•
Show flash cards with images of different domestic and wild animals.
Describe the animals and explain their special features like:
•
•
•
•
•
Physical features
Eating habits
Habitats
Sound they make
How they help us
Explain the difference between wild and domestic animals.
32
Pet animals
Display pictures of common pet animals.
•
•
Introduce one pet animal at a time.
Explain:
•
•
•
We keep some animals at home like dog, cat, fish, parrot etc., as our pets.
We take care of our pets like family.
We also name our pets and take them to a veterinarian for regular checkups and when they fall ill.
Water animals
s
Display pictures of water animals.
Introduce one animal at a time.
es
•
•
Pr
Explain:
Water animals are animals that live in water like fish, seahorse, octopus,
starfish, crab, etc.
•
Water animals can breathe in water.
rs
U
Introduce one animal at a time.
ni
Display pictures of different animals along with their young ones.
ge
Introduce names of their young ones:
Hen and chicks
br
Cat and kitten
id
Horse and pony
C
am
•
•
•
•
•
•
ve
Young ones
ity
•
Animals and their sounds
•
Recite a rhyme Old Mac Donald to introduce the different sounds animals
make.
•
Refer to the course book for sounds of animals.
Animals and their homes
•
•
Display the pictures of animals along with their homes.
Introduce names of their homes.
For example,
•
•
A tiger lives in a cave.
A horse lives in a stable.
33
Activity 1
Instruct the students to stand at one end of the classroom and play Simon
says...
•
Hold up a flash card of any animal, for example, monkey, and say, "Simon
says jump like a monkey". Ask the students to act as per the instructions.
•
Hold the next flash card and instruct the students to do the required
action.
Activity 2
Bring glove puppets of different animals in class.
•
Ask the students to identify the animals.
Pr
•
•
es
s
•
C
am
br
id
ge
U
ni
ve
rs
ity
Wear one glove puppet at a time and make sound of that animal or do any
action related to that animal. For example, roar like a lion while wearing the
glove puppet of a lion or show the glove puppet of a rabbit eating a carrot.
34
Birds
The students will learn and understand more about birds.
Resources
flash cards of birds
Vocabulary
in Focus
feather, nests, parrot, hen, pigeon, owl, peacock, duck
Pr
es
s
Learning
Outcomes
ity
Teaching Tip
ve
rs
Plan a nature walk to show different kinds of birds around.
U
ni
Procedure
Take the students out to the school garden. Let them observe the birds
flying around.
•
•
•
Explain to the students that all birds have feathers, a beak and two legs.
•
•
•
•
•
Some birds, such as sparrow, owl, and eagle can fly very high.
id
ge
•
br
They also have wings to fly.
C
am
Introduce the birds given in the skillbook and read aloud their names. Let
the students repeat after the teacher.
Some birds, such as duck, hen, and peacock cannot fly too high.
Some birds like penguin kiwi and ostrich cannot fly at all.
Show a bird’s nest and ask questions about it.
Explain that a house of the bird is called a nest. The birds usually build
their nests on trees. They lay eggs in their nest. Birds use different things,
like twigs, thread, cotton and sticks, to build their nests.
35
Activity 1
•
Collect and bring different things like sticks, twigs, cotton, string thread,
etc. in class.
•
•
Demonstrate making a bird’s nest out of it.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Ensure that the students are standing at a considerable distance away
from the working area of the teacher.
36
Insects
The students will be able to learn and understand about
insects.
Resources
Flash cards of different insects and a big bag
Vocabulary
in Focus
Ant, antenna, ladybird, mosquito, grasshopper, honeybee,
cockroach, etc.
Pr
es
s
Learning
Outcomes
ity
Teaching Tip
rs
Plan a nature walk to spot some common insects.
•
•
ni
br
id
ge
U
Take a walk around the school building or visit a local park.
Let students observe any insects you come across, without touching them.
Carry a few magnifying glasses for the students to look at the insects
better. Please ensure that students don’t touch or harm the insects.
Point out the common features of most insects like some are small with
six or more legs, some lay eggs and hatch out of eggs and some have two
antennae
Bees and ants live in colonies. They make their own houses.
Ants communicate with each other by using their antennae.
C
am
•
•
•
•
ve
Procedure
Activity 1
•
•
Bring a big bag and flash cards of insects the students have learnt about in
class.
Put the flash cards inside the bag. The students take turns to pick one
flash card and name the insect.
37
Plants
The students will learn and understand more about plants.
Resources
Empty pots, soil, watering can, pictures of different types of
plants, trees, things like perfume, rubber, fruits, vegetables,
wood, medicines, pulses, paper, flowers, drawing sheet,
painting colours, etc.
Vocabulary
in Focus
Plants, root, sapling, water, sunlight, food, climber, creeper,
herb, shrubs, flowers, medicine, leaves, pulses, seeds, etc.
ity
Pr
es
s
Learning
Outcomes
rs
Teaching Tip
ni
ve
Talk about parts of plants and their importance for us.
Stages of plant growth:
br
id
Let each student get a small bottle/container and fill it with some mud.
Plant some mustard seeds in the soil.
C
am
•
•
•
•
ge
U
Procedure
Water the plants and place the pots near sunlight.
Ask students to observe them daily and notice how the seeds sprout in
next few days.
Types of plants:
•
Display the pictures or show real plants, one by one.
Things we get from trees:
•
Display a few things that we get from trees like perfume, rubber, fruits,
vegetables, wood, medicines, pulses, paper, flowers, etc.
•
Explain that we get many things from trees like fresh air, fruits, vegetables,
wood and rubber.
38
Activity 1
•
Go out in the school garden and collect some fallen leaves with the
students.
•
•
Discourage plucking of leaves.
•
•
See how beautifully each leaf gives a pattern of its unique shape and size.
Help the students apply water colours on the leaf and print it on a drawing
sheet.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Avoid taking big sized leaves as they might be difficult to handle.
39
Flowers
The students will understand and learn to identify different
types of flowers.
Resources
Real flowers, flash cards, pictures of flowers
Vocabulary
in Focus
Marigold, rose, hibiscus, jasmine, buttercup, lily, dahlia,
lotus, daisy, etc.
Pr
es
s
Learning
Outcomes
ity
Teaching Tip
ni
ve
rs
The teacher should arrange different types of potted plants with flowers in
class.
ge
Show students different types of flowers.
Types of flowers
id
Invite students to identify the displayed flowers and recall their names.
br
•
•
U
Procedure
Display flowers with many/few petals.
•
•
•
Some flowers have few petals like hibiscus, orchid and buttercup.
C
am
•
•
•
Introduce one flower at a time.
Explain that some flowers have many petals like rose, lotus, marigold and
dahlia.
Give information about flowers like their parts, names, colours, and smell.
Explain that flowers are used for making garlands, perfumes, and
decorations.
40
Activity 1
Take the students out to the nearby garden and let them observe different
types of flowers.
•
Tell them not to pluck or damage the flowers.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
•
41
Vegetables
The students will learn know about and identify different
types of vegetables.
Resources
Some seasonal vegetables, flash cards of different
vegetables, plastic vegetables, play money, carry bags and
name cards of ‘seller’, ‘buyer’ and ‘cashier’
Vocabulary
in Focus
Tomato, eggplant, pepper, cucumber, beetroot, carrot, radish,
onion, potato, cabbage, fenugreek, lettuce, spinach, celery,
broccoli, root, fruit, leafy vegetables, etc.
ity
Pr
es
s
Learning
Outcomes
rs
Teaching Tip
U
ni
ve
Show some seasonal vegetables to the students. Allow them to touch and
feel their texture.
ge
Procedure
Show some seasonal vegetables to students and tell their names.
•
Show them flash cards of different vegetables, one at a time. Ask them to
identify and name them.
•
Explain the importance of vegetables by telling they help us fight diseases
and keep us healthy.
id
•
•
C
am
br
Explain that the vegetables have different names, shapes, sizes and
colours.
Types of vegetables
•
•
•
Vegetables can be edible leaves, root or fruit of a plant.
They have different names, shapes, sizes and colours.
Some vegetables can be eaten raw, like cucumber, tomato, beetroot, while
others need to be cooked.
42
•
Some vegetables can be eaten with the skin on, like carrot, radish, and
tomato, while others need to be peeled off like onion and beetroot.
•
•
Vegetables help us fight diseases and keep us healthy.
They need water and sunlight to grow.
Activity 1
•
•
Distribute plastic vegetables, play money and carry bags.
•
Instruct some students to buy vegetables or fruits and some children to
sell them.
•
Students can take turns for becoming buyers, sellers and cashier.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Create name cards of ‘seller’, ‘buyer’ and ‘cashier’ for each child to wear
around their neck.
43
Fruits
s
Apple, guava, pear, watermelon, pomegranate, papaya, kiwi,
plum, lychee, apricot, lime, cherry, banana, strawberry,
mango, etc.
es
Vocabulary
in Focus
Seasonal fruits, flash cards of different fruits, plastic
vegetables, play money, carry bags and name cards of
‘seller’, ‘buyer’ and ‘cashier’
Pr
Resources
The students will be able to learn and identify different types
of fruits.
ity
Learning
Outcomes
rs
Teaching Tip
U
ni
ve
The teacher should show real fruits to the students. Let them touch fruits
and feel their texture.
id
Display different fruits on the table.
br
Let the students identify the fruits and name them.
Revise the names of different fruits with them.
C
am
•
•
•
ge
Procedure
Types of fruits
•
Introduce:
•
•
•
Fruits with one seed like mango, cherry, peach and plum.
Fruits with a few seeds like apple, pear, and sapodilla.
Fruits with many seeds like papaya, watermelon, guava and
pomegranate.
•
•
Display pictures of assorted fruits with many/few/one seed(s) in a basket.
•
Ask the students to separate the fruits and put them in the correct bowls.
Keep three empty bowls on the table and label them as ‘one seed’, ‘few
seeds’ and ‘many seeds’.
44
Juicy and Pulpy fruits
•
Display some juicy fruits like orange, sweet lime, watermelon, muskmelon
and pomegranate.
•
•
•
Explain that it is important to eat fruits as they keep us healthy.
•
•
•
There are pulpy fruits like custard apple, banana and sapodilla.
Wash fruits before eating them.
Some fruits, like oranges and sweet lime, are very juicy and we extract
juice from them.
We get pulp out of them.
Pr
es
s
We use the pulp to make milkshakes, jam and fruit tarts.
ity
Activity 1
Distribute plastic fruits, play money and carry bags.
•
•
Instruct some students to buy fruits and some to sell them.
rs
•
•
U
ni
ve
Create name cards of ‘seller’, ‘buyer’ and ‘cashier’ for each student to
wear around their neck.
C
am
br
id
ge
Students can take turns at becoming buyers, sellers and cashier.
45
Vehicles
The students will be able to identify and name vehicles that
run on fuel, without fuel, on the road, on water, etc.
Resources
Toy vehicles, flash cards, etc.
Vocabulary
in Focus
Vehicles, petrol, diesel, coal, bicycle, rickshaw, pedal boat,
water, air, transportation, flies
ity
Pr
es
s
Learning
Outcomes
rs
Teaching Tip
U
ni
ve
Take the children to see a garage which fixes cars and other vehicles, or to a
parking lot, or a busy street corner. Let them observe that there are different
ways of travelling from one place to another.
ge
Procedure
Show different toy models of vehicles and explain each vehicle in detail.
•
•
Distribute small picture cards of vehicles.
•
Show an example by placing the pictures of vehicles, like a car under the
land column.
br
id
•
•
C
am
Divide the display board into three columns, marked with headings of Land,
Air and Water.
Ask the students to identify the picture and place it under the correct
heading.
Types of vehicles
•
•
Display pictures of slow/fast/very fast vehicles.
Explain that we use vehicles for transportation, to move from one place to
another.
46
•
Ask students if they know which vehicles move on land, water, or air. We
notice that a car or a bike moves on the road, a boat and a ship move on
water, and an airplane and a helicopter move in the air.
•
•
We need fuel like petrol and diesel to run vehicles.
•
Vehicles that run on fuel are known as ‘fast vehicles like bus, car, train,
etc.
Some vehicles do not run on fuel. They are pulled by animals or humans.
Hence, they are known as ‘slow vehicles like bullock cart, horse cart, etc.
es
s
Activity 1
Divide the class into two groups.
•
Instruct them to match the name-cards with the pictures of the vehicles.
Pr
•
•
C
am
br
id
ge
U
ni
ve
rs
ity
Distribute pictures of vehicles to one group and names of the vehicles to
the other group.
47
Safety on Road; Traffic Lights
The students will be able to learn about traffic signals and
road safety.
Resources
Outline picture of a traffic signal, crayons, coloured tape,
etc.
Vocabulary
in Focus
Zebra crossing, traffic signal, road, red, yellow, green, etc.
ity
Pr
es
s
Learning
Outcomes
rs
Teaching Tip
ni
ve
Show a picture of a traffic signal, zebra crossing, policeman, etc.
U
Procedure
Distribute an outline picture of a traffic light (black and white patterned
shape on a piece of paper).
•
•
•
Allow the students to colour the traffic light using appropriate colours.
br
id
ge
•
C
am
Explain the meaning of the changing traffic light colours.
Discuss a few safety rules:
•
•
•
Use zebra crossing to cross the road.
•
•
Yellow light: This means you must slow down.
Do not run or play on the road.
Red light: This means you must stop and wait until the light changes
to green.
Green light: This means it is safe to proceed.
48
Activity 1
•
•
Play a game Crossing the Road.
•
•
•
•
Create two signs - a red light and a green light sign.
•
Ensure that the students understand the rules of the game.
Use black and yellow coloured tape to make a mock road on your
classroom floor.
Ask the students to line up on the road and pay attention to the road signs.
Use the hand-made signs to test the students.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Instruct the students to walk on the mock road and stop when they see the
red light sign and walk when they see the green light sign.
49
Seasons
The students will be able to name the seasons and
understand the changes they bring.
Resources
Gumboots, sweater, T-shirt, umbrella, juice, flash cards,
crayons, drawing sheets, etc.
Vocabulary
in Focus
Weather, cloudy day, raindrops, snowfall, heat, rainy, summer,
winter, cold, spring, autumn, hot, leaves, trees, buds,
shedding, gumboots, sweater, sleeveless t-shirt, umbrella,
picture.
ity
Pr
es
s
Learning
Outcomes
rs
Teaching Tip
ge
U
ni
ve
Name and describe key features of summer, winter, spring, autumn and
rainy seasons. Correlate the availability of seasonal fruits and vegetables.
Highlight the difference in clothing that accompanies seasonal change.
id
Procedure
Arrange the students in a semicircle.
•
Introduce the word ‘Season’ and name the different seasons. Talk about
the weather changes with every season change.
•
•
List the names of the seasons on the board.
•
•
•
Explain that certain months fall in a particular season.
C
am
br
•
•
Point to an umbrella and a sweater or a t-shirt and ask when these items
are used.
Ask students the name of the ongoing season and the names of different
things we use and wear in different seasons.
Talk about how autumn and spring are connected.
Autumn is the time of the year when plants shed their leaves and their
colour changes to red, yellow or brown and then they fall off trees.
50
•
After the discussion session is done, let the students share their thoughts
about the seasons.
•
Instruct and guide the students to complete the related activities given in
the skillbook.
Activity 1
•
•
Let the students form groups of five to run a seasons hurdle race.
•
Whoever reaches first, wearing or carrying all four things, wins.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
At four different points, they have to stop, open up an umbrella, wear a
muffler, wear sun glasses and finally, pick up a picnic bag and run to the
finish line.
51
Good Habits
The students will be able to learn about good habits.
Resources
Picture flash cards related to healthy habits
Vocabulary
in Focus
Brushing teeth, regular exercise, surroundings, healthy,
polite, meal, wasting, water, sleep, time, playing, video, etc.
Pr
es
s
Learning
Outcomes
ity
Teaching Tip
ve
rs
Initiate the topic with nursery rhyme Here We Go Around the Mulberry Bush.
U
id
When do you brush your teeth?
When do you take a bath?
br
•
•
•
ge
Start the topic by asking a few questions:
When do you wash your hands?
C
am
•
ni
Procedure
•
•
Encourage students to answer these questions.
•
•
•
With the help of the students, make a chart on healthy habits.
Explain that something that we do regularly to keep ourselves healthy is
known as a good habit, like brushing your teeth twice a day, washing your
hands before and after meals, etc.
Display the same in the class.
Mention the following points related to healthy habits:
1. We must always keep ourselves neat and clean.
2. Brushing teeth, wearing clean clothes, keeping nails short and clean,
bathing every day, etc. are some healthy habits.
52
Activity 1
•
•
Distribute picture cards of healthy and unhealthy habits.
•
Ask the students to identify the pictures and post the healthy habit cards
and unhealthy habit cards in the correct boxes.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Hang two boxes on the wall and with labels ‘healthy habits’ and ‘unhealthy
habits’ on them.
53
Water
The students will learn about the sources and uses of water.
Resources
Flash cards of different sources and uses of water.
Vocabulary
in Focus
Drinking, cooking, bathing, washing, rain, lake, pond, river,
ocean, droplets, water, daily, uses, etc.
ity
Pr
es
s
Learning
Outcomes
Teaching Tip
Procedure
Why do we need water?
br
•
•
id
Ask some questions:
Where do we get water from?
C
am
•
ge
U
ni
ve
rs
Play rain-related songs (Singing
Singing in the rain, Raindrops keep falling on my head,
etc.) and let the students enjoy a makeshift rain-dance in the playground,
with a garden hose.
•
Display pictures of different sources of water like, rain, lake, pond, river,
ocean, etc.
•
•
Introduce one source at a time.
When it rains, it waters the trees and plants, and fills up rivers, oceans,
lakes and ponds, which are sources of water.
Uses of water
•
Ask questions:
•
•
What will happen if we don’t drink water?
What will happen if we forget to water the plants?
54
•
Explain the importance of water in our daily life. All living things need water
to survive. We use water for many things like drinking, cooking, bathing,
washing clothes, etc.
Activity 1
•
•
Take the students to a park/playground to play a game.
•
The teacher can help the moderator.
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When the moderator calls out the name of a thing which needs water to
survive (tree, plant, flower, person, leaf), the rest have to quickly find it,
otherwise they will be declared out.
55
Our Helpers
The students will be able to identify different helpers in the
community and learn in detail about the work done by each
of them.
Resources
Flash cards of different helpers
Vocabulary
in Focus
Carpenter, doctor, farmer, painter, teacher, barber, cobbler,
tailor, postman, sweeper, driver, milkman, gardener, plumber,
milkman, etc.
ity
Pr
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Learning
Outcomes
Teaching Tip
ni
ve
rs
Invite a few school helpers like watchman, peon, gardener, etc. to talk about
what they do.
U
Procedure
Display pictures of different community helpers. Introduce one community
helper at a time.
•
•
Explain each helper and also discuss the tools they use.
•
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Explain how we are dependent on them. For example:
•
If we feel sick, we go to the doctor. The doctor examines us and
prescribes medicine.
•
•
•
The tailor stitches our dresses.
The farmer grows the crops because of which we get food on our table.
The postman delivers letters.
Take the students around the school and introduce them to the helping
staff of the school.
56
Activity 1
Organise a fancy dress competition in class.
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Instruct the students to come dressed up as any community helpers and
introduce themselves.
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Places in our Neighbourhood
The students will be able to identify and know different
places in our neighbourhood.
Resources
Picture flash cards of different places in our neighbourhood.
Vocabulary
in Focus
Police station, chemist, hospital, post office, bus stop,
library, cinema hall, supermarket
Pr
es
s
Learning
Outcomes
ity
Teaching Tip
ve
rs
Encourage the parents to take their children on a tour of their neighbourhood.
ni
Procedure
Instruct students to recall names of the different places in their
neighbourhood.
•
Give them clues like the place where they go to watch a movie or a place
where they go to buy medicines, etc. Make a list of such places.
•
•
Display pictures of different places in our neighborhood.
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•
Introduce each one of them and explain about them in detail.
Activity 1
•
•
Divide the class into two groups.
•
Students with pictures have to match them with the students bearing the
correct names.
Distribute pictures of places in our neighbourhood to students of one group
and names of those places to the other group. Read aloud the names of
all the places.
58
Phonics
Vowels
The students will be able to recognise and remember
vowels.
Resources
Flash cards, display board, board pins, letter cards,
magnetic letters, newspaper, magazines and books
Vocabulary
in Focus
Sounds of all the vowels
Teaching Tip
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U
Recite all the letters regularly.
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Learning
Outcomes
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id
Procedure
Prepare flash cards with upper-case letters A, E, I, O, and U.
•
•
Ask them to read out the vowel letters on the cards.
•
•
Now prepare flash cards with lower-case letters a, e, i, o and u.
•
•
Ask them to read out these lower-case letters.
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am
•
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Make a group of five students. Distribute one card to each student in the
group.
Explain to the class that these are the special letters called ‘vowels’ and
we can find them in almost all words.
Make another group of five students. Distribute one card to each student in
the group.
Ask the students holding the lower case letters to stand next to their
59
partner letters, forming the pattern Aa, Ee, Ii, Oo, Uu and ask them to read
aloud this set of vowel letters.
Arrange a set of ten letter cards on the display board and invite five
students to select either a capital or lower case letter from each set.
•
Ask the five students to line up facing the class. (For example: A-e-i-O-u)
Instruct the class to read aloud the set of vowels they see.
•
Repeat the activity with one or two more groups, forming other combinations
of upper-case and lower-case vowel sets.
•
Now, let the students complete the activities given on vowels and
consonants in Phonics and Literacy Skillbook and Literacy Workbook.
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Activity 1
Prepare flash cards of all the letters of the English Alphabet.
•
Make sure you include upper-case and lower-case letters. You may use
magnetic letters, flash cards of letters or scrabble tiles.
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•
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Ask the students to form groups and separate vowels from the
consonants.
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Consonants
The students will be able to differentiate between vowels
and consonants.
Resources
Alphabet chart, flash cards, board, magnetic letters
Vocabulary
in Focus
All the sounds related to vowels and consonants
Pr
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Learning
Outcomes
ity
Teaching Tip
•
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Procedure
br
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U
Separate the display board into two sections. On one side, put the heading
‘vowels’ and the other side, write ‘consonants’.
Instruct each student to look at the alphabet chart and pick a letter.
If the student picks a vowel, make a "ting-tong" sound and write the vowel
in the vowel section.
If the student picks a consonant, make a different sound like "pomp-pomp"
and write it in the consonant section.
Continue like this until all the letters of the alphabet are placed on the
board. While pointing to the letters, ask the class about the sounds the
vowels make.
Instruct the students to make words for each letter. Two or three words are
sufficient.
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Recite all the letters regularly.
Activity 1
•
•
Place the magnetic letters on a desk near the board.
Instruct the students to group them into consonants and vowels on the board.
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Rhyming words
Students will be able to identify words that rhyme.
Resources
Nursery rhyme books, small cards, display board, chalk.
Vocabulary
in Focus
Pairs of simple rhyming words: cat-bat, wall-fall, dog-log, etc.
Pr
es
s
Learning
Outcomes
Teaching Tip
rs
ity
Sing a rhyming song to introduce this topic. It could be These are a few of my
favourite things, or any other.
ve
Procedure
Introduce the concept of rhyming words to students with a few examples.
•
•
•
•
Read aloud a few rhymes from your book.
U
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•
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Explain that these words end with the same sound. For example, "cat" and
"hat".
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Emphasise the rhyming words as you go along by writing them on the board.
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After each rhyme, give examples of a few more rhyming words.
Repeat the exercise till the concept is clear.
Activity 1
•
•
•
Distribute cards of rhyming words.
Help the students to read aloud.
Let the students repeat three rhyming words related to each card.
62
Phonics Reader
Phonics Reader
The students will be able to use the concepts learnt from
phonics skillbook to read simple stories.
Resources
Books, charts, flash cards, puppets, etc.
Vocabulary
in Focus
Different words heard by the students
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Pr
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Learning
Outcomes
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Teaching Tip
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U
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The teacher should use good vocabulary, voice modulation, expression,
intonation and actions to make the story interesting.
Procedure
Introduce the different characters of the story with their names.
•
Help the students when they face problems in reading.
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id
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•
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am
Recap the letter sounds taught in the Phonics Skillbook.
Encourage students to read the stories based on concepts learned in the
Phonics Skillbook.
Activity 1
•
•
Encourage the students to form stories of their own using simple words.
•
Encourage students to read those stories aloud. They can raise their
voices when that particular sound occurs in the story.
The teacher can download several phonics stories from the Internet and
distribute them in class. The focus should be on one sound per day.
63
Wellness
Feelings
The students understand different emotions.
Resources
Plain circle-shape papers, black markers, flash cards of
different emotions, etc.
Vocabulary
in Focus
happy, sad, angry, scared, excited, curious, worried,
confused, tired, etc.
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Pr
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Learning
Outcomes
U
Teaching Tip
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Procedure
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Enact different facial expressions to show different emotions.
Ask questions like: What does a happy person look like?
•
•
•
Let the teacher enact the emotions one by one.
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Let the student show you a big smile.
Next, ask what a sad person looks like?
Let them show a sad expression on their faces.
Explain in detail about different emotions like anger, sadness, happiness,
cowardice, etc.
Ask students to emote how they would feel in different situations.
Give students several examples and have them hold up the happy or sad
face. Also, teach them how they can show different emotions.
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Activity 1
•
Give each student two plain circle-shaped papers. Provide a black marker
to each one.
•
•
Let them draw a happy face and a sad face in each.
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Now talk about different situations, like it’s their birthday, they have lost
a toy, etc. In response to each situation, the students would raise the
appropriate face card.
65
Respecting Differences
The students recognise that each individual is unique and
has different viewpoints.
Resources
Fruits like apple, mango, banana, etc.
Vocabulary
in Focus
Respect, differences, likes, dislikes
Pr
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Learning
Outcomes
ity
Teaching Tip
ni
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Explain to them that while talking about their likes and dislikes they can
use expressions like, ‘I like…’, ‘I don’t like...’ etc.
U
Procedure
Talk to the students about their likes and dislikes.
•
The responses will vary. Through this activity, explain how different people
like different things.
•
Tell them that we must respect each other’s likes and dislikes.
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•
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Show them different fruits like apple, mango, banana, etc. and ask each of
the student whether he/she likes it.
Activity 1
•
Play Clap-Clap! with the students. Let the students take turns to share
their favourite colour.
•
Ask the remaining students to clap their hands twice after each person
shares what he/she likes. This will help the students to appreciate each
other’s choices.
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Being Organised
The students will be able to learn and understand how to
keep their belongings organised and in place.
Resources
Flash cards of tidy and untidy rooms
Vocabulary
in Focus
Clean, organised, proper, place, untidy, litter, etc.
Pr
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Learning
Outcomes
ity
Teaching Tip
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rs
Always make the students keep all their belongings and study materials in
the proper place after using them.
U
ni
Procedure
Create a messy corner and a neat and tidy corner in your classroom.
•
Discuss how they can help to keep their classroom, their bedroom,
cupboard, etc. clean by keeping things properly.
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Let the students observe both areas well.
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Encourage them to share what they see.
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Explain to them that the neat corner looks better because all the things are
kept in place.
Activity 1
•
Designate any three shelves in the classroom for toys, books, crayon boxes
by putting respective labels on them.
•
•
Place some toys, crayons and books on the display table haphazardly.
Ask the students to sort out the items and arrange them on the correct
shelf neatly.
67
Keeping Safe; Problem Solving
Learning
Outcomes
The students will be able to differentiate between good and
bad touch and good and bad secrets.
Resources
Placards, flash cards, etc.
Vocabulary
in Focus
Touch, secrets, bad, good, stranger, friends, elders,
grandparents, daddy, mother, hug, hurt, pinch, pulling,
permission, problems, solutions, etc.
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Pr
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The students will learn to deal with various problems.
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Teaching Tip
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U
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Introduce this sensitive topic by recounting how Little Red Riding Hood
stopped and spoke to a stranger (the wolf) even though her mother had told
her not to talk to strangers.
Reiterate by showing a film on good and bad touch.
id
Procedure
Start the topic by asking: How do you feel when your parents give you a
hug?
•
Explain them about ‘good touch’. It feels good to be hugged by the people
you love.
•
If anyone touches you there or hurts you or tries to hold you in a way that
you do not like, it is a bad touch.
•
If strangers try to speak to you or ask you to accompany them, give you
anything, rush to a crowded place and inform an adult.
•
Explain the meaning of good and bad secrets by giving examples like, keep
a secret of a surprise party is a good secret whereas keeping a secret of
someone’s bad touch is a bad secret.
•
Tell the students that it is not OK to keep bad secrets and share it with
their parents and teachers.
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Problem Solving
•
•
Ask the students if they have faced or solved any problems before.
•
•
Guide them towards seeking the right solutions.
Take up some problems as examples. For example, mud stains on clothes,
a torn shoe, or falling sick.
Help them solve the puzzle activity and maze activity given in the book.
Activity 1
Pr
A stranger offers you a toffee. Should you take or not?
A stranger offers you a ride. Should you take or not?
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Your friend tells you about his sister’s surprise gift. Will you tell his
sister?
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Ask the given questions and have the students answer in ‘Yes’ or ‘No’.
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Growing Up
The students will be able to learn and understand about the
different stages of human growth.
Resources
Photographs of students
Vocabulary
in Focus
Baby, toddler, child, man, old man, growth, height, etc.
Pr
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Learning
Outcomes
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Teaching Tip
U
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Before starting this topic, collect photographs of the students as newborns,
babies, toddlers up to the age they are currently at. Create a colourful collage
and pin it on the board. Let the students see their pictures and discuss what
they did or did not do when they were in those stages.
ge
Procedure
To begin the topic, talk about how all living things grow like a plant grows
from a seed to a sapling and then in to a fully grown plant. Like plants, we
also grow.
•
•
Talk about the different stages of human growth.
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Explain that as we grow, our body, our habits, our choices, our
responsibilities, our food habits, etc. change.
Activity 1
•
Ask the students to bring their photographs when they were babies and
their current pictures.
•
Let the students compare and share their observations.
70
Physical Activity
The students will learn and understand the importance of
physical activities in our daily life.
Resources
Tambourine, music player, open space, etc.
Vocabulary
in Focus
Exercises, healthy, fit, active, stretching, safety, rules, etc.
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Pr
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Learning
Outcomes
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Teaching Tip
U
ni
ve
To introduce the topic of wellness and physical activity, take the students out
in the open and conduct a few fun races, like the hopping race, three-legged
race or frog race.
ge
Procedure
Explain the importance of physical activities like walking, playing a game,
using the staircase instead of the elevator, etc. These activities help us to
keep our body fit and healthy.
•
Discuss routine activities that need to be performed regularly, like getting
ready for school, tying shoelaces, bathing, eating a meal, etc.
•
Introduce a few stretching exercises in class. See that the students perform
as per the instruction.
•
Ensure that students, while playing on the grounds, are familiar with safety
rules.
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Activity 1
•
Let the students try some of the activities as shown in the skillbook on
page 24 only in adult supervision.
•
•
•
Play music and instruct them to run around.
When the music stops, call out a letter of the alphabet randomly.
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With an expert’s guidance, have them make shape of the called-out letters.
72
Art and Craft
Colour
The students will develop a sense of creative and
aesthetic appreciation. They will recognise colours, learn to
concentrate and also develop eye–hand coordination.
Resources
Papers, colour pencils and crayons
Vocabulary
in Focus
Names of different colours and names of things or materials
used
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Pr
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Learning
Outcomes
U
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Teaching Tip
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The teacher should make the students sit in a proper posture and tell them
the importance of an outline of a given picture Two to three bowls of crayons
should be kept in between the different groups of students to encourage
the sense of sharing.
Procedure
•
•
•
•
Display the printed outline picture worksheet on the board.
•
•
•
Explain the importance of colouring inside the outline.
Settle the class and explain the activity.
Explain how to use different colours to colour the given picture.
Demonstrate the colouring activity by showing the required amount of
pressure to be applied while colouring.
Tell how the colouring can look neat and beautiful.
Discuss the various colour combinations.
73
Drawing
Learning
Outcomes
The students will be able to develop fine motor skills,
Resources
Papers, pencils, crayons, etc.
Vocabulary
in Focus
Freehand, step-by-step, grid, draw
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Pr
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creative expression and eye-hand coordination.
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Teaching Tip
U
ni
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The teacher should instruct the students to use their pointer finger to draw in
air before trying the drawing activities given in the skillbook.
ge
Procedure
Demonstrate the drawing activity using a chalk or a marker on the board.
•
Now, ask them to draw the cat and butterfly in the space given in the
skillbook.
•
For grid drawing, direct them to complete the missing half of the drawing
using grid lines.
•
•
Train them to draw new objects, shapes, etc.
•
Appreciate their efforts and motivate them to b creative.
id
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Let the students practice freehand drawing by scribbling on a white sheet of
paper.
For step-by-step drawing, ask the students to draw each part in their
drawing notebooks.
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Paint and Print
Learning
Outcomes
The students will be able to develop fine motor skills,
Resources
Papers, bubble wrap, portion of capsicum and onion,
sponge, toothbrush, and bowls
Vocabulary
in Focus
Names of things or material used
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Pr
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creative expression and eye-hand coordination.
rs
Teaching Tip
U
ni
ve
Instruct the students that they should not press too hard, or else the material
used for printing will break. Tell them not to press very light as the print will
not be seen. Emphasise on medium pressure.
ge
Procedure
Demonstrate how to do paint and print activities given in the skillbook on a
white sheet of paper.
•
Demonstrate how to dip the given material (or palms/thumb/fingers in
some activities) in the colour and press it on the paper.
•
In case of spray painting/printing, ask them to bring their old toothbrushes.
Help them dip the bristles of the toothbrush in thick paints and sprinkle it
on the sheet using their thumbs.
•
•
Instruct the students that they can make a design with it or print randomly.
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Display the paper on the board, so that the students can observe the
printing.
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Paste
The students will be able to recognise colours and develop
hand–eye coordination. They will learn that different
materials have different textures.
Resources
Papers, glue and material required for the activity
Vocabulary
in Focus
Names of things or materials being used.
ity
Pr
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Learning
Outcomes
rs
Teaching Tip
U
ni
ve
Teacher should show the students how to use their pointer finger to paste
things. Do it with them and let them follow what you do.
ge
Procedure
Demonstrate the pasting activities in class.
•
•
Dip the pointer finger in glue.
•
Stick the glued side on to the paper.
id
•
•
C
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Help the students tear the marble paper into small pieces for tear and
paste activities and make cotton balls for cotton pasting activity.
Apply it on any side of the cotton, ice-cream stick and on the back side of
the marble paper which is rough.
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Paper Folding
Learning
Outcomes
The students will be able to develop fine motor skills,
Resources
Marble papers and glue
Vocabulary
in Focus
Names of things or material used
Pr
es
s
creative expression and eye-hand coordination.
ity
Teaching Tip
ni
ve
rs
Have the students practice folding their handkerchiefs in different ways
before trying the paper folding activities.
U
Procedure
Keep a paper-tadpole and fan-fold already prepared. Show and encourage
them to make one on their own.
•
Take a sheet of marble paper and demonstrate how to make a fan-fold and
a paper-tadpole by following the steps given in the skillbook.
•
Have them try it on their own.
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Rhymes
Rhymes
The students will be able to recite the rhymes, and develop
expression and disposition for music and movement.
Resources
Books, stick puppets, masks, glove puppets, pictures of
characters
Vocabulary
in Focus
New words and rhyming words
ity
Pr
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Learning
Outcomes
ve
rs
Teaching Tip
ni
Rhymes can be helpful to reinforce phonics and vocabulary.
ge
Invite students to come forward and form a circle.
id
Recite rhymes in the class by showing pictures, masks, puppets, etc.
br
Use a lot of gestures, expression and actions while reciting rhymes.
Make rhymes session interesting by involving all the students.
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•
U
Procedure
Ask them to recite along with you.
Encourage children to recite the rhymes every day in the class.
Use props while reciting rhymes.
Activity 1
•
•
•
Arrange a fancy dress competition for all the students.
Try to incorporate all the characters from the rhymes.
Encourage children to use props while reciting rhymes.
78
ge
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Answer Key
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Pr
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Literacy Skillbook
Letter A
Practice
Circle the pictures that begin with A .
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Pr
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Solution: apple, axe, acorn, ant
U
ni
Practice
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Write the first letter of each picture.
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Solution: All words begin with ‘ ’.
Letter B b
Circle the picture that begin with B b.
Solution: bed, baby, bee
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Practice
Write the first letter of each picture.
s
Solution: All words begin with ‘b’.
rs
Practice
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Pr
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Letter C c
ve
Lead the cat to the things that begin with C c.
C
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Solution:
Practice
Write the first letter of each picture.
Solution: All words begin with ‘c’.
81
Letter D d
Practice
Colour the picture that begins with D d.
Pr
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Solution: Colour duck and dog.
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Practice
U
C
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Solution: All words begin with ‘d’.
ni
Write the first letter of each picture.
Letter E e
Practice
Circle the pictures that begin with E e.
Solution: ear, engine, eyes
82
Practice
Write the first letter of each picture.
Pr
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Solution: All words begin with ‘e’.
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Letter F f
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Practice
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Solution: flower, fish, fan
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U
Tick (✓)) the picture that begin with F f.
Practice
Write the first letter of each picture.
Solution: All words begin with ‘f’.
83
Letter G
Practice
Circle the pictures that begin with G .
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Pr
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Solution: girl, giraffe, grapes
ve
rs
Practice
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Solution: All words begin with ‘ ’.
U
ni
Write the first letter of each picture.
Letter H h
Practice
Colour the pictures that begin with H h.
Solution: Colour hat and horse.
84
Practice
Write the first letter of each picture.
Solution: All words begin with ‘h’.
Pr
es
s
Letter i
ity
Practice
ve
rs
Lead the insect to the things that begin with
C
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U
ni
Solution:
Practice
Write the first letter of each picture.
Solution: All words begin with ‘i’.
85
i.
Letter
j
Practice
Circle the pictures that begin with
j.
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Pr
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s
Solution: jam, jacket, juice
ve
rs
Practice
C
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br
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Solution: All words begin with ‘j’.
U
ni
Write the first letter of each picture.
Letter
Practice
Tick (✓) the pictures that begin with
Solution: koala, kiwi, kangaroo, key
86
.
Practice
Write the first letter of each picture.
Solution: All words begin with ‘k’.
ity
Practice
Pr
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Letter L l
ve
rs
Follow the letters L l to reach the things that begin with L l.
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U
ni
Solution:
Practice
Write the first letter of each picture.
Solution: All words begin with ‘l’.
87
Letter M m
Practice
Draw lines to help the monkey reach everything that begins
with M m.
Solution: melon, mushroom, mango
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ve
rs
Solution: All words begin with ‘m’.
ity
Write the first letter of each picture.
Pr
es
s
Practice
Practice
br
id
ge
U
Sticker Activity
Solution:
C
am
Paste the sticker of the beginning letter of each picture.
88
Practice
Write the missing letters.
ni
ve
rs
ity
Pr
es
s
Solution:
br
id
ge
U
Letter N n
Practice
C
am
Tick (✓)) the pictures that begin with N n.
Solution: nose, net, nib
Practice
Write the first letter of each picture.
Solution: All words begin with ‘n’.
89
Letter O o
Practice
Circle the pictures that begin with O o.
ity
Pr
es
s
Solution: owl, octopus, ostrich, orange, onion
ve
rs
Practice
Letter P p
C
am
br
id
ge
Solution: All words begin with ‘o’.
U
ni
Write the first letter of each picture.
Practice
Colour the pictures that begin with P p.
Solution: Colour pencil and parrot.
90
Practice
Write the first letter of each picture.
Pr
es
s
Solution: All words begin with ‘p’.
rs
ity
Letter
ni
ve
Practice
C
am
br
id
Solution: uail, ueen, uilt
ge
U
Circle the pictures that begin with
Practice
Write the first letter of each picture.
Solution: All words begin with ‘ ’.
91
.
Letter R r
Practice
Colour the pictures that begin with R r.
Pr
es
s
Solution: Colour rose and ring.
ve
rs
ity
Practice
U
C
am
br
id
ge
Solution: All words begin with ‘r’.
ni
Write the first letter of each picture.
Letter S s
Practice
Match the letter with the pictures beginning with Ss.
Solution: soap, shoes, snowman, star
92
Practice
Write the first letter of each picture.
Pr
es
s
Solution: All words begin with ‘s’.
rs
ity
Letter T t
ni
ve
Circle the pictures that begin with T t.
C
am
br
id
ge
U
Solution: top, tiger, tomato
Practice
Write the first letter of each picture.
Solution: All words begin with ‘t’.
93
Letter U u
Practice
Tick (✓) the pictures that begin with U u.
Pr
es
s
Solution: urn, uniform, umbrella
ve
rs
ity
Practice
U
C
am
br
id
ge
Solution: All words begin with ‘u’.
ni
Write the first letter of each picture.
Letter V v
Practice
Match the letter with the pictures beginning with Vv.
Solution: violin, vest, vase, van
94
Practice
Write the first letter of each picture.
Pr
es
s
Solution: All words begin with ‘v’.
rs
ity
Letter W w
ni
ve
Practice
U
Colour the pictures that begin with W w.
C
am
br
id
ge
Solution: Colour whale and wagon.
Practice
Write the first letter of each picture.
Solution: All words begin with ‘w’.
95
Letter X x
Practice
Colour the pictures that begin with X x.
ity
Pr
es
s
Solution: Colour Xmas tree and xylophone.
ve
rs
Practice
C
am
br
id
ge
Solution: All words begin with ‘x’.
U
ni
Write the first letter of each picture.
Letter Y y
Practice
Colour the pictures that begin with Yy.
Solution: yak, yellow, yogurt
96
Practice
Write the first letter of each picture.
Pr
es
s
Solution: All words begin with ‘y’.
rs
ity
Letter Z z
ni
ve
Practice
C
am
br
id
Solution: Colour zebra.
ge
U
Colour the pictures that begin with Zz.
Practice
Write the first letter of each picture.
Solution: All words begin with ‘z’.
97
Sticker Activity
Paste the sticker of the beginning letter of each picture.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
C
am
Solution:
br
id
Write the missing letters.
98
Sticker Activity
Write the missing letter for each picture.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Practice
C
am
Solution:
br
Write the missing letters for each picture.
99
Practice
Circle the odd one out.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Practice
C
am
Solution:
br
Circle the odd one out.
100
Vowels ‘ ’, ‘e’, ‘i’, ‘o’, ‘u’
Practice
Fill in the boxes with the correct missing letters.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
101
Literacy Workbook
Fun Time
Colour all the letters that make your name.
Solution:
ni
ve
rs
ity
Pr
es
s
Answers may vary.
ge
U
Practice
br
C
am
Solution:
id
Write the missing letters.
102
Practice
Write the missing letters.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
C
am
Solution:
br
id
Match the capital letters with the small letters. One has been
done for you.
103
Practice
Match the capital letters with the small letters. One has been
done for you.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
C
am
Solution:
br
id
Match the capital letters with the small letters. One has been
done for you.
104
Practice
Circle the beginning letter of each picture.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Circle the beginning letter of each picture.
105
Practice
Circle the beginning letter of each picture.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
What does the picture begin with? Look, colour and write.
106
Practice
What does the picture begin with? Look, colour and write.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
What does the picture begin with? Look, colour and write.
__
__
__
__
__
107
Practice
What does the picture begin with? Look, colour and write.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
What does the picture begin with? Look, colour and write.
108
Practice
Look at the pictures and write the first letter.
ve
rs
ity
Pr
es
s
Solution:
ge
U
ni
Practice
br
C
am
Solution:
id
Look at the pictures and write the first letter.
109
Practice
Look at the pictures and write the first letter.
Solution:
W
U
V
W
X
ity
Pr
es
s
T
Z
ve
rs
Y
ge
U
ni
Practice Vowel ‘ ’
br
C
am
Solution:
id
Write the missing letter.
110
Practice Vowel ‘e’
Write the missing letter.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice Vowel ‘i’
br
C
am
Solution:
id
Write the missing letter.
111
Practice Vowel ‘o’
Write the missing letter.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice Vowel ‘u’
br
C
am
Solution:
id
Write the missing letter.
112
Practice Vowels
Underline the vowels ‘ , e, i, o, u’ in the given words. One has
been done for you.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
113
Rhyming Words
Match the rhyming words.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Rhyming Words
br
C
am
Solution:
id
Match the rhyming words.
114
Rhyming Words
Look, read and circle the correct word.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Rhyming Words
br
C
am
Solution:
id
Look, read and circle the correct word.
115
Revise Vowels
Look at the picture and write the missing vowels.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Fun Time
id
Read and colour the pictures of rhyming words.
C
am
br
Solution: Colour all pictures.
116
Numeracy Skillbook
Same and Different
Circle the thing that is different in each set.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Big and Small
br
C
am
Solution:
id
Tick (✓)) the big thing in each set.
117
Tall and Short
Tick (✓) the short thing in each set.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
118
More and Less
Circle the basket with less fruits.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Circle the cake with more candles.
C
am
br
id
Solution:
119
Heavy and Light
Circle the light animal.
ity
Pr
es
s
Solution:
rs
Circle the heavy vehicle.
C
am
br
id
ge
U
ni
ve
Solution:
Colour the heavy thing.
Solution:
120
Long and Short
Tick (✓) the long rope.
Pr
es
s
Solution:
ity
Tick (✓) the short ruler.
br
id
ge
U
ni
ve
rs
Solution:
Solution:
C
am
Colour the long pair of trousers.
121
Inside and Outside
Tick (✓) the box with the fish outside the bowl.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Tick (✓)) the box with the flowers inside the vase.
C
am
br
id
Solution:
122
Before and After
Tick (✓) the animal which is just before the cow.
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
br
C
am
Solution:
id
Colour the thing which is just after the ball.
123
Full and Empty
Tick (✓) the basket which is empty.
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
br
C
am
Solution:
id
Tick (✓)) the box which is full.
124
Near and Far
Colour the animal which is near the finish line.
ni
ve
rs
ity
Pr
es
s
Solution: Colour the tortoise.
ge
U
Square
br
C
am
Solution:
id
Observe and circle the things that look like a square.
125
Circle
Observe and circle the things that look like a circle.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Triangle
br
C
am
Solution:
id
Observe and circle the things that look like a triangle.
126
Rectangle
Observe and circle the things that look like a rectangle.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Oval
C
am
Solution:
br
id
Observe and circle the things that look like an oval.
127
Sticker Activity
Paste the correct shape sticker to complete the picture.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Sticker Activity
br
C
am
Solution:
id
Paste the correct number stickers to complete the picture.
128
Numbers
Practice
Count and write the number for each item.
ni
ve
rs
ity
Pr
es
s
Solution:
U
Practice
Practice
id
ge
How many?
C
am
Solution:
br
Count and write the number of each star.
blue
pink
129
yellow
Practice
Practice
Count and write.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution
id
Count and write the number of stars in each row.
130
Practice
Count and write the correct number in each set.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
131
Practice
The ants are building a bridge to reach the queen. But some
stone blocks have their numbers missing. Write the missing
numbers.
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
br
id
Talk Time
C
am
Look at the picture and talk about it.
Solution: Number of balloons: 7
Number of children: 5
132
Practice
Spot and circle number 2I.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 22.
133
Practice
Spot and circle number 23.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 2 .
134
Practice
Spot and circle number 25.
ve
rs
ity
Pr
es
s
Solution:
ge
U
ni
Practice
br
C
am
Solution:
id
Spot and circle number 26.
135
Practice
Spot and circle number 27.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 28.
136
Practice
Spot and circle number 29.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 30.
137
Practice
Match the numbers.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Write the numbers from II to 30.
138
Practice
Spot and circle number 3I.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 32.
139
Practice
Spot and circle number 33.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 3 .
140
Practice
Spot and circle number 35.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 36.
141
Practice
Spot and circle number 37.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 38.
142
Practice
Spot and circle number 39.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 0.
143
Practice
Fill in the missing numbers.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number I.
144
Practice
Spot and circle number 2.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 3.
145
Practice
Spot and circle number
.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 5.
146
Practice
Spot and circle number
.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 7.
147
Practice
Spot and circle number 8.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Spot and circle number 9.
148
Number Names I-I0
Practice
Match the numbers with their names.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
br
C
am
Solution:
id
Count and write the number names.
149
Number Names II-20
Practice
Count and write the number names.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
150
Numeracy Workbook
Fun Time
Match the shadows.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
151
Same and Different
Match the same things.
U
ge
Same and Different
ni
ve
rs
ity
Pr
es
s
Solution:
C
am
Solution:
br
id
Circle the same things in each set.
152
Same and Different
Circle the thing that is different in each set.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Big and Small
C
am
Solution:
br
id
Tick (✓) the big thing and circle the small thing in each set.
153
Big and Small
Tick (✓) the small ball.
Pr
es
s
Solution:
rs
ity
Tick (✓) the big animal.
C
am
br
id
ge
U
ni
ve
Solution:
Colour the big pot.
Solution:
154
Tall and Short
Colour the tall building.
ni
ve
rs
ity
Pr
es
s
Solution:
C
am
br
id
ge
Solution:
U
Colour the short tree.
155
Tall and Short
Tick (✓) the short plant.
Pr
es
s
Solution:
ity
Tick (✓) the tall animal.
C
am
br
id
ge
U
ni
ve
rs
Solution:
Tick (✓) the tall boy.
Solution:
156
More and Less
Tick (✓) the set that has more.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
157
More and Less
Tick (✓) the box with less balls.
Pr
es
s
Solution:
rs
ity
Tick (✓) the box with more flowers.
C
am
br
id
ge
U
ni
ve
Solution:
Colour the box with more pencils.
Solution:
158
Heavy and Light
Look, think and tick (✓) the correct answer.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
159
Heavy and Light
Tick (✓) the light vegetable.
ity
Pr
es
s
Solution:
rs
Tick (✓) the heavy thing.
C
am
br
id
ge
U
ni
ve
Solution:
Colour the heavy vehicle.
Solution:
160
Long and Short
Tick (✓) the long animal.
C
am
br
id
Solution:
ge
Tick (✓) the short fish.
U
ni
ve
rs
ity
Pr
es
s
Solution:
161
Long and Short
Tick (✓) the long thing in each set.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
162
Inside and Outside
Spot and circle the animals that are inside the house.
U
ni
ve
rs
ity
Pr
es
s
Solution:
ge
Colour the dog that is outside the house.
C
am
br
id
Solution:
163
Inside and Outside
Spot and circle the animals that are inside the water.
U
ni
ve
rs
ity
Pr
es
s
Solution:
ge
Circle the duck that is outside the bathtub.
C
am
br
id
Solution:
164
Before and After
Circle the thing that is before the tyre.
rs
ity
Circle the thing that is after the bathtub.
Pr
es
s
Solution:
C
am
br
id
ge
U
ni
ve
Solution:
Circle the thing that is just before the ball.
Solution:
165
Before and After
Tick (✓) the animal which is before the cat.
ity
Pr
es
s
Solution:
rs
Tick (✓) the thing which is after the book.
C
am
br
id
ge
U
ni
ve
Solution:
Circle the vegetable which is just after the tomato.
Solution:
166
Full and Empty
Look, think and circle the things that are full.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Full and Empty
C
am
Solution:
br
id
Look, think and circle the things that are empty.
167
Near and Far
Colour the ducks that are near.
U
ni
ve
rs
ity
Pr
es
s
Solution:
ge
Circle the sheep that are far.
C
am
br
id
Solution:
168
Near and Far
Circle the things that are far in blue and the things that are
near in red.
Solution: Far: sun, tree, clouds
ni
ve
rs
ity
Pr
es
s
Near: boy, girl, dog, bench, birds
U
Colour the objects that are near in this picture.
ge
Solution:
C
am
br
id
Near: boy, girl, umbrella, water puddles, raindrops
169
Shapes
Match the shapes.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Shapes
C
am
br
Colour the shapes with the help of the colour codes.
Solution: Colour as instructed in student's book.
170
Shapes
Match the things with their shapes.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Shapes
br
Trace, draw and colour the shapes.
C
am
Solution: Guide the students to join the dots and complete the shapes.
Shapes
Trace, draw and colour the shapes.
Solution: Guide the students to trace and complete the missing part of the
shapes.
171
Shapes
Draw the shapes and colour them.
Solution: Complete the activity as instructed.
Pr
es
s
Fun Time
U
ni
ve
rs
ity
Find out who
among these little
pirates is on the
right road to the
treasure chest.
C
am
Numbers 0-I0
br
id
ge
Solution:
Count and match.
Solution:
172
Practice
Count and write.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
C
am
Solution:
br
id
Count and match the groups with the same number of things.
173
Practice
Count and circle the correct number.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
C
am
Solution:
br
id
Count and colour the beads. One has been done for you.
174
Practice
Follow the colour code and colour the birdie.
Solution: Encourage the students to follow the colour code while colouring the
bird.
es
s
Practice
Pr
Count and write.
C
am
Practice
br
id
ge
U
ni
ve
rs
ity
Solution:
Count and write.
Solution:
175
Practice
Count and write.
U
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
Practice
Solution:
C
am
br
Read the numbers and draw as many things.
176
Practice
Count and write the number of fish caught by each child.
U
ni
ve
rs
ity
Pr
es
s
Solution:
Solution:
id
br
C
am
Count and write.
ge
Number I-20
177
Practice
Fill in the missing numbers.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Practice
C
am
Solution:
br
Write the missing numbers.
178
Practice
Colour the leaves that have the numbers II, I5 and 20.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Numbers I-30
C
am
Solution:
br
id
Recall and write the missing numbers.
179
Practice
Count and write.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Number 0-50
C
am
Solution:
br
id
Recall and write the numbers to complete each column.
180
Practice
Colour the leaves that have the numbers 29, 38, 49 and 50.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Practice
C
am
Solution:
br
Recall and write the missing numbers.
181
Number Names I-I0
Match the numbers with their number names.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Practice
Solution:
C
am
br
Look and count the fingers and match them with their number
names.
182
Practice
Look and count the fingers and match them with their number
names.
U
id
ge
Number Names II-20
ni
ve
rs
ity
Pr
es
s
Solution:
C
am
Solution:
br
Match the numbers with their number names.
183
Practice
Read the number names and colour the matching numbers.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
C
am
Solution:
br
id
Recall and write the numbers for the given number names.
184
Awareness Skillbook
Fun Time
Find and circle the same ice cream.
C
am
br
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
185
My Body
Practice
Match the body parts. One has been done for you.
U
ni
ve
rs
ity
Pr
es
s
Solution:
br
C
am
Solution:
id
ge
Match the things to the correct body parts. One has been done for
you.
186
My Senses
Practice
Match the sense organs to the correct activities.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Keeping Clean
br
C
am
Solution:
id
Circle the things you use to keep yourself clean.
187
My House
Practice
Match the things with correct rooms.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
My School
br
C
am
Solution:
id
Circle the things you carry to school.
188
Animals and Their Young Ones
Practice
Help the baby animals reach their parents.
ni
ve
rs
ity
Pr
es
s
Solution:
Practice
br
id
ge
U
Animal Homes
Solution:
C
am
Help the animals reach their homes.
189
Insects
Fun Time
Count and write the number of legs of the insect.
es
s
Solution: The ladybird has 6 legs.
ity
rs
Practice
Pr
Plants
ve
Number the picture in correct sequence.
C
am
br
id
ge
U
ni
Solution:
190
Things We Get from Plants
Fun Time
Colour the things we get from trees.
Solution: Colour flower, apple and stool
rs
ity
Colour the happy flower.
Pr
Fun Time
es
s
Flowers
ni
ve
Solution: The flower has 8 petals.
ge
U
Vegetables
br
id
Sticker Activity
Solution:
C
am
Paste the vegetables stickers in the correct columns.
191
Fruits
Fun Time
Circle the fruit to make your favourite milkshake and colour it.
ni
ve
rs
ity
Pr
es
s
Solution: Answer may vary.
id
ge
U
Fruits
Practice
C
am
br
Circle the things that are made from fruits.
Solution: jam, juice, jelly
192
Vehicles
Tick (✓) the vehicles that we see on road.
Solution: cycle, motorbike, truck, car
s
Practice
Pr
es
Tick (✓) the vehicles that run on water.
C
am
br
id
ge
U
ni
ve
rs
ity
Solution:
Practice
Colour the vehicle that flies in the sky.
Solution: aeroplane
193
Traffic Lights
Colour the traffic lights.
Solution: top: red, middle: yellow, bottom: green
es
s
Seasons
Pr
Practice
ity
Colour the things we use in summer season.
U
ni
ve
rs
Solution: juice, ice cream
br
id
ge
Seasons
Solution:
C
am
Circle the things we see in rainy season.
194
Seasons
Tick (✓) the things we see in winter season.
U
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
Practice
C
am
br
Colour the fruits you eat in summer season.
Solution: Colour both fruits.
195
Practice
Tick (✓) the good habits and cross the bad habits.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Water
Practice
Solution:
C
am
br
Cross the pictures that show wastage of water.
196
Water
Help Sara reach the flowing tap to close it and save water.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Our Helpers
br
C
am
Solution:
id
Tick (✓)) the things used by each helper.
197
Our Helpers
Tick (✓) the things used by each helper.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Places in Our Neighbourhood
br
C
am
Solution:
id
Match the helpers with their vehicles.
198
Phonics Skillbook
Words with / / Sound
Practice
Circle the objects that have the / / sound.
U
ni
ve
rs
ity
Pr
es
s
Solution:
br
id
ge
Practice
Solution:
C
am
Match the pictures with the words.
199
Word with /e/ Sound
Practice
Circle the things that have the /e/ sound.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
C
am
Solution:
br
id
Match the pictures with the words.
200
Words with /i/ Sound
Practice
Circle the things that have the /i/ sound.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
C
am
Solution:
br
id
Match the pictures with the words.
201
Words with /o/ Sound
Practice
Circle the things that have the /o/ sound.
ni
ve
rs
ity
Pr
es
s
Solution:
ge
U
Practice
C
am
Solution:
br
id
Match the pictures with the words.
202
Words with /u/ Sound
Practice
Circle the things that have the /u/ sound.
U
ni
ve
rs
ity
Pr
es
s
Solution:
br
id
ge
Practice
Solution:
C
am
Match the things with the words.
203
Rhyming Words
Look at the pictures and write the correct rhyming words.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Practice
C
am
Solution:
br
Read and circle the odd one out in each set.
204
Practice
Look, think and tick the correct words.
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
U
Practice
C
am
Solution:
br
Write the correct letter.
205
Book of Wellness
Feelings
Match the situations with the feelings. One has been done for you.
U
ni
ve
rs
ity
Pr
es
s
Solution:
id
ge
Feelings
C
am
br
How do you feel today? Colour.
Solution: Answers may vary.
Respecting Difference
Tick (✓) the activities you like to do.
Solution:
Answer may vary.
206
Being Organised
Spot the difference between the two rooms.
rs
ity
Pr
es
s
Solution:
ge
id
Being Organised
U
ni
ve
Room in second picture looks better because it is ORGANISED.
Solution:
C
am
br
Draw a line to take the things to their right places. One has been
done for you.
207
Problem-Solving Skill
Find and tick (✓) the missing piece to solve the puzzle.
U
ge
Problem-Solving Skill
ni
ve
rs
ity
Pr
es
s
Solution:
br
C
am
Solution:
id
Ron is sick. Help him reach the doctor.
208
Keeping Safe
Good Touch and Bad Touch
Look at the children. How do you feel? Tick (✓) or (✗).
id
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
C
am
br
Basic Body Movements
Tick (✓)) the activities you can do on your own.
Solution:
Answers may vary.
209
Physical Activities
Which of the actions would you choose?
ge
U
ni
ve
rs
ity
Pr
es
s
Solution:
C
am
br
id
Fun Time
Colour the number of glasses of water you drink each day.
Solution:
Answers may vary.
210
ge
id
br
C
am
ity
rs
ve
ni
U
es
Pr
s
Notes
ge
id
br
C
am
ity
rs
ve
ni
U
es
Pr
s
Notes