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Acknowledgement
Advisory Panel
 Sh. Santosh Kumar Mall, IAS, Commissioner, KVS (HQ), New Delhi.
 Sh. U. N. Khaware, Additional Commissioner (Acad.), KVS(HQ), New Delhi
 Dr. V. Vijyalakshmi, Joint Commissioner (Acad.), KVS(HQ), New Delhi
 Sh. P.V. Sai Rangarao, Deputy Commissioner (Acad.), KVS(HQ), New Delhi
Coordinator
Sh. D. T. Sudharsan Rao, Deputy Commissioner, KVS, RO, Varanasi
Team Leader
 Ms. Menaxi Jain, Assistant Commissioner, KVS, RO, Varanasi
 Mr. A. T. Mishra, Principal, KV No.1, Bhubneshwar
Material Production Team

 Ms. Preeti Shrivastava, PGT, KV Ankleshwar
 Ms. Sraboni Mukherjee, TGT, KV ASC, Bengaluru
 Mr. Ashwini Kumar, TGT, KV New Cantt. Allahabad
 Ms. Chemmalar Shanmugam, TGT, KV No.2, Jalahalli
 Ms. Ratna Chakraborti, PRT, KV Ballygunge
Monitoring tool development team

 Sh. Tajuddin Shaikh, Assistant Commissioner, KVS (HQ)
 Dr. (Mrs.) Shalini Dixit, Principal, KV Old Cantt., Allahabad
 Mrs. Rubina, Vice Principal, KV Malleswaram, Bangalore
 Dr. A.K.Singh, Vice Principal, KV Mughalsarai, Varanasi
 Mrs. Sahay Mary, HM, ZIET Mysore
 Miss. Mridu Sharma, HM, KV Sector 47 Chandigarh
Message of Hon’ble Commissioner, KVS
यदव ववद्यया करोति,
श्र}योपतिषदा
िदव ववययवत्िरं भविीति
Chandogya Upanishad 1.1.10
Whatever work is done with knowledge
Through faith and backed by meditation
That alone becomes most effective.
I am a parent and my children are in school. I have first-hand experience of

what today’s education has become- task oriented, goal driven and more
focussed on directionless and meaningless completion of syllabus. We don’t
want our children growing up knowing a lot of facts and information without
any purpose or wisdom. Neither do we want our children to participate in a lot
of uninteresting classroom activities without any sense to them. Today
education at primary and upper primary level has become a mere process
without purpose where children are made to participate in innumerable badly
tailored activities in the hope that concepts will follow on their own. The theory
that education is for examination is slowly swallowing the objective that
education is for man making and character building.
We expect our children to learn the basic concepts in an interesting and

interactive way. We expect them to acquire skills and competencies and know
how to use their strengths and overcome their weaknesses and how to face the
outer world confidently as enlightened citizens. Everyone who observes the
system of Education is anguished to see the deterioration due to neglect of
fundamentals. Therefore it is imperative that we have to have a project such
as Back to Basics to set the house in order.
“Back to Basics” focuses on the core concepts in each subject in primary and
upper primary which have been identified in relation to different levels. The
material prepared by a team of experts is primarily intended to support the
teacher with the purpose to ensure that processes in teaching are given due
care without running after the goals.
PTO
Learning indicators in each subject have been very well defined at both
primary and upper primary levels by NCERT but it was felt that there is no
support material with the teacher to supplement the text books to keep a
proper track of the direction of teaching learning process.
Each chapter of the text book, in all subjects has been arranged in a natural
sequence. First, all the concepts and learning indicators that can be explored
through that lesson are identified. Next a few sample activities that can be
used to complement the text book and to exemplify the concepts are dealt
with. Later, a few items to test the child’s learning and enable the teacher to
understand the effectiveness of learning are included. After every 3/4 chapters
there is a Learner’s Achievement Test based on the concepts attained in the
previous chapters. This LAT has items that test a child’s level of learning-
remembering, understanding, applying, analysing, evaluating and creating.
Attempting these tests will help our children reinforce their learning and apply
it in contexts apart from the text book. The activities included in the “Back to
Basics” material are deliberately limited in number but with immense scope for
innovation, creativity and invention and it is my hope that teachers will take
this opportunity to create their own activities and items for enhancing the
learning experiences of their children.
I hope the content and items included in “Back to Basics” support material will
pave the way to achievement of learning outcomes. Of course this material is
not meant to replace the textbook; but it is to give an insight to the teachers
to help the child learn the basics with clarity and confidence. Here, I place on
record my appreciation to the entire team that worked in production of the
material.
Wishing you and our children a happy and fruitful learning experience.
Santosh Kumar Mall

Commissioner, KVS
Rationale for the Project Back to Basics
U N Khaware, Addl. Commissioner (Acad.), Kendriya Vidyalaya Sangathan
Do ’t li it a hild to your own learning, for he as or i a differe t ti e.
Education is going through a remarkable transformation and though we have made efforts
to address the challenges of present age it is evident that a lot still needs to be done. It has
become abundantly clear that though we have been going through the process of
implementing the latest theories, technology and techniques of education on the child, we
have been doing her a disservice by not teaching her the basic competencies and concepts
that are the basic building blocks of all education. In our desire to complete the syllabus we
have failed to emphasise the importance of remembering, vocabulary drills, accuracy in
speaking and even handwriting.
Our children learn about water in social science, science, literature, chemistry and even
physics but do not know what it actually is because they learn about it in different subjects
separately and without taking their experience into account! because there is no integration
or interconnectivity between subjects. They read about various scientific theories and
experiments and may perhaps even see a few experiments being conducted from afar but
neither do they experiment on their own nor do they read and find about the basic concepts
behind the experiments, as the teacher is in too much of a hurry to complete the lesson.
Time tested techniques like recitation, dictation, dramatization, story- telling, mental maths,
memorisation or remembering as a study technique have all been shelved in the race for
completing the syllabus and targets. Our students are not encouraged to use their creativity
and imagination nor do our teachers have the time to think and create a learning
environment that caters to the individual learner. Parents too are so focussed on getting the
dream A+ grade or the perfect 10 CGPA score, so children have become learners by proxy-
parents complete their child’s ork so that she gets the perfect score thereby not allowing
her to make mistakes and so denying her the opportunity to learn from mistakes.
Memorisation or remembering was a study technique used even in the ancient gurukul
system but now teachers have taken it for granted that all memorisation is bad. Needless to
say that it is learning by rote which is bad and should be discouraged. However
memorisation of concepts after understanding in certain core competencies can help
children assimilate and apply their learning to a variety of real life situations. Techniques like
mnemonics can be helpful in this regard. Memorisation is essential when it comes to poem
recitation, Slokas, declamation etc.
An opportunity to learn maybe available to a hild a y here ut e do ’t allo su h e e ts

to facilitate a hild’s learning, e do ’t allo her to lear hile playi g or hile alki g to
school or in morning assembly – We a t hildre to study su je ts ot lear . We do ’t
encourage our children to ask questions or make choices or even express their opinions or
thoughts whereas these would be perfect opportunities to learn and grow.
Therefore, we need to refocus our attention to developing the basic concepts and abilities
of our children- for eg. In languages, our students should be taught the basic skills of
reading, spelling, pronunciation, vocabulary, speaking, writing, referencing, handwriting etc.
on the plea of having very little time for completing syllabus, teachers abuse the text by
giving it a mere reading, the text is just a take-off or a spring board for exploring it creatively
in a variety of contexts and activities, on the contrary it is badly used.
In mathematics, they should know concepts, mental mathematics, problem solving,

operations, formulae etc.
In science they should have conceptual clarity, practical ability of recording, narrating and
describing, understanding of scientific terms, develop a scientific temper and ability to
appreciate elements of nature in a scientific way among others.
In social science too, conceptual clarity, referencing skills, reading a map, skill of deduction,
sense of social responsibility and even communication should be taught.
Co-scholastic activities like art and craft, games, music, dance, drama and debate which are
an integral part of a hild’s s hool life should be used for much more than whiling away
time. Teachers can exploit the possibility of integrating the concepts from textual material
with the co-scholastic activities, so that learning becomes fun and not a burden which is
orchestrated only by teacher dominance.
Now, it is the time to go Back to the Basics and learning the core concepts, competencies
and skills that ought to be the ost i tegral part of our hildre ’s li es a d help the
become independent learners, creators, leaders and thinking individuals of tomorrow. The
activity sheets included in the material are prepared incorporating the basic concepts,
competencies, skills or learning objectives identifiable in a lesson, a sample of wide ranging
activities that can be used in the classroom to achieve a few of the identified learning
objectives have been included along with suggestions for other activities. Tools and
techniques for assessment of learning have also been prepared for use of teachers and to
ensure that the project is implemented in letter and spirit a monitoring tool for use of Head
Masters, Principals and Inspecting officers has also been developed.
Back to Basics material is not meant to be used in place of the text book, it is in addition to
the textual material already being used by teachers and to enhance its value by
incorporating the Learning Indicators circulated by the NCERT in 2014. Teachers should
make use of the material and activity sheets for planning their lessons and activities in such
a way that the learning indicators, learning objectives, pedagogical processes and
assessment tools are in consonance with the expectations of their learners and all other
stakeholders.
सत्येन रक्ष्यते धर्मो विद्याभ्यासेन रक्ष्यते |
र्मज्
ृ यया रक्ष्यते रूपं कुलं ित्ृ तेन रक्ष्यते ||
Guidelines for using the Back to Basics activity sheets
D T Sudharsan Rao, Deputy Commissioner, KVS RO Varanasi

The prese t aterial has ee reated keepi g i i d the eeds of toda ’s tea hers.
Back to Basics contains guidelines and sample activity cards for use in classroom in addition
to the text book and other learning tools being used in the class.
 The activity cards are designed in such a way that teachers can use them as a
template for developing more such activities for attaining the other learning
indicators mentioned in the cards or by identifying the learning objectives present in
the lesson.
 The learning material has been prepared for Hindi, English, EVS and Maths for
Primary Classes i.e. Classes I-V and in Hindi, Sanskrit, English, Science, Social Science
and Mathematics for Classes VI-VIII.
 The material has been prepared in such a way that the transition from one level to
the next is smooth and seamless. Care has also been taken to ensure integration of
subjects wherever required.
3. Subject specific general instruction and guidelines are given in the beginning of each
subjects which will give additional inputs about how to administer the worksheets.
 Level and subject wise learning indicators suggested by NCERT have been used as the
base. Learning indicators have been identified from each chapter/ unit of every
subject and class, sample activities have been developed to illustrate a particular
learning indicator. Suggestions for more such activities and pedagogical tools have
also been given at the end of each card.
 The worksheets also contain a short test item to assess the attainment of a learning
outcome.
 A Lear er’s A hieve e t Test LAT to assess a stude t after o pletio of ever
three ards o the asis of Bloo ’s Ta o o has also ee give .
 Test items being given in the LAT are cumulative in nature.
Sufficient copies of the cards should be made for use by teachers in the classroom. They
should also be encouraged to use their creativity in making more such activity cards on
the basis of the learning indicators. Teachers should be encouraged to incorporate
learning outcomes, learning indicators, pedagogical tools and evaluation as per Back to
Basics in their lesson planning.
Teaching Learning process should focus more on developing basic competencies,

concepts and skills instead of teaching of the text book or completion of the course.
Activities for children and by children should be allotted more time and teacher should
act as a facilitator in the classroom. Participation by all students should be ensured and
teacher should keep a record of participation and performance of students in classroom
so that students who do not generally participate or perform well may be identified and
remedial measures be planned for them.
Some activities to encourage students to think and ask questions should be incorporated
in the lesson plan. Basic life skills like creative thinking, decision making, empathy,
critical thinking, problem solving should also be incorporated in the classroom activities.
All knowledge, information, skills, competencies or concepts learnt in school are meant
to be used in the world outside where children will have to deal with a variety of
situations and problems. In situations outside the school, what they learn in different
classes separately will need to be integrated and combined to solve issues that they will
face outside the classroom. We need to train our children in the art of using their
knowledge from different sources and integrating it to resolve issues they may face in
society. Simultaneously we need to devise learning opportunities integrating various
subjects so that children are aware that all learning is to prepare them for LIFE.
There are Missing Links in our classrooms and the children seem to be learning in a
bubble- we need to devise ways to link subjects- scholastic and co-scholastic and
develop key competencies by using a variety of tools, techniques and technology.
Children are living, breathing individuals who are rich in terms of knowledge,
experiences and support systems, these rich resources in the form of parents, family and
society should be explored and incorporated in the classroom for sharing and learning.
Focus should be on making students independent learners who can access and
understand relevant information, critically examine it and be able to apply it
meaningfully in day to day situations- in brief they should have the capability for
LEARNING TO KNOW.
Activities that give learners an opportunity to create, work with their own hands,
develop a sense of work ethics and dignity of labour should also be incorporated in the
classroom lessons. This will give the ability of LEARNING TO DO.
Children should also possess the ability to willingly accept, appreciate and tolerate
differences among people, life styles and cultures etc. They should be able to live, play,
and work with others as a part of a team, group or community without losing awareness
of their own culture, its limitations and strengths and be proud to be a part of the
society. Children should be provided with opportunities for attaining the skill of
LEARNING TO LIVE TOGETHER.
Learning events should be planned in such a way that children can learn to
communicate, have a sense of self-esteem and confidence, basic values specific to their
context, capacity to take independent decisions, have potential for creative expression,
imagination, aesthetic appreciation and be able to adjust and cope with the world
around them. These will enable children to LEARN TO BE.
I suppose it is because nearly all children go to school nowadays, and have things
arranged for them, that they seem so forlornly unable to produce their own ideas. -
Agatha Christie
Back to Basics
Subject : English
Note to the Teachers
The activities given in worksheets are designed to improve the language competence
of the children. Teachers are expected to administer them in their classes in addition
to that use the following suggested areas in your regular classes to improve the basic
language skills in the children:
 Reading Comprehension
 Word Attack Skills like Antonyms, Synonyms, Homonyms, Hetrophones, Homophones,
Homographs, Contractions, Acronyms and general Abbreviations etc.
 Transfer of information like gap filling, elaborating, expanding etc.
 Multiple choice questions (MCQ): Needs to be reliable and credible with discreet point choice.
 Jumbled up sentences/words/paragraphs/story etc
 Interchange among Parts of Speech or Class Words like Nominalization, making verbs, adjectives,
adverbs (Content words) etc.
 Usage of Function Words like Prepositions, Conjunctions and Interjections etc.
 One word substitution
 Matching words, phrases, idioms etc
 Extrapolation
 Composition
 News paper clippings
 Collocation
 Elocutions/debating/extempore/Morning assembly address
 Letter to the Editor
 Telephone conversation
 Dialogues
 Mock Radio / TV shows
 Listening Skills – Radio and TV shows / Railway announcements/Airport announcements/etc
 Command of Scouts and Guides /Cubs and Bulbuls/ NCC etc.
 Developing paragraph / story etc. with the help of clues.
 Fun with Tongue Twisters
 Making more words with the help of a word given.
 Usage of the words in sentences – in same/different context.
 Construction of News items and designing News Paper: Source: News Paper Generator from Google
 Arranging Mock Parliament
 Arranging Village Fair/Market: Shopkeepers and Customers role
 Mock Interview Board including GDPI
 Arranging Journalist s Interview
 Article Writing
 Poster Designing
 Effective Projects: Assigning the students to watch/listen to some specific programmes in
TV/Radio. Assigning writing and speech task on those-may be individual or group assignment.
 Basic language transformations in language contexts: Voice, Direct & Indirect, Tense, Mood,
Remove too , Modal Auxiliaries, Interchange among different parts of speech like using a particular
words into different class content words like Noun, Verb, Adjective and Adverb, transformation
among different sentence types.
 Activities related to Number, Gender, Person and Case
 Rapid fire type questions, quizzes and puzzles for Achievement Tests.
 Effective and motivating activities on other important and basic grammar areas like Punctuation,
Tense forms and Time Concept, Modal Auxiliaries, Prepositions, Conjunctions, Clause Analysis,
synthesis etc
 Role plays, PBL (Project Based Learning) and ABL (Activity Based Learning), Learning while doing
activities with lot of fun and humour.
 Creative writing and public speaking.
 Crossword Puzzles, Cartoons, Drawing and Painting based activities etc
 Relating classroom to outer world and nature related activities
 Encouraging students to read and use the information given in the fables, Parables, Mythological
stories, Science fictions, Legends, moral and inspirational, other general stories in their scholastic
and co-scholastic areas and activities.
 Relating Games and Sports, Scout & Guide, Cub & Bulbul, NCC etc. related activities to writing and
speech tasks.
 Bringing newspapers, magazines, periodicals, comics etc. for basic language skills (LSRW) and
Grammar, phonetics and composition activities.
 Take classroom to outside world through your activities full of real life situations.
Target Key Results (General and Specific Objectives of Back to Basics)
Our Activity Sheets and LAT Sheets should enable the students to:
 Read aloud with proper stress, accent and intonation.
 Read silently with reasonable speed
 Increase their word power and vocabulary usage
 Improve handwriting with reasonable speed
 Improve Content, Fluency and Accuracy (CFA)
 Speak fluently and accurately with or without prompts and preparations.
 Speak extempore, debate and recite in public.
 Converse and interact in group in a given situation showing effective Interpersonal
Communication Skill.
 Compose short or long Paragraphs, Essays, Articles of Factual, Discursive and Literary
type.
 Take interview of public dignitaries.
 Anchor Radio Programmes, TV Programmes and other stage shows.
 Make sports commentary and manage various cultural events.
 Make short notes, write notices, design posters and pamphlets.
 Communicate in different registers like announcements at different situations, general
household communications, pleasantries etc.
 Excel in Scholastic and Co-Scholastic areas and Examinations including Competitive
Examinations.
 Listen to different varieties of English like UK English, American English & Indian
English (RP) properly and respond effectively.
 Groom up good personality and resourceful citizenship with National and International
outlook.
 Inculcate Life-Skills and 21st Century Skills through good schooling.
Subject-English LEVEL- A1 Class--1 Lesson-A Happy Child;
The Three Little Pigs
SKILL FOCUSSED TARGET LEARNING OUTCOMES SUGGESTED STRATEGIES
 Reading Able to comprehend;  Individual task
 Listening Listen with attention ;  Team task
 Vocabulary Improve vocabulary;
 Spelling Learn spelling ;
 Speaking Able to speak short sentences;
 Writing Improve handwriting
 Awareness
TLO: Identify action words and name them

ACTIVITY: 1
Q1. Given below are the names of some activities. See the pictures and the names of the activity.
Then solve the exercise given below:
PLAY DANCE WRITE SING
SWIM CLIMB EAT READ

ACTIVITY: II TLO: learn action words
Q2. Now read and spell out these words loud :

PLAY DANCE WRITE SING SWIM CLIMB EAT READ
TLO: Learn action words and learn to use them
ACTIVITY: III
Q3. Look at the following pictures and see which are the activities you can also do !
ACTIVITY IV TLO: Learn action words, recognise them and use them
Q4. Match the pictures with the action words and speak them aloud:
SING PLAY
SWIM DANCE
EAT CLIMB
READ WRITE
ACTIVITY V TLO: Learn the spelling of the action words and pronounce them correctly
Q5. Find out the missing alphabet in the following words:

P L _ Y E_T
S _ I M R _ A D
D A _ C E W R I _ E
C L I _ B S _ N G
ACTIVITY VI TLO: learn the names of fruits and identify them
Q6. Look at the following fruits and identify them. Learn their names. Read the names aloud.
ACTIVITY VII TLO: learn the names of fruits & Vegetables and their pronunciation
Q7. Read the names of fruits and vegetables

1. POTATO 2. TOMATO 3. ONION
4. APPLE 5. MANGO 6. STRAWBERRY
7. BOTTLE GOURD 8. CABBAGE 9. CAULIFLOWER
10. PINEAPPLE 11. PUMPKIN 12. CARROT
12. PEA 14. LEMON 15. ORANGE
ACTIVITY VIII TLO: learn the names of fruits and identify them
Q7. Identify these fruits and vegetables and try to spell out the names:
ACTIVITY IX TLO: learn the names of daily items and identify them
Q9. Identify these daily use items :
TOOTHBRUSH TOOTHPASTE TOWEL BUCKET
TAP SOAP WASHBASIN COMB
ACTIVITY X TLO: Spell out the names of daily items and identify them
Q9. Identify these items of daily use :

TLO: Learn the parts of a house items and identify them
ACTIVITY XI
Q11. Learn the parts of a house
FLOOR ROOF DOOR WINDOW
WALL GATE STAIRS GRILL
ACTIVITY XII TLO: Spell out the parts of house items and identify them
Q12. Identify the parts of houses:
Identify the parts of house:

Subject-English LEVEL- A1 Class--1 Lesson-After A Bath;
The Bubble, The Straw & The Shoe
 Awareness
ACTIVITY 1 TLO: Learn the names of furniture and identify them
TABLE STOOL CHAIR SOFA
CUPBOARD ALMIRAH BED DRESSING TABLE

TLO: Spell out the names of furniture and identify them
ACTIVITY II
ACTIVITY III TLO: Learn the names of Room decor items and identify them
BEDSHEET PILLOW CARPET CUSHION
CURTAIN FLOOR MAT RUG BEAN BAG

ACTIVITY IV TLO: Spell out the names of Room decor items and identify them
TLO: Spell out the names of Room decor items and identify them
ACTIVITY VI
ACTIVITY V TLO: Learn the names of Clothing items and identify them
SOCKS TROUSER JACKET

PULLOVER
HAT SCARF SHOE GLOVES
TLO: Spell out the names of clothing items and identify them
ACTIVITY VI
TLO: Spell out the names of clothing items and identify them
ACTIVITY VII
ACTIVITY IX TLO: Learn the names of kitchen items and identify them
GAS STOVE KITCHEN KNIFE DISH RACK CUP & SAUCER
TOASTER REFRIGERATOR MICROWAVE JUICER
ACTIVITY X TLO: Spell out the names of kitchen items and identify them
TLO: Learn the names of birds and identify them
ACTIVITY XI
COCK CRANE HEN
OWL PARROT
OSTRICH
PEACOCK PIGEON SWAN

TLO: Spell out the names of birds and identify them
ACTIVITY XII
MATCH THE WORDS AND ACTIONS:
PLAY
DANCE
WRITE
SING
SWIM
CLIMB
EAT
READ
SPELL OUT THE NAMES :
SPELL OUT THE DAILY USE ITEMS:
ITEMS USED TO BUILD A HOUSE:

SPELL OUT THE ROOM DÉCOR ITEMS:
SPELL OUT ALOUD:

OSTRICH CRANE PIGEON
PEACOCK HEN COCK
SWAN OWL PARROT
SPELL OUT THE NAMES OF THE CLOTHES:

Subject-English LEVEL- A1 Class--1 Lesson-One Little Kitten;
Laalu and Peelu
 Awareness
ACTIVITY I
TLO: Spell out the names of VEHICLES and identify them
BICYCLE SCOOTER MOTORCYCLE
AUTO CAR BUS
TRUCK AEROPLANE TRAIN
HELICOPTER JEEP SHIP

ACTIVITY II TLO: Learn the names of VEHICLES and identify them
NAME THE VEHICLE:

ACTIVITY III TLO: Know people around and identify them
BAKER BARBER CARPENTER
COBBLER COOK DOCTOR
ELECTRICIAN FARMER GUARD
NURSE PILOT PLUMBER
POSTMAN TAILOR TEACHER

ACTIVITY IV TLO: Singular and plural nouns
SINGULAR PLURAL
Identify mode of transport
YOU GO TO SCHOOL IN IT
IT FLIES IN THE SKY
IT IS A THREE WHEELER
IT MOVES ON TRACKS
IT IS A TWO WHEELER
IT IS A FOUR WHEELER
Identify these people:

Classify them as singular and plural:
Count the number and write:

Subject-English LEVEL- A1 Class--1 Lesson-Once I Saw A Yellow Bird;
Mittu & Yellow Mango
 Awareness
TLO: Words in place of nouns

ACTIVITY 1
HE SHE
WE THEY
HIS BAG HER BOOK
OUR POSTER THEIR CARDS

ACTIVITY II TLO: Words in place of nouns
I, ME MY FOR ONE SPEAKER.

WE , US , OUR FOR MANY SPEAKERS
YOU AND YOUR FOR ONE AS WELL AS FOR MANY SPEAKERS.
_______ AM JOHN. _____ ARE CLIMBING.
I YOU
_______ IS RANI. ______ BOOK IS ON THE

TABLE.
SHE
YOUR
_______ ARE PLAYING. THIS IS ______ FRIEND.
WE MY
_______ ARE SINGING. GIVE ______ THIS BAG.
THEY ME
THIS IS ______ HOUSE. LET __________ EAT

ICECREAM.
OUR US
ACTIVITY III TLO: Identifying COLOURS
VIOLET
INDIGO
BLUE
GREEN
YELLOW
ORANGE
RED
TLO: Learning opposites
ACTIVITY IV
EMPTY GLASS FULL GLASS
HAPPY FACE SAD FACE
HIGH HEEL LOW HEEL
SMALL STAR BIG STAR
HOT WEATHER COLD WEATHER
CLEAN FLOOR DIRTY FLOOR

Subject-English LEVEL- A1 Class--1 Lesson-Merry Go Round;
Circle
 Awareness
TLO: Identifying SHAPES

ACTIVITY 1
OVAL CIRCLE
STAR SQUARE
HEART RECTANGLE
DIAMOND CRESCENT
TRIANGLE PENTAGON
ACTIVITY II TLO: Learning sentence formation– This is; These are
THIS IS A BOY. THESE ARE BOYS.
THIS IS A GIRL. THESE ARE GIRLS.
THIS IS A PENCIL. THESE ARE PENCILS.
THIS IS A BIRD. THESE ARE BIRDS.
THIS IS A CHAIR. THESE ARE CHAIRS.

ACTIVITY III TLO: Learning sentence formation– There is; There are
THERE IS AN THERE ARE

APPLE. APPLES.
THERE IS A THERE ARE

PIGEON. PIGEONS.

BOOK. BOOKS.

COMB. COMBS.
THIS IS A BAG. THERE ARE BAGS.

BUCKET. BUCKETS.
Identify the shapes!
d a b a
a c a
b b
c e c c
d d
b e
e
e d
a b c d a b
a a
b
c e b
c
e d c
g f
e d
f
d e
Classify as singular and plural!

Subject-English LEVEL- A1 Class--1 Lesson-If I Were An Apple;
Our Tree
 Awareness
TLO: Learning verbs

ACTIVITY I
PULL PUSH
SWEEP SLIDE
WAVE YAWN
THROW RIDE
TIE POINT
ACTIVITY II TLO: Learning names of animals and identifying them
LION TIGER
BEAR PANDA
ELEPHANT TORTOISE
FROG SQUIRREL
HORSE SHEEP
TLO: Learning PREPOSITIONS
ACTIVITY III
THE HORSE JUMPS OVER THE

THE DOG IS UNDER THE
FENCE
TABLE.
THE APPLE IS ON THE TABLE.

THE BALL IS IN BETWEEN.
THE BOY IS BEHIND.

THE CAT IS IN FRONT OF THE TREE.
THE FLOWERS ARE INSIDE. CHILDERN PLAY OUTSIDE.

Identify them !
Identify the action word!
Subject-English LEVEL- B1 Class--1 Lesson-A Kite;
Sundari
 Awareness
ACTIVITY I TLO: Basic emotions
SAD
HAPPY
ANGRY SCARED
SURPRISED PROUD
ACTIVITY II TLO: Degrees Of comparison
SMALL SMALLER SMALLEST TALL TALLER TALLEST
THICK THICKER THICKEST
FAT FATTER FATTEST
HIGH HIGHER HIGHEST BIG BIGGER BIGGEST
HEAVY HEAVIER HEAVIEST HAPPY HAPPIER HAPPIEST
FAST FASTER FASTEST SLOW SLOWER SLOWEST

Subject-English LEVEL- A1 Class--1 Lesson-A Little Turtle;
The Tiger And The Mosquito
 Awareness
TLO: Learn values and good habits:

ACTIVITY I
ACTIVITY II
TLO: Learn values and good habits:
BE CARING BE
FRIENDLY
BE HELPFUL BE POLITE
BE BE CLEAN
SHARING
BE KIND BE HAPPY
HAPPY; FRIENDLY; KIND; HELPFUL; POLITE;

CLEAN; SHARING; CARING
Subject-English LEVEL- A1 Class--1 Lesson-The Clouds;
Anandi’s Rainbow
 Awareness
TLO: Talking about oneself

ACTIVITY 1
HELLO! MY NAME IS __________
I STUDY IN CLASS ____________
MY FATHER’S NAME IS _____
MY MOTHER’S NAME IS _____
I LOVE MY BROTHER/ SISTER
I LOVE TO READ STORIES

I LOVE TO EAT CHOCOLATES
I LOVE MY FAMILY
I LIKE MY FRIENDS
I LIKE GOOD FOOD
I LIKE TO PLAY
MY WORK IS DONE
MAY I DRINK WATER?
MAY I COME IN?

TLO: Talking about daily routine
ACTIVITY II
I SLEEP EARLY.
I GET UP EARLY.
I BRUSH MY TEETH DAILY.
I EXERCISE DAILY.
I TAKE BATH DAILY.
I TAKE HEALTHY BREAKFAST DAILY.
I WASH MY HANDS PROPERLY.
I COMB MY HAIR NICELY.
I GO TO SCHOOL DAILY.
Subject-English LEVEL- A1 Class--1 Lesson-The Flying Man;
The Tailor And His friend
 Listening  Able to repeat simple  Paired Activity
 Speaking sentences.  Individual activity
 Reading  Able to recognize common
 Writing alphabets in combination and
 Vocabulary separetely
 Able to copy and write simple
sentences
TLO: Learning about hobbies

ACTIVITY I
DANCING
SINGING
PAINTING GARDENING
READING WRITING
TELLING STORIES
PLAYING GUITAR
ACTIVITY II TLO: Learning about TABLE MANNERS
DO’S DON’T’S
STUFF YOUR MOUTH

CLEAN YOUR HANDS BEFORE EATING
PRAY BEFORE YOU EAT TALK WHILE YOU EAT
EAT WITH KNIFE AND FORK NOT WASHING HANDS
SHARE YOUR FOOD MAKING FUN WITH FOOD

CAN YOU IDENTIFY THEM ? SPEAK OUT THE NAMES ALOUD !

CAN YOU IDENTIFY THEM ? SAY THE NAMES ALOUD !
CAN YOU IDENTIFY THEM ? SPEAK THE NAMES ALOUD !
MAKE THE CORRECT CHOICE!
THERE IS /
A TRAY
THERE ARE
COOKIES
A HAMMER CUSHIONS
MAKE THE CORRECT CHOICE!
HE IS /
SHE IS/
HAPPY THEY ARE/
LAUGHING
WE ARE
DOING EXERCISE
SINGING
TELL WHICH ACTIVITIES ARE RIGHT AND WHICH ARE WRONG!
Education is the most powerful weapon which you can
use to change the world. Education is not preparation
for life; education is life itself. The function
of education is to teach one to think intensively and to
think critically. Intelligence plus character - that is the
goal of true education.
Subject-English LEVEL- A1 Class--II Lesson- FIRST DAY AT SCHOOL
HALDI S ADVENTURE
 Awareness
TLO: Speaking short sentences and using simple action words with -ing
ACTIVITY: 1
Q1. Read out the sentences aloud :

1. The boy is laughing. Now you too laugh out as loud as
you can.
1.
2. The woman is cooking. What do you bring to the school
for breakfast?
2.
3. The man is reading. Do you like reading?
3.
4. Children are playing. With whom do you like to play
the most?
4.
5. The girl is painting. Do you like to paint?
5.
6. The man is driving. Do you like to ride a bicycle?
6.
7. The bird is flying. Can you fly?
7.
8. The girl is writing. Do you like to write?
8.
9. The boy is eating. What do you like to eat?
9.
10. The girl is sleeping. How many hours do you sleep?
10.
ACTIVITY: 2 TLO: Relating words with pictures ; Getting familiar with action words
Q2. Below given are a few action words. Match the words with the pictures.
SLEEP; KEEP; COOK; SIT ; TRAVEL ; WRITE ; PLAY ; LOOK ; BATHE ; JUMP
ACTIVITY: 3 TLO: Relating pictures with habits
Q3. What things do you carry in your lunch box?
TLO: UInderstanding instructions

ACTIVITY: 4
Q4. Read the given instructions aloud and follow them:

KEEP QUIET LISTEN PROPERLY
RAISE YOUR HANDS SEE CAREFULLY
THROW WASTE IN WALK IN LINE

BIN
Subject-English LEVEL- A1 Class--II Lesson- I AM LUCKY;
I WANT
 Awareness
TLO: Be able to acquire an active vocabulary
ACTIVITY 1
Q1. Look at the pictures and read THE action words aloud:
AGREE FILL
BOUNCE MIX
CLAP PRAY
DIG STRETCH
ENTER THINK
ACTIVITY 2 TLO: Use of HAS/ HAVE
Q2. Remember! Use like this:

I, WE, YOU, THEY – HAVE
HE, SHE , IT - HAS
I HAVE AN APPLE. I _________________
[BAG]
SHE HAS A BICYCLE. SHE _______________
[UMBRELLA]
THEY HAVE BOOKS. THEY ______________
[BALLOONS]
HE HAS A BASKET. HE _______________
[CAMERA]
WE HAVE CARDS. WE ______________
[PETS]
ACTIVITY 3 TLO: Use of HAS/ HAVE; Making short sentences
Q3. Use I, WE, YOU, THEY, HE,SHE in the blanks and make sentences:
___________ have ________ __________has ________
___________has _________ __________ have _______

ACTIVITY 4 TLO: Use of Past tense by adding –ed to the action words
Q4. When a work is done , add -ed after action words. Look at the examples given below:
Action words used are : FINISH; RAISE; COMB;WASH;PLAY;COOK;PULL;CLEAN;PAINT ;DANCE
JOHN FINISHED FOOD. MOTHER COOKED FOOD.
MALA RAISED HAND. KISHAN PULLED THE

CART.
RAJU COMBED HAIR. THEY CLEANED.
RADHA WASHED HANDS. MONU PAINTED.
MY FRIENDS PLAYED. THEY DANCED.
ACTIVITY 5 TLO: Use of HAS/ HAVE; Making short sentences
Q5. Now add –ed to the given actions words and match them with the pictures. Make sentences:
TALK ; THANK ; LOOK ; CHECK ; WALK ; PUSH
Q1. Add –ing to the following action words. Fill in the blanks using the action words with –ing.
PRESENT ; WAIT ; PAINT ; DRAW ; LISTEN ; CLIMB ; OPEN ;
THE POSTMAN IS THE GIRLS ARE

________. __________.
SONU IS MOHAN IS
__________. __________.
KIDS ARE THE MAN IS

__________. _________ THE
DOOR.
LATA IS __________. THEY ARE ________.
Q2. Given below is the picture of a cupboard. Around it, some things are given. Put in the box for the things you can
keep inside and in the box for the things you can not keep inside.
Q3. Given below are some instructions. Match them with the pictures.
1. LOOK AT THE BLACK BOARD 4. STAND IN A LINE
2. START WRITING 5. PAY ATTENTION
3. KEEP SILENCE 6. FOLLOW ME
Q4. Match the action words with the given pictures:

AGREE; FILL ; BOUNCE ; MIX ; CLAP ; PRAY ; DIG ; STRETCH ; ENTER ; THINK
Q5. Fill in the blanks using HAS/ HAVE:
_______ ________ BAGS. _____ ______ CARDS.
______ _______ BICYCLES. _______ _____ A BALL.
Q6. Add –ed to the following action words and fill in the blanks by matching with the pictures:
KICK ; PASS ; DRESS ; BRUSH
SHE _______. HE _________.
SHE ________. THEY ________.

Subject-English LEVEL- A1 Class--II Lesson- A SMILE;
THE WIND AND THE SUN
 Awareness
ACTIVITY 1 TLO: Learning Prepositions
Q1. Learn the use of the following prepositions:

IN, AT, BY,
ON
I WAKE UP _______ SIX ______ THE MORNING.

AT IN
THE PAINTING IS MADE ______ MY BROTHER.

BY
WE PLAY ______ FIVE _______ THE EVENING.

AT IN
THE BOY CLIMBED _____ THE TREE.

ON
FOOD IS COOKED _____ MY MOTHER.

BY
ACTIVITY 2 TLO: Sentence formation
Q2. Given below are jumbled sentences. One has been solved for you. Do the remaining.
READS HE
HE READS.
SLIDE THEY
____________
SING WE
___________
WRITE I
___________
DRIVES SHE
___________
ACTIVITY 3 TLO: Sentence formation
Q3. Given below are set of words. Add IS/ ARE [with singular add IS, with plural add ARE] along
with _ing in the action words to make a compete sentence. Repeat the last letter in all action
words. First has been done for you.
BOY DIG GROUND
THE BOY IS DIGGING THE GROUND.
THEY RUN
HE SWIM
GIRLS SKIP
Subject-English LEVEL- A1 Class--II Lesson- RAIN;
STORM IN THE GARDEN
 Awareness
TLO: Understanding instructions in the class

ACTIVITY 1
Q1. Understand the given instructions and follow them:

Papers
ACTIVITY 2 TLO: Understanding terminology of basic body parts
Q2. Learn the names of the following body parts:
FOREHEAD SHOULDER ELBOW NECK
KNEE
CHEEK CHIN TOE
ACTIVITY 3 TLO: Learning the use of AND
Q3. Given below are some words. Match them with the words in the exercise using AND. First one has been done for you.
WOMAN; SON; KING ; LIONESS ; TIGERS ;

PRINCE;
MAN AND WOMAN
DAUGHTER ________ __________
QUEEN ________ __________
LION ________ __________
TIGER ________ __________
ACTIVITY 4 TLO: Learning the use of AND
Q4. Match the pairs :
TALL AND SHORT CUP AND PLATE
STRONG AND WEAK THIN AND FAT

Q1. Fill in the blanks with IN, AT, BY, ON :
WE TAKE DINNER ________ NINE IN THE

NIGHT.
THE BOOKS ARE ________ THE TABLE.
CHILDREN PLAY _________ THE GARDEN.
HE SITS _________ THE CHAIR.
SHE PUTS CLOTHES _________ THE CUPBOARD.
I SLEEP _________ TEN IN THE NIGHT.
Q2. Rewrite the sentences in meaningful order:

RUN THEY ON THE ROAD
THEY _________ __________ THE ROAD.

COOKS SHE IN THE KITCHEN
SHE _________ ________ THE KITCHEN.
Q3. Fill in the blanks with IS/ARE and add –ing to the action word:
THEY _______ ________[ READ]
HE ________ ________ [JUMP]
THEY ________ _______[SING]
SHE ________ ________[WASH]
Q4. Identify these body parts:

Subject-English LEVEL- A1 Class--II Lesson- ZOO MANNERS;
FUNNY BUNNY
 Awareness
TLO: Learn about Animal world
ACTIVITY 1
Q1. Can you identify these animals ?
HEN CAT LION
SHEEP HORSE DOG

ACTIVITY 2
Q2. Now know about the sounds these animals make!
CLUCKS MEW ROAR
BLEAT NEIGH BARK

ACTIVITY 3
Q2. Now know about the HOMES these animals live in!
COOP CAGE DEN
PEN STABLE KENNEL

Subject-English LEVEL- A1 Class--II Lesson- MR. NOBODY;
CURLY LOCKS AND THE THREE
BEARS
 Awareness
ACTIVITY 1 TLO: Learn about names of Months
Q1. Learn about the names of months in the year as given below:
How many months make a year?
Twelve months make a year.
Which is the first month of the year? Which is the seventh month of the year?
January is the first month of the year. July.
Which is the second month of the year? Which is the eighth month of the year?
February. August.
Which is the third month of the year? Which is the ninth month of the year?
March. September.
Which is the fourth month of the year? Which is the tenth month of the year?
April. October.
Which is the fifth month of the year? Which is the eleventh month of the year?
May. November.
Which is the sixth month of the year? Which is the last month of the year?
June. December.
ACTIVITY 2
TLO: Learn about names of DAYS in a week
Q1. Learn about the names of days in the week as given below:
How many days are there in a week? Which is the fifth day of the week?
There are seven days in a week. Thursday is the fifth day of the week.
Which is the first day of the week? Which is the sixth day of the week?
Sunday is the first day of the week. Friday is the sixth day of the week.
Which is the second day of the week? Which is the seventh or last day of the week?
Monday is the second day of the week. Saturday is the last day of the week.
Which is the third day of the week? How many days make a week?
Tuesday is the third day of the week. Seven days make a week.
Which is the fourth day of the week?
Wednesday is the fourth day of the week.
TLO: Learn about names of months in a year in a sequence
ACTIVITY 3
Q3. Repeat loudly the names of months in a sequence :
ACTIVITY 4 TLO: Learn about names of DAYS in a week sequence
Q4. Repeat loudly the names of DAYS in a sequence :

Q1. Match the animals with the sounds they make :
NEIGH
MEW
ROAR
BLEAT
BARK
CLUCKS
Q1. Match the animals with the HOMES they live in :

STABLE
DEN
CAGE
PEN
COOP
KENNEL
Q3. Which months will come in the empty boxes?
Q3. Which DAYS will come in the empty boxes?
SUNDAY TUESDAY
THURSDAY
Subject-English LEVEL- B1 Class--II Lesson- ON MY BLACKBOARD I

CAN DRAW;
MAKE IT SHORTER
 Awareness
TLO: Talk about oneself in short sentences
ACTIVITY 1
Q1. TALK ABOUT ONESELF !
Who are you? What class are you studying?

I am a boy. (Or) I am a girl. I am studyi g…………………....
What is your Surname? How old are you?

My Sur a e is………………. . I am 12 years old.
What is your name? When is your birth day?

My a e is ………………….. . My irthday is o ………………
TLO: Simple sentence construction ; Introducing oneself

ACTIVITY 2
Q2. Tell more about yourself !
When do you get up/Wakeup? When do you go to bed?

I get up at 5 O’ lo k i the A.I goes to bed at 10.P.M.
morning.
What color is your hair?
When do you go to school? My hair is black.
I go to S hool at ………………..
What language do you speak
How do you go to school? at home?
I go to school on foot/by bus. A.I speak Telugu at home/?
Who is your best friend?
________ is my best friend.
ACTIVITY 3
TLO: Simple sentence construction ; Introducing oneself
Q3. Tell about one self and likes and dislikes:
Where do you live? Who do you like the most in

I live i /at………………… your family?
What is your hobby? I like my mother the most in
My ho y is…………………. my family.
How old were you last year? Who cooks foods in your
I was……years old last year house?
My mother cooks food in my
house.
What is your favourite game?
________ is my favourite
game.
ACTIVITY 4 TLO: Simple sentence construction ; Talking about the Classroom
What is the name of your class What do you say when

teacher? (Or) Who is your class your teacher comes to your
teacher? class in the morning?
The name of my class teacher is We say Good or i g Sir .
………… Or …………………..is y What do you say to your
class teacher. teacher in the afternoon?
Who is your class monitor? I say Good afternoon
…………………is y lass monitor. Sir/Madam.
Who is your English teacher? What do you say to your
(Or) Who teaches you English? teacher in the evening?
A.………………………our English I say Good evening Sir?
teacher.
How many boys are there in How many doors are there
your class? in your class?
There are………. oys i y lass. There are two doors in my
How many girls are there in your class.
class? How many windows are
There are ………girls i y lass. there in your class?
There are two windows in
my class.
Subject-English LEVEL- A1 Class--II Lesson- I AM THE MUSIC MAN;
THE MUMBAI MUSICIANS
 Awareness
TLO: Simple sentence construction ; Talking about the Classroom
ACTIVITY 1
Q1. Vocabulary of Musical instrument:
VIOLIN GUITAR
TABLA DRUM
FLUTE PIANO
SITAR HARMONIUM
ACTIVITY 2 TLO: Simple sentence construction ; Use of Has/ Have
Q1. Learn the use of HAS/HAVE in questions and answers:

HAVE YOU HAVE YOU GOT
THREE TWELVE
PENCILS? FINGERS?
YES , I HAVE
THREE NO, I HAVEN T.
PENCILS.
HAVE YOU HAVE YOU GOT
GOT A AN
BICYCLE? AEROPLANE?
YES, I HAVE
GOT A NO, I HAVEN T.
BICYCLE.
HAVE YOU A HAVE YOU GOT
BROTHER? THREE EYES?
YES, I HAVE A NO, I HAVEN T.

BROTHER.
HAVE YOU A HAVE YOU GOT

HOUSE? 5 BOOKS?
NO, I HAVEN T.
YES, I HAVE A
HOUSE.
HAVE YOU A HAVE YOU
TV? THREE HANDS?
NO, I HAVEN T.
YES, I HAVE A
TV.
Q1. Introduce yourself :

What is your name? When is your birth
My name is day?
………………….. . My birthday is
Which class are in on………………
you studying? What is your height?
I am My height
studying………………… is………………..
.... What is your weight?
How old are you? My weight
I am 12 years old. is………………
What is your hobby? How old were you
My hobby last year?
is…………………. I was……years old
How old will you be last year.
next year?
I will be……..years old
next year.
Q2. Identify these musical instruments

Q3. Answer the following YOURSELF in complete sentences using HAVE/HAS:
A: How many hands have you?

B: I have two hands.
A: How many legs have you?
B: I have two legs.
A: How many eyes have you?
B: I have two eyes.
A: How many ears have you?
B: I have two ears.
A: How many brothers have you?

B: I have one brother.
A: How many sisters have you?
B: I have two sisters.
A: How many uncles have you?
B: I have one uncle.
A: How many friends have you?
B: I have many friends.
A: How many pens have you?

B: I have two pens.
A: How many fingers have you?
B: I have 20 fingers.
A: How many one rupee coins have you?
B: I have five one rupee coins.
A: How many colors are there in your national flag?
B: Our national flag has three colors.
A: How many legs have animals?
B: Animals have four legs.
A: How many wheels have a bicycle?
B: A bicycle has two wheels.
A: How many legs have birds?
B: Birds have two legs.
A: How many wings has a bird?
B: A bird has two wings.
A: How many colors has a rainbow?
B: A rainbow has seven colors.
A: How many aunts have you?
B: I have two aunts.
Subject-English LEVEL- A1 Class--II Lesson- GRANNY GRANNY

PLEASE COMB MY HAIR;
THE MAGIC PORRIDGE POT
 Awareness
ACTIVITY 1 TLO: Simple sentence construction ; Yes/ No sentences
Q1. Answer the following in complete sentences: USE YES/NO:

A: Can you ride a bicycle? A: Can you swim?
B: Yes, I can ride a bicycle. B: No, I a t swi .
A: Can you write with your left hand? A: Can you climb a tree?
B: No, I a t write with y left ha d. B: No, I a t.
A: Can you speak English well? A: Can you tell the names some of
B: Yes, I can. birds?
A: Can you read any English book? B: Yes, I can.
B: No, I a t. A: Can you tell the names of some
animals?
B: Yes, I can.
A: Can you play cricket? A: Do you tell lies?
B: Yes, I can. B: No, I do t tell lies.
A: Were you absent yesterday? A: Do you go to school on Sunday?
B: Yes, I was absent yesterday. B: No, I do not go to school on
A: Were you present yesterday? Sunday.
B: Yes, I was present yesterday. A: Do you like your school?
A: Do you get up early? B: Yes, I like my school.
B: Yes, I get up early. A: Do you play in the evening?
B: Yes, I play in the evening.
TLO: Simple sentence construction with the help of pictures

ACTIVITY 2
Q2. Use pictures to construct a sentence:

THERE ________ [ IS/ARE] A BOOK _______[ ON/IN] THE
_________[ CHAIR/TABLE].
THERE ________[ IS/ARE] CHILDREN _______[ON/IN] THE

__________[GARDEN/CLASSROOM.
ACTIVITY 3 TLO: Learning about Adjectives

ACTIVITY 4 TLO: Learning about Adjectives
Q4. Look at the given adjectives and understand them :
CRYING BABY LAUGHING BABY
FAT BOY THIN GIRL

LAZY BOY ACTIVE BOY
ANGRY WOMAN12h21``1q SMILING WOMAN
CRYING; HAPPY; FAT; THIN; LAZY; ACTIVE;
MOVING; STANDING; ANGRY; SMILING
TLO: Learning about Comparisons

ACTIVITY 5
Angry - angrier – angriest Hard - harder - hardest

Big - bigger - biggest Heavy - heavier - heaviest
Brave - braver - bravest Light - lighter - lightest
Bright - brighter - brightest Long - longer - longest
Cold - colder - coldest New - newer – newest
Cool - cooler - coolest Old - older - oldest
Dark - darker - darkest Quick - quicker - quickest
Dull - duller - dullest Rich - richer - richest
Early - earlier - earliest Small - smaller – smallest
Easy - easier - easiest Sweet - sweeter - sweetest
Fine - finer - finest Thin - thinner - thinnest
Fresh - fresher - freshest
Subject-English LEVEL- A1 Class--II Lesson- STRANGE TALK;

THE STORY OF GRASSHOPPER
AND THE ANT
 Awareness
ACTIVITY 1
TLO: Learning about the animals and their young ones

Q2. Now know about the young ones of these animals!
KITTEW CUB
CHICK
LAMB FOAL PUPPY
ACTIVITY 2 TLO: Learn about the opposites
Q3. Learn about the opposites :
AGREE DISAGREE
TIRED ENERGETIC
TINY HUGE
WINDY CALM
CONFIDENT NERVOUS
ACTIVITY 3 TLO: Talk about family
Q1. Talk about your family by answering these questions in complete sentences:
What is your father s a e? What is your elder rother s a e?

My father s a e is My elder rother s a e is
………………… ……………….
What is your other s a e? What is your you ger rother s
My other s a e is name?
………………….. My you ger rother s a e is
……………..
What is your elder sister s a e? What is your u le s a e?

My elder sister s a e is My u le s a e is
……………….. …………………
What is your younger sister s What is your au t s a e?
name? My au t s a e is
My you ger sister s a e is …………..
………………… What is your est frie d s a e?
My est frie d s a e is
…………..
Q1. Answer the following in complete sentences: USE YES/NO:

A: Can you ride a bicycle? A: Can you swim?
B: B:
A: Can you write with your left hand? A: Can you climb a tree?
B: B:
A: Can you speak English well? A: Can you tell the names of birds?
B: A: Can you read any English book? B: A: Can you tell the names of
B: animals?
B:
A: Can you play cricket? A: Do you tell lies?
B: B:
A: Were you absent yesterday? A: Do you go to school on Sunday?
B:. B:
A: Were you present yesterday? A: Do you like your school?
B: B:
A: Do you get up early? A: Do you play in the evening?
B: B:
Q2. Can you tell the names of young ones of these animals
Q3. Below given are few action words. Match the words with the pictures.
SLEEP; KEEP; COOK; SIT ; TRAVEL ; WRITE ; PLAY ; LOOK ; BATH ; JUMP
Q4. TALK ABOUT ONESELF
Who are you? Which class are you studying?

I am _______ I a studyi g…………………....
What is your Surname?
My Sur a e is………………. . How old are you?
I am ______ years old.
What is your name? When is your birthday?
My a e is ………………….. My irthday is o ………………
Q5. Keep your fingers on the food which is healthy food

HEALTHY FOOD
Q6. Put a for the things you should do and for the things you should not do.
Q7. Poi t out the thi gs you wa t to do a d the thi gs whi h you do t wa t to do:
I WANT TO
I DON T WANT
TO
Q8. Tell whether they are countable or uncountable nouns:
Education is the most powerful weapon which you can

use to change the world. Education is not preparation
for life; education is life itself. The function
of education is to teach one to think intensively and to
think critically. Intelligence plus character - that is the
goal of true education.
Subject : English Level : A 2 Class :III Lesson : 1 The Magic Garden
Skill Focussed Target Learning Outcomes Suggested

Strategies
 Listening  To be able to listen to a text and indicate the objects in  Individual
 Speaking the text.  Group
 To be able to read small texts with comprehension
 To be able to write the plural form
ACTIVITY: 1 TLO: To be able to listen to a text and indicate the objects in the text.
Listen to the text and circle the flowers which appeared in the text which was read.
The magic garden was in a school
playground. It was very pretty.
Sunflowers and roses stood high
against the wall. There were also
marigolds, poppies and pansies.
ACTIVITY 2 TLO: To e a le to ead s all te ts ith o p ehe sio a d ite Yes o No

Read the passages on Daisies and Roses and state true or false
True or false? Tick the correct column.
Daisies are very popular flowers. T F

They are very decorative. Sentence
The flower and the plant have Daisies have a central white disc .
the same name. They have a yellow disc
in the centre surrounded by long thin It is a very popular flower which
white petals. grows in fields and balconies.
Daisy plants can be between Their petals are long, white and
forty and sixty cm high thin.
Daisies grow in fields but we can The plant and the flower don’t
have the same name.
find them in flowerpots also.
Rose is considered the
queen of flowers and it is the
most sold flower . T F
Sentence
The plant is called rosebush,
Rose is known as the princess
the flower is the rose and the fruit
of the flowers.
contains many small seeds. They
blossom all through year.
They are the most sold flowers.
There is a wide variety of
them. Roses do not only vary in Rose is the real name of the
their colour, they can have a plant.
different number of petals and
even you can find big, medium, They only blossom in Summer.
small or very tiny roses.
ACTIVITY :3
From them we can get oils All the roses have the same size.
for perfumes.
TLO: To be able to write the plural form of words based on their word ending.
ACTIVITY 3
Rewrite the sentences by changing the underlined words into their plural forms.
1. The gardener liked pansy and poppy.
2. The fairy smiled at the child.
3.The held the plant to the soil .
4.There are many malls in city.
5. The story had a happy ending.
ACTIVITY: 4 TLO: To be able to write sentences with the help of verbal clues.
Locate the words from the table and make sentences using each of the words .
seeds
sprinkler
flowers
gardener
pots
butterflies
birds
pond
fountain
spade
TLO: To be able to write 5 descriptive sentences using the clues
ACTIVITY: 5
Locate the words in the puzzle and write a paragraph on My Garden using the
words
ACTIVITY: 6 TLO: To be able to organize sentences in a logical way
Rewrite the following negative sentences as affirmative sentences.

1. Rahul did not attend the conference yesterday.
2. Shalini does not have a car.
3. Urmila does not want to be an architect.
4. Gautam did not drop out of school.
5. Shiva did not participate in the tour.
6. This shopkeeper does not sell eggs.
7. We did not create any problem.
Subject : English Level : A 2 Class :III Lesson : 2
Nina and the Baby Sparrows

Strategies
 Listening  To be able to listen and underline the onomatopoeic • Individual
 Speaking sounds of birds
• Group
 To be able to locate words with double letters
ACTIVITY: 1 TLO: To be able to listen and underline the onomatopoeic sounds of birds
Listen to the following sentences and underline the sounds made by birds
1. Cuckoos coo
2. Crows caw
3. Sparrows chirp
4. Ducks quack
5. Owls hoot
buzz, caw, hiss, meow, quack, coo, moo, hoot, chirp , purr
ACTIVITY: 2
TLO: To be able to locate words from the lesson which have double letters
Pick out words from the lesson which have :
dd rr ee oo
ss ll tt nn
TLO: To be able to write guided sentences using appropriate words

ACTIVITY:3
Can’t fly
Write sentences about birds using all or some.
Example: All the birds have wings
ACTIVITY: 4 TLO: To be able to read small texts with comprehension
Read the passage on the Humming Bird and answer the questions:
What is two inches tall, can fly around in mid-ai , a d fl i e e di e tio i ludi g a k a ds? It s ot a i se t. The a s e is the ee
hummingbird. Most hummingbirds are about three to five inches long. But the bee hummingbird is only five centimeters. It can beat its wings up to
80 times per second. They can fly backwards and upside down, and they are amazing flying machines.
In a single day the bee hummingbird can visit up to 1,500 flowers. And just like a bee, when the bee hummingbird drinks nectar from the flowers,
polle is t a sfe ed f o the flo e to the i d s od . This polle is a ied to the e t flo e . T a sfe i g polle f o one flower to another
helps plants make seeds. Besides drinking nectar, bee hummingbirds eat insects. They eat insects about half of their body weight .
1. What do hummingbirds drink?
pollen b. insects c. flowers d. nectar
2. If a bee hummingbird weighed 2 grams, about how many grams of insect would it eat everydaya. 2 b. 1
c.4 d.3
3. The scrambled words below are words from the article. Unscramble each word and write.
1. ___________________________ c t e a r n ( sweet liquid inside of flower)
.____________ sd oes ………………………………. ake a i ute
3.___________ wfolre (beautiful part of a plant)

Subject : English Level : A 2 Class :III Lesson : 3 The Enormous Turnip

Strategies
 Listening  To be able to respond to questions asked on narrated Story
 Speaking stories. narration
 To be able to refer the dictionary
 To be able to express creatively
 To be able to fill in blanks
ACTIVITY: 1 TLO: To be able to respond to questions asked on narrated stories.
Identify the correct choice

1. Whi h o d ould ea the sa e as e o ous ?
1. Small 2. Tiny 3. Huge 4. Strong
2.What was the problem in the story?
1. the old man was weak
2. the turnip was rotten
3. No one helped the old man
4. the turnip would not come out
3. The turnip came out at last because
1. the girl
2. teamwork
3. the boy
4. the boy and the girl
4. What is the story about?
1. weak people
2. big turnips
3. working together
4. farmers
ACTIVITY: TLO: To be able to express creatively by describing the picture in own words.
Look at the characters in the picture below. There are three new characters in the
picture. Use those characters and narrate the story in a different way.
ACTIVITY: 3
TLO: To be able to fill in blanks to complete a text cohesively.
Complete the following sentences using an appropriate word or phrase.

. All li i g thi gs o e ………………… thei o i sea h of food a d shelte .
a) on
b) by
c) at
. She e og ized hi ………………. o e.
a) at
b) with
c) on
3. He o ks e e he he is …………… a holida .
a) on
b) for
c) in
. You ust …………….. ou ho e o k efo e at hi g TV.
a) do
b) make
. She is old e ough to ………………. he o ed o .
a) make
b) do
Subject : English Level : A 2 Class :III Lesson : 4 A Little Fish Story
Skill Focused Target Learning Outcomes Suggested

Strategies
 Grammar  To become aware of nouns with identical singular and Individual
plural form.
TLO: To become aware of nouns with identical singular and plural form
ACTIVITY: 1
Focus words: The following words remain the same in both their singular and plural forms.
Sheep-sheep, fish-fish, deer-deer, music-music, news-news, furniture-furniture, dice-dice
Rewrite the sentences by changing the words underlined into their plural form and chaing the
words which are circled
1. The deer is grazing.
__________________________________________________
2. The furniture was moved into the house.
__________________________________________________
3. Fish has scales on the body.
__________________________________________________
TLO: To be able to use the past tense and speak about simple known themes.
ACTIVITY:2
Take turns and throw the dice and move along the board. When you land on a box, talk about the
topic for 1 minute without stopping.
The not –so-good The good deed Go to the start The last time The lunch you had
deed you did you did last point you walked a two days back
recently week long distance
Reason you Go two spaces

fought with your back
friend recently
Something Where did you go

interesting you yesterday ?
did recently
Finish
A place you went What What did you do

last year happened in before this class?
your last turn
The assembly How did you

programme come to school
you liked today ?
Move
ahead 4 spaces
What you did in The last time

your English you were bored
period last week
Start
Write ords related to Garde egi i g ith the letters of the alpha et
(You may use a dictionary)

a- k-
b- l-
c-
m-
d-
n-
e-
o-
f-
p-
g-
r-
h-
i- s-
j- t-
E ir le the ord that does t elo g
1. Father | Mother | Brother | Sister | Friend
2. Woman | Aunt | Girl | grandmother | Brother
3. Smile | Joy | Happy | sad | Cheerful
4. River | Sea | Ocean | Ship | Pond
5. Legs | Hands | Eyes | Ears | Tail
6. Move | Sit | Stand | Walk | Bench
Read the text and choose True or False.

Leela has a big box of sweets. Her little brother, Karthick, wants a sweet.
Karthick: I want a sweet!
Leela: No, Karthick. You a t ha e a s eet.
Karthick: Leela, can I have a sweet?
Leela: No, Karthick. You a t ha e a s eet.
Karthick: Leela, can I have a sweet, PLEASE?
Leela: Yes, now you can. Here you are.
Karthick: Great!
Leela: Karthick! What s the o d?
Karthick: THANK YOU!
Now Karthick is happy. He knows the magic words.
1. Leela has a small box of sweets. True False

2. Karthick is Leela's brother. True False
3. At first Karthick can't have a sweet. True False
4. The agi o ds a e "please" a d Tha k You . True False
5. We must use polite words when we speak . True False
Subject : English Level : A 2 Class :III Lesson : 5 The Yellow Butterfly

Strategies
 Listening  To be able to follow steps and colour the objects as per Reading
 Writing the narration in the story . excerpts from
 To be able to describe events in a logical sequence . the story
 To be able to express creatively by reproducing a text .
 To be able to locate double letter words from the lesson
TLO: To be able to follow steps and colour the objects as per the
ACTIVITY: 1 narration in the story.
Listen to the narration and colour the objects as per the colours mentioned in the
narration.
A ello utte fl fle a ou d So u s ga de . It had o spots o its i gs.It sat o a ed ose. It
sailed on a lotus leaf . The pond had white lotus flowers.Next it flew to a tree which had pink
flo e s. At last it got aught i a la k spide s e .
ACTIVITY:2 TLO: To be able to describe events in a logical sequence .
Use the following words and describe the sequence in which the butterfly flew.
Start like this:
first, then, next , after
First the utterfl fle i to So u s garde . _________
that, finally
TLO: To be able to express creatively by reproducing a text .

ACTIVITY:3
Read the passage given below. Change the underlined words into their opposite and
read out to your partner.
The butterfly is a beautiful insect. The butterfly has four thin wings. The wings have many different
colors on them. As time passes, the colors on its wings become dull. Butterflies live all over the
world. Most butterflies live where it is very warm and not dry.
ACTIVITY: 4 TLO: To be able to locate double letter words from the lesson
Pick out the words in the lesson which have the following letters twice eg: tree
e p t l d
TLO To be able to write sentences using the rules of sentence construction
ACTIVITY: 5
To be able to make polite forms of expression
Use the word pairs given below and make meaningful sentences
flower leaf
flew sat
garden insects
TLO: To be able to make polite forms of expression
ACTIVITY: 6
Situation What you actually feel What you actually say
They are
not tasty.
Mother has made sweets for you.
I did t like
the colour
of the dress.
Grandmother brings a dress for you.
It sounds
so bad.
Your classmate sings a song.

Subject : English Level : A 2 Class :III Lesson : 6 The Story of the Road

Strategies
 Listening  To be able to listen and co relate various onomatopoeic Fill in the
 Vocabulary sound and talk about them blanks
 To be able to participate in whole class activity
 To be able to write sentences with the help of visual
clues.
 To be able to make book marks with suitable drawings
and a caption
ACTIVITY: 1
TLO: To be able to listen and co relate various onomatopoeic sound
I the stor a , a said the ro a d hirrup, hirrup said the sparro s . No let s
imagine what these would say :
________________________ said the pho e.
________________________ said the lo k.
________________________ said the ai d ops.
________________________ said the te ple ell.
________________________ said the a i g a .
ACTIVITY:2 TLO: To be able to participate in whole class activity
(Teacher prepares number chits depending on the number of students in the class. A
print out of the board activity can be given to each bench)
Pick up the number chit . Look for the activity on the board sheet. Perform it and
sa Yes, I a or No, I a t
1. Ca ou sa I lo e 2. Can you spell 3. Ca ou sa Hello i 4. Can you say the
I dia in 3 Ke dri a Hindi and Kannada( in names of all the
languages? Vid ala a the local language of primary
backwards? the place where the teachers?
KV is situated)?
5. Can you write your 6. Ca ou sa tha k 7. Can you say your name 8. Can you hold
name in Hindi on ou i backwards? your breath for
the blackboard? languages? 20 seconds?
9. Can you snap your 10. Can you tell the 11. Can you giggle for 20 12. Can you crack
fingers? school pledge? seconds? your knuckles?
13. Can you say 5 14. Can you say fast 15. Ca ou sa fast I 16. Can you write
words in English a ou a a a scream, you scream, the name of
that start with the as a canner can can we all scream for Ice your Principal
letter W? a a ? Crea ? on the
blackboard?
17. Can you cross your 18. Can you flip a coin? 19. Can you sing in 20. Can you do 20
eyes? English? push-ups?
21. Can you stand on 1 22. Can you say the 23. Can you name the 24. Can you name
foot for one names of all your days of the week in the capital cities
minute? classmates? English? of 5 countries?
25. Can you name 10 26. Can you raise one 27. Can you act like a cat 28. Can you draw a
animals in English? of your eyebrows? for 15 seconds? puppy?
29. Can you jump on 30. Can you name the 31. Can you talk about 32. Can you say a
one foot? days of the week in your family for 1 tongue twister
Hindi? minute? in English?
33. Can you act like a 34. Can you spell the 35. Can you spell the word 36. Can you make a
rabbit for 15 ord e ause ? Giraffe? funny face?
seconds?
37. Can you turn 38. Can you act like a 39. Can you say fast 40. Can you count
around 5 times? bird for 15 Peter Piper pi ked a backwards from
seconds? peck of pickled 100?
peppers
41. Can you spell the 42. Can you write a 43. Can you meow like a 44. Can you name 5
ord ou tai ? word with your left cat? capital cities of
hand? India?
45. Can you name any 46. Can you say 5 47. Ca ou sa fast the 48. Can you name 5
5 rooms in your words in English butter with the batter jobs?
Vidyalaya? that start with the is the butter that is
letter R? etter ?
49. Can you moo like a 50. Can you dance? 51. Can you tell a poem? 52. Can you sing a
cow? song?
53. Can you say fast 54. Can you say very 55. Ca ou sa fast t o 56. Can you say fast
er ell for fast red lorr tiny tigers took a taxi she sells sea
times? ello lorr for to to for ti es? shells on the sea
times? shore ?
57. Can you hiccup for 58. Can you hop like a 59. Can you bark like a 60. Can you yawn
15 seconds? rabbit? dog? for 15 seconds?
ACTIVITY: 3 TLO: To be able to write sentences with the help of visual clues
Look at the picture and circle any 5 hazards and write why for each one.
ACTIVITY: 4 TLO: To be able to make book marks with suitable drawings and a caption
Make book marks on Road Safety and distribute it to your senior friends in classes
X –XII during the UN Global Road Safety Week(Month of May) or Road Safety Week
In India
Subject : English Level : A 2 Class :III Lesson : 7 Little Tiger, Big Tiger

Strategies
 Pronunciation  To be able to pronounce correctly the words in the Individual
 Spelling lesson activity
 To e a le to lea spelli g of o ds ith
 To be able to retell a story using synonyms of words
TLO: To be able to pronounce correctly the words in the lesson

ACTIVITY: 1
Say these words aloud
1. queer- ku a d e as i teacher
2. bellow- e as i a a d lo
3. purr- pu h i g ith fu
4. glisten-glisen – t is sile t
5. pheasant- feasant
6. deer - as ou p o ou e dea
7. quiet- ui as i uestio a d et as i set, pet et
See the last word in the above list. It starts ith ph ut is pro ou ed as f . No
write 5 more such words .
ACTIVITY: 2 TLO: To e a le to lea spelli g of o ds ith
Write the words given below in the puzzle

TLO: To be able to retell a story using synonyms of words
ACTIVITY: 3
Read the story by replacing the underlined words with words with similar meaning.
The mother tiger and the baby tiger lived in a jungle. On days when the moon was bright , she did
not hunt for game but waited for early morning.The cub did not like to stay near his mother at
night. One day the cub went behind a f og. The e he et a othe tige . The tige s e es shone
when it saw the cub. The cub was afraid .
ACTIVITY: 4 TLO: To be able to fill in the blanks with suitable words from the lesson
Fill in the missing blanks with describing words from the lesson.
A mother tiger lived with her cub in a jungle. She used to hunt when the
sky was .She did not hunt every night. She did not hunt when the moon was
.When the cub went away she would call him in a grunt. One day the cub saw
a frog and went behind it and lost its way.
TLO: To be able to write dialogues on animals and their little ones

ACTIVITY:5
The follo i g a i als eet i their hildre s s hool fu tio . The a t to k o

whose mothers they are. Write the dialogue against each animal.
Hello, I am the mother of a pup. Whose mother are you?
Hello, I am the mother of a kitten. Whose mother are you?
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
_______________________________________________
TLO: To be able to fill with appropriate content words.
ACTIVITY:6
Look at the pictures and fill in with the cries of animals and their homes.
1.
The duck quacked and went into the pond.
2.
The lions _______________and went into the _____
3.____________________________________________________
4.
______________________________________________________
(Note to the teacher :More animals can be added in activities 2 and 3)

Subject : English Level : A 2 Class :III Lesson : 8 My Silly Sister

Strategies
 Speaking  To be able to participate in role play. pair
 To be able to write alliterations
 To be able to comprehend the story and make
inferences
 To be able to correct simple errors in sentences
TLO: To be able to participate in role play.

ACTIVITY: 1
Turn the story into a conversation
Brother : Your baby is Silly! She is so very childish!
Mother : Oh!Why?
Brother : We played with pebbles
Mother : What happened?
Brother : She tried to put them into her mouth
Mother : Oh no! Then what happened?
Brother : I opened a book before her.
Mother : What happened then?
Brother : She tore the pages .
Mother : Oh! Then what happened?

(Likewise the conversation can continue)
TLO: To be able to write alliterations

ACTIVITY:2
The title of the story is My Silly Sister. Silly and Sister egi ith S . No rite
similar pairs :
1. M ______________B othe fill ith a suita le o d hi h sta ts ith
2. My _______________Father ( fill with a suita le o d hi h sta ts ith f
3. My _______________Mother
4. . My _______________Friend
5. My _______________ Cousin
6. My _______________Aunt
7. My _______________Classmate
TLO: To be able to comprehend the story and make inferences

ACTIVITY: 3
Pick out the lines in the story which state the following:
1. The brother is complaining to the mother.

2. The sister irritates her brother.
3. The sister is scared of her father.
4. The brother wants his sister to give him respect.
ACTIVITY: 4 TLO: To be able to correct simple errors in sentences
The underlined word in every sentence is wrong. Correct it and rewrite.

1. Rabindranath Tagore was borns in 1861.
2. He was a Bengali poem.
3. She was called Gurudev.
4. He wrote her National Anthem ,Jana Gana Mana.
5. He was dies in Kolkata.
ACTIVITY: 5 TLO: To be able to complete half sentences.
Complete the sentences with your imagination.

1. I love my sister __________________________________
2.Yesterday it was raining ____________________________.
3.We went to the market______________________________
4. I bought a ________________________________________
5. The sky___________________________________________
Subject : English Level : A 2 Class :III Lesson : 9 He is My Brother

Strategies
 Reading  To be able to form structurally correct sentences from a Paragraph
 Writing paragraph of no gap sentences. without gap in
 To be able to write with proper spacing using a cursive between
hand. sentences
 To be able to make inferences from a given text
 To be able to write short compositions on known
themes.
TLO: To be able to form structurally correct sentences from a paragraph

ACTIVITY: 1 of no gap sentences.
Read the following text . Separate the sentences and rewrite.

Meena was twelve years oldshe carried a small boy on her backhe was four years oldhis hair were
curlyhis eyes were black and his face was as fresh as the morning dewas the sunshine danced
through the trees, Meena climbed the hill slowly and slowlyMeena was happythe boy was also
happy.
TLO: To be able to make inferences from a given text
ACTIVITY: 2
Ma a s Fa il
Maya is ten years old. She is from Ooty. Her hair is long . Navya is her friend.. She has got a cat and
a dog. Their names are Power and Prince. Power, the dog has got a small house in the garden.
Mary's cat, Prince is three years

old.
Maya's mother is Janaki. She is a

teacher. She's thirty-six years old.
Her father is Raghu. He is thirty-
eight. He's a bus driver. He has got
a mole on his left cheek. They have
got three children Maya, Shilpa
and Piyush.
Shilpa is si a d Pi ush is t el e ea s old. The hild e a e stude ts. Piush s pet is a pa ot. Its
name is Tiny. She is so small. Shilpa s has got a goldfish. Its a e's Goldie.
Janaki has a friend. Her name is Lalitha.
Raghu has got a pet rabbit. Its name is Lightning. Raghu's friends are bus drivers. They are Tilak,
Prem and John.
Fill in the chart with the suitable information from the text. Write "No " if there is
no information.
Names Maya
age 36
job bus driver
friend(s)
pet(s) parrot
pet s
name
TLO: To be able to write short compositions on known themes.

ACTIVITY:3
Write a composition about your family. Write down the following information about
mother, father, sister(s), brother(s) and you: name, age, hobbies, their likes and
friends. You can take the help of the text given in activity 2.
ACTIVITY:4 TLO: To be able to write short compositions on known themes.
Look at the sign language chart and understand the sign for each letter. Now
translate the sign language quote into text. Write them neatly and say them aloud.
(Answer-1.The quieter you become the more you can hear. 2.The only way to have a friend is to
have one)
Note to the teacher –One sheet can be given per bench. A copy of the chart also should be given to each
bench. More such sheets can be made as per the number of benches .
ACTIVITY: 5 TLO: To be able to use ha e o has o e tl
Your class is collecting money for an orphanage. You are the class leader. You are reporting to your
tea her a out the a ou t ea h of our frie ds rought. Use ha e rought or has rought to
complete the conversation.
Clues: Sunil-Rs 50 , Ravi- Rs 20, Priya-Rs 5, Kumar and Kumari-Rs 25, Yourself-Rs 15)
Teacher : Can you please tell me how much each student has brought?
Yourself –Madam, I _____________________________
Teacher – What about Ravi?
Yourself: She ____________________________________
Teacher –How much did the twins bring?
Yourself-They ___________________________________
Teacher: Who has brought the maximum?
Yourself :_______________________________________
Teacher : How much did Priya bring?
Yourself : She ___________________________________
Fill in the puzzle with the plural form of each word
Clues :
ACROSS: DOWN:
3. Plural of bush 1. Plural of wife
6. Plural of house 2. Plural of party
8. Plural of tooth 3. Plural of basket
10. Plural of sock 4. Plural of box
12. Plural of leaf 5. Plural of goose
13. Plural of story 7. Plural of shoe
15. Plural of man 9. Plural of girl
16. Plural of bench 11. Plural of finger
18. Plural of snake 14. Plural of knife
19. Plural of foot 17. Plural of hammer

Subject : English Level : A 2 Class :III Lesson : 10 The Ship of the Desert

Strategies
 Speaking  To be able to prepare and deliver an oral presentation on Individual
an imaginary theme. activity
 To e a le to use the e a d thei o e tl
 To be able to use the correct homophone.
TLO: To be able to prepare and deliver an oral presentation on an

ACTIVITY: 1 imaginary theme.
In the story you learnt how camels protect themselves from bad weather . Now
prepare a speech on how you will protect yourselves from harm
Clues:
Do not talk to strangers.
Do not share your address or phone numbers with strangers.
Inform your parents if someone tries to hit you or scold you unnecessarily.
Do not let anyone touch you in places which makes you feel uncomfortable
If you are unhappy, sad or upset about something , talk to your parents, teachers or friends.
TLO: To e a le to use the e a d thei o e tl

ACTIVITY:2
Look at the e a ple a d o plete the ta le usi g there a d their correctly
Look at the hens there.

Look at their beaks.
mane
whiskers
scales
Note to the teacher: Teacher can include more such animals with special body parts like
trunk, paw, hoof etc
TLO: To be able to use the correct homophone.
ACTIVITY: 3
Read each sentence. Rewrite the sentences after replacing the misused
homophone.
1. There are too apples in the bag.

2. Seven days make a weak. ____________________________________
3. I eight an ice cream.
____________________________________
4. Switch of the fan.
____________________________________
5. B ! Let s eet agai .
____________________________________
6. Sixty minutes make an our.
____________________________________
ACTIVITY: 4
TLO: To be able to form sentences
A cactus plant and a rose plant are having a conversation. But the sentences are
jumbled. Arrange them in order to know what they are talking about .
Cactus: name is my cactus _______________________________

TLO: To be able to organize jumbled sentences in order
Rose: rose my is name _______________________________
Cactus: desert I grow in
_______________________________
Rose : garden grow I in a
_______________________________
Cactus: I have no leave
_______________________________
Rose: leaves I have
_______________________________
Cactus: I needles have on stem my
_______________________________
Rose: thorns my have on I stem
Cactus: best friends my are the camels _______________________________
Rose: children best friends my are _______________________________
_______________________________
Take the sentence dictation
1. Go there and bring their notebooks.
2. It s fu to see a pup pla ith its othe .
3. I kept ice on my burning eyes.
4. Come he e a d speak. I a t hea ou.
5. I know that the answer is no.
Correct the mistakes in the sentences

1. She have got two pencils.
2. My have to write the answers.
3. I did t a e este da .
4. I is not crying.
5. Come fastly.
Say these words aloud

1. pheasant
2. listened
3. floundering
4. wriggled
5. million
Fill in the blanks

1. The __________is in the car .(man/men)
2. Look! this is my _______.(foot/feet)
3. Where are the ___________?(people/person)
4. There ______two children in the park.(is/are)
5. Are you from Delhi ? Yes ,___________(I do/I am)

Subject: ENGLISH Level: A2 Class: IV LESSON I: WAKE UP! NEHA S ALARM CLOCK

 Awareness
ACTIVITY I TLO: READING FOR PLEASURE; RHYMING
 Read the following poem aloud with correct pronunciation and rhythm.
I m in the clock crew and I m okay!

I tick all night and I tick all day.
I ve got two hands; I m having a ball,
Because I ve got no arms at all!
My big hand can move sixty minutes in one hour,
I m the one with the strength and power.
My small hand isn t quite as fast.
If they were in a race, it would come last!
It takes so long just to get around (12 hours you
know),
It s careful, small, and slow.
Now meet my friends that help me tick- tick,
Half past, quarter past, quarter to and o clock
ACTIVITY II TLO: CLARITY IN PRONUNCIATION
It is suggested that tongue-twisters should be used by the students to practise our tongue to
make the pronunciation clear and perfect. Do not memorize all the tongue twisters. That will
only confuse you. Memorize one twister and try to repeat it at least twenty times non-stop.
 A good cook could cook as much cookies as a good cook who could cook cookies.
 I saw a saw that could out saw any other saw I ever saw.
 Black bug bit a big black bear. But where is the big black bear that the big black bug bit?
 A big bug bit the little beetle but the little beetle bit the big bug back.
 I slit a sheet, a sheet I slit. And on a slitted sheet I sit. I slit a sheet, a sheet I slit. The sheet I slit, that sheet
was it.
 These thousand tricky tongue twisters trip thrillingly off the tongue.
 Sounding by sound is a sound method of sounding sounds.
 Upper roller lower roller Upper roller lower roller.
 Purple Paper People, Purple Paper People, Purple Paper People.
 If two witches were watching two watches, which witch would watch which watch?
 Susie works in a shoeshine shop. Where she shines she sits, and where she sits she shines
 Fuzzy Wuzzy was a bear. Fuzzy Wuzzy had no hair. Fuzzy Wuzzy wasn’t fuzzy, was he?
 Can you can a can as a canner can can a can?
ACTIVITY III TLO: AWARENESS OF PARTS OF SPEECH SENTENCE BUILDING
Complete the following . ………………. ou g a d othe Answers

sentences using an had ee ali e toda , she ould t 1. He could not go to Mumbai because
appropriate conjunction: have permitted this. he did t ha e e ough o e .
1. He could not go to Mumbai
a) If . Though she is a oga t, I a t help
b) Whether liking her.
………………. he did t ha e e ough
6. You are going to take that job 3. As he was not feeling well, he
money.
…………….. ou like it or not. decided to see his doctor.
a) because
b) because of
a) whether 4. I looked a ou d ut I did t see
b) unless anyone.
. ………………. she is a oga t, I a t
7. The robbers threatened to kill 5. If your grandmother had been alive
help liking her.
hi ………………. he did t gi e the toda , she ould t ha e pe itted
a) Though
his money. this.
b) As
a) if 6. You are going to take that job
. ………………. he as ot feeli g
b) whether whether you like it or not.
well, he decided to see his doctor.
. She elled fo help ……………….. 7. The robbers threatened to kill him if
a) As
b) Though
there was no one to hear her. he did t gi e the his o e .
a) but 8. She yelled for help but there was no
. I looked a ou d ……………. I did t
b) and one to hear her.
see anyone.
. ………………. she is e ou g, 9. Though she is very young, she is
a) but
she is quite capable of taking quite capable of taking decisions on
b) so
decisions on her own. her own.
a) As
b) Though
ACTIVITY IV TLO: ANALYTIC REASONING; WORD POWER
 Find out adjectives and encircle them !!
U C I T B E S M T A Y Z W A X T
D L O C T X M K C G W W N Y P N
R E N S E P A K T V K O Q E E E
O R A T X E L T H G I L L F W R
D F A M G N L H O T O Z A S N E
P L N T Q S G X R R W S X E Z F
U R O C W I R F S N Q I R F S F
U F V M D V R U D A R K K X K I
C H E A P E O H K O R P N K O D
S D N E Q I B G W V T N E D L H
B M S N R S O I W O S X Y X D U
W S U E P E Y H S O E Q D T P G
Z J S Y L R A E P S L I G I B L
P R E T T Y A T Q K W G F Q G B
BIG CHEAP COLD
DARK DIFFERENT EARLY
Answers
EXPENSIVE FAST HIGH
HOT LATE LIGHT
LOW NEW OLD
PRETTY SAFE SERIOUS
SLOW SMALL
TLO: COMPREHENSION; SENTENCE BUILDING
ACTIVITY V
 Read the following story and answer the questions that follow:
Alice was an easy going 7 year-old. One day she brought a small
alarm clock in a toy store, when she returned home and opened the
box she found the alarm clock was very small. She was very angry
with the toy store owner; because Alice thought she had lied to her.
She angrily threw the alarm clock in the bush.
The sound of the alarm clock awoke the turtle that was sleeping. The turtle slowly climbed
towards the alarm clock, he suddenly remembered his friend, the little squirrel whose alarm clock
was broken, he put the alarm clock onto his back and slowly crawled to the squirrel s house. The
turtle spent three days and finally he reached the squirrel s place. He gently knocked at the door,
the squirrel opened it and saw his friend standing outside. He invited the turtle into his house and
handed the turtle a cup of water, the cup was made of walnut shell. After the turtle finished the
water, he gave the small alarm clock to the squirrel but the alarm clock was too small. The squirrel
tried it out for a day, but he did not hear the alarm the next morning. The little squirrel threw the
alarm clock into a trash bin and he wrote a note and placed in on top of the clock. The alarm clock
is too small, I have no use of it. If anyone needs it, take it! Squirrel!
The next morning, an earthworm found the piece of

paper and the alarm clock, he took it home but even
for him it was just too small to see. In the evening, he
placed the alarm clock on the nightstand, the next
morning when he work up he could not find the clock.
He finally found the alarm clock in the afternoon. He
put the small alarm clock on the grass, then a group of
ants came out to play, they were excited to have found
the alarm clock because they did not have an alarm
clock at home and they always woke up late! They
brought the alarm clock back, it was just right for
them. Now they have an alarm clock, no longer would
they worry about being late for work!
Answer the following questions in one sentence

only:
1. What did Alice buy?
2. Why did she throw what she had bought?
3. Who did the turtle give the gift?
4. Where did the squirrel throw the gift?
5. Who was benefitted finally by what Alice had bought?
ACTIVITY VI TLO: WORD POWER; IMBIBING VALUES
KIND
FRIENDS
TRUSTWORTHY CHEERFUL
HELPFUL
 Write five more qualities of your friends you love the most !!
TLO: AWARENESS OF PARTS OF SPEECH

ACTIVITY VII
 Write the appropriate form of the adjective in the brackets:

1. The town is just as ---- (large) as of my native. 11. The weather today is ---- (bad) than the weather
2. The road was---- (long) than we had expected. yesterday.
3. The girl is very---- (intelligent). 12. The story was ---- (exciting) one.
4. As soon as they understood that the second book was 13. They were less ---- (tired) than we.
---- (boring) than the first one, they changed their mind. 14. George bought a ---- (new) car than he could ever
5. The shop is ---- (far) than the school. imagine.
6. Ventspils is ---- (far) town in Latvia I have been to. 15. The mark is a ---- (good) than I expected.
7. Tim is ---- (intelligent) than Pat. 16. They are very ---- (upset) with the results.
8. The heat is less ---- (harmful) than the cold. 17. She is ---- (polite) than me.
9. This song is ---- (beautiful) one in the world! 18. The boy is ---- (fast) runner of all.
10. They are as ---- (stubborn) as donkeys! 19. It is as ---- (pleasant) as a greeting card.
20. The movie was ---- (interesting) than the book.
ACTIVITY VIII TLO: DECODING WORDS; VOCABULARY
 The letters of the words below are jumbled. Figure out what the word is and write in
the blank provided:
1. KIDN: ________________ 2. RSUT: __________________

3. RSHAK: ________________ 4. LEPSE: __________________
5. DURM: _________________ 6. LSKCI:__________________
7. PASO: __________________ 8. HDIS: __________________
9. TWIREN: _________________ 10. EEDR: ________________
HINTS:
1. CONSIDERATE AND GENTLE
2. ORANGE COATING ON IRON SURFACE
3. A BIG FISH WITH A FIN ON ITS BACK
4. WE DO THIS AT NIGHT
5. A MUSICAL INSTRUMENT THAT KEEPS THE BEAT
6. SMOOTH OR GLOSSY
7. A SUBSTANCE USED FOR WASHING
8. A CONTAINER FOR SERVING FOOD
9. THE COLD SEASON BETWEEN AUTUMN AND SPRING
10. AN ANIMAL WITH ANTLERS
ANSWERS:
1. KIND 2. RUST 3. SHARK 4. SLEEP 5. DRUM
6. SLICK 7. SOAP 8. DISH 9. WINTER 10. DEER
ACTIVITY IX TLO : APPRECIATING OTHERS; SPOKEN SKILL
So eo e You Ad i e
Directions: : Try to answer the question below.
Question: Who do you admire? Why?
Example Answer: I admire Mohandas Gandhi because he was a peaceful
person. He struggled non-violently for independence for his country.
His life was simple and modest, yet he achieved his goal.
He was a humble hero.
Palindromes are words or phrases that read the same in both directions, e.g. EYE,or RACECAR, or
MADAM I'M ADAM. Here are a few good ones:
Do geese see God?
Was it Eliot's toilet I saw?
Some men interpret nine memos.
Never odd or even.
Subject: ENGLISH LEVEL-A1 Class: IV LESSON 2: THE LITTLE FIR TREE

 Awareness
ACTIVITY I TLO: READING FOR PLEASURE
1. Read the following poem aloud with correct pronunciation and rhythm.
Eyes, Eyes, Eyes

To read a book by
Nose, nose, nose
Head, head, head
To breathe in and out
To think things out
Mouth, mouth, mouth
Chest, chest, chest
To say this and that
To hold loving heart
Ears, ears, ears
Hand, hand, hand
To listen to songs
Used for work and
play
Feet, feet, feet
To take a step of two
ACTIVITY II TLO: APPRECIATING POEM; VOCABULARY; SENTENCE

MAKING
 Read the poem loud and find out meaning of words given below. Use these words in
your own sentences and share with your friends!!
Little Things
by Julia Fletcher Carney
Little drops of water, So our little errors

Little grains of sand, Lead the soul away
Make the mighty ocean From the path of virtue
And the pleasant land. Far in sin to stray.
Thus the little minutes, Little deeds of kindness,

Humble though they be, Little words of love,
Make the mighty ages Help to make earth happy
Of eternity. Like the heaven above.
Mighty; Humble; Virtue; Sin ; Stray ;
Eternity; Deeds ;
ACTIVITY III TLO: COMPREHENSION; IMBIBING VALUES
 Read the following poem and answer the questions given below:
BE CAREFUL WHAT YOU WISH FOR !!
But the pickers ignored him day He dreamed what it was like inside;
after day, lights and music all around.
while Arnie hung there in dismay, Arnie just wanted to go there so badly
trying to nurse his shattered he flung himself to the ground.
pride,
dying to be picked to be taken The next day the pickers came along
Arnie the apple hung from a tree
inside. and saw him lying there.
in an orchard a mile wide.
Each new dawn he'd do a trick They took him inside and Arnie
And every day the pickers would
like spinning around on his twig. thought,
come
But the picky pickers never "This is it! I'm finally there!"
and haul dozens of apples inside.
stopped But when Arnie the Apple looked
They'd pick the prettiest of the
for apples that weren't big around
bunch,
or juicy or red or bright or sweet. he realized his dreams were false,
filling their baskets and pails.
Poor Arnie was none of these 'cause in less than 15 minutes
But they always passed by Arnie,
things. he was Arnie Applesauce.
ignoring his whines and wails.
He wasn't completely quite full
"Please pick me!", Arnie would cry
grown
each time the pickers sauntered
and he had some nicks and dings.
by.
"I want to go inside with you!",
cried Arnie till he turned bright
blue.
 Answer the following orally in one sentence only :

1. Why would the pickers come to the apple tree?
2. What made Arnie whine and wail?
3. What trick would Arnie do to attract the pickers?
4. What did Arnie lack in?
5. What was the fate of Arnie?
What word becomes shorter when you add two letters to it?
Short
Which 3 letters of the alphabet make everything in the world move?
NRG (Energy)!
Teacher:Jenny, how do you spell mouse?
Jenny:M-O-U-S
Teacher:And what's on the end?
Jenny:A tail!
ACTIVITY IV TLO: ANALYTIC REASONING
 SEARCH THE HIDDEN WORDS IN ALL DIRECTIONS:

S H J I O E H T A B ANSWERS:
Y T W L O C K M E D
L Z U M T K N F V Z ANT; SPOON; BATH;
I X G C E E G K E E EVERYONE; LOCK;
M A H N K A T Y R F BOAT; STUCK;
A W M O T N A Y Y M FAMILY
F N Y O J D O Z O X
U Y P P T M B R N X
Q K A S N E L R E F
T N N C I A N F R P
ACTIVITY V TLO: AWARENESS OF PARTS OF SPEECH
ADJECTIVE OR ADVERB EXERCISE

ENCIRCLE THE CORRECT ITEM: ANSWERS:
1. He (correct, correctly) defined the terms. The answer 1. He correctly defined the terms. The answer
sounded (correctly, correct). sounded correct.
2. She (quickly, quick) adjusted the fees. She adapted (quick, 2. She quickly adjusted the fees. She adapted
quickly) to any situation. quickly to any situation.
3. He measured the floor (exact, exactly). They proved to be 3. He measured the floor exactly. They proved to be
(perfectly, perfect) (exact, exactly) measurements. perfectly exact measurements.
4. The stillness of the tomb was (awfully, awful). The tomb 4. The stillness of the tomb was awful. The tomb
was (awfully, awful) still. was awfully still.
5. It was a (dangerously, dangerous) lake to swim in. The 5. It was a dangerous lake to swim in. The man was
man was (dangerous, dangerously) drunk. The gas smelled dangerously drunk. The gas smelled dangerous.
(dangerously, dangerous). 6. She performed magnificently. It was a
6. She performed (magnificent, magnificently). It was a magnificently beautiful performance.
(magnificent, magnificently) beautiful performance. 7. Her voice sounds beautiful. She sang the song
7. Her voice sounds (beautifully, beautiful). She sang the exactly as it was written. We heard it perfectly.
song (exact, exactly) as it was written. We heard it 8. He was a very sensible person. He acted very
(perfectly, perfect). sensibly.
8. He was a very (sensibly, sensible) person. He acted very 9. Mike wrote too slowly on the exam. He always
(sensible, sensibly). writes slowly.
9. Mike wrote too (slow, slowly) on the exam. He always 10. Talk softly or don't talk at all. The music played
writes (slow, slowly). softly.
10. Talk (softly, soft) or don't talk at all. The music played
(softly, soft).
Anagrams are words or phrases made by mixing up the letters of other words or phrases, e.g. THE
EYES is an anagram of THEY SEE. Here are some more good ones:
Halley's Comet = Shall yet come
Dormitory = Dirty room
Astronomer = Moon starer
The Hurricanes = These churn air

ACTIVITY VI TLO: LIFE SKILL; SPOKEN SKILL
 Talk to your friends and discuss about words and phrases for good and bad manners. Fill
in the empty boxes taking clue from the given qualities.
HELPING
BEING
THOSE IN
HONEST
NEED
GOOD
MANNERS
OBEYING RESPECTING
ELDERS NATURE
ACTIVITY VII TLO: WORD POWER; IMBIBING

VALUES;
 Read this poem loud :
It is good to have manners
A dI efe i g to good o es
It's great to say 'Thank you'
When you get some from someone
Good manners you can always

Cultivate them in your talk
You can learn them all
In your life as you walk
This wonderful process should

Begin when the kids are small
Parents should teach all
Their children good manners
These days we don't meet

Many children with good manners you see
Most of them act rude and that's a shame
And that goes for teens and adults too
Dorian Petersen Potter
ACTIVITY VIII TLO: ANALYTIC REASONING
 Find differences between the two pictures:
Answer:
TLO: READING FOR PLEASURE; IMBIBNG VALUES

ACTIVITY IX
 Read the following tongue twister loud atleast ten times !
Mr. See owned a saw. Ned Nott was shot and Sam Shott was not.
And Mr. Soar owned a seesaw. So it is better to be Shott than Nott.
Now, See's saw sawed Soar's seesaw Some say Nott was not shot.
Before Soar saw See, But Shott says he shot Nott.
Which made Soar sore. Either the shot Shott shot at Nott was not
Had Soar seen See's saw shot,
Before See sawed Soar's seesaw, Or Nott was shot.
See's saw would not have sawed If the shot Shott shot shot Nott, Nott was
Soar's seesaw. shot.
So See's saw sawed Soar's seesaw. But if the shot Shott shot shot Shott,
But it was sad to see Soar so sore Then Shott was shot, not Nott.
just because See's saw sawed However, the shot Shott shot shot not Shott,
Soar's seesaw. but Nott.
ACTIVITY X TLO: WORD ATTACK; VOCABULARY; LIFE SKILL
 Read out this story loud and discuss about the moral given by the story:
THE LAW OF MOTION
John and James were neighbours and envy of each other.
One day, John while taking a walk on his terrace
saw smoke all around him.
He looked down and saw that
James was burning some leaves.
He asked him not to do so.
At this, James replied,
"What can I do in this? Smoke always goes up."
Then John brought a bucket full of water

and poured it over the burning leaves.
When James shouted at him, he said,
"What can I do in this? Water always flows down."
James had no answer to this.

 Choose the word that is most nearly opposite in meaning to the word in capital letters.
1. EXCITING
A. boring B. uncommon C. lively
2. DIFFICULT
A. simple B. complex C. challenging
3. PLAYFUL
A. horrible B. funny C. serious
4. DELIGHT
A. please B. upset C. blame
5. BLAND
A. raw B. flavorless C. tasty
6. ALWAYS
A. sometimes B. never C. rarely
7. HANDSOME
A. ugly B. pretty C. gorgeous
8. ENORMOUS
A. tiny B. heavy C. tall
9. STIFF
A. hard B. flexible C. frozen
10. ARRIVE
A. enter B. welcome C. depart
Subject: ENGLISH LEVEL-A2 Class: IV LESSON 3: RUN! NASRUDDIN'S AIM

 Awareness
ACTIVITY I TLO: APPRECIATING LANGUAGE; CURIOSITY ABOUT
. The word four has four letters; in the English language

there is no other number whose number of letters is equal
to its value.
. The numbers forty and first are the only numbers
which have its letters in alphabetical order.
3. The only number with its letters in reverse alphabetical
order is one.
4. In the English language there are less than thirty
examples in which words has each of its letters occurring
twice intestines and couscous are two of them.
5. The only day of the week to have an anagram is Monday
- Dynamo.
ACTIVITY II TLO: WORD POWER; AWARENESS OF HEALTHY FOOD
 Give examples of Healthy food and Junk food:
HEALTHY FOOD JUNK FOOD

ACTIVITY III TLO: APPRECIATING POEM; RHYMING; AWARENESS OF HEALTHY
 Read this poem aloud with correct pronunciation and intonation:

A COUCH POTATO S TRANSFORMATION
I slouched on my couch,
Crunched, crunched on my Munch.
Just a bulging belly, droopy lifeless eyes,
Puffed up cheeks and leaden thighs.
I sat glued day and night,
To the screen that was too bright.
My glasses grew thicker and thicker,
My legs grew weaker and weaker.
Then one day whispered my heart,
With you I shall soon part,
Pumping your life blood,
I ll soo e d: I e hausted!
Then one day whispered my brain,
You p e ious life asted do the d ai ,
This gift, this life on earth;
At ou doo aits death.
I sat up straight, thought for long;
Thoughts of death haunted me long.
A small voice whispered to me,
It s ot too late to ha ge, it told e.
I got up and walked out,
Jogged and ran about,
Climbed trees and skipped around,
And munched on green things around.
Now look at me, my friends,
There is a twinkle in my eyes,
A skip in my steps, a glow in my looks,
And my skin just gleams and glistens.
Life is beautiful now!
I am alive and bright now!
Not for me any couches and gizmo,
My friend, I am no more a couch potato.
TLO: SENTENCE MAKING; DEVELOPING INTEREST IN PHYSICAL

ACTIVITY IV
 Which exercises do you like to do the most ? Discuss with your friends !!
TLO: COMPREHENSION; APPRECIATING POEM
ACTIVITY V
 Read the following poem aloud and answer the questions given:
SWING, swing, swing, (1)Answer the following in one word
only:
Through the drowsy afternoon ; 1. The poem is about ______________
Swing, swing, swing, 2. The sky is called as _____________ in
Up I go to meet the moon. colour here.
3. __________ will make a bright new
Swing, swing, swing, day.
I can see as I go high 4. ___________wave to and fro!
Far along the crimson sky ; 5. The lights are twinkling in the town
implies _________ [ sunset/sunrise].
I can see as I come down
The tops of houses in the town ; (2) Fill in the blank with the appropriate
High and low, article, a, an, or the, or leave the space
blank if no article is needed.
Fast and slow,
Swing, swing, swing. 1. I want ____ apple from that basket.
2. ____ church on the corner is
Swing, swing, swing,
progressive.
See ! the sun is gone away ; 3. Miss Lin speaks ____ Chinese.
Swing, swing, swing, 4. I borrowed ____ pencil from your pile
of pencils and pens.
Gone to make a bright new day.
5. One of the students said, "____
Swing, swing, swing. professor is late today."
I can see as up I go 6 Eli likes to play ____ volleyball.
7. I bought ____ umbrella to go out in
The poplars waving to and fro,
the rain.
I can see as I come down 8. My daughter is learning to play ____
The lights are twinkling in the town, violin at her school.
9. Please give me ____ cake that is on
High and low,
the counter.
Fast and slow, 10. I lived on ____ Main Street when I
Swing, swing, swing. first came to town.
TLO: REASONING; NUTRITION IN LIFE
ACTIVITY VI OEM
 Do you keep yourself fit and healthy?

Have a go at this quiz and see how your nutrition and activity levels are.
1. How many serves of fruit do you usually eat in a day, 3. How many snack foods – such as chips, chocolate or cake
including fresh, canned and dried fruit? – do you usually eat in a day?
a) none a) three or more a day
b) one b) one to two a day
c) two or more c) none
2. How many serves of salad and vegetables do you usually 4. How many sugary drinks do you usually drink in a day,
eat in a day, including raw and cooked vegetables? including, fizzy drinks and fruit juice?
a) none a) two or more a day
b) between one and three b) one to two a day
c) four or more c) none
ACTIVITY VII TLO: COMPREHENSION; SPOKEN SKILL
OF PO
 Read the following story and answer the questions given below:
One day, in a heavily crowded place, a young man began shouting.
People, look at e. I ha e the ost eautiful hea t i the o ld.
Many people looked at him and were stunned to see his beautiful heart in a
perfect shape, without any flaw. It looked quite amazing. Most of the people
who saw his heart were mesmerized by the beauty of his heart, and praised him.
However, there came an old man who challenged the young man,
No so , I ha e got the ost eautiful hea t i the o ld!
The ou g a asked hi , Sho e ou hea t, the !
The old man showed his heart to him. It was very rough, uneven, and had scars all over.
In addition, the heart was not in shape; it appeared like bits and pieces
joined in various colours. There were some rough edges;
some parts were removed, and fitted with other pieces.
The young man started laughing, and said,
M dea old a , a e ou mad? See, my heart!
How beautiful and flawless it is.
You cannot find even a bit of imperfection in my heart.
See, ou s? It is full of s a s, ou ds, a d le ishes. Ho a ou sa ou hea t is eautiful?
Dea o , hea t is just as eautiful as your heart is. Did you see the scars?
Each scar represents the love I shared with a person.
I share a piece of my heart with others when I share love,
a di etu I get a pie e of hea t, hi h I fi at the pla e f o he e I ha e to a pie e! said the old man.
The young man was shocked.
The old a o ti ued, Si e the pie es of hea t I sha ed e e eithe e ual
nor in the same shape or size, my heart is full of uneven edges and bits and pieces.
My heart is not in shape because sometimes I do not get love
in return from those to whom I gave it. Your heart that looks fresh and full
ith o s a s i di ates that ou e e sha ed lo e ith a od . Is t that t ue?
The young man stood still and did not speak a word. Tears rolled down his cheeks.
He walked to the old man, tore a piece of his heart and gave the piece to the old man.
Many give importance and respect to physical beauty. Yet, real beauty is not physical!
1. Fill in the blanks with one word or phrase:
a The ou g a s hea t as ____________ and ____________.
The old a s hea t as full of ___________, ___________ a d _____________.
c) Each scar represented the ___________________ which the old man ___________ with others.
d) Uneven edges and pieces indicated that the old ma did t sha e ____________ of hea t.
e) Find words from the story which mean (i) a small mark or flaw which spoils the appearance
(ii) a mark left on the skin or within body tissue where a wound, burn, or sore has not healed completely
TLO: ANALYTIC REASONING; WORD
ACTIVITY VIII POWER
 Complete this word search on keywords related to nutrition. OF PO
X P P H N Y M W K D J Y H T B
P H R R S S B T S W P Y W C M
W L P J C L O L W R G P A A Z
N U F N E G A H G U O R T L M
C V B V I R O O P R B O E O T
M S I T E E S E B O K T R R E
S N W N E O Z P H M B E G I S
T I I F B I W Y B Y Q I F E U
X M X E S N D E G C N N Y S Q
K A P A A R A R C A L C I U M
O T B G A N E G D X B K I W A
U I E T J N O F L W X B M N F
U V E G E T A R I A N Y O E S
N S A O E T K G N M T R Z C S
O R S U N U T R I T I O N I U
FIND ALL FROM THE ABOVE !!

CALCIUM
CALORIES
CARBOHYDRATES
DIET
ENERGY
FAT
IRON
MINERALS
NUTRITION
OBESE
PROTEIN
ROUGHAGE
VEGAN
VEGETARIAN
VITAMIN
VITAMINS
WATER
Acronym: An abbreviation formed from the initial letters of a series of words; e.g. NATO (North
Atlantic Treaty Organisation), NASA (National Aeronautics and Space Administration).
Homonym:One of two (or more) words that have the same pronunciation or spelling, but are
different in meaning. (Homonyms which have the same spelling are also heteronyms; homonyms
that have the same pronunciation, but different spelling and meaning, are also homophones; and
homonyms that have the same spelling but are different in origin, meaning, and pronunciation are
also homographs);
Subject: ENGLISH LEVEL-A2 Class: IV LESSON 4: WHY?
ALICE IN WONDERLAND

 Awareness
TLO: RHYMING; POETRY

ACTIVITY I
APPRECIATION
 Read the following poem with correct pronunciation: OF PO
SPEAK GENTLY!
Speak gently; it is better far
To rule by love than fear; Speak gently to the aged one,
Speak gently; let no harsh word mar Grieve not the care-worn heart;
The good we may do here. Whose sands of life are nearly run,
Let such in peace depart.
Speak gently to the little child;
Its love be sure to gain; Speak gently, kindly to the poor;
Teach it in accents soft and mild; Let no harsh tone be heard:
It may not long remain. They have enough they must endure,
Without an unkind word.
Speak gently to the young; for they
Will have enough to bear; Speak gently ; tis a little thing
Dropped in the heart s deep well;
Pass through this life as best they may, The good, the joy, that it may bring,
Tis full of anxious care. Eternity shall tell.
Speak gently; Love doth whisper low G. W. LANGFORD.

The vows that true hearts bind,
And gently Friendship s accents flow;
Affection s voice is kind.
Read the sentence and write down which word you think is the verb.
1. I think about it a lot. ________________________

2. Run fast! _________________________________
3. I eat 3 meals a day. ________________________
4. Let's sing a song. _________________________
5. Jump over the fence. _______________________
ACTIVITY II TLO: AWARENESS OF HOMOPHONES
OF PO
Homophones
Homophones: Words that have the same pronunciation, but different spelling
and different meanings.
Directions: Choose the correct word.

Example: Please try not to (waste, waist) paper.
1. Can I go to the party_____________ (to, too, two)?

2. This is my favourite_______________ (pare, pair, pear) of jeans.
3. I _____________(sent, scent, cent) a letter to my aunt in Vietnam.
4. The children got _________________(bored, board) during the lecture.
. M . a d M s. Rod iguez like to o k i ___________ the e, the e, thei ga de .
6. Alec is going to____________ (wear, ware) his work boots today.
7. Do you think it is going to____________ (rein, rain, reign) this afternoon?
8. I saw a restaurant just off the ______________(rode, road) about a mile back.
. Da id s othe is i a _____________ a d, a ed hi h plays Russian music.
10. Juana wants her socks because her_______________ (tows, toes) are cold.
ACTIVITY III TLO: AWARENESS OF HOMOGRAPHS

OF PO
Homographs:
Words that have the same spelling, but different pronunciations and meanings.
Directions: Choose (a) or (b)

Example: The wind _(a)_ is blowing hard.
(a) moving air (rhymes with pinned)
I have to wind _(b)_ my clock.
(b) turn the stem (rhymes with find)
Exercise:
1. The singer made a low bow ___ to the audience. Maria placed a red bow ___ on the birthday gift.
(a) decorative ribbon (rhymes with so) (b) bend at the waist (rhymes with how)
2. All the students are present ___ today. The boss will present ___ the award at 10:00.
(a) here (rhymes with pleasant) (b) give (rhymes with resent)
3. Please close ___ the door. The boy sat close ___ to his uncle.
(a) near (rhymes with dose) (b) shut (rhymes with toes)
4. The rope was wound ___ around his ankles. The soldier received a wound ___ in the battle.
(a) tied around (rhymes with pound) (b) an injury (rhymes with moon)
. I do t k o if I ill li e ___ o die. Last ight I sa the a d pla li e ___ i o e t.
(a) to have life (rhymes with give) (b) in real time performance (rhymes with hive)
Read the sentence and write down which word you think is the adjective.
1. It's a small problem. _____________________________
2. I have a great idea. ______________________________
3. The price is cheap. ______________________________
4. I like hot food. __________________________________
5. The flowers are pretty. ___________________________
ACTIVITY IV TLO: READING; IMBIBING VALUES
OF PO
 Read this story aloud with correct pronunciation:

THE VALUE OF A COPPER COIN
Mahatma Gandhi, honoured as the father of India, was a very special person.
The follo i g sto illust ates o e of the easo s fo hi to e alled Mahat a g eat soul .
Once, Gandhi was on an expedition to collect funds from
various cities and villages for an organization to help the poor.
He went to several places and finally reached Orissa.
He organized a meeting in Orissa.
There, he gave a speech to the public, requesting them to give him
funds for the organization. At the end of his speech, a very old woman
with bent back, tattered clothing, white hair, and shrunken skin got up.
She requested the volunteers to allow her to reach Gandhi.
However, the volunteers stopped her. She did not give up.
She fought with them and reached Gandhi.
She touched the feet of Gandhi. Then she took out a copper coin
kept in the folds of her saree and placed it at his feet.
Then the old lady left the stage.
Gandhi very carefully took the coin. The treasurer of the organization
for the poor asked Gandhi for the copper coin, but he refused to give it.
I keep he ues o th thousa ds of upees, said the t easu e .
Yet ou o t t ust e ith a oppe oi !
Ga dhi said, This oppe oi is o th u h o e tha those thousa ds.
If a man has several lakhs and he gives away a thousand or two, it doesn t ea u h.
Yes, the coin might have been the only thing that the poor old woman possessed.
She did not even have proper clothes and could not afford good food.
Still she gave everything she had. That is why Gandhi regarded the coin as very precious.
Offering help when we have nothing or very little makes it more valuable.
TLO: PICTURE READING; MAKING SENTENCES

ACTIVITY V
 Ask any four questions to your friends related to the given picture!
____________________________________
____________________________________
____________________________________
____________________________________
TLO: COMPREHENSION; APPRECIATING
ACTIVITY VI
NATURE
 Read the following poem aloud and answer the questions given:
It was a sunny bright evening, an evening so calm,
The kind of evening that was inviting me with an
outstretched arm.
So I decided to spend an hour doing almost nothing,
Sitting and enjoying the best of what nature could
bring. [1] Fill in the blanks:
Getting up from my chair, I thought I'd take a stride 1. The poet decided to do _______ for an
Then there was a bumble bee that suddenly came by hour.
2. The poet decided to take a ___________.
my side. 3. The __________ of wings produced the
There was a kind of music as the bee flapped its wing, music.
Music so perfect that no one could ever sing. 4. _________ was dressed up even richer
Walking little further, I spotted a butterfly than a queen.
5. The poet well spent an hour in the _____.
Which was hovering over the flowers and then [2] Make your own sentences from the
soaring high following words:
And I came to the conclusion as I was on my knees, 1. stride:
Not the richest of queens was dressed like one of 2. spotted:
3. hovering:
these. 4. conclusion:
My evening hour in the garden was very well spent 5. soaring:
And now I know what beauty and music really
meant!!
TLO: RELEVANCE OF HOBBIES; TALKING ABOUT
ACTIVITY VI
 People have different hobbies. Gardening is one hobby which connects one to the nature.
What hobby do you have? Discuss with your friends:
Hobbies are fun things, which you can do.
They sure can wile away the time for you.
A treasure hunt looking for that special find,
Finish of a set or take you back in time.
It's exciting to add to your collection,
Praise you receive for beautiful confection.
Collecting stamps, crosses and poetry I write.
I find hobbies can really enrich your life,
Build self-esteem and add to conversation.
A hobby just may bring you elation.
TLO: VOCABULARY; AWARENESS OF ADJECTIVES
ACTIVITY VII
Directions:
Complete the sentence using the word or set of words for each blank that best fits the meaning of the sentence
as a whole.
1. Despite his growing wealth and power, Teddy remains ______ man.
A. a humble B. an irritable C. a greedy D. an intelligent
2. Because Mary is so ______, she is ______.

A. f ie dly … despised B. u pleasa t … u popula C. ge e ous … ealthy D. st a ge … fo tu ate
3. Some snakes are very ______, so you should take caution if you see one.
A. dangerous B. slippery C. careful D. favorable
4. Donald was not ______ and had to go to the do to so that he ould t e ______ a o e.
A. tall … s ooth B. eautiful … p etty C. healthy … si k D. i h … poo
5. Though cats are known for being unfriendly, most of the cats I know are ______ and ______.
A. lo ely … ugly B. skillful … fu y C. st o g … athleti D. ki d … ge tle
6. Billy cannot play the piano very well, since he ______ practices.
A. sometimes B. usually C. always D. never
7. I cannot ______ the price of a ticket, so I cannot see the movie.

A. buy B. save C. donate D. afford
8. Although the desert gets very hot during the day, it is very ______ at night.
A. dry B. humid C. cold D. lonely
9. Jared placed the plant ______ the other two plants, so that it was in the middle.
A. between B. over C. through D. outside
10. Even though I knew the rock weighed a lot, it was still ______ than I thought I would be.
A. lighter B. larger C. heavier D. sharper
ACTIVITY VIII TLO: CREATIVE THINKING; SENTENCE

MAKING
 Use your imagination and create a story . Use the following clues:
Q: Whi h pe so s p ofessio i ol es a lot of shouti g?

A: The I S ea Ma [i e-cream man]
Q: Which house weighs the least?
A: The lighthouse.
Q: Which fruit has been there since man invented the calendar?
A: Dates.
Q: Which coat has the most sleeves?
A: A coat of arms.
Complete the sentences by finding the missing words from the list below.
you, do, going, time, hope, born, almost, go, doctor, next
1. Let's _________________ fishing!

2. What month were you _________________ in?
3. The _________________ is 4 o'clock.
4. I want to be a _________________.
5. Where _________________ you live?
6. _________________ week I'm going on vacation.
7. It's _________________ time for lunch.
8. I love _________________ to the movies!
9. How are _________________?
10. I _________________ it doesn't rain.
Choose words from the list and match them with words that have similar meanings (synonyms).
Quick, Simple, Fantastic, Woman, Beautiful, Small, Delighted, Large, Weird, Smart
1. Great __________________________
2. Clever _________________________
3. Tiny ___________________________
4. Lady __________________________
5. Strange ________________________
6. Easy __________________________
7. Happy _________________________
8. Fast __________________________
9. Huge __________________________
10. Pretty ________________________
 Read the following passage and answer the questions given below:
Maggie and Alex live in a tall building in a neighborhood in the center of the city. There are no trees near their
building, but they are happy in their home and it is close to their jobs.
In the part of the city where they live, there is not much fresh food to buy. The stores only have processed foods in
packages. Maggie and Alex and all the other people in the building have to eat food that they buy in boxes and
plastic containers.
This makes so much garbage that no one knows where to put it. While they wait for Fridays, when the city collects
the garbage, all the neighbors put their trash into bags and sometimes leave it in the hallway or on the big, sunny
roof. The whole building looks terrible. No one can spend time playing on the roof because it is full of trash.
One day, Maggie and Alex decide to make a change. They go up to the roof and separate all the recyclable
garbage, like cardboard, plastic bottles, glass, and aluminum cans. Then they take all of the garbage down to the
street for the garbage collectors.
But they do not carry down the plastic bottles! They cut off the tops and use them as pots to plant tomatoes and
carrots. They plant herbs, too.
Their neighbors get very excited when Maggie and Alex tell them about their project. Whenever they have free time
after work or on the weekends, all the neighbors go up to the roof. They enjoy the sun and help take care of the
plants in the garden. They all cooperate, and by working together, they soon have a big, beautiful vegetable
garden!
Now the roof looks beautiful, and everyone eats much healthier food. They spend time in their community garden,
enjoy the sun, and create much less garbage. In fact, they even save money because they do not have to buy so
much packaged food.
The garden is a real success, and the building in the center of the city is a much nicer place to live because of it. All
of the neighbors safeguard their environment and improve it for themselves and for each other.
And now, practice:
Exercises
Vocabulary Questions Grammar Questions
1. What does "safeguard" mean? 1. The roof is full ________ trash.
a) to put a lock on a door a) on
b) to take care of and protect b) to
c) to watch carefully c) with
d) to learn about d) of
2. What does "environment" mean? 2. Now the building is a much ________

a) the place where you live place to live.
b) a forest a) nice
c) the way you feel b) nicer
d) a garden c) nicest
d) more nice
3. What does "cooperate" mean?
a) to think about an important problem 3. The neighbors help take care ________
b) to ask for help the plants in the garden.
c) to work together a) to
b) of
d) to do something for yourself
c) about
d) for
Comprehension Questions
1. Why do the people in the building eat packaged food?
2. What benefits do all the neighbors get from the garden?
3. In your opinion, why is it important to safeguard and improve your environment?
 Match the parts of sentences below with the parts 6.

of sentences in each exercise. Then write whether
the section you added is a predicate or a
complement.
a) wants to play all day long.

b) quite confused.
c) bought lots of new clothes.
d) operates the machine very well. Damian was at the mall all day yesterday. He
e) much stronger. ____________
f) can jump very far.
g) solves them pretty easily. This is a: ________________
h) is calling the plumber for some help.
i) very frightened. 7.
j) so intelligent!
1.
Maggie speaks four languages! She is

_____________
Look at poor, scared Eric! He seems __________
This is a: ________________
This is a: ________________
2.
8.
Ned is a professional forklift driver. He ___________
This is a: ________________
3.
Frank has some problems with his pipes at home.
He _____________
This is a: ________________
9.
My pet frog ___________
This is a: ________________
4.
Matt is usually very good at puzzles and riddles. He

____________
This is a: ________________
Liam is still staring at that unclear sign. He looks 10.

___________
This is a: ________________
5.
John spent a lot of time at the gym this month. He

became ____________
My dog is very energetic and playful. He ____________ This is a: ________________
This is a: ________________
Subject: ENGLISH LEVEL-A2 Class: IV LESSON : DON T BE AFRAID OF THE DARK HELEN KELLER

 Awareness
ACTIVITY I TLO: RHYMING; POETRY

APPRECIATION
 Read the following poem with correct pronunciation: OF PO
Wind On The Hill

By A. A. Milne
No one can tell me,
Nobody knows,
Where the wind comes from,
Where the wind goes.
It's flying from somewhere

As fast as it can,
I couldn't keep up with it,
Not if I ran.
But if I stopped holding

The string of my kite,
It would blow with the wind
For a day and a night.
And then when I found it,

Wherever it blew,
I should know that the wind
Had been going there too.
So then I could tell them

Whe e the i d goes…
But where the wind comes from
Nobody knows.
SPEAK OUT !
Which wristwatches are Swiss wristwatches?
Fred fed Ted bread, and Ted fed Fred bread
I slit the sheet, the sheet I slit, and on the slitted sheet I sit
A skunk sat on a stump and thunk the stump stunk, but the stump thunk the skunk stunk
Lesser leather never weathered wetter weather better
ACTIVITY II TLO: RESPECTING LIFE IN EVERY FORM; MOTIVATION TO
 Below are few of the most famous Indians who never gave up despite their disability. Go
through their brief life sketch and find out more about such personalities and share with
your friends.
1. Sudha Chandran 2. Ravindra Jain
This artist met with an Born visually impaired, Jain
accident when she was started singing at a very young
just 16. And doctors had age and took his passion to a
to amputate her leg. She new high when he joined the
overcame her disability Indian music industry,
by getting a prosthetic becoming one of the most
Jaipur Foot and notable music directors of the
became one of the most 1970s.
popular and acclaimed
classical dancers of the
country. 3. Girish Sharma
4. Satendra Singh
He lost a leg in a train
This acclaimed doctor
contracted Polio when he was accident when he was a kid.
just nine months old. He is But, this setback in life did
also a prominent disability not stop him from becoming
a badminton champion.
activist and works
extensively to make public
places more accessible to
persons with disabilities.
ACTIVITY III TLO: REASONING; AWARENESS OF WORDS
 Directions :
Complete the sentence using the word or set of words for each blank that best fits the meaning
of the sentence as a whole.
1. Blue is a ______. 6. English is a ______.
A. food B. number C. color D. car A. city B. sport C. number D. language
2. Russia is a ______. 7. Five is a ______.
A. country B. city C. street D. number A. color B. number C. city D. language
3. Tennis is a ______. 8. A dog is ______.
A. country B. sport C. fruit D. color A. a color B. a country C. a city D. an animal
4. An apple is a ______. 9. Los Angeles is a ______.
A. fruit B. number C. language D. color A. number B. city C. color D. language
5. A rose is a ______. 10. Mr. Jones is a ______.
A. food B. number C. plant D. car A. number B. city C. language D. man
Q: How can you eat an egg without breaking the shell?

A: Ask someone else to break it.
Q: Why did the farmer put the rusted out cars in his garden?
A: To raise a bumper crop.
ACTIVITY IV TLO: MATCHING SENTENCES; MAKING
SENTENCES
 Match the sentences from Column A and Column B.
COLUMN A COLUMN B
1. What were you doing 1. we made our own amusements.
2. The phone rang 2. I saw James.
3. As I was walking down the road, 3. while I was a child.
4. I lived in Paris for ten years 4. the river ran into the Atlantic.
5. Explorers believed that 5. I was working in the garage.
6. When we were children 6. while I was having dinner.
7. It happened 7. while I was living in San Francisco last year.
8. I tried a bit of the cake 8. to see how it tasted.
9. I was tired because 9. I had been gardening all day.
10.When you phoned . at eight o lo k este da e ening?
ACTIVITY V TLO: AWARENESS OF ADVERBS;

OF PO
 Complete the following sentences using an appropriate adverb. Choose your answers
from the options given below.:
hard, soon, now, seldom, lately, rarely, enough, totally, often,
bravely, once
1. I ha e et hi o l ………………. Answers
. The ats a hit the all ……………. 1. I have met him only once.
. Ba ki g dogs …………….. ite. 2. The batsman hit the ball hard.
. I ha e t ead a thi g i te esti g ……………. 3. Barking dogs seldom bite.
. She is t old ………………….. to li e o he o . . I ha e t ead a thi g i te esti g latel .
. You a e ………………… istake . . She is t old e ough to li e o he o .
. The a e e pe ted to e he e ………….. 6. You are totally mistaken.
7. They are expected to be here soon.

ACTIVITY VI TLO: AWARENESS OF IDIOMS
ATION
 Read the following idioms and understand their meanings :
A bird in the hand is worth two in the bush This expression is used to suggest that something that you have is
more valuable than something that you do not have even if it is
better.
A blessing in disguise If something is a blessing in disguise, its goodness is not

recognized at first.
If something is a dime a dozen, it is readily available.

A dime a dozen
If something is a drop in the bucket, then it is a very small part of
something really big.
A drop in the bucket
This expression is used to suggest that a foolish person will lose

his money easily.
A fool and his money are easily parted
Whe ou do t spe d ou o e , ou a e a tuall sa i g it

A penny saved is a penny earned little by little.
A picture paints a thousand words A visual representation of something is far more descriptive than
words.
If something is a piece of cake, it is a simple task that can be

A piece of cake accomplished easily.
ACTIVITY VII TLO: WORD ATTACK; REASONING

OF PO
 Directions :
Complete the sentence using the word or set of words for each blank that best fits the meaning
of the sentence as a whole.
1. The ______ man paid for my ticket. 7. Paul and Marcus are ______. They have the same
A. simple B. angry C. kind D. funny mother.
2. I cannot sleep because my neighborhood is very A. women B. friends C. students D. brothers
______. 8. The air is very ______, and there is ______ ice on
A. happy B. average C. fun D. noisy the road.
3. After John washed his car, it looked very ______. A. a … a la ge a ou t of B. ool … a y C. old
A. dirty B. sweet C. old D. clean … a lot of D. hot … u h
4. Turtles and snails do not move quickly. They are both 9. I always arrive to class twenty minutes ______ so
______ animals. that I have time to prepare.
A. quick B. slow C. fast D. small A. late B. early C. old D. after
5. The ______ shirt is too ______. 10. The library is a good place to ______ because it is
A. ig … azy B. la ge … ig C. hea y … s all D. et … very ______.
rainy A. study … uiet B. eat … hu g y C. lea …
6. I am ______ because I did well on my math test. i tellige t D. ead … ope
A. upset B. rough C. happy D. sad
ACTIVITY VIII TLO: AWARENESS OF MODALS
OF PO
 Complete the following sentences using an Answers
appropriate modal auxiliary verb. 1. You shall not enter my house again.
. You ………………….. ot e te house agai . o a d 2. We will need the supplies on 15th.
a) shall 3. Shall I open the door?
b) will 4. I will carry your books.
2. We ……………….. eed the supplies o th. 5. What shall we do?
a) will 6. I will either die or succeed in the attempt.
b) must 7. I was hoping that I would get the first prize.
. ……………. I ope the doo ? 8. You should keep your promise.
a) Will 9. He will turn twenty on Monday.
b) Shall 10. She will sit for hours listening to the wireless.
. I ……………….. a ou ooks. p o ise (Habit)
a) will
b) may
. What ………………. e do? Suggestio
a) shall
b) will
. I ……………… eithe die o su eed i the atte pt.
(determination)
a) will
b) shall
c) may
. I as hopi g that I ……………… get the fi st p ize.
a) would
b) should
. You ………………. keep ou p o ise. O ligatio
a) should
b) would
. He ……………. tu t e t o Mo da . Si ple futu it
a) will
b) shall
c) would
. She ……………….. sit fo hou s liste i g to the i eless.
(Habit)
a) will
b) shall
c) should
ACTIVITY IX TLO: READING ; IMBIBING VALUES

OF PO
TWO TRAVELLERS AND SOME MONEY
READ FOR PLEASURE:
Two travellers were journeying together when one of them found a bag and said to another, "Look, I have found a
bag of money."The other man said, "Remember we are traveling together. So, don't say I've found it, say we have
found it."After some time, they heard that the police were looking for the thieves who had stolen a bag of money.
The man holding the bag said, "We are undone."
The other man said, "Don't say we are undone but I'm undone. When I wouldn't share any money, I'll not have any
punishment."How selfish the man was!
Subject: ENGLISH LEVEL-A2 Class: IV LESSON 6: THE DONKEY I HAD A LITTLE PONY!
THE MILKMAN S COW

 Awareness
ACTIVITY I TLO: RHYMING; POETRY

APPRECIATION
 Read aloud the following: OF PO
This Little Piggy.
This little piggy went to market,

This little piggy stayed at home.
This little piggy had roast beef
And this little piggy had none.
This little piggy went wee, wee,
wee,
There Were Froggies
All the way home.
There were froggies by the
lake,
They were thinking what to
make.
They all swam off until there
was one
Saying loudly: It s no more fun!
ACTIVITY II TLO: READING; IMBIBING VALUES

OF PO
 Read for pleasure:
Once, a king's army was going back after a battle. Their food supplies got finished. The king asked his soldiers to go
to a nearby village and get the grains. Some soldiers and their commander entered the village and met a farmer.
The commander asked him, "Dear farmer, can you lead us to this village's largest field?" He took them to a large
field. The commander ordered his soldiers, "Cut and collect all the grains." At this, the farmer got scared, He said,
"Sir, come and I'll show you another field." The soldiers went with him to a small field. They collected the grains
from that field. The commander asked the farmer why he led them to this field. The farmer replied, "That field
belongs to someone else. How could I let you destroy it? This is my field and here I can allow you to do, what I
wish." The king learnt of the farmer's kind concern for others and paid him handsomely for his grains.
ACTIVITY III TLO: SENTENCE MAKING; IMBIBING
VALUES
 KINDNESS IS THE MOST NOBLE GESTURE TOWARDS ALL : OF PO
Speak out ten sentences on kindness towards animals:
ACTIVITY IV TLO: APPRECIATING POEM; COMPREHENSION
 Read these messages on kindness. How would you like to do a kind act today?
1. Do a kind favor today 2. Kindness does not need many resources
Say a few sympathetic words to someone It does not take super talent or skill
Show a humble gesture right away But being kind is known to be the key
Be proud of a modest act you have done To build up a great personal goodwill
Show empathy in each and every action God has a very easy way to decide
Integrate kindness in everything you do If you will go to heaven or hell
Make hu ility a o e pa t of you life s ele atio He simply adds your acts of kindness
One day it will all come back to you And subtracts unkind actions, before striking the bell
ACTIVITY V TLO: VALUE BASED READING; IMBIBING VALUES
 Read the following poem and answer the questions given:

Fill in the blanks with the words given
Send a drop of kindness, below:
And see a happy face.
Prayer ; Happy ;
A drop of kindness goes real far,
comfortable ;
It may even reach outer space. close
Send a drop of love,
And feel a loving embrace. 1. A drop of kindness makes people
It feels so good to feel like, ________
You are in the right place. 2. A drop of love brings people ________
Send a drop of hope, to each other.
But be that shining star.
Hope is wonderful to have, 3. A drop of hope can make people
But sometimes you can't sit away so far. ________.
Send a drop of faith, 4. A drop of faith along with _________
With a single prayer. keeps us on the right path.
And God will show the way,
As faith is always there.
ACTIVITY VI TLO: AWARENESS OF FOREIGN PHRASES IN ENGLISH
 English language has borrowed numerous words and phrases from foreign languages.
Today, many of these words/phrases are an integral part of the English vocabulary. Here is a
quick overview of few foreign phrases in English.
Ab initio (Latin): from the beginning
Ad hoc (Latin): Made for this particular purpose
Ad infinitum (Latin): to infinity
Annus mirabilis (Latin): a remarkable or auspicious year
Au courant (French): well informed
Au fait (French): having a good knowledge
Au fond (French) in essence
Au naturel (French): in the most natural way
Beau ideal (French): ideal beauty
Bona fide (Latin): genuine; real
De facto (Latin): whether by right or not
De jure (Latin): rightful; by right
ACTIVITY VII TLO: KNOWLEDGE OF ARTICLES AND USING

CORRECTLY
 Directions :
Complete the following sentences using an appropriate article.
. She has ………………. la k ole o ………. fo ehead. Answers
. I at hed ……………. i te esti g o ie este da . 1. She has a black mole on the forehead.
. You a e …………….. g o up gi l o . 2. I watched an interesting movie yesterday.
. She is looki g fo …………….. jo . 3. You are a grown up girl now.
. I ha e pla ted so e oses i ……………… ga de . 4. She is looking for a job.
. We eed ………………. ho e u se to take a e of 5. I have planted some roses in the garden.

……………… patie t.
6. We need a home nurse to take care of the patient.
. Do ou ha e ………………… spa e pe ?
7. Do you have a spare pen?
. She is goi g to …………….. a ket.
8. She is going to the market.
. Ha e ou got ……………….. u ella?
9. Have you got an umbrella?
10. She has pu lished ………………. olle tio of sho t
stories. 10. She has published a collection of short stories.
. Wh a e ou th o i g sto es at ……………… at? 11. Why are you throwing stones at the cat?
. Ca ou e o e d …………….. good ook that I a 12. Can you recommend a good book that I can read
read on the weekend? on the weekend?
ACTIVITY VIII TLO: USE OF INTERCHANGEABLE
WORDS
 AFRAID, SCARED, FRIGHTENED AND TERRIFIED OF PO
These words have very similar meanings and are often used interchangeably!
 The frightful howls scared us. / The frightful howls Frightened is more formal than scared. It shows a
terrified us. greater degree of fear.
Afraid is the most general of these terms. It is used to  She was too frightened to cry.
express a vague or general fear. You can be afraid of  I was too frightened to move.
something trivial. You can also be afraid of really dangerous
things. Terrified suggests extreme fear.
 She is afraid of the dark.  The young soldier was terrified by the battle.
 I am afraid of thunder and lightning.  The thunderstorm terrified us.
 He is afraid for his life.  The thunder and lightning scared the
children.
The expressions scared, terrified and frightened all imply  That ghost story scared me.
fear. Scared is mainly used in an informal style. It suggests a  The scarecrows are for scaring away the
mild fear that passes quickly. birds.
 The noise scared me. You frightened the daylights out of me.
 Oh, you s ared e. I did ’t k o you ere there.
 He jumped out of the closet and scared me.
ACTIVITY IX TLO: READING ; MAKING SHORT

SENTENCES
 Read for pleasure :
In a land far away, once upon a time there was great poverty: only the rich could manage OF PO
without great problems. Three of those rich men, and their servants, were traveling on the
same road, in a convoy, when they came to a very poor village. Seeing this poverty provoked
different reactions in all three rich men.
The first couldn't stand to see it, so he took all the gold and jewels from his wagons and shared them out among the villagers.
He wished them all the best of luck, and he left.
The second rich man, seeing the desperate situation, stopped for a short time, and gave the villagers all his food and drink,
since he could see that money would be of little use to them. He made sure that each villager received their fair share and
would have enough food to last for some time. Then, he left.
The third rich man, on seeing such poverty, speeded up and traveled straight through the village without stopping. The two
other rich men saw this from a distance, and commented with each other how the third rich man lacked decency and
compassion. It was good that they had been there to help the poor villagers...
However, three days later, they met the third rich man who was traveling in the opposite direction. He was still traveling
quickly, but his wagons, instead of the gold and valuables they had been carrying, were now full of farming implements, tools,
and sacks of seeds and grain. He was heading to the poor village to help them out of poverty.
This happened a long, long time ago, but we can see the very same thing happening today too. There are some generous
people who give only so that people can see how much they are giving. They don't want to know anything about the people
they are giving to.
Other generous people really try to help others, but only so that they can feel better about themselves.
But there are other generous people: the best kind. To them it doesn't matter what the other kinds of generous people think
of them. Nor do they give in a showy way. Instead, they truly worry about how best to improve the lives of those they are
helping. They give greatly of something much more valuable than money. They give their time, their vision and their lives.
We still have time to change to this third, and best, group!
ACTIVITY X TLO: WORD POWER; APPRECIATING
FRIENDSHIP
 Fill the i les ith o ds elated ith ki d ess : Eg : Ge tle; Polite; Helpful….
 TELL TEN SENTENCES ABOUT

YOUR BEST FRIEND !!
KINDNESS
ACTIVITY XI TLO: ANALYTIC REASONING; WORD

POWER
 Find out zoo animals from the following puzzle : OF PO
SOLUTION !
Subject: ENGLISH LEVEL-A2 Class: IV LESSON : HIAWATHA; THE SCHOLAR S MOTHER TONGUE

 Awareness

ACTIVITY I
POWER
 BEACH QUIZ !! OF PO
BARE FEET SAILING SURFBOARD

BEACH BALL SAND SURFING
BOAT SEAGULL SWIMMING
CLOUDS SEASHELL SWIMSUIT
DRIFTWOOD SEASHORE T SHIRT
HAT SKY TOWEL
KITE STARFISH VOLLEYBALL
LIFEGUARD SUNGLASSES WADING
OCEAN SUNSCREEN WATER
PAIL SUNSHINE WAVES
PIER

ACTIVITY II
POWER
POE
 Find out hidden items in the given picture !! SOLUTION !!
ACTIVITY III TLO: APPRECIATING NATURE; IMPORTANCE OF PLANET
1. THE PLANET IS ONE BIG PARTY.
Earth is the only planet in our galaxy that can support life. Scientists estimate that Earth is home to about
300,000 plant species, over 600,000 species of fungi, and about ten million animal species. Guess you could say
e’re the life of the party.
2. EARTH HAS A SUPERPOWER—IT SPORTS AN INVISIBLE SHIELD.
Earth is surrounded by a cloud of gas called the plasmasphere. This cloud interacts with rings of particles that
also surrou d the pla et to reate a i isi le shield. The ar or deflects superfast electrons that zip through
space and could harm Earth if they were able to enter the atmosphere.
3. THIS PLANET IS INTO RECYCLING.
The ground you walk on is recycled. It starts off as sizzling-hot ag a deep ithi the pla et’s ore. This is
pushed up to the surface, where it cools and becomes hard rock. Winds erode the rock, shaving off tiny
frag e ts that get uried a k i to the earth, here they’re reheated i to ag a. The the y le starts
again. Good to know Earth is so green.
4. EARTH IS IN THE PERFECT POSITION.
Earth spins around a tilted axis, or an imaginary line that runs through the planet from the South Pole to the
North Pole. If the planet were angled any differently, or if Earth were even just a little closer to or farther from
the sun, temperatures would shift drastically. And that would make life here impossible.
5. OUR PLANET IS A MYSTERY.

A out 95 per e t of the Earth’s o ea s hi h ake up ore tha 70 per e t of the pla et re ai
unexplored. Scientists estimate almost a million undiscovered species could live in these unseen seas. Some
lands, like parts of the rain forests in New Guinea, are also uncharted. This means that many things on Earth
have yet to be discovered.
What is the similarity between your eyes and your school? Both have pupils!
What is the similarity between a bottle and a human being? Both have necks!
What is a fish without an eye? FSH I
Who is the silent member of the parliament? The letter I is not pronounced in
In which place are you silent? parliament
In the building u is silent in
pronouncing building .
ACTIVITY IV
 SPOT THE DIFFERENCES !!
TLO: IMPORTANCE AND CURIOUSITY ABOUT LANGUAGE

ACTIVITY V
 LANGUAGE FACTS ACROSS THE GLOBE !! FIND OUT MORE YOURSELF !!
 It s esti ated that up to 7,000 different  The United Nations uses six official languages to
languages are spoken around the world. 90% of conduct business: English, French, Spanish,
these languages are used by less than 100,000 Chinese, Russian and Arabic.
people. Over a million people converse in 150-  Many scientists also believe that knowledge of
200 languages and 46 languages have just a another language can boost your brainpower. A
single speaker! study of monolingual and bilingual speakers
 The world's most widely spoken languages by suggests speaking two languages can help slow
number of native speakers and as a second down the brain's decline with age. And to quote
language, according to figures from UNESCO Nelson Mandela, "If you talk to a man in a
The U ited Natio s Edu atio al, S ie tifi a d language he understands, that goes to his head.
Cultural Organization), are: Mandarin Chinese, If you talk to him in his language,that goes to his
English, Spanish, Hindi, Arabic, Bengali, Russian, heart."
Portuguese, Japanese, German and French.
ACTIVITY VI TLO: AWARENESS OF PARTS OF SPEECH
POE
 Directions :Underline the verbs (or verb phrases)
in the following sentences.
Answers:
1) The dog runs and jumps.
1) The dog runs and jumps.
2) We are studying biology.
2) We are studying biology.
3) The tennis player is going to hit the ball.
3) The tennis player is going to hit the ball.
4) We like to sing, dance, and play.
4) We like to sing, dance, and play.
5) I do not know if I should go to the party tonight.
5) I do not know if I should go to the party tonight.
The fi st a ould t ha e a oided hitti g the se o d
car. ) The fi st a ould t ha e a oided hitti g the
second car.
7) Hmmm, right now I am thinking about thinking!
7) Hmmm, right now I am thinking about thinking!
Directions: Now make your own sentences that
use verbs.
TLO: COMPREHENSION; WORD POWER

ACTIVITY VII POE
 Read the story aloud and answer the questions given :
Akbar used to love going out on hunting expeditions.

Once, when Akbar was out on one such expedition,
he and some of his courtiers lost their way somehow.
At last, they came to a junction of three roads.
Akbar was very happy as he thought that now he could reach his capital,
Agra through one of these roads. He was not sure as to which of
the three roads led to Agra. No courtier was able to tell
hi h oad e t to the E pe o s apital.
Just then, they saw a young man coming towards them
on one of the three roads. Akbar called out,
Wait up ou g a ! a d asked hi , Could ou tell us hi h oad goes to Ag a?
The a s iled a d said, Si , o e of these oads go to Ag a.
E e od as sho ked at the ou g a s auda it .
Akbar kept his a ge he k a d asked the ou g a agai , What do ou ea ?
The a said o e o e, People t a el, ot oads. Do the ?
The E pe o s a ge a ished o hea i g this le e epl .
He laughed a d said, Yes, ou a e ight. Tell e, hat is ou a e?
The a said, M a e is Mahesh Das, si ! No tell e a out ou self.
Who a e ou a d hat is ou a e?
Ak a said, You a e talki g to E pe o Ak a , the Ki g of Hi dusta !
I eed fea less a d itt people like ou i ou t.
He took off his ring, gifted it to the young man and said,
If ou a t to e a pa t of o al ou t, o e to eet e ith this i g
and I will recognise you immediately. Now, show us the way to reach Agra.
All of us are exhausted and need to reach Agra before the su sets.
 Answer the following in not more than one sentence:
1. What confused Akbar at the junction of the three roads?
2. What was the reply of the young man when Akbar enquired about the roads?
3. What explanation did the young man give for his answer?
4. What was Birbal’s real a e?
5. What did Akbar gift to Birbal?
ACTIVITY VIII TLO: CLARITY IN PRONUNCIATION;

RHYMING
POE
 Speak out these tongue twisters !!
A flea and a fly flew up in a flue.

Said the flea, "Let us fly!"
Said the fly, "Let us flee!"
So they flew through a flaw in the flue. Once upon a barren moor
There dwelt a bear, also a boar.
The bear could not bear the boar.
The boar thought the bear a bore.
At last the bear could bear no more
Of that boar that bored him on the moor,
And so one morn he bored the boar -
That boar will bore the bear no more.
ACTIVITY IX TLO: APPRECIATING POEM; RHYMING

POE
 Read this poem loud with correct

pronunciation !!
Double Trouble
by Mark Chandler
Please spare me a thought Explain to me please:

For the cause of my frowns On my plate are pink prawns
My teacher's just taught The green things are peas
Me the plurals of nouns Make the yellow ones "corns"!
So let's start with a fox So foot becomes feet?

Well, the plural is foxes There's no logic at all ...
But change it to ox Because boots are not "beet"
We have oxen, not "oxes" ... And you say 'six foot tall'
He becomes they: A pair of trousers - OK?

Man becomes men But I see only one.
So I think I can say Can you please say
Humans are "humen"! Where the other has gone?
Subject: ENGLISH LEVEL-A2 Class: IV LESSON 8: A WATERING RHYME; THE GIVING TREE

 Awareness
TLO: APPRECIATING POEM;

ACTIVITY I
RHYMING
 Read this poem loud: ON OF
Carrot, cabbage, and potato, Cauliflower, beetroot and pumpkin,

Spinach, radish and tomato, Protect the vegetables kith and kin.
All live in freedom,
In the vegetable kingdom. Together they all stay,
Happy and gay.
Black brinjal is their King,
Who always sits on a swing. Lives of human kind
Brainy Chilli – the chief minister Depends on vegetables of all kind.
Body s vitamins and mineral needs,
Capsicum is his sister. Are met from vegetables flesh and seeds.
Ladyfinger – an attendant,
To the Queen who wears a
pendent
TLO: APPRECIATING POEM; RHYMING;

ACTIVITY II
HUMOUR
 Read out the following poem loud! Confuse not comb with tomb or bomb,
Doll with roll, or home with some.
SOUNDS AND LETTERS
We have blood and food and good.
When in English class we speak,
Mould is not pronounced like could.
Why is break nor rhymed with freak?
Will you tell me why it's true
There's pay and say, but paid and said.
That we say sew, but also few?
"I will read", but "I have read".
Why say done, but gone and lone -
When a poet writes a verse
Is there any reason known?
Why is horse not rhymed with worse?
Beard sounds not the same as heard
To summarise, it seems to me
Lord sounds not the same as word
Sounds and letters disagree.
Cow is cow, but low is low
Shoe is never rhymed with toe.
Think of nose and dose and lose
Think of goose, but then of choose
ACTIVITY III TLO: WORD ATTACK; VOCABULARY
ON OF
 WORD SQUARES
 Think of a 4-letter word such as WORD and try to make a "word square"
in which the same words read across and down. For example:
WORD
OVER
REDO
DROP
If you find this easy, try 5-letter word such as WORDS:
WORDS
OPERA
REBEL
DRESS
SALSA
TLO: ANALYTIC REASONING

ACTIVITY IV
ECI
 SPOT THE DIFFERENCES !!

ACTIVITY V TLO: READING; HUMOUR
ECI
Here are some interesting questions !!!
- If olive oil comes from olives, where does baby oil come from?
- If people from Poland are called Poles, why aren't people from Holland called Holes?
- Do infants enjoy infancy as much as adults enjoy adultery?
- Why is the man who invests all your money called a broker? Does he make you broke?
- Why is the time of day with the slowest traffic called the rush hour?
- If horrific means to make horrible, does terrific mean to make terrible?
- Why is it called a building when it is already built?
- If vegetarians eat vegetables, do humanitarians eat humans?
Why is abbreviation such a long word?
TLO: ANALYTIC REASONING;

ACTIVITY VI
VOCABULARY
OF PO
ACTIVITY VII TLO: READING ; SENTENCE MAKING

ON OF
 Read for pleasure !!
A group of frogs were traveling through the woods, and two of them fell into a deep pit. All the other frogs
gathered around the pit. When they saw how deep the pit was, they told the two frogs that they were as good as
dead. The two frogs ignored the comments and tried to jump up out of the pit with all of their might. The other
frogs kept telling them to stop, that they were as good as dead. Finally, one of the frogs took heed to what the
other frogs were saying and gave up. He fell down and died. The other frog continued to jump as hard as he could.
Once again, the crowd of frogs yelled at him to stop the pain and just die. He jumped even harder and finally made
it out. When he got out, the other frogs said, "Did you not hear us?" The frog explained to them that he was
practically deaf. He thought they were encouraging him the entire time.
The moral of this story: Be careful of what you say.
1. Encouraging words to people who are down can motivate them to achieve their goals.
2. Destructive words to people who are down can have a devastating effect.
ACTIVITY VIII TLO: COMPREHENSION; READING SKILL; IMBIBING
 Read the following story carefully:
Long, long ago, in a dense forest How are you, hunchback?" the other
there were thousands of tall and trees always shouted and their
beautiful trees. They were happy, laughter made the ugly tree feel sad.
but proud of themselves. Among But, he never raised a voice against
them there also an ugly tree whose them. The ugly tree thought, I wish I
branches were badly twisted. Its were as beautiful as the other trees.
roots had uneven curves. All the Why did God do this to me? Neither
trees made fun of that ugly tree. can I provide shade to the travelers
not can the birds make their nests on
me. Nobody needs me."
One day, a woodcutter came to the

forest. He took a look at the trees
He had just raised his axe when
and said, These trees are lovely. I suddenly he noticed how crooked the
must cut them." As soon as he ugly tree was. Hmm! This crooked
picked up his axe the trees became tree seems to be useless for me. I
frightened. cannot make long straight logs of this
Chop, Chop, Chop went the ugly tree," he thought. And he moved
woodcutter s axe and one by one the towards another beautiful tree. The
ugly tree heaved a huge sigh of relief.
trees started to fall. None of us is
He realized that by making him ugly,
going to be spared," screamed one of God had actually given him a boon.
the beautiful trees. Soon that tree From that day the ugly tree never
too was brought to ground by the complained. He was happy with his
woodcutter s axe. crooked branches. He never forgot
By now, the woodcutter had come how he was spared from t he
woodcutter s axe, only because he
near to the ugly tree.
was crooked and ugly.
 Answer the following questions orally in one sentence only:

1. Why did the other trees laugh at the ugly tree?
2. What made the ugly tree cry and cry?
3. What did the woodcutter do to the other trees?
4. Why did the woodcutter spare the ugly tree?
5. Can u think of a message given in the story?
ACTIVITY IX TLO: PHONIC AWARENESS; VOCABULARY

EM
 Can you spell the words with 'ng'?
 FANG ; KING ; ANGRY ; STRONG ;FINGER SING
 What s you fa ou ite g o d? Do you k o a y othe g o ds?
ACTIVITY X
TLO: REASONING; SENTENCE MAKING
EM
 Finish the sentences using the following words:
boring, camera, tomorrow, guitar, keys, volume, bed, yellow, puppy, marathon
1. I’ learning to play the ____________________.
2. It's going to be windy ____________________.
3. I like reading before going to ____________________.
4. I went to the pet store to buy a ____________________.
5. This movie is ____________________.
6. I'm training for a ____________________.
7. Please turn down the ____________________.
8. Where are my car ____________________?
9. My favorite color is ____________________.
10. I love taking photos with my ____________________.
TLO: CREATIVE THINKING; CAPTION

ACTIVITY XI
WRITING
 FUNNY CAPTIONS! M
 What do think these kids are thinking or what do they want to say? Write one sentence
related / give a caption to the picture. One has been done for you!!
_________________ __________________ ___________________ ________________

For each exercise, write whether the verb in bold is a 6.
transitive verb, an intransitive verb, or a linking verb.
1.
Manny writes lots of notes to remind him what he has

to do every day.
Quinn saves money in his piggy bank.
This is: ________________
This is: ________________
7.
2.
Lily always stretches before going for a run.

Paul studies a lot.
This is: ________________
This is: ________________
8.
3.
The scout leader has a lot of experience. Nick is walking down the street and singing a song.
This is: ________________ This is: ________________
4. 9.
Kyle feels comfortable when he can sleep with his teddy

bear.
Phil seems happy! This is: ________________
This is: ________________

5. 10.
The pilot looks pretty worried! Greg received some surprising news this morning.
This is: ________________ This is: ________________
Complete the subjects under each picture with the Underline the direct object in the following sentences.
predicates from the table to form a complete
sentence. 1.
Predicates:
won't have time to finish all those dishes
before the guests arrive!
is having a conversation at the office.
really has a very mess closet!
ran because he was in a big hurry.
forgot to put on his trousers this morning!
Dr. Rodriguez gave his patient advice.
Subjects:
2.
1.
The group of men ____________________
2.
The man is holding the red block.
3.
Jimmy ____________________
3.
They are singing a song for their audience.
Marie ____________________
4. 4.
He is carrying a heavy bag of mail today!

Mr. Fredrickson ____________________
5.
5.
The mothers are pushing their children in the park.
Craig ____________________
Complete the sentences below by adding the indirect 4.

object in the correct place in each sentence. The
indirect object is in parentheses () after the
sentence.
1.
The little boy has told a joke. (them)
5.
He is giving some good news! (his sister)
2.
My son painted a beautiful picture! (me)
He is making dinner. (his children)
3.
Johnny is playing a blues song. (the audience)

Subject: ENGLISH LEVEL-A2 Class: IV LESSON 9: BOOKS ; GOING TO BUY A BOOK

 Reading  Able to comprehend;  Individual task
 Listening  Listen with attention ;  Team task
 Vocabulary  Improve vocabulary;
 Spelling  Learn spelling ;
 Speaking  Able to speak short sentences;
 Writing  Improve handwriting
 Awareness
TLO: ANALYTIC REASONING

ACTIVITY I
ECI
 WORD DECODER:
A B C D E F G H I J
10 3 16 8 14 12 4 22 19 23
K L M N O P Q R S T
21 6 11 20 24 1 17 5 18 7
U V W X Y Z
15 25 2 26 9 13
 Match the numbers with the words and write down the word in the box :
16 5 14 10 7 14
22 10 1 1 9
18 16 22 24 24 6
8 19 18 16 24 14 5
14 20 23 24 9
ACTIVITY II TLO: PRONUNCIATION; READING SKILL;

RHYMING
 Read this poem with correct pronunciation :
Read to me
Jane Yolen
Read to me riddles and read to me rhymes
Read to me stories of magical times
Read to me tales about castles and kings
Read to me stories of fabulous things
Read to me pirates and read to me knights
Read to me dragons and dragon-book fights
Read to me spaceships and cowboys and then
When you are finished- please read them again.
ACTIVITY III TLO: BASIC SKILL OF PARTS OF SPEECH; AVOIDING COMMON
 Directions: Underline the nouns in the following sentences.
 1) The house is in Africa.

 2) The car is old and is missing one door. QUITE
 3) When will the bus arrive? PLEASE !!
 4) Excitement is in the air.
 5) Yesterday was the coldest day of the year. QUIET
 6) Happiness is the best feeling.
PLEASE !!
 7) Tim, Joe, and Anton are my best friends.
 8) Evolution is part of nature.
 9) My brother is a major league baseball player.
 10) Is it time to go yet?
 Directions: Now make your own sentences using nouns.
ACTIVITY IV TLO: ANALYTIC REASONING; WORD

POWER
 WORD SEARCH !! LOOK UP OBJECTS !! POEM
AIRPLANE GALAXY METEOR SMOG

SHOWER
BIG DIPPER HAZE SOLAR
MOON ECLIPSE
BIRDS HELICOPTER
PLANETS STARS
BLIMP HOT AIR
BALLOON POWER LINES STREET
BLUE SKY LIGHT
JET RAINBOW
CHIMNEY THE SUN
EXHAUST SATELLITE
SMOKE TREETOP
JUPITER SATURN
CLOUDS UNIVERSE
KITE SKYDIVER
COMET VENUS
LIGHTNING SKYSCRAPER
DRONE
MARS SKYWRITING
FIREWORKS
MERCURY
ACTIVITY V TLO: READING; UNDERSTANDING
HUMOUR
 Read out these jokes loud and share some other jokes with your friends !! OEM
A customer ordered a cup of coffee in a restaurant!

The waiter served the coffee. The customer found a fly
in the coffee. He called the waiter.
A lady was running to catch a train to

Customer: How do I drink this coffee!
Bangalore. She reached the station and was
Waiter: Don’t you know how to drink a coffee?
searching for the train.
Customer: Waiter, see, there is a fly in my coffee.
Waiter: Oh yes sir, you are right! There is a fly in your
Passenger: (Asked to the station master) Sir,
coffee.
is this my train?
Customer: Waiter, I said, there is a fly in MMY coffee
Station Master: No Madam, this is not your
(He stressed the word MY)
train, it’s railways department’s train.
Waiter: Oh don’t worry sir, the fly won’t drink much!
Passenger: (Annoyed) That’s a good joke. Don’t
Customer: Waiter, it is swimming in my coffee.
act too smart. What I meant was, can I take
Waiter: Sir, do you want me to get a lifeguard for the
this train to Bangalore?
fly sir?
Station Master: No ma’am, you cannot! This
(Annoyed) Customer: the fly dead, it’s irritating!
train is so BIG and you can’t take it.
Waiter: I guess, it doesn’t know how to swim properly.
Passenger: Its really funny! Now say me, will
Customer: How do I drink this coffee?
this train take me to Bangalore?
Waiter: Don’t you know how to drink? I will teach you!
Station Master: NO ma’am. The train can’t take
you. The train driver will drive it to Bangalore!
ACTIVITY VI TLO: PUNCTUATING SENTENCE;

ECIATION
 Read the following sentences and add appropriate punctuation marks.
1. Hurrah We have won the match 1. Hurrah! We have won the match!
2. We went to the beach yesterday 2. We went to the beach yesterday.
3. Where have you been all this while 3. Where have you been all this while?
4. A snake bit the man 4. A snake bit the man.
5. This is the best birthday gift I have received 5. This is the best birthday gift I have received.
6. Mother made a delicious cake yesterday 6. Mother made a delicious cake yesterday.
7. You saved my life with my advice 7. You saved my life with my advice.
8. This is exactly the same dress I bought 8. This is exactly the same dress I bought.
9. Watch out 9. Watch out!
. Ho le e I . Ho le e I !
TLO: COMPREHENSION; VALUE
ACTIVITY VII
ATTAINMENT
OEM
 Read the following story and fill in the blanks with one word only :
Once there was a cat called Lucy and a rat named Taffy.
Taffy was a smart rat. Every time Lucy tried to catch him,
he would run back to his hole.
One day, Lucy thought of a plan. She took a dish full of milk
and kept it in front of the hole where Taffy lived.
When Taffy peeped out of the hole, he saw Lucy hiding there.
Suddenly, Lucy saw a long hollow pipe coming out of the hole.
Taffy drank all the milk of the dish through the pipe.
Poor Lucy sat on looking at the empty dish.

 Fill in the blanks:
1. _________________ has been called as smart in the story.
2. The dish was full of ______________.
3. Taffy _____________ out and saw Lucy hiding.
4. Taffy drank the milk through a ______________.
5. _______________ had the plan failed.

ATION
 Spot the differences!!
ACTIVITY IX TLO: PRONUNCIATION; IMBIBING MORAL
VALUES
 Read the following story loud :
Once a wolf was roaming around in a forest in search of a prey.
He came near a village that was located at the edge of the forest.
There he saw a flock of sheep grazing in a pasture.
While he was planning to kill a sheep, he found a sheep-skin lying by the foot-path.
Seeing the sheep-skin, a wicked idea clicked him.
He thought of wearing it and slipping into the flock because then, it would be easy to get a prey.
When the wolf got into the flock, the shepherd drove it to the village.
Reaching there he enclosed it in the pen and shut the door immediately.
Just then his wife came there and said, "Today I have nothing to cook for dinner. So, kill one sheep for me."
The shepherd went into the pen and looked for a meaty sheep.
Mistaking the disguised wolf for a sheep, he killed him with an axe.
The wickedness is its own punishment.
The wolf wanted a sheep as his prey but himself became the food of the shepherd.
ACTIVITY X TLO: VALUE OF BOOK READING;

RHYMING
OF PO
 Read out this poem loud with correct pronunciation :
Books are zoos that make a home

Books are ships that sail the seas For birds and beasts not free to
To lands of snow or jungle trees roam
And I'm the captain bold and free And I'm the keeper of the zoo
Who will decide which place we'll I choose the things to show to you
see I choose the things to show to you
Come let us sail the magic ship Come, let us visit in a zoo
Books are gardens, fairies, elves
Books are trains in many lands
Cowboys and people like ourselves
Crossing hills or desert sands And I can find with one good look
And I'm the engineer who guides Just what I want inside a book
The train on its exciting rides. Come, let us read! For reading's fun!
Come, let us ride the magic train
Subject: ENGLISH LEVEL-A2 Class: IV LESSON 10: THE NAUGHTY BOY; PINOCCHIO

 Reading  Able to comprehend;  Individual task
 Listening  Listen with attention ;  Team task
 Vocabulary  Improve vocabulary;
 Spelling  Learn spelling ;
 Speaking  Able to speak short sentences;
 Writing  Improve handwriting
 Awareness
ACTIVITY I TLO: PRONUNCIATION; APPRECIATION OF

POEM
 Read this funny poem loud on excuses made by a child for not going to the school!!
I cannot go to school today my skin is cracked and dry
said little Peggy Ann Makey. I think there's something in my right
my glasses broke eye
I think I'm going to choke I've got a massive leg cramp
my cat puked in my shoe my ears hurt from my brother's amp
not to mention all the poo all my hair is falling out
I have a hangnail on my thumb all I want to do is pout
I hear my ear going numb all my clothes are too tight
I was up all night with a migraine my head is filled with fright
I think there's a bug in my brain I think I'm going to die!
I keep getting a heat flash why me, oh why?
on my butt there's a rash what's that? what's that you say?
you say today is Saturday?
G'Bye I'm going out to play!
TLO: READING; VOCABULARY; SENTENCE

ACTIVITY II
MAKING
 READ FOR PLEASURE!

CLEVER MR. PAT
Mr. Pat was a very clever man but he had a habit of bragging.
One day, he went to a restaurant. A man came and
sat in front of him, as there was no other space available in the restaurant.
As was his habit Mr. Pat started bragging. The other person got fed up
of his bragging and asked him, "Tell me one thing that you can't do
and I will show you that I can do it.
At this, Mr. Pat stood up from his chair
a d said; "I a t pa ill. No ou ill ha e to pa it." FIND OUT THE MEANING OF
The other person had no option but to pay the bill. BRAGGING!!
ACTIVITY III TLO: POEM APPRECIATION; VOCABULARY
 Read the given poem and answer the questions given:
Always remember to forget  Mention the things you must

The things that made you sad remember always.
But never forget to remember  Mention the things that you
The things that made you glad. should forget always.
 Match the words with their
Always remember to forget meanings.
The friends that proved untrue.
WORD MEANING
But don't forget to remember
Those that have stuck by you. Glad Fixed
Always remember to forget Stuck Curse

The troubles that have passed away. Blessings Happy
But never forget to remember
The blessings that come each day.
TLO: ANALYTICAL APPROACH;

ACTIVITY IV
IDENTIFICATION
 SPOT THE DIFFERNCES!!

ACTIVITY V TLO: USE OF WORDS; SEASONS AWARENESS
DIRECTIONS: CIRCLE THE SPRING WORDS.

Green Hot chocolate Swimming January Hot Freezing Cool Windy Pants
Sweater Christmas New Years Halloween Fresh Fruit Rainy Warm
Ice skating Easter Snow Beach Black Iced Tea Flowers Storms Barbeque
Ocean Camping Reading Skiing Thanksgiving Pizza March
DIRECTIONS: COMPLETE THE FOLLOWING SENTENCES BY CIRCLING THE CORRECT WORD.
1. In spring, the flowers start to (grow, fall, run, and cry).

2. In spring, the grass turns the colour (black, blue, orange, green).
3. The temperature is (hot, warm, cool, cold) in spring.
4. The (Christmas, Independence Day, Easter, Halloween) holiday comes during spring.
5. During spring, people (rake leaves, drink hot chocolate, plant flowers, and swim).
6. (December, April, August, October) is a month of spring.
7. People eat (pumpkin pie, Easter chocolate, candy canes, and oranges) in spring.
8. People wear (heavy jackets, shorts, pants, ear muffs, t-shirts, wool socks) in spring.
DIRECTIONS: COMPLETE THE FOLLOWING SENTENCES.
1) I like to __________________________________ in spring.

2) I do not like to __________________________________ in spring.
ACTIVITY VI TLO: CREATIVTY; IMAGINATION; CAPTION

WRITING
 CAPTION WRITING !!
 TRY TO THINK OF A SENTENCE WHICH THESE KIDS MAY WANT TO SAY IN THESE PICTURES!
EXAMPLE:
 NOW DO IT YOURSELF!
_________________ _________________ _______________ ____________

TLO: AVOIDING COMMON MISTAKES;
ACTIVITY VII
SPEAKING
 LEARN ABOUT THERE ; THEIR ; THEY ARE
1) There is used to refer to a place or location.

EXAMPLE: I live there.
• I this se te e, the e is used to efe to the pla e he e ou li e.

EXAMPLE: My car is over there.
• I this se te e, the e is used to efe to the lo atio of your car.
DIRECTIONS: Replace each place or location with there in the following sentences.
EXAMPLE: I want to go to the beach.
 I want to go there.
1) I will see you at home.
_________________________________________
2) He lives at 102 State St.
_________________________________________
3) Jessica was born in Ohio.
_________________________________________
4) The car keys are on the table.
_________________________________________
2) THEIR is used to show ownership.

EXAMPLE: This is their apartment.
• I this se te e, thei is used to efe to a apa t e t that is o ed.
EXAMPLE: The all is thei s. •
In this sentence, theirs is used to refer to a ball that is owned.
DIRECTIONS: Use their to show ownership in the following sentences.

EXAMPLE: Tom is wearing a jersey of the soccer team.
Tom is wearing their jersey.
1) The Smith family owns this cat.
______________________________________
2) They are using the computer of the school.
___________________________________
3) I like the music of the band.
_________________________________________
4) The bicycles of the store are new.
_____________________________________
THEY RE is a o t a tio of the o ds The a d A e.

EXAMPLE: The e f ie ds.
• I this se te e, the e used as a o t a tio of the o ds The a d A e.
DIRECTIONS: Write three sentences using the o t a tio the e.

EXAMPLE: I do t k o he e the e goi g.
1 ) ________________________________________________________________
2 ) ________________________________________________________________
3 ) ________________________________________________________________
ECI
 WORD SEARCH !
 FIND OUT ALL THE GIVEN WORDS!
ASTER HOLLYHOCKS PETUNIA

CARNATION IRIS ROSE
CLEMATIS LILAC SNAPDRAGON
DAFFODIL LILY SUNFLOWER
DAISY MARIGOLD TULIP
FUCHSIA ORCHID VIOLET
GERANIUM
ACTIVITY IX TLO: WORD ATTACK;

VOCABULARY
 DIRECTIONS: Choose the word that is most nearly opposite in meaning to theION
word in
capital letters.
1. TRUST 6. AFRAID
A. suppose B. know C. doubt A. scared B. fearless C. peaceful
2. AGREE 7. PLEASURE
A. differ B. discuss C. attack A. boredom B. pain C. comfort
3. ACCOMPLISH 8. INJURE
A. surrender B. fail C. overcome A. heal B. harm C. hate
4. SHY 9. ENJOY
Choose the correct answer to describe the part of 6.
speech in bold in the sentence.
1.
Ellen is practicing for her concert tomorrow.

They each found lots of books they wanted to buy. a) pronoun
a) noun b) adverb
b) verb c) preposition
c) pronoun d) noun
d) adjective 7.
2.
That backpack looks very heavy!
She quickly completed her experiment. a) adverb

b) noun
a) verb
c) adjective
b) adjective
d) conjunction
c) preposition
d) adverb 8.
3.
He does not have much time to shop, but he knows

what he wants.
a) conjunction
Nick solved the equation on paper. b) interjection
c) adverb
a) preposition
d) preposition
b) adverb
c) adjective 9.
d) noun
4.
Natalie is cheering for her team!

Frank works best in his office.
a) pronoun
a) preposition
b) adjective
b) interjection
c) verb
c) pronoun
d) adverb
d) conjunction
10.
5.
He must be very strong to break that egg!

Wow! Those look like very complicated plans! a) verb
a) conjunction b) conjunction
b) noun c) noun
c) interjection d) adjective
d) adverb
Below each picture is a sentence. The nouns are in bold. 6.

Below is a sentence with blank spaces. Replace each
noun in the original sentence with the correct
subjective, objective, or possessive pronoun.
1.
This a cat. The one that belongs to Bob is small and
energetic. The one that belongs to us is big and fat.
__________ is small and energetic. ___________ is big

and fat.
My husband took a picture of me and the baby. 7.
__________ took a picture of __________.
2.
My co-workers and I are late for the meeting!

__________ are late for __________!
8.
These cookies are George's.
__________ are __________.

The weather is rainy.
3.
___________ is rainy.
9.
Oliver tells Henry a story.
__________ tells __________ a story.

Ralph does not have a bow tie. William and I gave him
4. the one that belongs to us.
___________ does not have a bow tie. ___________

gave him ___________.
10.
Eleanor and Fred are enjoying breakfast.
_________ are enjoying _________.
5.
Karen's dress is very elegant, but Karen likes the

one that belongs to me even more.
Karen's dress is very elegant, but __________ likes

__________ even more.
Mildred loves scary movies.
__________ loves __________.

Match the words which have opposite meanings (antonyms) to each other by drawing a line between them.
Right Down
Big No
Happy Closed
Slow Expensive
Yes Left
Negative Go
Up Fast
Off Sad
Cheap Old
Open On
Stop Positive
Young Small
Match the words which have similar meanings (synonyms) to each other by drawing a line between them.
Fast Smart
Huge Cheap
Pretty Skinny
Happy Fantastic
Awful Small
Inexpensive Beautiful
Tiny Simple
Thin Quick
Lady Delighted
Easy Terrible
Great Large
Clever Woman
Please circle (or underline) the word you think is different.

Write down your reason for choosing that word.
For example:
e.g. Plane Bird Rocket Dog
Reason: A dog a t fl
1. John Steve Matthew Kate
Reason:
2. Apple Carrot Strawberry Banana
Reason:
3. Lion Dolphin Elephant Rhinoceros
Reason:
4. Book Magazine Radio Newspaper
Reason:
5. Gold Diamond Platinum Silver
Reason:
6. Baseball Soccer Tennis Cooking
Reason:
7. Three Eight Six Four
Reason:
8. Red Yellow Heavy Blue
Reason:
Question Time!
1. Do you have a nickname?

2. If you could be any animal, which would you like to be?
3. What kind of superpower would you like to have? (e.g. the ability to fly, time travel, super strength, read minds
etc)
4. Which famous person would you like to meet?
5. What is your favorite subject at school?
6. Do you have any brothers or sisters?
7. If I gave you $100000 that you had to spend right now, what would you buy?
. What is the st a gest thi g ou e e e eate ?
9. If someone made a movie about your life, what kind of movie would it be? (e.g. action, romance, comedy,
mystery etc)
10. Do you brush your teeth with your left or right hand?
Find Someone Who...
Your name ___________________________
Find someone in the class that:
Has a birthday in December __________________________

Likes pizza __________________________
Was born outside this country ________________________
Likes listening to rock music _________________________
Wants to go to university ___________________________
Has a sister __________________________
Does t like to ato __________________________
Plays basketball __________________________
Has a PS3 __________________________
Loves English! __________________________
Total _____ / 10
Subject : English Level : A 2 Class : V Lesson : 1 Wonderful Waste

Strategies
 Vocabulary and  To be able to understand the difference in spelling of Individual
Spelling words which are very closely spelt and apply them in
proper context
 To be able to locate words based on the clues given Pair
 Writing  To be able to become aware of word similarities based
on their spellings individual
 To be able to solve puzzles based on the clues provided
ACTIVITY: 1 TLO: To be able to understand the difference in spelling of words which

are very closely spelt and apply them in proper context.
Focus words: strips/strip palace/place bit/bite scrap/scrape

es
hug/huge past/paste fast/feast/fist quit/quit
e
Read the above words with proper stress and accent clearly.
Discuss the meaning of each word and circle the letter which is different.
ACTIVITY:2 TLO: To be able to locate words based on the clues given

Read aloud the paragraph mentioned in the bracket and help your partner fill in
the blanks
1. The man is wearing a _______________dress.(10)
2. The cook _____________ the eggs(7)
3. A ___________smell was coming from the bakery.(7)
4. The ___________were served hot food.(8)
5. We ____________our school for the Annual Day.(7)
TLO: To be able to become aware of word similarities based on their spellings.
ACTIVITY:3
Add one letter to the word in the first circle and make a new word and write in the
second circle. Write the letter which have added in the middle
Example:
place a palace
TLO: To be able to solve puzzles based on the clues provided

ACTIVITY:4
Solve the crossword puzzle based on the clues given.
Across
2. a grand meal served during
celebrations or marriages
3. small pieces of vegetable skin
6. crushed to make a fine paste or
chutney
7. look at something for a long time with
eyes open widely
8. some things like dress, food which has
been followed for many years
Down
1.palace
4.serious and strict
5.showing something with the finger
7.long narrow pieces of paper or cloth
ACTIVITY: 5
The tea her reads aloud the re ipe of Aa Pa a . “tude ts liste to the re ipe .
1. Pressure cook raw mango.
2. Grind sugar, cardamom powder, roasted cumin powder, pepper
and black salt to fine powder.
3. Next add Mint leaves, grind again and keep aside.
4. Now, remove the pulp from the cooked mango.
5Add this pulp to the ground mixture and grind again to smooth
paste.
6. Add 2 tbsp of this pulp to a glass of chill water and mix well. Add ice cubes
and serve chilled.
7. Refreshing summer drink Aam ka Panna is ready.
Your friend is going home and telling the recipe of Aam Panna to his mother .
This is what he has said:
1. Add mint leaves, grind and keep aside.

2 Remove the pulp from the cooked mango.
3. Pressure cook raw mango.
4.Grind sugar, cardamom powder, roasted cumin powder, pepper and black salt.
5 Pour a glass of chilled water and add all the above things and mix.
6.Refreshing summer drink Aam ka Panna is ready.
Is the order correct? Now you put them in correct order.
ACTIVITY: 6  TLO: To be able to engage in conversation with friends on day to day activities
Describe the activities you do on a holiday to your friend.
“tart
Get uplike
late,this ……bath after 10 a.m, eat breakfast, chat with mother, fight with sister,
take
watch TV, get scolding from mother, do homework, colour pictures, play with friends,
 TLO: To be able to reproduce proverbs related to Teamwork
ACTIVITY: 7
Quotes on teamwork
Learn any 8 quotes and present in the class

1. Coming together is a beginning. Keeping together is progress.
Working together is success.
2. Talent wins games, but teamwork and intelligence wins championships.
3. TEAM
T- Together
E- Everyone
A- Achieves
M- More
4. Alone we can do so little; together we can do so much.

-Helen Keller
5. Teamwork is the fuel that allows common people to attain uncommon results."
6. Teamwork divides the task and doubles the success
7. The whole is greater than the parts.
8. The strength of the team is each individual member. The strength of each member is the
team.
9. Unity is strength. When there is teamwork and collaboration, wonderful things can be
achieved.
10. Individually, we are one drop. Together, we are an ocean.
Subject : English Level : A 2 Class : V Lesson : 2 Flying Together

Strategies
Vocabulary and  To be able to form the plural forms of words Individual
Spelling  To be able to Identify words related to teamwork and
unity in a word puzzle
 To be able to learn the spelling of commonly misspelt
words
ACTIVITY: 1 TLO: To be able to form the plural forms of words
a.Words hi h e d ith h are ade i to their plural for y addi g es
1.branch –
b.Words hi h ha e oo are ade i to their plural y ha gi g oo i to ee
1.goose-
Rewrite the sentences with the plural form of the words in the brackets
1.The _______________(goose) sat on the ______________(branch) of the tall tree. They have
webbed __________(foot)
2.The________ .(bunch) of grapes were fresh. But they were sour . Our ________(tooth) started to
rattle when we ate them.
TLO: To be able to identify words related to teamwork and unity in a
ACTIVITY:2 word puzzle
TLO: To be able to learn the spelling of commonly misspelt words

ACTIVITY: 3
Learn the spelling of these words :
a. frie d A frie d is a perso ho o es ith us till the e d , so the ord frie d is spelt f r i e n
d
. to orro a d r
3.listen – t sile t
ACTIVITY: 4 TLO: To be able to learn to pronounce homographs correctly

What is the meaning of the underlined words in the sentences
1. I sat still when the dentist checked my teeth
a. Without moving b. angrily c. moving the head up and down
2. It is 8.30 a.m. The bell has not rung still.
a. Quietly b. not yet c.loudly
3. The wind blew softly.

a. Cyclone b. rain c. air
4. Climbers wind up on poles.

a. Move up in a circular way b. make a bundle c. fall down
TLO: To be able to speak incorporating quotations, proverbs etc in the speech
ACTIVITY: 5

Can you say these proverbs in Hindi?
3. A bad workman blames his tools .
1.United we stand divided we fall
4.Barking dogs seldom bite.
2. As you sow so shall you reap.
5.Where there is a will there is a way
ACTIVITY: 6 TLO: To be able to speak incorporating quotations, proverbs etc in the speech

What do the above proverbs mean? Explain with examples.
ACTIVITY: 7
I.What moral does the following picture depict ?Speak about it.
TLO : To be able to write short imaginary stories

ACTIVITY: 7

The wise bird saved the birds from the hunter in the story. Imagine what would have
happened if the wise bird had not saved the flock of geese. Write it in about five
sentences.
Subject : English Level : A 2 Class : V Lesson : 3 Robinson Crusoe

Strategies
Vocabulary and  Solve puzzles based on the clues provided Individual
Spelling  Write synonyms for words
 Expresses feeling about environment through
Reading
speech
TLO: Solve puzzles based on the clues provided

ACTIVITY: 1
ACROSS
1. wild ,violent primitive people
2. a large fort like building
3. the impression left by a foot
5. confident
6. happening many times
10. place with people living in
11 inquire to find out the truth
DOWN
1.land along the sea
2. to follow and catch
4. land covered by water on all sides
7. observe or study carefully
8. roam from place to place
9. to notice something which was already there
TLO: Write synonyms for words
ACTIVITY :2
Help box: panic, happy, frightened, afraid,

joyful, fear, greedy, sorrow, nervous, scared
Write other ords hi h ea afraid .
TLO: Expresses feeling about environment through speech

ACTIVITY : 3
Footprint is the print of a a s foot. Look at the tracks of the animals in the picture.
Where do you think are they going? Why?
ACTIVITY 4
 TLO: Performing language functions such as translation from Hindi to English and
vice versa
Pick one word from the lesson and add to the group of words which have similar
meaning:
1.afraid, scared, feared, panic ,______________
2.footprint, track, pugmark ,______________
3.often, repeatedly, many times,_____________
4.examine, search, study, explore ,____________
5. beach, coast, sands , ____________
6. break, damage, spoil , ___________
7.brave, courageous, daring ,___________

Subject : English Level : A 2 Class : V Lesson : 4 My Elder Brother
ACTIVITY: 1 TLO: Performing language functions such as translation from Hindi to English
and vice versa
Translate the following Hindi sentences into English.
1.अगर नींव मजबतू ह तो इमारत भी मजबत ू हो जाएगा।

_______________________________________________________
2.अंरजी सीखन क लिए काफी रयासआव्यक ह।

_______________________________________________________
3. एकता मं बि ह।
_______________________________________________________
4. परछाईरकाश की उप्थितत मं बनत हं।

_______________________________________________________
5. हम आिसी नह ंहोना चाहहए ।
ACTIVITY: 2 TLO: To be able to read texts with comprehension , locate details and
answer questions
Translate this Hindi poem into English

___________________________________________
___________________________________________
___________________________________________
ACTIVITY -2
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
TLO: To be able to read texts with comprehension ,locate details and answer
ACTIVITY: 3 questions
Read the given passage and answer the given questions:-
O e there li ed a arpe ter a ed Kasi. He had a fi e ear old so . His a e as Vasu. Kasi s
father Ramu was too old and he also stayed with them. Kasi began to think that his father was of
no use to him became he was too old to do any work. Kasi always spoke angrily to his father. One
day, Kasi gave food in a mud plate to his father. Being too old, Ramu was not able to hold the mud
plate. He dropped it down and broke it. Kasi became very angry and scolded his father. Vasu
observed this. The next day,Kasi gave a new mud plate. He went out to work. When he came back,
he saw the new mud plate also broken into pieces. He scolded his father badly and warned him,
Old a , if ou reak the e t plate also, there ill e o food for ou . Vasu as liste i g to his
father s ords. Ne t da , i the e e i g, he he a e a k ho e he sa his so doi g so e
work with his carpentry tools. He was surprised to see this and happily went near him;
Kasi asked Vasu What are ou doi g so ? Vasu replied Dad, I a aking a plate of wood for
you. When you become old, I will give you this wood plate so that you will not break it and I need
ot se d ou out of the house Kasi realized his istake a d apologized to his father for his
mistakes. He never ill-treated his father after that.
Answer the questions:
1. Why did Kasi always speak angrily to his father?

2. Was Kasi right/wrong in being rude to his father? Give reasons
3 Why did Vasu make a wooden plate? What lesson did he teach his father?
4. What moral do you get from this story?
5. Suppose you were Kasi how would you have treated your father?
6. Suggest a suitable title for this story.
ACTIVITY: 4 TLO: To be able to demonstrate formation of suitable word collocations
Make suitable collocations
idle times
gentle breeze
hard effort
tremendous several away earned
ACTIVITY: 5 TLO: Make meaningful sentences
Make as many meaningful sentences using the table. Underline the idioms in each sentence.
working hard to master

the game of football
Learning English was
thinking who should bell
The students is
the cat?
The girl were
o hild s pla
The children are
trying to catch the bus,
but in vain.
Subject : English Level : A 2 Class : V Lesson :5 The Talkative Barber

Strategies
Speaking To be able to deliver an oral presentation on an imaginary Individual
theme .
ACTIVITY: 1 TLO: To be able to deliver an oral presentation on an imaginary theme .
Imagine that you had slept away in the school for 20 years just like Rip did in the
mountains. You wake up after that. What changes will you find around you? Narrate
it in the class.
TLO: To be able to identify and name the pictures

ACTIVITY: 2
Mime the following games in the class. What do you learn while playing these games ?Speak about it
in the class . Use the words from the help box.
Concentration, breeze, fun, counting, hopping, jumping, careful, outdoor, indoor

TLO: To be able to write a notice about a missing person
ACTIVITY: 3
Sample notice
Rip slept away after drinking the contents from the barrel. His family started
searching for him. They wanted to give a notice about him in the newspaper. Help
them make a notice about the missing Rip.
ACTIVITY: 4 TLO: To be able to read words correctly
Read the words aloud correctly
know, doubt, often, column, comb, honour, scent , autumn, island, sandwich, answer ,assignment ,
honest, knife, chalk, aisle , handkerchief, scene ,sign ,listen ,palm, write
Read the words aloud. Identify the silent letter in each word and write under the
correct heading
TLO: To be able to make inferences from a given text and construct
ACTIVITY: 5 simple sentences
Ravi is fond of fruits. He eats a fruit after lunch. His brother likes to eat chips after
lunch. Ravi also likes chips but does not do eat daily. But he does not skip the fruit.
Use always, never and sometimes and write three sentences about Ravi.
_____________________________________________________________________
_____________________________________________________________________
_______________________________________________________________
1.Analyse the word relations and fill in the blanks
1.breakfast : Morning 3.shine: shone

dinner: ______ drive: ______
2.investigate : enquire 4.traditional :Modern

bold: ________ foolish: _______
2 What is common in the following groups

1.listen often castle tsunami -____________
2.boat shore sand footprint -____________
3. where what why who -____________
4.cut whip grind pour-____________
5. afraid fear scared nervous -____________
3 Circle the word which is different in each group:

1. cave chase call could
2. to of so on
3. wise bed geese boat
4.sometime honeybee anyone carpet
5.we I our all
4. Read the following words aloud by pronouncing them correctly
palace/place except/expect antenna/antennae

wander /wonder quit/quite
5. The school captain announced that Sunitha has got the first prize in the CCA
Competition. He spoke the following lines in the assembly:
Sunitha has won the drawing competition. She is a very good artist .Her hobby
is to practice sketches. We wish her all the best.
But it was a mistake. It was Sunith who got the prize. Now edit the above lines.
General Word Power
Across Down
5. activity where words are 1. to stand without
dictated and students movement
write the words 2. belonging to
7. a song ; rhyme or verse someone
8. children blow this and 3. a painting or drawing
play 4. opposite of here
9. a promise you take every 6. the next day
day in the assembly
8. reason
10. past tense of are
9. 'Daya kar Daan' is
11. scared the KVS
12. to put on a dress ___________
13. beautiful
Fill with suitable question words .Add other words if required
1._____________? At 5.45 11._______? Mary
._____________? “ita s 12._________________________? Yes,she has.
3._____________? In May. ._________________________? No, I o t.
4. ____________? Our teacher. 14. _________________________? Yes, I know.
5. ____________? Rupees ten. 15. _________________________? I am fine.
6. ___________? The red one. 16. _________________________? This book.
7.___________? In the garden. 7._____________ _________? No,the are t.
8.___________? Five. 18._____________________? Yes,I am coming.
9.__________? Because it is good. 19.________________________? Yes,we have.
.________? No, I a t. 20.________________________? Yes,you may.

V. Ma as s pet Lolo is lost. “he has go e to the e spaper offi e to gi e a ad ertise e t a out
her missing pet. Help her describe her pet .
Clue :
Write about his look, tail, name, his nature,

age, date since he is missing, reward you will
give to the person who finds him etc
Subject : English Level : A 2 Class : V Lesson :6
The Talkative Barber

Strategies
 Spelling  To be able to spell words correctly  Visual
 Writing  To be able to take dictation of sentences which consist of  Custom made
homophones. sentences
 To be able to use punctuation marks while writing
ACTIVITY: 1 TLO: To be able to spell words correctly .
Look at the picture and tick the correct word
dessert / desert patience/ patients quiet/ quite
piece/peace off/of shave/save

TLO: To be able to take dictation of sentences which consist of homophones.
ACTIVITY: 2
Write the following sentences using capital letters and full stop.
1. the patients lost their patience
2. the quiet boy was quite good
3. the loose bag was losing its strength
4. our bus will come after an hour
5. as you sow ,so shall you reap
TLO: To be able to speak in a sequential manner.

ACTIVITY: 3
 To be able to narrate events in simple past tense.
Narrate the story in the lesson, you just completed learning. The child in the first bench starts the
story. The next student follows the sequence of the story and adds a sentence to it. This will be
done by all the students in the class till the story is complete. Use sentences of your own. Do not
try to read out the sentence directly from the book or repeat the sentence as in the lesson.
Sample:
Student 1: The Sultan of Cashgar called a barber to get his head shaved.
Student 2: The barber was a great talker.
Student 3: The barber spoke continuously instead of shaving.
Student 4: The Sultan did not like this and scolded him.
Student 5: The barber told the king that he was hurting him by calling him a chatterer.
Student 6: The barber told him that he had six brothers who spoke a lot.
Student 7: He told their names to the Sultan.
Student 8: He said that he was the quietest among his brothers.
(The students continue till the story comes to an end.)
TLO: To be able to understand that a prefix is a group of letters that

ACTIVITY: 4
comes before a root or base word.
Gi e elo are a fe ords hi h egi ith u a d dis . Ide tif the ords i
hi h u a d dis are prefix.
words with
prefix 'dis'
disturb
words with
prefix 'un' disobedient
under
unknown
uniform
unkind
direspect
TLO: To be able to identify the conjunctions in a sentence.
ACTIVITY: 5
Why do you think there are pictures of glue all around the exercise?
Gulli er s Tra els
TLO: To be able to listen for specific information and apply it

immediately.
TLO: To be able to make simple Mathematical calculations
ACTIVITY: 1
TLO: To be able to represent facts pictorially
Listen to the text dictated by the teacher and draw suitable pictures or circle the
pictures after every line :
Teacher dictates: The captain went with one dozen men to the ground.
Students write and draw: ___________ (draw one dozen

men)______.
Teacher dictates : Each one had two pairs of shoes.
Students write and draw : ________ (draw two pair of shoes)
Teacher dictates: They put their thumbs up and walked.
Students write and point at the thumb: _________ (point the

thumb)______
Teacher dictates: The leader pointed at the fort with his forefinger.
Students write and point at the forefinger: ______________

Key:
1. The captain went with a to the

ground.
2. Each one had
3.They put their thumb up and walked
4.The leader pointed at the fort with his forefinger
TLO:To be able to read the story and organize its features

ACTIVITY: 2
Orga ise the stor Gulli er s Tra els i the o es gi e elo .

(Why did Gulliver
(Who are the (Where did the
come to that
characters?) story take place?)
place?)
(What kind of
(How would he
people did he
have gone back?)
meet there?)
TLO: To be able to write imaginary sentences about a story using picture clues
ACTIVITY: 3
Write the sentences using clues given in the picture.
1 2 3
1._______________________________________________________________________________
2._______________________________________________________________________________
3._______________________________________________________________________________
ACTIVITY: 4 TLO: To be able to read and comprehend simple text.
To be able to make sentences using the degrees of comparison

Meet Amar, Akbar and Antony . Read the notes given about them and write five
sentences using the word clues. Akbar
Amar
1.weighs 17 kgs
1.weighs 22 kgs
2. gets A grade in handwriting
+
2.gets A grade in handwriting
3. is 130 inches tall
3. is 120 inches tall
Antony
1.weighs 13 kgs
2.gets B grade in handwriting

Word clues
Example : Amar is fatter than Akbar.
fat, good, tall, than, the ,better, 3. is 110 inches tall
best, taller, tallest
ACTIVITY: 5 TLO: To e a le to lear the spelli gs of ords ith ie a d ia
Dra a flo er i the la k if the a s er is ie .Dra a leaf in the blank if the

a s er is ia
1. g_________nt
2. kerch________f
3. d_________meter
4. tr______d
5. exper________nce
6. d_______l

The Little Bully

Strategies
 Speaking  To be able to speak adapting the given information  Autobiography
 Writing  To be able to write narratives using the given clues construction
TLO: To be able to write narratives using the given clues

ACTIVITY: 1
TLO: To be able to speak adapting the given information
The lesso , The Little Bull has ee ritte E id Bl to . Gi e elo is so e

information about her. Read them and speak five sentences imagining yourself to be
Enid Blyton.
Enid Mary Blyton-11 August 1897-London, England
English children's writer -books are still popular, and have been first book, Child Whispers-
translated into almost 90 languages published in 1922
wrote fifty books a year The Famous Five and The created the cartoon character
Secret Seven-famous books Noddy
TLO: To be able to read the given text with comprehension and locate details
ACTIVITY: 2
Read the given text about Sri Abdul Kalam and do as directed
 Abdul Kalam was born on 15 October 1931 in Rameswaram, Tamil Nadu He was
the 11th President of India from 2002 to 2007 He studied at the Schwartz Higher Secondary
School, Ramanathapuram, Kalam went to Saint Joseph's College, Tiruchirappalli Then he
studied aerospace engineering in Madras Institute of Technology, Madras He was a scientist
and also a great writer. He wrote the books , India 2020,Wings of Fire and Ignited Minds He
received the Padma Bhushan , Padma Vibhushan and the Bharat Ratna Award from the
Government of India He passed away on 27th July 2015
1.Underline Kala s irth date a d the date o hi h he died.
2. Circle the books he wrote.
3 Box the places where he studied.
4. Tick mark the awards he received.

TLO: To e a le to use the arti les a, an and the orre tl .
ACTIVITY: 3
Make sentences from the substitution table

I II III IV
likes to look at moon

reads ice cream once every week
a
Rita wants to eat story everyday
bathed in an Ganges when she was young
bought kite yesterday
the
honest girl
TLO: To be able to write words starting with different blends.
ACTIVITY: 4
Write words starting with :
br ch fl
Who will be Ningthou?

Strategies
 Listening  To be able to make inferences from the information given in  Text reading
 Speaking a spoken text
 TLO To be able to make inferences from the information given in a spoken text
ACTIVITY: 1

Read the following sentences

1. Margaret Thatcher was the first female Prime Minister of Britain.
2. Indira Gandhi is the only female Prime Minister of India.
3. Indira Nooyi is the current Chairperson and Chief Executive Officer of PepsiCo, the second
largest food and beverage business in the world .
4. Kiran Bedi is the first woman to join the Indian Police Service in 1972.
5. Kalpana Chawla was the first woman of Indian origin in space.
Now use the following clues and speak a sentence each in turns
gender equality empower women powerful education position gender

bias respect capable strong
TLO : To be able to receive, interpret and respond accurately using simple language.
ACTIVITY: 2
 To be able to speak clearly on a topic.

Select a partner. Together decide on two imaginary characters which you would like
to choose and enact them with dialogues of your own. Prepare for a role play with
dialogues and enact in the class.
Sample:
Conversation between a new student and a classroom
Student : Wow! This is my classroom in my new school.
Classroom : Hello! Welcome!
Student : Hello! Strange! A classroom speaks?
Classroom : I am unhappy. I wanted to talk to someone.
Student : Is it? Go ahead. Tell me what is bothering you.
Word Power:
Suggested Topics:
-Vocabulary items suited to
1.Tree and the Rain
2.Bird and the the topic chosen.
Butterfly
-Polite words- Hello, Pardon
3.Child and the food
plate me, Sorry, Excuse me etc.
4.Paper and Pen - Use words you have learnt
5.Waves and Sand
ACTIVITY: 3 TLO : To be able to understand simple functional rules of sentence construction .
Draw a comic strip of the above activity and write the dialogues:
There are many words in your textbooks or readers whose sound you are not sure of.
Given below is a list of such words which feature in your lessons in the textbooks or
readers. Given along with them are tips to help them pronounce correctly. Read
them aloud with correct pronunciation.
Sample 1 : Words which appear in the Environment Science Textbooks

1. deer- de as i deep a d er as i arith eti
2. beast- e as i ee a d ast as i east
3. environment- e i e t r a d to e sile t
4. famine- fa as i fa il i e as i i
5. drought- dro as i dro ught as i fought
6. vitamins- i as i illage
7. Richter – ri-k-ter
8. hibiscus- hi as i hill –bis-cus
9. flower- flaw-r
10.plateau- pla(as in plan) –toe
Sample 2 : Words which appear in the English Readers

1. quay-key
2. queer- ku a d er as i tea her
3. bellow- e as i a a d lo
4. purr- pur rh i g ith fur
5. delicious- deli a d shus
6. freight- frei as i frie d a d ght as i fight
7. moustache- us as i Musli a d tash
8. gesture- ges as i Jess a d ture as i fur iture
9. archives- ar as i are , ki as i sk a d es as i stri es
10. pheasant- feasant
Use the words in simple
sentences to check the
fluency and accuracy in
pronouncing the words.
Activity:
Build your own creative story by contributing a sentence each in turns. A student will volunteer to
start a story with a sentence of his or her choice. The other students will add a relative sentence in
turns and thus build an interesting and original story.
Sample:
Student 1: One morning Hari went to the park.
Student 2: He saw a little pup there.
Student 3: The pup was shivering out of cold.
Student 4: Hari felt sad
Student 5: He thought for a while.
Student 6: He bought a pack of biscuits from a nearby shop.
Student 7: The shopkeeper did not give him the exact change.
Student 8: Hari started to calculate in his mind.
Student 9: He understood that the shopkeeper had cheated him.
(The story continues thus till all the students have contributed a sentence each. The last student
should plan a sentence in such a way that it spells the conclusion of the story.)
KENDRIYA VIDYALAYA SANGATHAN
3 DAY WORKSHOP BACK TO BASICS
22- 24 SEPT.2016
IMPLEMENTATION AND MONITORING TOOLS FOR STUDENT LEARNING AND ACHIEVEMENT
GENERAL GUIDELINES
PART A ABOUT THE TOOL

Design and Purpose of the Tool: This is a tool designed in the Workshop Back to Basics
with the twin purpose of Monitoring of Implementation of the standardised Material
produced in the Workshop and Mastery learning of Basics for which it has been designed.
Principle of the Tool: The tool is based on the premise that the teacher as the grass root
level practitioner is the main actor, assesses and reports on the achievement levels of the
students .
The tool is designed on statistical principle of random sampling.
Format: It is a suite of four Tools, the purpose of which is to ensure a continuum of
Monitoring. The four tools will form a booklet.
Monitoring:
i. INTERNAL
Stage 1: Self -assessment and Monitoring by the Subject teacher
Stage 2: Monitoring By the VP/HM
Stage 3: Monitoring by the Principal
ii. EXTERNAL
Stage 4: Monitoring by the Regional Office (Deputy/Assistant Commissioner)
Frequency of Implementation and Monitoring:
1. The implementation is Lesson wise by the teacher
2. Reporting by the teacher to the HM / VP Chapter Unit/Lesson wise as and when the
chapter is completed
3. Monitoring on a monthly basis by the HM/VP and reporting to the Principal by the
last week of the month
4. Monitoring by the Principal once / twice in a term by the Principal.
KVS RO Varanasi- 22-24 Sept.2016 -Guidelines for the Monitoring and Assessment Tool for Back
To Basic Programme. Page 1
Core Area of Implementation and Monitoring:
Student learning outcomes (ELOs) as listed in the NCERT Learning Indicators for all subjects
for classes I-VIII. ELOs here mean the Knowledge (concepts) Skills (Competencies and
Capabilities and Attitudes/Values (Cross Curricular/Integration, Practical Skills and
Applications for every Lesson for all subjects for Classes I-VIII
Documentation:
It is envisaged to be in a continuum as per the basic design of this Tool.
i. The Lesson wise reports for each month will be filed with the Lesson Plan in the
Teacher’s Diary and Monitoring Tools by the HM/VP/PPL/ DC with the corresponding
monthly reports.
ii. The Progression is to be charted by the Teacher and HM/VP only for outstanding
teachers and teachers showing continued underperformance and reported monthly to
the Principal
iii. Principal is to prepare a holistic report for the teacher one every term for the targets
achieved based on class room observation and the records
Sampling size:
i. The sampling size is 100% for the teacher ie. The teacher will report Lesson wise
on the levels of student learning for each of the classes they go to
ii. The sampling size for VP/HM is 20% ie on classroom observation, they will
ascertain the report of the teacher for a class of 50 , by questioning at least 10
students across the levels of achievement
iii. Similarly the sample size for Principals is 10% ie on classroom observation they
will ascertain the report of the teacher for a class of 50 , by questioning at least 5
students across the levels of achievement
iv. Sampling Size for ROs is again anywhere between 5-10% encompassing all the levels
of achievement.
Levels of Achievement:
For the sake of convenience, the levels of Student Achievement have been fixed in the Tool
as below:
Sl. Marks Grade Quality Descriptors Evaluatory
No. Range Remarks
1 90-100 A+ Shows proficiency in communication and higher Outstanding
order thinking Skills such as creativity, problem
solving and integration of ideas and concepts
across the curriculum. Can communicate effectively
with explanation and illustration. Can apply
learning in unknown contexts
2 75-89 A Shows Mastery in Concepts and Skills but lacks the Excellent
HOTS and cross curricular integration .Can
communicate adequately. Can apply in known
contexts
3 56-74 B Shows fairly good understanding and simple Very Good
application of the ELOs. Possesses Basis
communication skills.
4 35-55 C `Cannot recall and recognise facts, some Basic skills Good
are evident. Cannot express and explain
5 0-34 D Requires to build capacities in all aspects Scope for
improvement
Reporting:
i. By The Teacher: The teacher is to report chapter /Unit /lesson in terms of ELOs wise for
each class that (s)he is assigned. The teacher also report month wise an average for the
whole class on the learning achievement for the subject taught. For eg- A teacher has to
teach anywhere between 3-5 chapters. Each lesson may have varying complexity of ELOs,
some may have very difficult ELOs and fairly simple. The levels of achievement will vary
from lesson to lesson. Therefore a monthly average is required .A clear statement on the
strategies used to register this achievement level is to be declared. Future target in terms
of quantity (%), quality and strategies will be committed to.
ii. By the VP /HM : VPs/HMs will verify the teacher’s lesson plan in terms of ELOs, average
learning achievement and review of strategies and set monthly targets for the teacher.
A report will be submitted to principal.
iii. Principal will prepare and maintain a report with names of the teachers for scrutiny by
the RO
iv. ROs to prepare school wise Achievement profile class wise and subject wise
v. The learning Progression for each child is to be prepared for reporting to the Parents in
Parent – Teacher Meeting, at the end of the term, with evidences, showing the progress
of the child through monitoring .
PART B. MONITORING TOOL-ROLES AND RESPONSIBILITIES:
Planning & preparation
Implementation
Documentation
Stakeholder
Assessment
Monitoring
Recording
Reporting
Teacher Identify the ELOs for Carry out a simple base Prepare a Percentage A suitable The tool is to Formative:-
the Unit/ Lesson/ line test. Find the status report and make a list learner wise be filled only Lesson wise Maintain a
Chapter wise using the of learner achievement. of role numbers of format or after the reporting as soon complete
NCERT’s Learning students and enter in observation assessment as it is completed portfolio mode
Indicators. This has to the format of the Tool record can be and record of all
be done in subject Use the sample maintained to monitoring Summative learning and
committee Meetings, standardised Material monitor the has been done comprehensive assessment
and all parallel teachers produced in the Plan and integrate learning progress through the report at the end activity and
are to have the same workshop or generate formative, interim and of each child assessment of every month strategies used.
ELOs customised material summative assessment based on which package given one copy in the
List them in the Lesson/ along similar structure. of the ELOs suitably the teacher can in the teacher’s diary However the
wise Tool using a variety of fill the Materials and format and one teacher is free
teaching- learning and assessment also teacher to the HM to maintain
Plan for customised assessment strategies. format at the end developed their own
teaching learning of the lesson. tools and manner of
activity plan on the techniques records.
prototype of the This is left to the wherever
standardised material teacher to necessary
produced in the maintain it in the
workshop at subject manner each
committee level and thinks it suitable.
individual level
KVS RO Varanasi- 22-24 Sept.2016 -Guidelines for the Monitoring and Assessment Tool for Back To Basic Programme. Page 5
Implementation
Documentation
Stakeholder
preparation
Assessment
Monitoring
Planning &
Recording
Reporting
HM/VP Briefing teachers Class observation: HM/VP is to relate the HM/VP to write
about the tool and HM/VP is to carry the roll nos. listed by the remarks with Record in theMonth wise Each teacher
presenting a clear teacher Classroom teacher under various evidence on the Teacher teacher wise will have one
illustration with a Observation cum levels and ask basis of class submitted report for all the performance
sample to all the Monitoring Tool and questions to assess the observation and format theclasses and monitoring file
teachers for all classes carry out teacher’s report on assessment in the observation subjects assigned maintained by
and subjects implementation in 2 student learning and tool and offer notes, targetsto each teacher the HM/VP
phases: make specific notes suggestions, set With an analytical
i. Class Observation in with names of students for the next 30 report of the A summative
the KVS format and signature in their days. Prepare a teacher’s report will be
ii. Assessment of class works for It is to be noted teacher wise performance and filed each
student Learning corroborative that students report and targets set for month stating
Outcomes assessment with special performance each the assessment
This has to be needs, first profile and set targets
continuous. generation
iii. Dates as per learners and
split up syllabus challenged
have to be set learners need to
for completion be given more
and submission time and
of Lesson wise interventions.
report has to be These aspects of
set for each Monitoring are
class and essential to
subject in the preserve the
last working day nurturing learning
subject environment of
committee the class
meeting.
iv. Accordingly a
schedule has to
be prepared for
classroom
observation and
assessment of
the monitoring
report
Principal Prepare the Annual Classroom observation Collate the assessment Periodic review, Prepare a Send a report Maintain a
Plan for using the and recording as per profile submitted by the once in two baseline once a term to report in 3
Monitoring Tool with guidelines given VP/HM and one’s own months based on (status the Regional phases:
the help of VP/HM. observation and the observations report), Office to the AC Baseline (
Present the Annual assessment and assessment interim and attached to the entry)
Plan on March.30th reports with VP/ summative School. Interim( FA1,3)
Meeting to all staff HM report for Summative(SA1
members each term for ,2)
teachers with
outstanding
performance
and those
requiring
capacity
building
RO- Review the Assessment Classroom observation Compare the Insist on Action Counselling for Observation In collaboration
DC/AC profiles of the KVs and recording as per assessment reports and Taken Report teachers notes on with KVs create
guidelines given their own observations form the KVs for requiring classroom a resource pool
and set targets the teachers capacity observation to be of Subject
concerned if any building and given to the experts for
who are below suggestions teacher mentoring,
performance for On job concerned training,
training or incentives etc.
orientation A list of
teachers
requiring
intensive
capacity
building and
training is
suggested
PART C: LESSON DIARY

Considering the load of documentation on the KV teacher, the Lesson Plan format has been simplified to integrate the implementation and monitoring of
Back to Basics Programme. The holistic performance of the teacher is to be monitored by the VP/HM during classroom Observation and the Lesson Plan
format has been reformatted with the focus on the achievement of ELOs.
There are two parts:
Part A: Implementation
Part B: Monitoring
The lesson plan page for each lesson will be followed by the Monitoring Page
Description:
Lesson Plan cum Monitoring Tool
Class/Se tio ……………………. Su je t………………. Chapter……………………. No. of periods………………………………
Date of Co e e e t…………………… Expe ted date of o pletio …………………… A tual date of Co pletio …………
Expected learning Teaching Questions based Learning achievement of students Learning achievement after remediation
outcomes learning on HOTS & MLL , Level 1 Roll Level 2 Roll Level 3 Roll Level 1 Roll Level 2 Roll Level 3 Roll
activity correlation with No. No. No. No. No. No.
other subject
1
Steps taken to upgrade students from
(a)Level 3 to level 2
(b) Level 2 to Level 1
MONITORING PAGE:
A. Self -Assessment by the Teacher Monthly Average Performance
Names of Lessons Learning achievement of students Learning achievement after remediation
Level 1 Roll Level 2 Roll Level 3 Roll Level 1 Roll Level 2 Roll Level 3 Roll
No. No. No. No. No. No.
Average Performance
Teacher Remarks:
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
______________________________________________________________________________________________________________________________
B. MONITORING BY THE VP/HM
Observations:
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
Suggestions: (to be implemented within the next 30 days)
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
B. MONITORING BY THE principal
Observations:
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
Suggestions: (to be implemented within the next 30 days)
_______________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
Concluding note:
i. The purpose of the tool is to lead towards desirable maximum achievement by continuous Monitoring
ii. Labelling of students as Level 1, Level 2, remedial do not exist now as, the students are expected to progress from levels to the next higher level
iii. Assessment needs to be progressive, so the efforts of the teacher is to be focused on rather than achieving at a magical achievement level, given
the varying contexts of KV classrooms and the transiency which marks students moving in and out of KVs across various parts of the country, with a
high degree of variables
iv. Continuous Monitoring is essential
v. Tool should be used in a user friendly, collaborative and capacity building mode with subject committee meeting , planning , peer observation,
demos, review and capacity building measures to support the teacher in their work
vi. Care needs to be taken that Documentation should not precede practice, which is what is happening with the introduction any new approach or
policy. Effort has been made to simplify the existing tools and integrate all the formats and tools for implementation and Monitoring into the
existing format
+
KVS BACK TO BASICS

PROGRAMME
22-24 SEPT.2016
AT KVS RO VARANASI
FORMATS AND TOOLS
FOR IMPLEMENTATION
AND MONITORING OF
THE BACK TO BASICS
PROGRAMME
INDEX
Sl. Code of the Name of the Tool Purpose
No Tool
Monitoring Tools and Formats
1 Annexure 1 Integrated Lesson Plan cum Simplified and uniform lesson plan
Monitoring Tool for teachers of integrating the assessment of
Classes I-VIII achievement of the TLO in every
Lesson
2. Annexure 2 Monitoring Tool for This is a general format for use
HM/VP/Principal/RO( AC/DC) for only for random assessment of
assessment of Learning Outcomes Targeted Learning outcomes
of students without the full -fledged
classroom observation. This tool
can be conveniently and
frequently used even when the
teacher is not teaching in the
class.
3. Annexure 3 Class Room Observation cum For use by HM/VP/PPL /RO
Monitoring Tool (AC/DC) for holistic classroom
observation, implementation
and monitoring of the Back to
Basics Programme
Reporting Tools And Formats
4. Annexure 4 Reporting Tool for use by For submitting monthly reports
HMs/VPs to the Principal
5 Annexure 5 Reporting Tool for Principals For maintaining term wise
reports for consolidated
monthly report for information
to the AC/DC during their visits
to KVs
6 Annexure 6 Reporting Tool for ROs For submitting school wise
Regional reports to send to KVS
HQRS.
Indexed Tools and Formats for Implementation and Monitoring of Back to Basics Programme 22-24
Sept.2016 at KVS RO Varanasi 1
TOOLS AND FORMATS FOR IMPLEMENTATION AND MONITORING THE BACK
TO BASICS PROGRAMME
The tools given in this section have been designed on the following criteria:
i. Uniformity of tools for implementation and Monitoring for classes I – VIII.
ii. Monitoring and reporting tools are categorized to generate and manage data from the
classroom level up to the regional and national level
iii. Collecting and collating core data which is essential to get feedback on the
implementation of the programme
iv. Document the levels of achievement of the students in classes I-VIII
v. Integrate the tools and formats into the existing framework to reduce documentation by
the teacher to the minimum
vi. Tools and Formats are, drawn with the purpose of making available relevant data for
purposes of implementation and monitoring
vii. A Note of Caution:
i. The tools and formats are to be followed as designed in the workshop and not be
changed by ROs/ KVs or Principals, VPs, HMs or the Exam dept. heads as is
happening in the case of the KVS Lesson Plan format or CCE documentation which is
different from KV to KV and Region to Region,
ii. Uniformity is essential in terms of studying the learning achievement of students
across sections, KVs and regions for feedback to ROs and KVS Headquarters which
will, in all certainty require detailed data for review and monitoring of the
programme and working towards its long terms goals for standards and
benchmarks
iii. Suitable data maybe maintained at the KV level giving a clear picture of the Student
Learning profiles
Indexed Tools and Formats for Implementation and Monitoring of Back to Basics Programme 22-24
Sept.2016 at KVS RO Varanasi 2
Annexure 1-
Teaching Plan and Monitoring Tool for
Teacher
Lesson Plan cum Monitoring Tool (PRTs/HMs/TGTs/VPs)

[A] Planning Format
Class/Se tio ………… Su je t……………… Chapter………………. No. of periods…………… Date of Co e e e t…………… Expe ted date of o pletio ………… A tual date of Co pletio …………..
Gist Of The lesson Targeted learning outcomes (TLO) Teaching learning activity Planned Questions on TLOs, HOTS &
correlation with other subjects
Name and Signature of the Teacher

Date:
Annexure 1-
Teaching Plan and Monitoring Tool for
Teacher
Lesson Plan cum Monitoring Tool
[B] Monitoring cum Reporting Format
[TO BE FILLED ON THE LAST DAY OF EVERY MONTH]
Class/Se tio ……………………. Su je t………………. No. of stude ts i the Class:………………..
Learning achievement of students Learning achievement after remediation

Level 1 Roll Nos. Level 2 Roll Nos. Level 3 Roll Nos. Level 1 Roll Nos. Level 2 Roll Level 3 Roll Nos.
Nos.
Roll Areas for Roll Areas for
No. improvement No. Improvement
Steps taken to upgrade students from

(a)Level 3 to level 2
(b) Level 2 to Level 1
c) Steps taken to cater to the needs of the Level 1 students
NOTE: - (1) Level 1 refers to A1 & A, Level 2 refers to B & C, Level 3 refers to below C.
(This page of the Lesson Plan is to be photocopied and given to the HM/Pry In charge/VP as soon as the lesson has been completed)
Name and Signature of the Teacher

Indexed Tools and Formats for Implementation and Monitoring of Back to Basics Programme 22-24 Sept.2016 at KVS RO Varanasi 1
Annexure 2- MONITORING TOOL
DC/AC/ PPL/ VP/HM (B2B) based on Random
RANDOM CHECK/ MONITORING TOOL Sampling
[FOR HM /VP /PRINCIPAL /RO (AC/DC) FOR ASSESSMENT OF LEARNING OUTCOMES OF STUDENTS]
1. Name of the Teacher & Designation : _________________________________________________
2. Class Observed & Period: ___________________ Date: __________________________________
3. Subject & Topic being covered / already covered: _________________ if covered, lapse of time: ______________________________
4. Whether the teacher was present in the class when the assessment was carried out_____________________________
5. Details of Assessment of Targeted Learning Outcome
Topics/Lesson Learning Outcomes tested Status of Learning Achievements following

the sampling size stipulations given in the guidelines &
inclusion
Observations: (students spontaneity and ability to communicate, catering to children with special needs, scrutiny of class works of the children questioned/
others) whether the suggestions given have been followed by the teacher and to what extent, _______________________________________
_______________________________________________________________________________________________________________________________
Suggestions: (to be carried out) ------------------------------------------------------------------------------------------------------------------------------
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
Date: __________________________ Name & Signature of the DC/AC/ PPL/HM /VP
Annexure 3- OBSERVATION CUM
MONITORING TOOL (General)
Class Room Observation cum Monitoring Tool (Classes I-VIII)
KENDRIYA VIDYALAYA SANGATHAN
[MONITORING TOOL FOR HM/VP/PRINCIPAL/RO (AC/DC)]
1. Name of the Teacher & Designation : _________________________________________________
2. Class Observed & Period: _____________________________________________________
3. Students Strength On Roll : _____ Present: ________ Absent: _____
4. Subject & Topic being covered: _______________________________________________
5. Frequency & Quality of lesson planning _____________________________________________________________________

6. Average no. of students who have actively participated in the teaching learning process? __________________________________________________
7. Relevance & effectiveness of ICT & TLM used to achieve the target ________________________________________________________________
8. Frequency & quality of Class work /Home work ____________________________________________________________________
9. Frequency & quality of correction of CW/HW __________________________________________________________________________________
10. Has the teacher followed Interdisciplinary Approach? __________________________________________________________________________
11. Is the teacher connecting the classroom teaching with real life experiences? ___________________________________________________________
12. Has the teacher included the academically challenged students in the teaching learning process?
__________________________________________________________________________________________________________________________
13. Communicative skills of teacher in Hindi & English
__________________________________________________________________________________________________________________________
14. Status of Learning Achievements of students (May be based on Previous topic already taught for classes I to VIII)
Annexure 3- OBSERVATION CUM
MONITORING TOOL (General)
Based on Random Sampling
Topics/Lesson Learning Outcomes tested Status of Learning Achievements following

the sampling size stipulations given in the guidelines &
inclusion
Level 1 Level 2 Level 3
B G B G B G
15. Effectiveness of summarization & recapitulation to achieve the targeted learning outcomes
_______________________________________________________________________________________________________________________________
16. Suggestions for achievement of learning outcomes of topic tested
17. Has the follow up action been taken on the suggestions given in the previous class observation _____________________________________________
18. Specific recommendations given to i pro e the tea her’s Class room teaching
_____________________________________________________________________________________________________________________________
19. Assessment of the teacher (Outstanding/Very Good/Good/Average) __________________________________
Signature & Name of the Teacher
Signature of Inspecting Authority Name-------------------------------
Date: Design. ----------------------------

Annexure 4- REPORTING TOOL
( Internal)
REPORTING TOOL FOR USE BY HM/VP

(To be submitted to the Principal every month along with the record of Class observation/ monitoring student learning schedule drawn by the HM/VP)
Report o the i ple e tatio a d Mo itori g of the Progra e Back to Basics for the o th of…………………………
1. No. of teachers as on 01st of the o th………………………………………………………………….

2. No. of teachers as o the last orki g da of the o th……………………………………………………
3. Total no. of working days……………………………………………………………………………
4. No. of teachers observed using Annexure 3……………………………………………………..
5. Classes a d se . o ser ed………………………………………………… classes a d se . ot o ser ed……………………………………………………………
6. No. of teachers assessed using Annexure 2…………………………………………………………………………..
7. Summary of assessment ( class-wise)
Classes and sec. Name of the Topics/Lesson Targeted Status of Learning Achievements following Observations
Assessed Teacher Learning the sampling size stipulations given in the guidelines &
Outcomes inclusion
tested Level 1 Level 2 Level 3
B G B G B G
Strategies for further improvement:
i.
ii.
8. What are the challenges / barriers which are hurdles in implementing the Programme
i.
ii.
iii.
iv.
v.
9. Summary of teachers assessed:
 Names of teachers who have shown i pro e e t………………………………………………………………………………………………….
 Na es of tea hers ho ha e ot sho i pro e e t………………………………………………………………………………………….
 Tea hers ide tified as outsta di g /e elle t……………………………………………………………………………………………………………
 Teachers identified for capacity building through orie tatio / e tori g/ trai i g/ ou selli g…………………………………………………
(Supporting documents /evidences may be submitted as desired by the HM/VP)
Any other Remarks:______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
Date: Name and Signature of the VP/HM
Annexure 5- REPORTING TOOL
(External)
REPORTING TOOL FOR PRINCIPALS
[To be maintained term wise for scrutiny by AC/ DC during their visit]
Name of the KV__________________________________, Name of the VP________________________ Name of the HM__________________________
Report on the implementation and Monitoring of the Programme Back to Basics for the term________________________________ for classes________
1. No. of teachers as on 01st of the o th………………………………………………………………….

2. No. of teachers as on the last working day of the o th……………………………………………………
3. Total no. of working days……………………………………………………………………………
4. No. of teachers observed by the Principal using Annexure 3……………………………………………………..
5. Classes a d se . o ser ed…………………………………………………
6. No. of teachers assessed using Annexure 2…………………………………………………………………………..
7. Summary of assessment ( class-wise)
Classes and sec. Topics/Lesson Name of the Status of Learning Achievements Observation & Remarks
Assessed Teacher following the sampling size stipulations given in
the guidelines & inclusion
8. Strategies for further improvement:
II
III
9. What are the challenges / barriers which are hurdles in implementing the Programme
Ii
iii
10. Summary of teachers assessed:
 Na es of tea hers ho ha e sho i pro e e t………………………………………………………………………………………………….
 Na es of tea hers ho ha e ot sho i pro e e t………………………………………………………………………………………….
 Tea hers ide tified as outsta di g /e elle t……………………………………………………………………………………………………………
 Tea hers ide tified for apa it uildi g through orie tatio / e tori g/ trai i g/ ou selli g…………………………………………………
(Supporting documents /evidences may be submitted as desired by the Principal)
Any other Remarks: ______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
_______________________________________________________________________________________________________________________________
Date: Name and Signature of the VP/HM
Annexure 6 REPORTING TOOL
(External)
REPORTING TOOL FOR KVS RO

(To be submitted by the Assistant Commissioners of the respective Schools to the DC of the Region once in a Term. As the Data increases at every level, a
sampling of 50% of schools for each term maybe considered. The other 50 being considered for the next term)
Report on the implementation and Monitoring of the Programme Back to Basics for the term______________ for the term_________________________
1. Name of the Region________________________________________________

2. Names of the Assistant Commissioners and the KVs they are I/C



3. Total no. of KVs in the Region---------------------------------
4. No. Of KVs inspected, monitored and data colle ted…………………………………………………………………….
5. Summary of class observation for a sample size of 10 KVs
Sl.No. Name of the KVs Status of Learning Achievements following the Observation and
sampling size stipulations given in the guidelines & inclusion remarks
6. KVs identified as Outstanding and excellent:
Sl.No. Name of the KV
7. KVs identified as showing marked improvement
8 KVs which require intensive capacity building
9. Measures taken by the AC I/C of the school for implementation and monitoring of the Back to Basics Programme




10. Measures taken by the DC for implementation and Monitoring of the Back to Basics Programme
Date:
Signature of the AC/DC

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Material Production Team

Monitoring tool development team

िदव ववययवत्िरं भविीति

Chandogya Upanishad 1.1.10

Whatever work is done with knowledge

Through faith and backed by meditation

That alone becomes most effective.

I am a parent and my children are in school. I have first-hand experience of

We expect our children to learn the basic concepts in an interesting and

Santosh Kumar Mall

Do ’t li it a hild to your own learning, for he as or i a differe t ti e.

An opportunity to learn maybe available to a hild a y here ut e do ’t allo su h e e ts

In mathematics, they should know concepts, mental mathematics, problem solving,

सत्येन रक्ष्यते धर्मो विद्याभ्यासेन रक्ष्यते |

D T Sudharsan Rao, Deputy Commissioner, KVS RO Varanasi

Teaching Learning process should focus more on developing basic competencies,

Target Key Results (General and Specific Objectives of Back to Basics)

TLO: Identify action words and name them

PLAY DANCE WRITE SING

SWIM CLIMB EAT READ

Q2. Now read and spell out these words loud :

Q5. Find out the missing alphabet in the following words:

Q7. Read the names of fruits and vegetables

Q9. Identify these daily use items :

TOOTHBRUSH TOOTHPASTE TOWEL BUCKET

TAP SOAP WASHBASIN COMB

Q9. Identify these items of daily use :

Q11. Learn the parts of a house

FLOOR ROOF DOOR WINDOW

WALL GATE STAIRS GRILL

Q12. Identify the parts of houses:

Identify the parts of house:

ACTIVITY 1 TLO: Learn the names of furniture and identify them

TABLE STOOL CHAIR SOFA

CUPBOARD ALMIRAH BED DRESSING TABLE

BEDSHEET PILLOW CARPET CUSHION

CURTAIN FLOOR MAT RUG BEAN BAG

SOCKS TROUSER JACKET

HAT SCARF SHOE GLOVES

GAS STOVE KITCHEN KNIFE DISH RACK CUP & SAUCER

TOASTER REFRIGERATOR MICROWAVE JUICER

COCK CRANE HEN

PEACOCK PIGEON SWAN

SPELL OUT THE DAILY USE ITEMS:

ITEMS USED TO BUILD A HOUSE:

SPELL OUT ALOUD:

SPELL OUT THE NAMES OF THE CLOTHES:

BICYCLE SCOOTER MOTORCYCLE

AUTO CAR BUS

TRUCK AEROPLANE TRAIN

HELICOPTER JEEP SHIP

NAME THE VEHICLE:

BAKER BARBER CARPENTER

COBBLER COOK DOCTOR

ELECTRICIAN FARMER GUARD

NURSE PILOT PLUMBER

POSTMAN TAILOR TEACHER

IT FLIES IN THE SKY

Identify these people:

Count the number and write:

TLO: Words in place of nouns

HIS BAG HER BOOK

_ IS RANI. BOOK IS ON THE

_ ARE PLAYING. THIS IS FRIEND.

_ ARE SINGING. GIVE THIS BAG.

THIS IS HOUSE. LET ____ EAT