EnglishRemedialTeachershandBook PDF

Remedial Teaching
ENGLISH
100 Days Programme
Teacher’s Hand Book

(6 - 9 Classes)
State Council of Educational Research and Training

Andhra Pradesh
www.megateachers.in
Prepared by
Sri K. Sudhakar
ZPHS, Gopavaram, Kunool
Sri K. Rajasekhar
MPUPS, Atukuru, Krishna
Sri Ch.N. Dora
MPPS, Ankampeta, Payakaraopet(M), Visakhapatnam
Sri V. Johnson
ZPHS, Poranki, Penamaluru, Krishna
Sri C. Nagendra Prasad
MPPS, GC Palem, Bandi Atmakur, Kurnool
Editors
Dr. K. Pandu Ranga Swamy
Professor
SCERT, Andhra Pradesh, Amaravati
Dr. T.V.S. Ramesh
Coordinaotor, C&T Department
Advisor
Prof. M.V. Rajya Lakshmi
Director
Chief Advisor
K. Sandya Rani
Commissioner
School Education
Andhra Pradesh, Amaravati
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INDEX
Day Activity
1 Class room
2 Festivals
3 Food items
4 Picnic
5 Hospital
6 SLIP TEST
7 Ill health
8 Our helping hands
9 Our nation
10 River
11 Cinema
12 SLIP TEST
13 Money
14 Post office
15 Means of comunication
16 I can express my opinion
17 Letter
18 SLIP TEST
19 News papers
20 My radio
21 Computer
22 Internet
23 Ball
24 Slip test
25 GRAND TEST
26 Badminton
27 Cricket – my loving game
28 M.s. Dhoni
29 Chess
30 Birds
31 SLIP TEST
32 Animals
33 Animal world
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Day Activity
34 Wild animal
35 Bakery
36 Fruits
37 SLIP TEST
38 Vegetables
39 Pulses
40 Flowers
41 Fair price shop – i
42 Village fair
43 SLIP TEST
44 Colours
45 Vehicles travel on the land
46 Vehicles travel in water and air
47 My father
48 My family members
49 SLIP TEST
50 GRAND TEST
51 School bag
52 Going home
53 Television
54 Marriage
55 Games & sports – 1
56 SLIP TEST
57 Games & sports – health & fitness
58 Games & sports – kabaddi
59 Television ( tv )
60 Animals and their babies
61 Trees
62 SLIP TEST
63 Different places
64 Days of the week
65 Months of the year
66 Planning a holiday
67 Greeting people
68 SLIP TEST
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Day Activity
69 House and it’s parts
70 Means of transport i use
71 Clothes
72 Routine
73 Types of houses
74 SLIP TEST
75 GRAND TEST
76 Celebrations
77 Ambulance
78 Getting ready to school
79 Examination
80 Unity
81 SLIP TEST
82 Games and sports
83 Cell phone
84 My face book account
85 Environment
86 Clothes
87 SLIP TEST
88 Market
89 Let’s plan – 2
90 Services
91 Describing appearances
92 Music
93 SLIP TEST
94 How you feel
95 Railway station
96 Free time
97 Kitchen
98 My living room
99 SLIP TEST
100 GRAND TEST
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CLASS ROOM
(LEVEL – 1)
Day-1
Expected Out Come:

To enable the child know the words related to class room situation. And to enable the
child develop simple sentences which can be used in day to day life. (Using Adjectives)
I. Situation: The teacher introduces concept of class room and talks about it.
II. The teacher circle the phrase “class room’ for the purpose of mind mapping. Then the
teacher elicit related words form the students and writes them on the black board.
Teacher
Black board
Class room
Children
Table
III. Then the teacher reads out all the words written on the blackboard.
IV. The teacher makes a special stress on the first letter of each word (T- T, a, b, l, e =
Table) and ask the children to identify same letter that’s there in the alphabet chart. The
Teacher should see the children identify both the capital and small letter.
Ex: - C-c, B-b, R-t Etc
V. The teacher asks each child to identify a particular word written on the blackboard.
VI. The teacher reads all the words with spellings. And instruct the children to repeat after
him/her.
VII. The teacher takes a word which he thinks can produce more rhyming words.
Ex: - Table. And develops one or two rhyming Words like.
Table
Lable
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1
Cable
____ ble
____ ble
VIII. The teacher develops a substitution table with the words elicited by the children.
Table
This is a Cable
Lable
IX. The teacher asks the children to write such sentences with help of the above table.
Ex:- This is a Table
X. The teacher does drilling activity of the sight words given (see annexure)
XI. The teacher should select a sentence from the text book for the purpose of reading and
writing. ___________________________________________________________
· Teacher read the sentences aloud which the childrens repeat after him / her.
· After that teacher divide the sentences into words, She/He reads the words
again and again.
· Teacher asks the children to identify the words on the blackboard.
· Teacher conducts dictation tacking words from the sentences written on the
black board without erasing them (seen dictation).
· The Teacher should encourage the children to read the sentence.
*****
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2
FESTIVALS
Day-2
Expected Out Come:
To enable the child know the words related to Festivals. And to enable the child
develop simple sentences which can be used in day today life.
1. Situation:- The teacher introduces concept of “Festivals” and talks about it.
2. The teacher circles the phrase ‘Festivals’ for the purpose of mind mapping. Then the
teacher elicits related words from the students and writes them on the blackboard.
new dress cleaning house
New Year day
Festivals Ramjan
prayer special food Christmas

3. Then the teacher reads out all the words written on the blackboard.
4. The teacher makes a special stress on the first letter of each word, and asks the children
to identify same letter in the alphabet chart.
5. The teacher asks each child to identify a particular word written on the blackboard.
6. The teacher reads all the words with spelling and asks them to repeat after the teacher.
7. The teacher takes a word which he/she thinks can produce more rhyming words. Ex:-
Prayer and develops one or two rhyming words like.
Prayer
Layer
_____yer
_____yer
8. The teacher develops a substitution table with the words elicited by the children.
Christmas
New Year day
We celebrate
Ramjan
Sankranthi
9. The teacher asks the children to write sentences with the help of the above table.
Ex: we celebrate New Year’s day.
10. The teacher does drilling activity of the right words given ( see Annexure )
11. The teacher should select one sentence from the textbook for the purpose of reading and
writing.
· Teacher reads the sentence aloud and asks them to repeat after her/him.
· After that teacher divide the sentence into words, he/she reads the words again and
again.
· Teacher should conduct dictation words from the sentence written on the blackboard
without erasing that sentence. ( seen dictation )
· The teacher should encourage the children to read the sentence.
*****
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3
FOOD ITEMS
Day-3
Expected Out Come:
To enable the child know the words related to their ‘Food items’. And to enable the
child develop simple sentences which can be used in day today life.
1. Situation:- The teacher introduces concept of food items and talks about it.
2. The teacher circle the phrase ‘food items’ for the purpose of mind mapping. Then the
teacher elicit related words from the students and writes them on the blackboard.
biscuits
rice
chapattis
Food items
chocolates
mixture sweets
4. The teacher makes a special stress on the first letter of the word and ask the children
to identify the letters in the alphabetic chart.
5. The teacher asks each child to identify a particular word written on the blackboard
6. The teacher reads all the words with spelling and ask them to repeat after the
her/him.
7. The teacher takes a word which he thinks can produce more rhyming words.
Ex: Rice
Mice
__ce
__ce
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4
Sweets
I Like to Eat Chapatti
Biscuits
Ex: I like to eat Biscuits
10. The teacher does drilling activity of the sight words given ( See annexure )
11. The teacher should select one sentence from the textbook for the purpose of reading,
writing and to teach grammar items. Ex:
· Teacher read the sentence aloud and ask them to repeat after him/her.
· After that the teacher divides the sentence into words and read the words
again and again.
· Teacher should conduct dictation of words from the sentence written on the
blackboard (seen dictation)
*****
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5
PICNIC
Day-4
Expected Out Come:
To enable the child know the words related to a picnic. And to enable the child
develop simple sentences which can be used in day today life.
1) Situation:- The teacher introduces concept of Picnic and talks about it.[Teacher
should ask questions related to picnic]
2) The teacher circle the word ‘Picnic’ for the purpose of mind mapping. Then the
friends
play
bag
bus
Picnic water bottle
van lake
3) Then the teacher reads out all the words written on the blackboard
4) The teacher makes special stress on the first letter of the word and ask the children to
identify the letter
5) The teacher asks each child to identify a particular word written on the blackboard.
6) The teacher reads all the words with spelling and ask them to repeat after the teacher.
7) The teacher takes a word which he thinks can produce more rhyming words.
Ex: Lake and develop one or two rhyming words.
Lake
Bake
Cake
__ake
__ake
8) The teacher develops a substitution table with the words elicited by the children.
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6
bag
van
There is a water bottle
lake
bus
9) The teacher ask the children to write sentences with the help of the above table.
Ex: I like to go to a marriage.
10) The teacher does drilling activity of the sight words ( See annexure )
11) The teacher should select one sentence from the textbook for the purpose of reading,
writing and to teach grammar items.
· Teacher reads the sentence aloud and ask them to repeat after the him/her.
· After that teacher divide the sentence into words and read the words again and
again with spelling.
blackboard, without erasing that (seen dictation)
*****
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7
HOSPITAL
Day-5
Expected Out Come: To enable the child know the words related to ‘Hospital’. And to
enable the child develop simple sentences which can be used in day today life.
1. Situation:- The teacher introduces concept of games and sports and talk about them.
2. Teacher circle the word “Hospital” for the purpose of mind mapping. Teacher elicited
the responses from the children and writes them on the blackboard.
doctor
Hospital nurse
patient injection
3. Then the teacher reads out the words written on the black board.
4. Teacher makes a special stress on the first letter of each word and ask the children to
identify the same letter that’s there in the alphabet chart. The teacher should see the
children identify both the capital and small letters
6. The teacher reads all the words with spelling and ask them to repeat after the teacher.
Ex: - Doctor
Actor
__ctor
__ctor
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8
doctor
is a patient
He / She
nurse
9. The teacher ask the children to write sentences with the help of the above table.
Ex: He is a doctor
10. The teacher does drilling activity of the sight words ( See annexure )
11 The teacher should select one sentence from the textbook for the purpose of reading,
· Teacher read the sentence aloud and ask them to repeat after him/her.
· After that the teacher divides the sentence into words and read the words again
and again with spelling.
· Teacher should conduct dictation words from the sentence written on the
blackboard, without erasing them (seen dictation)
*****
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9
TEST NO. 1 (Level-I)
Day-6
Answer the following questions:
I. Match the following capital letters with the small letters

ºÌq |<Ý n¿£s\qT y{ì ºq n¿£s\ÔÃ ÈÔá #ûjáT+&. 4x½=2
G l
B g
L m
D b
M d
II. ¿ì+< ºÌq |<e TTýË ¿£s \ qT+& MýÉÕq |<\T sjáT+&. 4x½=2
Christmas
Ex;- 1. Shirt 2. _____________ 3. ________________
4. ______________ 4. _____________
III. Write two sentences with the help of the table given below
ç¿ì+~ |{ì¼¿£qT|jîÖÐ+º Âs+&T y¿±«\T sjáT+&.
Bag
This is a water bottle
1. __________________________________________________________
2. __________________________________________________________
IV. Complete the concept map given below 4x1=4
ç¿ì+~ ¿±Hîà|t¼ eÖ«|tÅ£ d++~+ºq |<\T sjáT+&.
Hospital
*****
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10
ILL HEALTH
Day-7
Expected Out Come: To enable the child know the words related to “ ill Health”. And to
enable the child develop simple sentences which can be used in day to day life.
Situation:- Teacher introduces the concept of “ Ill health” and talks about the. [Teacher
should involve the children. In discussion about ill health (diseases); and runs a brief
conversation among the students]
1. The teacher circles the word ‘Ill health’ for the purpose of mind mapping. Then the
Teacher elicit related words from the students and writes them on the black board()
fever
cold
ill-health
headache stomachache
2. Then The teacher reads out all the words written on the blackboard.
3. The teacher makes a special stress on the first letter of each word and ask the children
to identify the same letter that’s there in the alphabet chart. The teacher should see the
children identify both the capital and small letter.
5. The teacher reads all the words with spelling and ask them to repeat after him/her.
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11
Ex:- Cold
Sold
__old
__old
7. The teacher develops a sub situation table with the words elicited by the children.
Raju fever
Ravi headache
is suffering from
Vinay cold
Vijay cough
Ex: Raju is suffering from fever
8. The teacher ask the children to write such sentences with the help of the above table.
9. The teacher does drilling activity of the sight words given ( See Annexure )
10. The teacher should select a sentence from the text book for the purpose of reading,
· Teacher reads the sentence aloud and ask them to repeat after the teacher.
· After that teacher divides the sentence into words and read the words again and
again with spelling.
blackboard, without erasing them (seen dictation)
*****
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12
OUR HELPING HANDS
Day-8
Expected Out Come: To enable the child know the words related to the ‘People who help
us”. And to enable the child develop simple sentences which can be used in day to day life.
1. Situation:- The teacher introduces concept of ‘Our Helping hands’ means the people
who help us and talks about it.
2. The teacher circle the phrase “Our helping hands” for the purpose of mind mapping.
Then the teacher elicites words from the children and writes them on the blackboard.
farmer
driver
Our helping hands teacher
police man
soldier doctor
Teacher should familiarize the words of profession and their related material
3. The teacher reads out all the words written on the black board.
4. The Teacher makes a special stress on the first letter of each word and ask the
children to identify the same letter that’s there in the alphabet chart. The teacher
should see the children identify both the capital and small letters.
6) The teacher reads all the words with spelling and ask them to repeat after him/her.
Ex: farmer _____ er _________ er
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13
8) Teacher interact with the children. And ask them what doyou want to become?
Teacher writes the responses of the children on the black board.
Ex: I want become a teacher
After that teacher asks the children to form the sentences.
a teacher
I want to become a doctor
a lawyer
a policeman
Ex: I want to become a lawyer
· Teacher reads the sentence aloud and ask them to repeat after the teacher.
· After that teacher divides the sentence into words and reads the words again
and again with spelling.
blackboard, without erasing that (seen dictation)
*****
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14
OUR NATION
Day-9
Expected Out Come: To enable the child know the words related to ‘Our nation’. And to
1. Situation:- The teacher introduces concept of ‘Our nation’ and talks about
it. (bÍ<ó«jáTT&T eTq <ûXø+ >·T]+º d+dØÜ yÔesÁDeTT, HîÕd,,]Z¿£ dÇsÁÖbÍ\ e+{ì n+Xæ\|Õ
ç|¥+º #á]Ì+#*)
2. The teacher circle the word “Our nation” for the purpose of mind mapping. Then the
different languages India
Our nation Delhi

29 states
different traditions
subcontinent religions weather
3. The teacher reads out all the words written on the blackboard
to identify the same letter, that is there in the alphabet chart. The teacher should see
the children identify both the capital and small letter.
7. The teacher takes a word which he thinks that is can produce more rhyming words.
Ex:- nation
ration
_tion
_ tion
8. The teacher develops a sub situational table with the words elicited by the children.
states
languages
India has different religions
traditions
cultures
9. The teacher ask the children to write such sentences with help of the table
Ex:- India has different religions
10. The teacher does the drilling activity of the sight words (see Annexure )
· The teacher should read the sentences aloud and ask them to repeat after the
teacher.
· The teacher should select a sentence divide the sentence into words and read
the words again and again.
· The teacher tells the dictation of words from the sentence written on the black
board (seen dictation)
*****
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15
RIVER
Day-10
Expected Out Come: To enable the child know the words related to ‘river’. And to enable
the child develop simple sentences which can be used in day to day life.
1. Situation:- The teacher introduces the concept of ‘river’ and talks about it.
2. The teacher circle the word “River” for the purpose of mind mapping. Then the
industries crops
River
drinking water
power
projects fish sand
4. The teacher makes a special stress on the first letter of each word and ask the
children to identify the same letter, that is there in the Alphabet chart. The teacher
should see the children identify both the capital and small letter.
5. The teacher asks each child to identify a particular word written on the
blackboard.
Ex:- Snad
Land
Band
__and
__and
__and
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drinking water
sand
River gives us water for crops

water for power
fishes
9. The teacher ask the children to write such sentences with the help of the table
Ex:- River gives drinking water.
11. The Teacher should select a sentence from the text book for the purpose of
reading and writing and to teach grammar items.
· The teacher should read the sentence aloud and ask the children to repeat
after him/her.
· The teacher should select a sentence and divide the sentence into words
and read the words again and again.
· The teacher should conduct dictation of words from the sentence written
on the black board (seen dictation)
*****
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CINEMA
Day-11
Expected Out Come: To enable the child know the words related to the ‘Cinema’. And to
1. Situation:- The teacher introduces the concept ‘Cinema’ and talks about it.
2. The teacher circle the word “Cinema” for the purpose of mind mapping. Then the
comedy dances theatre
Cinema art
industry
hero
songs fights
children to identify the same letter, that is there in the alphabet chart. The teacher
blackboard.
Ex:- Art
Mart
Part
__rt
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__rt
__rt
8. The teacher develops a subsitution table with the words elicited by the children.
comedy
fights
My favorite part in cinema is
songs
action
Ex:- My favorite part in cinema is action.
11. The Teacher should select a sentence from the text book for the purpose of
reading and writing and to teach grammar items.
· The teacher should read the sentence aloud and ask them to repeat after the
teacher.
· The teacher should select a sentence and divide it into words and read the
words again and again.
*****
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TEST NO. 2
Day-12
Answer the following questions. 4 x ½ =2
I. Write four new words from the ending letter of each word.
ºÌq |<eTT\ýË ºe] n¿£sÁ+ÔÃ H\TZ ¿=Ôáï |< sjáT+&.
Fever
rain
II Arrange the following words in the alphabetical order

ç¿ì+~ |<\qT n¿£s Á ç¿£eT+ýË |³¼+&. 4 x ½ =2
Teacher, Farmer, Doctor, Painter
1. ___________ 2. ____________ 3. ____________ 4. ______________
III. Complete the concept map given below 4x½ = 2
ç¿ì+~ ¿±Hîà|tÌ eÖ«|tqT |P]ï #ûjTá +&
India Delhi
IV. ç¿ì+~ |{ì¼¿£ dVäjáTeTTÔÃ y¿±«\T sjáT+&. 4x1 = 4

drinking water
sand
We get from the river
fishes
water for crops
1. ________________________________________________
2. ________________________________________________
3. ________________________________________________
4. ________________________________________________
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MONEY
Day-13
Expected Out Come: To enable the child know the words related to ‘money’. And to enable
1. Situation:- The teacher introduces the concept ‘Money’ and talks about it.
2. The teacher circle the word ‘money’ for the purpose of mind mapping. Then the
market buy
Money sell
currency
notes
coins
to identify the same letter, that is there in the Alphabet chart. The teacher should see
Ex:- bank
tant
__nk
__nk
__nk
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note books
home needs
We need money to buy dresses

pens
food
9. The teacher ask, the children to write such sentences with help of the table
Ex:- we need money to buy note book
11. The Teacher should select a sentence from the text book for the purpose of reading
and writing and to teach grammar items.
teacher.
· The teacher should select a sentence and divide it into words and read the words
again and again.
· The teacher should conduct dictation words from the sentence written on the
blackboard ( seen dictation)
*****
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POST OFFICE
Day-14
Expected Out Come: To enable the child know the words related to the ‘Post office’. And to
1. Situation:- The teacher introduces the concept ‘Post office’ and talks about it. ()
2. The teacher circles the word “post office” for the purpose of mind mapping. Then the
post man stamps
Post office post master

inland cover
post card
register post
6. The teacher reads all the words with spelling and ask them to repeat after her/him.
Ex:- stamp
lamp
__amp
__amp
__amp
post card
stamps
We get inland from post office
cover
Ex:- we get post card from post office.
11. The Teacher should select a sentence from the text book for the purpose of reading,
12. The teacher should read the sentence aloud and ask them to repeat after the teacher.
13. The teacher should select a sentence and divide it into words and read the words again
and again.
14. The teacher should conduct dictation of words from the sentence written on the black
board (seen dictation)
15. The Teacher should encourage the children to read the sentence.
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MEANS OF COMUNICATION
Day-15
Expected Out Come:
§ To identify the means of communication

§ To use different means of communication
§ To create the English atmosphere.
1. Situation:- The teacher introduces the concept of means of “Communication” and
talks about it.
2. The teacher circle the phrase “Means of communication” for the purpose of mind
mapping. Then the teacher elicits related words from the students and writes them on
the blackboard.
internet
Means of
letters Communication cell phone
E- Mail
the children identify both the capital and small letter. Ex: I- INTERNET= internet
I – i, N – n, T – t, E – e.
Ex:- Cell
Bell
___ ll
___ ll
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Cell
This is a Bell
Hell
9. The teacher ask the children to write such sentences with help of the above table
Ex:- This is a cell
teacher.
· The teacher should read the sentence aloud and ask them to.
*****
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I CAN EXPRESS MY OPINION
Day-16
Expected Out Come:
§ To enable the children identify different types of expressions
§ To unable the children improve reading / writing and use simple sentences in
their day to day life.
1. Situation:- The teacher introduces the concept “ I can express my opinion”.
2. The teacher runs a discussion on “expressing opinions” with the children by posing
the following questions.
1. How do you feel when you are in school?
2. How do you over came a problem on your own?
3. What is your nature?
4. How do you manage things when you are alone?
manage fair
good
dynamic
soft
Expression of
agree
Soft my opinion happy
Co confidence
disagree excellent
4. The teacher makes a special stress on first letter of each word and ask the children to
identify the same letter that is there in the alphabet chart. the teacher takes care in
identifying both the ‘capital’ and ‘small’ letter.
Ex: HAPPY = happy
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‘H’ – h, ‘F’ – f, ‘S’-s, ‘E’ – e, ‘M’ – n, ‘A’ – a, ‘D’ - d
6. The teacher reads all he words with spellings and ask the children to repeat them.
7. The teacher takes a word and gives an sntonym to that word.
Similarly Teacher ask the children to give antonyms to the given words.
Ex: Agree x Disagree

Good x
Fair x
Manage x
I am good at work
I am happy at all times
I am confident about my work
I am fair in my dealing
I am excellent in dancing
Ex:- I am good at work
Note: Here, Teacher can highlight sentence formation and using the prepositions.
teacher.
· The teacher should read the sentence aloud and ask them to
*****
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LETTER
Day-17
Expected Out Come:
§ To identify different means of communication

§ To make the teacher encourage his/her children to improve reading / writing
simple sentences using the given words.
§ To create English atmosphere.
1. Situation:- The teacher introduces the concept “ Letter” and talks about it.
2. The teacher runs a discussion on “Letter” with all the children by posing the following
questions.
a. What is a letter?
Ans: A letter is a way of communication.
b. What are the uses of letter?
Ans: A letter may bring friends and relatives together.
c. How can we classify letters?
Ans: We can classify letters in to two.
1. Formal letters 2. Informal letters
Teacher writes the all responses on the black board in the form of concept
map.
written massage
bring friends Letter

& relatives together way of Communication
informal Letter formal letter
4. The teacher makes a special stress on every phrase and ask the children to talk about.
Children responds accordingly
salutation
date
body In formal
Letter your Address
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closing signature
salutation date
inside Address
body
Formal
address
letter
closing enclosure signature
7. The teacher takes a word which he thinks that it can produce more rhyming words.
Ex: DATE
LATE
GA_______
FA_______
__________
a way of communication
nothing but a written script
A letter is an excellent way of communication
a written document
9. The teacher asks the children to write such sentences with help of the above table
Ex:- A letter is a way of communication.
teacher.
*****
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TEST NO. 3
Day-18
Answer the following questions. 4x ½ = 2
I. Complete the concept map given below. ç¿ì+~ ¿±Hîà|tÌ eÖ«|tqT |P]ï #ûjTá +&
Post office
Post Master
II. Write two sentences with the help of the table given below 2x1=2
ç¿ì+~ |{ì¼¿£ <ósÁ+>± Âs+&T y¿±«\T çyjáT+&.
banks
from
We get money post offices
by
selling goods
Ex:- We get money from banks
1. __________________________________
2. __________________________________
III. Write the antonyms for the following words
ç¿ì+~ |<\Å£ e«Ü¹s¿£|< \T sjáT+&. 4x½=2
1) Agree x ____________
2) Good x ____________
3) Fair x ____________
4) Manage x ____________
IV. Write four sentences with the help of the table given below 4x1=4
ç¿ì+~ |{ì¼¿£ dVäjáT+ÔÃ y¿±«\T sjáT+&.
good at work
happy at all times
I am confident about any work
fair in my deals
excellent in dancing
Ex:- I am good at work

1. ______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
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NEWS PAPERS
Day-19
Expected Out Come:
§ To enable the children know the importance of news paper as a means of

communication
§ To enable the children improve reading / writing and to use simple sentences
in their day to day life.
1. Situation:- The teacher introduces the concept “ News paper” and talks about it.
2. The teacher circle the word “News papers” for the purpose of mind mapping. Then
the teacher elicit related words from the students and writes them on the black board
local news editorials cinema news
special articles News papers

Eenadu
Andhra Jyothi
sport news reviews head lines
4. The Teacher makes special stress on the first letter of each word and ask the children
Ex: R- REVIEW = review.
‘A’ – a, ‘C’ – c, ‘E’ – e, ‘H’ – h, ‘R’ – r, ‘S’ – s, ‘L’ - l
Ex: Review
Preview
Nephew
__________
__________
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editorial
head lines
We read reviews in news paper

local news
sports news
Ex:- We read editorials in news paper.
teacher.
*****
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32
MY RADIO
Day-20
Expected Out Come:
§ To unable the children know different means of communication.

§ To unable the children use different means of communication in their day to
day life.
§ To unable the children know how means of Communication is helpful.
§ To unable the children make improve reading / writing and use simple
sentences in their day to day life.
1. Situation:- The teacher introduces the concept “ My Radio”.
2. The teacher runs a discussion on “My Radio” with all the children by posing the
following questions.
1. Have you ever seen Radio?
2. What are the uses of Radio?
3. What parts do we notice in the Radio?
4. How does it work?
5. In what way it is useful in the class room?
identify the same letter that is there in the alphabet chart. the teacher takes care in
Ex: ANNOUNCER = announcer
‘A’ – a, ‘L’ – l, ‘N’ – n, ‘R’ – r, ‘S’ – s, ‘O’ – o, ‘B’ – b, ‘V’ - v
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7. The teacher takes the word ‘News’ and produces four meaningful words from each of
its letters. He/She asks the children to take a word and produce some more words on
the same lines.
Ex: News
N North
East
E
West
W
South
S
news
songs & music
stories
We listen to the on the radio
radio lessons
speeches &
discussions
Ex:- We listen to news on the radio
teacher.
*****
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34
COMPUTER
Day-21
Expected Out Come:
§ To unable the children know about different means of Computer.
§ To enable the children use computer in their day to day life.
§ To enable the children familiarize with the key words of computer
1. Situation:- The teacher introduces the concept “ Computer” and talks about it.
2. The teacher circle the word “Computer” for the purpose of mind mapping. Then the
teacher elicit related words from the students and writes them on the black board
D.V.D. drive key board hard Disk
floppy drive Computer

monitor
C.D. drive
mouse C.P.U graphic card
Ex: C- COMPUTER = computer
‘D’ – d, ‘K’ – k, ‘M’ – m, ‘G’ – g, ‘C’ – c, ‘F’ – f,
Ex: Mouse
House
Blouse__________
__________
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mouse
This is a house
blouse
9. The teacher ask the children to write such sentences with the help of the above table
Ex:- This is a mouse.
teacher.
*****
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36
INTERNET
Day-22
Expected Out Come:
§ To unable the children know different means of communication.

§ To unable children use internet in their day to day life.
§ To unable the children improve reading / writing and use simple sentences in
day to day life.
1. Situation:- The teacher introduces the concept “Internet” and talks about it.
2. The teacher runs a discussion on “Internet” with all the children by posing the
a. What is internet?
b. Have you ever experienced it?
c. How is the internet useful in our day to day life?
identify the same letter that is there in the alphabet chart. The teacher takes care in
Ex: B- BROWSE = Browse
‘O’ – o, ‘S’ – s, ‘N’ – n, ‘W’ – w, ‘U’ – u, ‘D’ – d, ‘B’ – b
5. The Teacher asks the children to read all the words/ phrases aloud which are written
on the black board.
Note: The Teacher should help the children while they pronounce the words / phrases
aloud.
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7. The teacher asks the children to write some names of internet applications by
observing words / phrases that are written on the black board.
Internet Applications
Face book
What’s app
Skype
Telegram
8. The Teacher takes a compound word and asks the children to write same kind of
words from the list.
Up loading
Down loading
_____________
_____________
_____________
Skype
What’s app an internet application
is
Face book
Telegram
Ex:- Skype is an internet application
teacher.
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38
BALL
Day-23
Expected Out Come:
§ To unable the children identify different types of balls

§ To enable the children know related vocabulary and use simple sentences in
day to day life.
1. Situation:- The teacher introduces the concept “ BALL” and talks about it.
2. The teacher circle the word “BALL” for the purpose of mind mapping. Then the
teacher elicit related words from the students and writes them on the black board
white ball red ball cricket ball
BALL
round
basket ball black ball volley ball
repeat after him.
R–Round = Round
B–Ball = Ball
5. The Teacher ask the children to identify same letter, that is there in the Alphabet
chart. The teacher should see the children identify both the capital and small letter.
Ex: ‘B”all - ‘B’ – b
‘W’hite - ‘W’ – w
7. The teacher reads all he words with spellings and ask the children to repeat after the
teacher.
8. The teacher takes a word which he thinks that it can produce more rhyming words.
Ex: BALL
CALL
__ALL
__ALL
__________
__________
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Volley ball
Cricket ball
This is a
tennis ball
9. The teacher ask the children to write such sentences with the help of the above table
Ex:- This is a ball.
teacher.
*****
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40
TEST NO. 4
Day-24
Answer the following questions.

I. Write Telugu meaning for the following words. 4x½=2
ç¿ì+~ |<\Å£ Ôî\T>·T ns\T çyjáT+&
1. Communicate __________________
2. Massage __________________
3. Latter __________________
4. Relatives __________________
II. Identify and circle the words in following table that are given in the box
ç¿ì+< ºÌq |<\qT |{¿¼ì ý£ Ë >·T]ï+º eÔï\T #áT³¼+&. 4x ½ =2
CLOSING, DATE, BOOK, LETTER, ENCLOSURE
C L O S I N G L L
B A B D P O T E E
B T O D A T E T T
E E O O G E T T T
T R K L O D G E M
Ex: E N C L O S U R E
III. NEWS Paper Å£ d++~ó+ºq |<\T sjáT+&. 4x½=2
NEWS PAPERS Head lines
IV. Write the sentences from the table given below 4x1=4
eÇ&q |{ì¼¿£ dVäjáTeTTÔÃ y¿±«\T sjáT+&.
news
songs
We listen to on the Radio
stories
radio lessons
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
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41
BADMINTON
LEVEL – 1 (PART -II)
Day-26
Expected Out Come:
§ To make the class lively and interesting to learn language.

§ To enable the child know the vocabulary related to badminton
§ To enable the children use simple sentences in day to day life
I. Situation: The teacher introduces concept of “badminton’’ and talks about it.
The teacher poses some questions on badminton.
The Teacher elicits the responses from the children and write them on the
black board. Ex:
1. Have you ever watched badminton players in India?
Ans. Yes
2. Name some of the successful Badminton players in India?
Ans. Praksh podukone, Pullela Gopichand and Saina Nehwal
3. Who is your favorite badminton player?
Ans. Pullela Gopichand
4. Have you ever heard about pullela gopichand?
Ans. Yes
5. What was the greatest achievement in his career?
Ans: He was the All England Open Badminton Champion
II. The teacher circle the phrase “Badminton’ and develops the concept map on the black
board.
Saina Nehwal coach Gopichand
court shuttle
Badminton
net P.V.Sindhu
net
IV. The teacher makes a special stress on the first letter of each word and ask the children
to identify same letter that’s there in the alphabet chart. The Teacher should see the
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42
Ex:- C- C O A C H = Coach
‘C’- c, ‘G’ – g, ‘S’ – s, ‘P’ – p, ‘M’ – m
VI. The teacher reads all the words with spelling. And instruct to children repeat after
teacher.
Coach
bach
____ ch
____ ch
a former Indian badminton player

Gopichand is the chief National coach for Indian badminton academy
interested in playing cricket.
Ex:- Gopichand is a former Indian badminton player.
XI. Teacher gives the below Sentences and ask the children to sensitize the past tense.
1. He was a state champion
2. He wrote his IIT exam.
3. He passed the exam
4. He went IIT
5. He stopped playing.
6. The teacher highlights the words was, wrote, passed, went and stopped. He/She
talks.
XII. The teacher should select a sentence from the text book for the purpose of reading
teacher.
*****
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43
CRICKET – MY LOVING GAME
Day-27
Expected Out Come:

§ To enable the children learn the vocabulary related to cricket.
§ To enable the child develop simple sentences about his/her favorite game
based on the learnt vocabulary.
1. Situation:- The teacher introduces concept of “Cricket” and talks about it.
2. The teacher circles the word ‘Cricket’ for the purpose of mind mapping. Then the
field runs
stumps Cricket bat
wickets ball
3. The teacher reads out all the words written on the blackboard.
to identify same letter in the alphabet chart. The teacher should see the children identify
both the capital and small letters.
W I C K E T S = wickets
‘B’ – b, ‘R’ – r, ‘F’ – f, ‘S’ – s, ‘W’ – w
6. The teacher reads all the words with spelling and asks them to repeat after him/her
7. The teacher takes a word which be thinks can produce more rhyming words. Ex:- Prayer
and develops one or two rhyming words.
Ex: BAT
CAT
R__
___
___
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44
This a bat
is a ball
That
These bats
are stumps
Those
Ex: This is a bat.
11. The teacher asks the following questions.
1. Have you ever watch cricket match?
2. Who is your favorite Cricketer?
3. What material do we need to play cricket?
4. What do we call a player who bowls the ball in cricket?
· The Teacher conduct a simple activity based on this theme.
Ex:- Teacher can teach the students the meaning of a word through the actions.
If ‘bowling’ is the word she/he shows bowling in action. And the children can be
asked to do so.
12. The teacher should select a sentence for the purpose of reading and writing and to teach
grammar items.
teacher.

*****
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45
M.S. DHONI
Day-28
Expected Out Come:

§ To enable the student aware of “Dhoni” and his life.
§ To enrich the vocabulary related to cricket.
1. Situation:- The teacher introduces the famous cricket player M.S. Dhoni and talks
about him.
2. The teacher circles the word ‘M.S. Dhoni’ for the purpose of mind mapping.
3. Then the teacher elicit related words from the students and writes them on the black
board
Rajiv Gandhi khel Rattan Awardee cricketer

Indian
Indian Cricke team
M.S. Dhoni
wicket keeper Caption
Ranchi
right hand bates man Bihar
5. The teacher makes a special stress on the first letter of the word and ask the children
to identify the letters in the alphabetic chart. The teacher should see the children
identify both the capital and small letter
C R I C K E T E R = cricket
‘I’ – i, ‘C’ – c, ‘R’ – r, ‘B’ – b, ‘W’ – w, ‘H’ – h, ‘K’ - k
8. The teacher takes a ‘Proper noun’ and ask the children say and write some more
proper nouns.
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46
Ex: Dhoni
Sachin
Kohli
Yuvaraj
Kolkata
Amaravathi
_________
_________
Ranchi Bihar
Amravati Andhra Pradesh
is the capital of Telangana
Hyderabad
Delhi India
Ex: Ranchi is the Capital of Bihar.
11. The teacher does drilling activity of the sight words given ( See annexure )
and writing and to teach grammar items
Ex: Dhoni has Captained India in two world cups.
teacher.
*****
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47
CHESS
Day-29
Expected Out Come:

§ To enable the children know about ‘Chess’ and famous chess player Koneru
Humpy.
§ To enable the enrich their vocabulary related to chess.
§ To enable the children use simple sentences.
1. Situation:- The teacher introduces the Famous Indian chess player Loneru Humpy
and chess game and talk about her.
2. The teacher circle the phrase ‘CHESS’ for the purpose of mind mapping.
3. The teacher elicit the responses from the children and writes them on the blackboard.
bishop
Chess
king
queen
rook
4. Then the teacher reads out all the words loudly and asked the children to say aloud.
5. The teacher takes a word which he/she thinks can produce more rhyming words.
Ex: King
Ring
6. Then Teacher asks the children keep all the written words on the black board in the
Alphabetical order with the help of the alphabet chart.
an interesting game
Chess is a mind game
an old game
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48
Ex: Chess is an interesting game
12. The teacher should select a word and develops anthyakshari.
Note:- The word should be in Italics means sloping letters.
Chess
Soap
Pen
teacher.
*****
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49
BIRDS
Day-30
Expected Out Come:
The learner will be able to know the names of different types of birds and speak
about them.
1. The teacher should ask the children to tell the names of birds they know
2. By taking their responses the teacher should write them on the black board and supply
additional vocabulary related to birds.
$<«] ¿= deÖ<óH\T Ôî\T>·TýË #î|¾Îq|Î{ì¿ì bÍ<ó«jáTT&T y{ì +>·¢eTTýË¿ì nqTe~+º
q\¢\¢|Õ çyjáÖ*.
(Hen, duck, peacock, crow, eagle, pigeon sparrow, parrot)
3. The teacher should display the pictorial chart of birds and make them to read their
names aloud.
4. Now the teacher should ask the children to identify the first letter of the word in the
alphabet chart and ask the students read the words.
5. The teacher should read the above words with correct spelling and pronunciation.
6. Teacher selects a word from the list of words and make the students to frame some
rhyming words as shown below.
Ex: 1. Hen
2. Pen
3. Ten
4. __ en
5. _____
7. Teacher should frame a sentence and ask the children to frame some more sentences.
a hen
a duck
a peacock
a crow
There is
an eagle
a pigeon
a sparrow
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50
1. There is a hen
2. There is a duck
3. There is a __________
4. __________________
5. __________________
8. Teacher should display the list of sight words and make the children to involve in the
drilling activity.
9. Now the teacher does drilling activity of the sight words (See annexure)
writing. Ex :___________________________
Step-1 Teacher reads the sentence aloud the children should repeat the sentence
after the teacher.
Step-2 After that the teacher divides the sentence into words and read them aloud
and the children should repeat the words after the teacher.
Step-3 Teacher asks the children to identity the words on the blackboard.
Step-4 The teacher conducts a dictation on the words from the sentence written on
the black board without erasing it. (Seen dictation)
Step-5 Finally the teacher should make the children to read the sentence on their
own.
*****
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51
TEST NO. 5 (Level-I)
Day-31
Answer the following questions: ç¿ì+~ ç|Xø \Å£ ÈyT\T eÇ+&.

I. Write two sentences with the help of following table 2x1=2
The chief national coach
He was
The Arjun Awardee
1. _______________________________
2. _______________________________
II. Answer the following questions in one sentence 2x1=2
1. Who is your favourite Cricketer?
Ans. __________________________________
2. What do we call a player who bowls the ball in cricket?
Ans. __________________________________
III. Fill in the blanks with the words given in the bracket. 4x1=4
(Ranchi, Delhi, Amaravathi, Hyderabad)
çu²Â¿{Ù ýË q |<\ÔÃ ¿ì+~ U²°\T |P]+#á+&.
3. ____________ is the capital of India.
4. ____________ is the Capital of Telangana
5. ____________ is the capital of Andhra Pradesh.
6. ____________ is the capital of Bihar.
IV. Match the following 4x½ =4

ç¿ì+~ y{ì ÈÔá|sÁ#+á &.
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A B
Parrot
Crow
Eagle
Duck
*****
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53
ANIMALS
Day-32
Expected Out Come:
The learner will be able to know the names of different types of animals and speak
about them.
I. The teacher should asks the children to tell the names of animals they know. And the
teacher writes their responses on the black board.
dog cat
camel Animals horse
cow rat
II. The teacher should show the pictorial chart of animals and read the words aloud. And
ask the children to identify the letters of the words in the alphabet chart.
III. The teacher asks the learners to match the upper case alphabet with the lower case
alphabet as shown below. One is done for them.
L G T O W R M D H
O h l d g r w m t
IV. The teacher takes a word which he thinks can produce more rhyming words and
encourages the children to frame some more words.
Ex: cat rat mat _at _at _at
V. Teacher should make a sentence and encourage the children to frame some more
sentences with the help of the table shown below.
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54
Ex:-1 This is a ‘dog’
a dog
a cat
This is a horse
a rat
a cow
Ex:-2 Identify the words ‘cat’, ‘rat’, ‘dog’, ‘cow’ from the grid and circle them.
t M a r
I g a
a
O w t
c
n e n
d
VI. Now the teacher does drilling activity of the sight words (See annexure)
VII. The teacher should select a sentence from the text book for the purpose of reading,
writing. ___________________________________________________________
after the teacher.
own.
*****
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55
ANIMAL WORLD
Day-33
Expected Out Come:

The learner will be able to know the names of different animals and able to
differentiate wild and pet animals. The learner will be able to know how to use simple
sentences.
bÍ<ó«jáTT&T eTT+<T dwHýË #î|¾Îq n+Xæ\qT $<«sÁT\Å£ Èã|ï¿¾ ì ÔîdÖï ç|dTïÔá dwHqT ¿=qkÍÐ+#*.
I. The teacher should ask the children to tell the names of some animals they know. And
the teacher writes their responses on the black board.
cow dog elephant
rabbit Animals monkey
lion turtle deer
II. The teacher encourages the children to identify the letters of the above written words
in the alphabet chart and read them aloud.
III. Teacher should make a sentence and encourage the children to frame some more
sentences as shown below.
There are two dogs in the forest
three elephants at my home
tigers
rabbits
cats
cows
1. There are two dogs at my home

2. There are three elephants in the forest.
3. _______________________________
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4. _______________________________
5. _______________________________
IV. The teacher familiarizes the learners about wild animals and pet animals.
V. Teacher should make a list of animals by writing the children’s responses on the black
board. Classifies them and write them in the table given.
Elephant crab rabbit dog goat fox

giraffe turtle fish cow Crocodile ` snake
Kangaroo pig horse monkey whale bear
Wild Animals Domestic Animals Water Animals

Fish
elephant ________
cow ________
rabbit
snake
VI. Now the teacher does drilling activity of the sight words (See annexure)
VII. The teacher should select a sentence from the text book for the purpose of reading,
writing. ___________________________________________________________
after the teacher.
own.
*****
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57
WILD ANIMAL
Day-34
Expected Out Come:

The learner will be familiarized with the vocabulary words related to Wild ‘Animals’ and
speak about them.
I. Teacher should make the children to tell the names of some Animals live in the forest by asking the
1. What do you see in the chart? Can you name them?
2. Which is the biggest of all land animals?
3. Which animal has black stripes on its body?
(Note:- Teacher show animal chart)
II. By taking their responses the teacher should write them on the black board and supply additional
vocabulary related to animals.

(Lion elephant tiger monkey zebra bear rabbit kangaroo)
III. The teacher should display the pictorial chart of Wild Animals and make them to say their names
aloud.
IV. The teacher asks the learners to match Upper case alphabet with Lower case alphabet as shown in
below. And ask them to pronounce aloud. One is done for you
E L E P H A N T M O N K E Y
T n p e l a h e y k o m n e
V. The teacher encourages the children to identify the letters of the above written words in the alphabet
chart and read them aloud.
VI. Teacher should make a sentence and encourage the children to frame some more sentences
with the help of table given below.
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a monkey
an elephant
This is a zebra
a bear
a rabbit
a kangaroo
1. This is a monkey. 4. _______________
2. This is an elephant 5. _______________
3. This is a___ 6. __________
VII. Now the teacher does drilling activity of the sight words (See annexure)
VIII. The teacher should select a sentence from the text book for the purpose of reading,
writing.
after the teacher.
own.
*****
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59
BAKERY
Day-35
Expected Out Come:

To enable the children know the words related to bakery. And to enable the children develop simple
sentences which can be used in day to day life.
I. Situation:- The teacher introduces concept "Bakery" by showing the pictorial chart of bakery items and
talks about it.
II. The teacher circle the word " Bakery" for the purpose of mind mapping. Then the
teacher elicits related words from the students and writes them on the blackboard. And the teacher supplies
additional vocabulary regarding the concept.
III. Then the teacher read out all the words written on the black board.
rusks pastries
bread
bun
cakes BAKERY
biscuits
cool drink jam chips
IV. The teacher makes a special stress on the first letter of each word (Eg; B-B, i, s , c ,u,I ,t s) and ask the
children to identify the same letter that's there in the alphabet chart. The
teacher should see the children to identify both the capital and small letter. Ex: B-b J-I ,S-s, C-c, U-u, l-l,
T-t, S-s etc.
VI. The teacher reads all the words with spelling and ask the children to repeat after the
him/her.
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VII. The teacher takes a word which he thinks can produce more rhyming words and
encourage the child to frame some more words as shown in below
Ex: 1 rusk husk dusk _usk _usk
2. Jam ram dam _am _am _am
bread
biscuits
Sidhu likes to eat rusks
Ramya chips
Madhu pastries
chocolates
IX. The teacher asks the children to write such sentences with the help of the above table
1. Sidhu likes to eat bread.
2. Sidhu likes to eat biscuits.
3. Sidhu likes to eat ________
4. _________________
5. _____________________
6. _______________________
X. Now the teacher does drilling activity of the sight words (See annexure)
XI. The teacher should select a sentence from the text book for the purpose of reading, writing.
after the teacher.
own.
*****
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61
FRUITS
Day-36
Expected Out Come:

The learner will be able to identify the names of fruits and speak about them.
I. Teacher should ask the children to tell the names of fruits they like.
II. By taking their responses teacher writes them on the blackboard and supplies additional
vocabulary regarding fruits.
mango papaya banana

guava jackfruit pomegranate
apple watermelon grapes
III. Teacher should show the pictorial chart of fruits to the children and read them aloud. And ask the
children to identify the letters of the words of fruits in the alphabet chart.
IV. Teacher should make a sentence and encourage the children to frame some more sentences as
shown below.
1. This is a mango
2. This is a papaya.
3. This is a ..
V. Teacher should interact with the children to elicit their responces regarding fruits by using some
interactive questions like,
VI. Which fruit do you like most?
VII. What is the colour of the fruit?
I like mango I like an apple
It is yellow It is red
I like guava
It is green
VIII. I like ............ (Teacher should encourage the children to repeat the process for
the remaining fruit words)
IX. Teacher should ask the children to write the names of the fruits those starts with p, g, a, b, m. p-
pomegranate b-banana g-guava m-mango a-apple

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62
X. Now the teacher does drilling activity of the sight words (See annexure)
XI. The teacher should select a sentence from the text book for the purpose of
reading, writing.
after the teacher.
own.
*****
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63
TEST NO. 6
Day-37
Answer the following questions. ç¿ì+~ ç|Xø \Å£ ÈyT\T eÇ+&.

I. Complete the following concept map 8 x ½ =4
ç¿ì+~ ¿±Hî«|t¼ eÖ«|t |P]ï #ûjTá +&.
Animals
horse
II Write two sentences with the help of the table 2 x 1 =2
two tigers in the forest

There are
three doges at my home
1. ______________________________________
2. ______________________________________
III. Write the following words in alphabetical order 4x½ = 2
ç¿ì+~ |<\qT n¿£sÁ ç¿£eT+ýË sjáT+&.

(jam, biscuits, cake, rusks)
1. _______________ 2. ________________
3. ________________ 4. ________________
IV. Write names of fruits that starts with the letters 4x½=2
p, g, a, b
1. p _______
2. g _______
3. a _______
4. b _______
*****
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64
VEGETABLES
Day-38
Expected Out Come:

I. The learner will be able to identify the names of Vegetables and speak about them
II. The teacher should present a small narration to create a suitable situation and elicit responses from
the children and write them on the blackboard.
III. One morning mother asked Ganesh to bring some vegetables from the Market.
What will he bring?
Brinjal carrot potato pumpkin onion
Beans peas chilly drumstick soupcorn
IV. The teacher should show the pictorial chart of Vegetables and read them aloud. And make the
children to identify the letters of above words in the alphabet chart.
V. The teacher asks the learners to match Upper case alphabet with lower case alphabet as shown in
below. And ask them to pronounce aloud. One is done for them.
B H U N M A D S E K L
a s b h u e k l n m d
VI. Teacher should make a sentence and encourage the children to frame some more sentences as
shown below.
Ex:- 1
CASE-1 CASE-2
___________ Raju likes brinjal Raju likes brinjal
___________ Raju likes _________ _________ likes brijal
___________ Raju likes __________ _________ likes brinjal
Raju likes __________ _________ likes brinjal
________ likes ______
Raju likes brinjal Raju likes brinjal

carrot Ramya
potato Suresh
pumpkin Swetha
Krishna
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65
PULSES
Day-39
Expected Out Come: The learner will be able to identify the names of pulses and speak about them.
I. Teacher shows the pictorial chart of pulses and asks the children to tell the names of pulses. And
write their responses on the blackboard by reading them aloud.
black gram bengal gram green gram peanut

red gram horse gram ground nut cashew nut
II. Allow the children to make the words as shown below
Green 1. green gram
Bengal 2. ____________
Black gram 3. ____________
Red 4. ____________
Horse 5. ____________
III. The teacher encourages the children to identify the letters of the above written words in the
alphabet chart and read them aloud.
IV. The teacher asks the children to identify the names of colours from the above list of words.
Eg. 1. Green gram Name of the colour is green
2. black gram Name of the colour is
3. red gram ____________________ Name of the colour is
V. Allow the children to make the words as shown below and ask them to note down in their
notebooks.
Pea 1. Peanut
Ground nut 2. __________
Cashew 3. __________
VI. Now the teacher does drilling activity of the sight words(See annexure)
VII. The teacher should select a sentence from the text book for the purpose of reading, writing.
________________________________________________
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66
after the teacher.
own.
*****
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67
FLOWERS
Day-40
Expected Out Come: The learner will be able to know the names of flowers and speak
about them.
I. The teacher should present a small narration to create a suitable situation and elicit responses from
the children and write them on the blackboard.
II. One day Suresh/ Ganesh went to a flower shop .There he wanted to buy some flowers.
• What will he buy?
(The teacher provides a chart showing a word web of flowers.)

III. Teacher shows the pictorial chart of flowers and asks the children to identify the flowers what they
have said above. And write their responses on the blackboard by reading them aloud.
IV. The teacher encourages the children to identify the letters of the above written words in the
alphabet chart and reads them aloud.
V. Teacher should make a sentence and encourage the children to frame some more sentences as
shown below.
Ex:- 1 a rose
This is a jasmine
a lotus
a marigold
l. This is a rose.lt is red.
2. This is a jasmine.lt is white.
3. This is a __________. It is pink.
4. This is a _________. It is _______
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68
Ex:- 2
Red rose l) I like red rose
2)1 like white jasmine

I like White jasmine
3) like _______________
Pink lotus 4) _______________
Yellow marigold
X. Now the teacher does drilling activity of the sight words(See annexure)
XI. The teacher should select a sentence from the text book for the purpose of reading , writing.
after the teacher.
own.
*****
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69
FAIR PRICE SHOP – I
Day-41
Expected Out Come: To enable the children know the words related to fair price shop. And to enable
the children develop simple sentences which can be used in day to day life.
I. Situation:- The teacher introduces concept of fair price shop and talks about it.
Now the teacher asks the following questions.
1. Have you ever been to fair price shop (Ration shop)?
2. What do you see there?
Il. The teacher circles the phrase" Fair price shop" for the purpose of mind mapping. Then the teacher
elicits related words from the students and writes them on the black board.
kerosene Rice sugar
III. Then the teacher reads out all the words written on the black board.
IV. There teacher makes a special stress on the first letter of each word (Ex: B- B, l, a, n, c, e) and ask the
children to identify the same letter that's there in the alphabet chart. The teacher should see the children
to identify both the capital and small letter.
Ex: B - b, A-a, L-l. etc.
VI. The teacher reads all the words with spelling and ask the children to repeat after
him/her.
Ex: Rice Mice Dice _ice _ice _ice
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70
a book
a stamp pad
a balance
It is Rice
Sugar
Kerosene
pen
IX. The teacher asks the children to write such sentences with the help of the above table
l. It is a book
2. It is __________
3. ______________
XI. The teacher should select a sentence from the text book for the purpose of reading,
writing. _________________________________________________________
after the teacher.
own.
*****
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71
VILLAGE FAIR
Day-42
Expected Out Come: To enable the children know about goods, shops, fun in the village fair. And to
enable the children develop simple sentences which can be used in day to day life.
I. Situation The teacher introduces concept of village fair and talks about it.
II. The teacher circle the phrase" Village fair" for the purpose of mind mapping. Then the
Teacher elicits related words from the students and writes them on the black board.
Ice cream balloo sho
merry ground
IV. There teacher makes a special stress on the first letter of each word (Ex; I-i, c, e, c, r, e, a, m) and ask
the children to identify the same letter that's there in the alphabet chart. The teacher should see the
children to identify both the capital and small letter.
Ex: l-i, C-c, E-e. etc…
VI. The teacher reads all the words with spelling and ask the children to repeat after the teacher.
Ex: fun bun run _un _un _un
VIII. Activity: Describing ice cream
• Teacher should prepare flash card/picture of ice cream
Teacher should interact with the children with the following interactive questions
-What is this?
-How is it?(cool/hot)
-What is the shape?(cone/round)
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72
-What is the colour? (red / white)
-What is its taste? (sweet/sour)
• Teacher should write all responses of the children on the black board and join them to get the
description.
This is an ice cream
It is cool
It is cone shaped
It is red in colour
It is sweet.
In this way by asking such questions the teacher encourages the child to write a few sentences about
the words written on the black board .
XI. The teacher should select a sentence from the text book for the purpose of reading, writing
after the teacher.
own.
*****
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73
TEST NO. 7
Day-43
Answer the following questions. ç¿ì+~ ç|Xø \Å£ ÈyT\T eÇ+&. 4x 1 = 4

I. Fill the following boxes with the names of vegetables.
(Chilly, beans, carrot, onion)
b
c o t
n
y
II. Observe the following and make the two sentences out of it.
ç¿ì+~ |{ì¼¿£ qT+º Âs+&T y¿±«\T ÔájáÖsÁT #ûjáT+&. 2x1=2
Red rose
I like
Pink lotus
1. ___________________________
2. ___________________________
III. Match the capital with their small letters 4x½=2

|<Ý n¿£s\qT y{ì ºq n¿£s\ÔÃ ÈÔá#ûjáT+&.
M Z B E L
e l z b m
IV. Fill in the blanks with the help of the words given in the brackets 2 x 1 = 2
ç¿ì+~ U²°\qT çu²Â¿³¢ýË q |<\ÔÃ |P]+#á+&.
Ex:
1. This is an ice cream (a/an)
2. It is ____________ (Cool / hot)
3. It is ____________ (Cone / round)
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74
COLOURS
Day-44
Expected Out Come: To enable the child know the names of different colours. To enable the
children speak about colours and learn simple sentences
1. Situation:- The teacher introduces the concept of ‘Colours’ and talks about it.
2. The teacher circles the word “Colours” for the purpose of mind mapping. Then the
teacher elicits related vocabulary/words from the students and writes them on the
blackboard.
red green
Colours yellow
grey
white
blue pink
to identify. The same letter, that are there in the alphabet chart. The teacher takes care
in identify both the capital and small letter.
Ex: R - r, G – r, Y- y, W – w, P – p, B – b,
6. The teacher reads all the words with spelling and ask the children to read them after
her/him.
7. The teacher asks the children to find rhyming words like pink, yellow, green etc.
Pink green yellow
Th ink b een fe llow
W ink t een
Dr ink Qu een
L ink scr een
Bl ink cant een
The teacher asks the questions as follows
What colour do you like the most?
Children answer - ___________________
What colours do we find at the traffic signals?
Children answer – red, yellow, green.
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75
Teacher says, these are primary colours.
The teacher gives a matching table and ask the children to match them
THINGS COLOUR
elephants green
trees black
sky red
cherries blue
bananas lohite
clouds grey
buffalos yellow
8. The teacher develops a substitution table to draw out some sentences.
elephants grey
trees green
are yellow
bananas
buffalos black
Ex:- Elephants are grey.
Thus the teacher asks a student what colour he likes. If the child says red. Then the
teacher asks the student what colour his sister likes. If the child sys blue. Then the
teacher says.
Raju likes red but his sister likes blue
She repeats this with some other children and write all the responses on the
table as follows.
_________________ likes blue but her brother likes red
_________________ likes yellow but his mother likes pink.
The teacher asks the children to write sentences.
10. The teacher runs drilling activity of the sight words given in the appendix.
writing and to identify a simple grammar element.
after the teacher.
own.
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76
VEHICLES TRAVEL ON THE LAND
Day-45
Expected Out Come:

§ To enable the child know about the ‘Vehicles travel on the land ’. To enable the
children know words related to the vehicles travel on the land. To enable the children.
Use simple sentences in the day to day life.
§ To enable the children use simple present tense.
1. Situation:- The teacher asks about various types of vehicles and the persons they
carry.
2. The teacher asks the children about different types of vehicles they know. The
teacher circles the phrase “Vehicles travel on the land” for the purpose of mind
mapping.
Then the teacher elicits related words from the students and writes them on the
blackboard. .
bullock cart by cycle scooter motor cycle
rikshaw bus
Vehicles travel
auto Car
on the land
zeep tractor
van abulance lorey goods train
Ex: R – r, A – a, L – l, M – m, B – b, etc.
5. Now the teacher asks each child to identify a particular word written on the
blackboard.
7. The teacher asks the children to divide the vehicles travel on the land into three
groups depending upon what they carry.
The teacher writes all the words. The children do the activity, bullock cart, by cycle,
motorcycle, bus, car, scorter, tractor, goods train, lorry, ambulance, van, trains, zeep,
auto, rikshaw.
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Vehicles carry Vehicle carry goods or Vehicle carry people and
people things goods or things
by cycle
scooter
motor cycle
tractor van
bus
lorry rikshaw
ambulance
goods train auto rikshaw
train
bullock cart
zeep
auto
rikshaw
van
8. The teacher develops a substitution table so that the children can frame sentences. The
teacher helps the children in framing sentences.
Ambulances carry patients
goods and things
Lorries,
passengers
one or two people
a small group or a family
Ex: Ambulances carry patients

1. __________________________
2. __________________________
3. __________________________
4. __________________________
9. The teacher does the drilling activity of the sight words (see appendix)
10. The Teacher select a sentence from the text book for the purpose of reading writing
and to identify a simple grammar element.
11. The teacher should conduct an open dictation.
(The teacher keeps the sentences open on the black board and dictation the sane
words which the children identify and write by looking at them.)
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78
VEHICLES TRAVEL IN WATER AND AIR
Day-46
Expected Out Come:

§ To enable the child know about the vehicles which travel in the water and the vehicles
travel in the air. And to enable the children know the related vocabulary.
§ To enable the children to learn simple sentences. (Simple present tense) and use them
in day to day life.
1. Situation:- The teacher introduces the vehicles which travel in the water and in the
air. So, the teacher puts a question to the children in the following way what are the
other vehicles which travel in the water and in the air?
(The teacher can switch over to Telugu to make his question clear).
2. To elicit words from the students the teacher goes for the mind mapping. The
teacher circles the phrase “Vehicles travel in the water”.
submerine boat
Vehicles travel
Ship
in the water
Then the teacher asks the children to write the names of the vehicle which
travel in the air. Here ask the teacher uses the mind mapping. If the children tells a
word in Telugu the teacher translates it in to English. Then the teacher circles the
phrase vehicles travel in the air.
Aero planes
air baloon
Vehicles travel
in the air Helicopters
After the mind mapping in successfully done, the teacher writes all the words on the
black board.
3. The teacher reads out all the words elicited from the children aloud. (words written on
the blackboard).
4. The teacher makes a special stress on the first letter of each word and asks the
children to identify the same letter, that is there in the alphabet chart. The
teacher takes care in identifying both the capital and small letters by the children.
Ex: S – s, B – b, A – a, H – h.
6. The teacher reads aloud all the words with spelling and asks them to repeat them after
her/him.
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79
Then the teacher write the names of the vehicles on the black board and ask the
children to find out the name of the person who drive them.
The children may come with words.
If the children fail to say, the teacher can tell and write the words against the
particular name of the vehicle.
Vehicle Person who drives it
bus - driver
boat - sailor
dhip - captain
sero plane - pilot
helicopter - pilot
(The teacher can show the pictures of the persons if possible)
Driver bus
sailor boat
captain drives a / an ship
pilot aero plane
pilot helicopter
Ex: Driver drives a bus
10. The teacher does the drilling activity on the “right words” given in the appendix.
11. The Teacher selects a sentence from the text book for the purpose of readingwriting
and to teach a simple grammar element.
after the teacher.
own.
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80
MY FATHER
Day-47
Expected Out Come:

§ To enable the children know what their fathers are that means their professions
§ To enable the children learn simple vocabulary and simple sentences. And use them in
their day to day life.
1. Situation:- The teacher talks about the professions of family members.
2. The teacher circles the word “My father” for the purpose of mind mapping. The
teacher asks about the professions of the family members of the students and elicit
related words from the students. He/ She writes all the words on the black board. The
teacher puts a question as follows.
What is your father?
The students may respond as follows
carpenter engineer farmer painter
teacher washer man

My father
doctor mason
cobbler driver vender
farmer, carpenter, mason, washer man, painter, teacher, doctor, engineer, vendor,
driver, cobbler etc.
4. The teacher makes a special stress on the first letter of each word.
Ex: father, carpenter, mason, washer man, painter, teacher, doctor, engineer, vender,
driver, cobbler
Then the teacher asks the children to identify same letter that is there in the alphabet
chart. The teacher should see the children identify both the capital and small letter.
Ex: F – f, C – c, M – m, W – w, T – t, D – d, E – e, V – v
6. The teacher reads all the words aloud and the children repeat after him/her.
7. The teacher explains that most of the words related to profession end with letters “er”.
The teacher tells that the words end with “er” are all rhyming words.
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81
Ex:- farmer, driver, carpenter, cobbler & Ex:- mason, season, nelson, son
The teacher writes all the words on the blackboard and reads out aloud with their
spellings.
8. The teacher frames a substitution table to produce simple sentences.
a farmer
a driver
My father is a coolly
a cobbler
a painter
The teacher gives an example as follows and reads aloud.

Ex: My father is a farmer.
The children will produce some sentences on the same lines. And the teacher writes
them on the black board.
1.
2.
3.
9. The teacher runs the drilling activity on the “sight words” given in the appendix.
10. The Teacher takes a sentence from the text book and writes it on the black board for
the purpose of reading and writing and to identify a simple grammar element.
after the teacher.
own.
*****
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82
MY FAMILY MEMBERS
Day-48
Expected Out Come:
§ To enable the students know a few words related to family.

§ To enable the students learn simple sentences.
1. Situation:- The teacher introduces the concept of family and talks about it.
2. The teacher circles the phrase “Members of my family” for the purpose of mind
mapping. Then the teacher elicits related words from the students and writes
them on the blackboard.
uncle/ aunt me father
Members of
grand Mother mother
my Fjam
grand father sister brother
3. The teacher reads out all the words written on the blackboard. She tells that certain
words are related to males and certain words to females.
Ex: me, father, mother, brother, sister, grandfather, grandmother, uncle, aunt
The teacher asks the children to identify same letter that is there in the alphabet chart.
The teacher should see the children identify both the capital and small letter.
Ex: M – m, F – f, B – b, S – s, G – g, U – u, A – a
6. The teacher reads all the words aloud with spellings the children repeat after him/her
7. The teacher takes a word which he think can produce more rhyming words.
Ex:- father
mother
brother
______ther
______ther
______ther
The teacher writes all the words on the black board and reads out aloud.
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father
mother
I love my
brother
sister
9. The teacher ask the children to write sentences with help of the table
Ex:- I love my father.
The children will produce small sentences on the same lines And the teacher writes
them on the blackboard.
1.
2.
3.
10. The teacher does the drilling activity of the sight words given in the appendix.
11. The Teacher selects a small sentence from the text book for the purpose of reading
after the teacher.
own.
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TEST NO. 8
Day-49
Answer the following questions. ç¿ì+~ ç|Xø \Å£ ÈyT\T eÇ+&.

I. Write four sentences with the help of the table. 4x1=4
|{ì¼¿£ dVäjáT+ÔÃ H\TZ y¿±«\T sjáT+&.
Elephants grey
Trees green
are
Bananas yellow
Buffalos black
5. ________________________________
6. ________________________________
7. ________________________________
8. ________________________________
II. Answer the following questions 4x1=4

ç¿ì+~ ç|Xø \Å£ ÈyT\T eÇ+&.
1. What colour are you eyes?
Ans. ___________________________
2. What colour is your bag?
Ans. ___________________________
3. What colour are your Shoes?
Ans. ___________________________
4. What colour is your bicycle?
Ans. ___________________________
III. Write the following words in the alphabetical order 4x½=2
ç¿ì+~ |<\qT n¿£sÁ ç¿£eT+ýË sjáT+&.
(farmer, mason, painter, doctor)
1. _____________ 2. _____________ 3. ____________ 4. _____________
*****
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SCHOOL BAG
Day-51
LEVEL – 2 ( 20 TOPICS)
Expected Out Come:

§ To enable the child know the words related to their school bag. And to enable
(Using Adjectives)
I. Situation: Teacher Introduces Concept of school bag and interact with the children
(Teacher should ask the questions related to things about the school bag).
II. The teacher circle the pharse ‘School Bag’ for the purpose of mind mapping. Then the
teacher elicit related words from the students and writes on the blackboard.
pen
pencil
School Bag
book
eraser
IV. The teacher makes a special stress on the first letter first letter of each word (P -
P,e,n,c,i,l = pencil) and asks the children to identify same letter in the alphabet chart.
The Teacher should see the children identify both the capital and small letter.
Ex: - P-p, B-b, E-e, Etc
VI. The teacher reads all the words with spelling. And instruct the children to repeat after
him/her.
Ex: - Book and Pen. And develops one or two rhyming Words like.
Book Pen
Hook Men
Look ___en
___ook ___en
___ook
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Bag
Pen
This is a red Pencil
Sharpener
Book
Ex:- This is a red bag
§ The teacher asks the children to change the colour and form sentences.
XI. The teacher should select a sentence from the text book for the purpose of reading and
writing. Ex:-
1. Teacher read the sentences aloud the children should repeat the sentences after the
teacher.
2. After that teacher divide the sentences into words and read the words again and
again.
3. Teacher asks the children to identify the words on the blackboard.
4. Teacher should conduct dictation of words from the sentences written on the black
board without erasing that (seen dictation).
5. Teacher encourage the children to read the sentence.
*****
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GOING HOME
Day-52
Expected Out Come:
§ To enable the child know the words related to going home.
§ To enable the children develop simple sentences which can be used in day
today life. ( Present continuous tense )
1. Situation:- The teacher introduces concept of going home after the schooling and
talks about it.
bÍsÄÁXæ\ e~ý²¿£ +{ì¿ì yûÞâßç¿£eT+ýË $<«sÁTÆ\T #ûd $$<ó sÁ¿±\ |qT\ >·T]+º eÖ{²¢&+#*.
2. The teacher circle the phrase ‘Going home’ for the purpose of mind mapping. Then
the teacher elicits related words from the students and writes them on the blackboard.
running
playing
Going Home writing
friends talking
4. The teacher makes a special stress on the first letter of each words and ask the children to
identify the same letter that’s there in the alphabet chart. The teacher should see the
children identify both the capital and small letters.
7. The teacher takes a word which he thinks can produce more rhyming words. Ex:- Run
and develops one or two rhyming words like.
Run
Fun
___n
__un
writing a letter
Raju is playing a game
drawing a picture
9. The teacher asks the children to write sentences with the help of the above table. Ex:
Raju is writing.
10. The teacher does drilling activity of the sight words given ( see Annexure )
writing.
· Teacher reads the sentence about and asks them to repeat after the teacher.
again.
without erasing that sentence. ( seen dictation )
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TELEVISION
Day-53
Expected Out Come:
§ To enable the child know the words related to Television.

§ To enable the children develop simple sentences which can be used in day to
day life. ( Present continuous tense )
1. Situation:- The teacher introduces concept of television and talks about it.
2. The teacher circles the word ‘Television’ for the purpose of mind mapping. Then the
music serial
news
cable
debates TELEVISION watching
screen
sport and games cinema
4. The teacher makes a special stress on the first letter of the word and asks the children
to identify the letter.
7. The teacher takes a word which he thinks can produce more rhyming words. Ex:
watching
watching
matching - _____ching________chin
_____ching
I am
We are watching TV
They are
9. The teacher asks the children to write sentences with the help of the above table. Ex: I
am watching TV
writing and to teach grammar points
· Teacher reads the sentence about and asks them to repeat after the teacher.
· After that the teacher devides the sentence into words and read the words again
and again. Ex:
blackboard (un seen dictation)
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MARRIAGE
Day-54
Expected Out Come:
§ To enable the child know the words related to their marriage.

§ To enable the child develop simple sentences which can be used in day today
life. ( Present continuous tense )
1) Situation:- The teacher introduces concept of marriage and talks about it.
2) The teacher circles the word ‘marriage’ for the purpose of mind mapping. Then
the teacher elicit related words from the students and writes them on the
blackboard.
relatives
drums
bride
function
Marriage bridegroom
husband
special food wife
3) Then the teacher reads out all the words written on the blackboard
4) The teacher makes special stress on the first letter of the word and asks the children
to identify the letter
6) The teacher reads all the words with spelling and ask them to repeat after him/her.
Wife - __ife
Life - __ife
8) The teacher develops a substitution table with the words elicited by the children.
marriage
I like to go to a function
reception
Ex: I like to go to a marriage.
writing and to teach grammar items. Ex:-
· Teacher reads the sentence aloud and asks them to repeat after the teacher.
again.
(unseen dictation)
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GAMES & SPORTS – 1
Day-55
Expected Out Come:
§ To familiarize the children with the words related to games and sports.
§ To make the children identify letters from the words
§ To enable them to write simple sentences.
1. Situation:- The teacher introduces the concept of ‘games and sports’ and talks about
them.
2. Teacher circles the phrase “ Games and Sports” for the purpose of mind mapping.
Teacher elicites the responses from the children and writes them on the blackboard.
hide and seek kho-kho cricket
foot Ball Games & Sports khabadi
chess ball badminton volly ball
3. Teacher reads out the elicited words loudly and ask the children repeat after him
aloud.
4. Teacher take a word VOLLYBALL and identify the starting letter ‘V’ with the help
of alphabet chart and pronounce the word with proper stress.
5. V o l l e y b a l l - Volleyball. Children repeat after teacher.
6. The teacher asks the children to say more words like Volleyball. The teacher reads all
the words with spelling and ask them to repeat after the teacher.
7. Children says:- volley ball
tennis ball
cat ball
badminton ball
cricket ball
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playing chess
not playing chess
I am playing cricket
They are
not playing cricket
He is
playing tennis
not playing tennis
9. The teacher ask the children to write sentences with help of the above table. Ex: I
am playing chess.
10. The teacher does the drilling activity of the right words given (See Annexure)
11. The teacher should select a sentence from the textbook for the purpose of reading,
1. Teacher read the sentences aloud the children should repeat the sentences after
the teacher.
again.
4. Teacher should conduct dictation of words from the sentences written on the
black board without erasing that (seen dictation).
*****
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TEST NO. 9
Day-56
(Level-II)
Answer the following questions: ç¿ì+~ |{ì¼¿£ dVäjáTeTTÔÃ y¿±«\T sjáT+&.
I. Write sentences with the help of the following table. 1x4 = 4
ç¿ì+< |{ì¼¿£ dVäjáTeTTÔÃ y¿±«\T sjáT+&.
blue
red
This is a pen
green
black
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
II. Write sentences with the help of the following table. 1x3 = 3
planting a tree
Ravi is painting a wall
practicing a game
7. __________________________________________________________
8. __________________________________________________________
9. __________________________________________________________
III. Write sentences with the help of the table 1x4 = 4

I a marriage
We a picnic
went to
They a reception
He a movie
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
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GAMES & SPORTS – HEALTH & FITNESS
Day-57
Expected Out Come:

§ To familiarize the children with the key words of Health & Fitness
§ To help the children build vocabulary through concept mapping
§ To create English atmosphere and enable the children use simple sentences.
1. Situation:- Teacher introduces the concept of “ Health and Fitness”
2. Teacher asks some questions about Health and Fitness
§ What do you do for good health?
§ How do did you maintain fitness?
§ When do we fall ill?
§ How do we get health problems?
§ Teacher writes the responses on the blackboard.
fatigue breathlessness
blood pressure
balanced diet heart problems
walking Health & Fitness exercise
dancing yoga fat

thin
pranayam
eating habbits
3. The teacher readsout all the words written on the blackboard.

children to identify the same letter that’s there in the alphabet chart. The teacher
should see the children identify both the capital and small letter. Ex:- E X E R C I
S E = Exercise
‘E’ e, ‘F’ f, ‘T’ t, ‘P’ p, ‘Y’ y, ‘D’ d, ‘W’ w, ‘B’ b.
blackboard.
6. The teacher reads all the words with spelling and asks them to repeat after
him/her.
7. The teacher takes a compound word which has a combination of two words and
ask the children identify these words and writes them on their notes.
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Ex:- heart problem
blood problem
_______________
_______________
_______________
8. The teacher develops a substitutional table with the words elicited by the children.
Walk
dance
I / I do every day
exercises
yoga
9. The teacher ask the children to write such sentences with help of the above
table. Ex: I walk every day.
10. The teacher does drilling activity of the right words given ( See Annexure )
11. The teacher should select a sentence from the text book for the purpose of
reading, writing and to teach grammar items.
1. Teacher read the sentences aloud the children should repeat the sentences
after the teacher.
2. After that teacher divide the sentences into words and read the words again
and
again.
*****
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95
GAMES & SPORTS – KABADDI
Day-58
Expected Out Come:
§ To enable the children learn the vocabulary related to Kabaddi

§ To enable the children write 3 or 4 sentences about his / her favorite game
based on the learnt vocabulary. ( expresing likes and dislikes )
1. Situation:- The teacher introduces concept of ‘Kabaddi’ and talks about it.
2. The teacher circle the word “ KABADDI” for the purpose of mind mapping. Then
the teacher elicited words from the children and write them on the blackboard.
players
vice-captain
defender KABADDI captain
empire touch point

bonus
3. The teacher reads out the written responses loudly in the class room and asked the
children repeat after him.
4. The teacher continues the discussion about kabaddi and get more information
from the children.
5. Children talks about pro-kabaddi and gives information about pro-kabaddi.
6. The teacher again goes for the new word “ Pro-Kabaddi” by circling the word for
mind mapping.
Bengal Warriors
Pro-Kabaddi Telugu-Titans
Bangalore Bulls
7. Teacher asks children about their likes and dislikes in Kabaddi and pro-kabaddi.
8. Teacher writes the responses of children on the blackboard.
Example: - I like Kabaddi
I don’t like Kabaddi
I like Telugu – Titans
I don’t like Telugu – Titans
I like Bangalore Bulls
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96
I don’t like Bangalore Bulls
9. Then the teacher asks some more questions on Kabaddi
§ Who will become Kabaddi player in this class?

§ Who will act as team captain for your class?
§ How do you feel when you loose your game?
§ Which team gives inspiration to you?
§ Why kabaddi is so popular in India?
10. The teacher does drilling activity of the sigh words (See Annexure )
11. The teacher should select a sentence from the textbook for the purpose of
reading, writing and to teach grammar items.
the teacher.
again.
*****
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TELEVISION ( TV )
Day-59
Expected Out Come:
§ To enable children identify different means of Communications

§ To enable children use different means of communication in their day to day
life
§ To enable children reading and writing skills and to use simple sentences
using the given words ( talks about ability )
1. Situation:- The teacher introduces to concept of ‘TV’ and talks about it.
2. The teacher circle the word “ Television” for the purpose of mind mapping. Then the
antinna
video games mean of communication
news
sound speaker
channels T.V
live cricket match
serials
remote
cinemas
dish cable news (news channels)
live Shows
3. The teacher reads out all the words written on the balckboard
children to identify the same letter, that is there in the alphabet chart. The teacher
Ex:- R – R E M O T E – Remote.
‘A’ – a, ‘S’ – s , ‘L’ – l , ‘R’ – r , ‘N’ – n , ‘C’ – c, ‘D’ – d.
7. The teacher takes a word which he thinks that is can produce more rhyming words.
Ex:- Remote
Demot e
Promote
__________
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98
8. The teacher develops a substitutional table with the words.
much knowledge
live news
T.V. can give us
live shows
Ex:- T.V. can give us much knowledge
writing and to teach a grammar items.
the teacher.
2. After that teacher divide the sentences into words and read the words again
and
again.
*****
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99
ANIMALS AND THEIR BABIES
Day-60
Expected Out Come:
§ The learner will be able to know the names of animals and their young ones.
§ The learner will be able to use simple sentences (Simple Past Tense)
§ Teacher shows the pictorial chart of the Babies of Animals and asks the
following questions. Then writes their responces on the blackboard by reading
them aloud.
(He / She shows a picture of an animal and asks as follows)
1.What do you see in the picture?
2.What is the name of the animal?
( $<«]Æ ¿= deÖ<óH\T Ôî\T>·TýË #î|¾Îq|Î{ì¿¡ bÍ<ó«jáTT&T y{ì n+>·¢eTTýË¿ì
nqTe~+º q\¢\¢|Õ sjáÖ*.)
lion - cub cat - kitten sheep - lamb
dog - puppy cow - calf duck - duckling
The teacher encourages the children to identify the letters of the above written words
in the alphabet chart and read them aloud.
cub kitten
puppy lamb
Baby animals
calf duckling
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100
Ex: Teacher should make a sentence and encourage the children to frame some more
sentences with the help of the table given below.
Case:1 sE ÿ¿£ Å£¿£Ø|¾\q¢ T #áÖkÍ&T 1.Raju saw a kitten
Raju saw a puppy.

Raju a puppy
2. Raju saw a cub.
Ramesh saw a kitten
Swetha a cub
3. Raju saw a ____
Kumar a calf
a lamb 4. ______________
The teacher can use other names also instead of Raju subjects Instead of Raju
(Ramesh,Swetha ...etc)
X. Now the teacher does the drilling activity of the sight words(See annexure)
XI. The teacher should select a sentence from the text book for the purpose of
reading, writing
Eg : __________________________________________________
after the teacher.
own.
*****
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101
TREES
Day-61
Expected Out Come:
§ To enable the children know the words related to ‘tree’. And to enable the
children develop simple sentences which can be used in day to day life.
1. Situation:- The teacher introduces the concept of ‘tree’ and talks about it.
Now the teacher asks the following questions. Children ……………
2. The teacher circles the word “Tree” for the purpose of mind mapping. Then the
wood animals
rains
fresh air Tree shade
leaves fruits branches
4. The teacher makes a special stress on the first letter of each word (Eg;L-L,e,a,v,e,$)
and asks the children to identify the same letter that's there in the alphabet chart.The
teacher should see the children identify both the capital and small letter.
Eg: S-s,H-h,A-a.D-d,E-e....etc
6. The teacher reads all the words with spelling and asks the children to repeat after
him/her.
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7. The teacher takes a word which he thinks can produce more rhyming words and
Eg: wood good mood _ood _ood _ood
8. The teacher develops a substitution table with the words elicited by the children
shade
fruits
rain
Trees give us
fresh
air
wood
9. The teacher asks the children to write such sentences with the help of the above table
1.Trees give us shade.
2.Trees give us fruits.
3.Trees give us____________________
4. ______________________________
10. Now the teacher does drilling activity of the sight words(See annexure)
writing and to teach a grammar element. Ex: ____________________________
after the teacher.
own.
*****
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103
TEST NO. 10
Day-62
Answer the questions. 1x4=4
I. Find out and write atleast four/words from the given table.
eÇ&q |{ì¼¿£ qT+º ¿£úd+ 4 nsÁÆe+ÔáyîT®q |<\qT yî*¿ì rjáT+&.
E X E R C I S E
F A T O Y O G A
Z V H E A L T H
B L I N K Z O O
D A N C L N G L
1.______________ 2.________________
3.______________ 4.________________
II Write sentences with the help of the following table. 1x2=2

|{¿¼ì £ qT+º y¿±«\T sjáT+&.
I am batting
Good at
He is bowling
1. __________________________________________________________
2. __________________________________________________________
III. Match the following animals with their babies 4x½ = 2

ç¿ì+~ È+ÔáTeÚ\T y{ì |¾\¢\qT ÈÔá #ûjáT+&.
A B
1. Cat ( ) A. Lamp
2. Cow ( ) B. Cub
3. Lion ( ) C. Kitten
4. Sheep ( ) D. Calf
IV. Write sentences with the help of the table 4x½ = 2
ç¿ì+~ |{ì¼¿£ dVäjáTeTTÔÃ y¿±«\T sjáT+&.
shade
wood
Trees give us
fruits
fresh air
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
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DIFFERENT PLACES
Day-63
Expected Out Come:
§ To enable the children know the words related to different places. And to
enable the children develop simple sentences which can be used in day to day
life.
1. Situation:- The teacher introduces concept of ‘different places’ and talks about it.
2. The teacher circle the concept" Different places" for the purpose of mind mapping.
Then the teacher elicits related words from the students and writes them on the black
board. And the teacher supplies additional vocabulary regarding the concept
vocabulary: police station, bank, gram panchayat, hospital, post office, college, shop,
temple, sea shore, circus, town, village, playground, fair, museum, market, exhibition,
zoo
3. Then the teacher read out all the words written on the blackboard.
market cinema bank
post office
police station Different

Places
circus gram Panchayat

library
railway Station
4. The teacher makes a special stress on the first letter of each word (Eg;-L-L,1,b,r,a,r,y)
and asks the children to identify the same letter that's there in the alphabet chart.The
teacher should see the children identify both the capital and small letter.
Eg: L-l,I-i,B-b.A-a,R-r,Y-y....etc
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6. The teacher reads all the words with spelling and asks the children to repeat them
after him / her.
7. The teacher takes a word which he thinks can produce more rhyming words and
encourage the child to frame some more words as shown below.
Eg: bank tank rank _ank _ank _ank
post office to see movie

I market
to buy vegetables
We railway
go to the station to go to another place
You cinema
to read story books
They library
to post a letter
9. The teacher asks the children to write such sentences with the help of the above table
1.1 go to the post office to post a letter.
2.1 go to the market ________________
3. _____________________
4. ____________________
writing. Ex: ____________________________
after the teacher.
own.
*****
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106
DAYS OF THE WEEK
Day-64
Expected Out Come:
§ To enable the children know the words related to Tree. And to enable the
children develop simple sentences which can be used in day to day life.
1. Situation:- The teacher introduces concept of “ Days of the Week” and talks about
it. Teacher displays a calendar and elicits the vocabulary related to Months of the
year.
2. The teacher circles the phrase" Days of the week " for the purpose of mind
mapping. Then the teacher elicits related words from the students and writes them
on the black board
Sunday
Friday
Monday
Wednesday Days of the

Week Tuesday
Thursday
Saturday
3. Then the teacher reads out all the words written on the black board
4. There the teacher makes a special stress on the first letter of each word (Eg;M-
M,o,n,d,a,y,) and ask the children identify the same letter that is there in the
alphabet chart. The teacher should see that the children to identify both the capital
and small letter
Eg: M-m,0-o,N-n..etc
6. The teacher reads all the words with spelling and ask the children to repeat after the
Teacher
7. Activity-1 Allows the children to make the words as shown below
Sun 1. Sunday
Mon 2. Monday
Tues 3. Tues _________
Wednes ___day 4. ______________
Thurs 5. ______________
Fri 6. ______________
Satur 7. ______________
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8. Now the teacher familiarizes the Days of the week and their order
Sunday first day of the week

Monday second day of the week
Tuesday is the third day of the week
Wednesday fourth day of the week
Thursday fifth day of the week
Friday sixth day of the week
Saturday seven day of the week
9. The teacher asks the children to write such sentences with the help of the table
above.
1. Sunday is the first day of the week
2. Monday is the second day of the week
3. Tuesday is the
4. _______ day of the week
5. _____________________________
6. _____________________________
7. _____________________________
10. Now the teacher does drilling activity of the sight words (See annexure)
reading, writing
Ex: ___________________________________________________
after the teacher.
own.
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108
MONTHS OF THE YEAR
Day-65
Expected Out Come:
§ To enable the children know the words related to ‘the months of year’. And to
enable the children develop simple sentences which can be used in day to day
life.
1. Situation:- The teacher introduces concept of ‘the months of the year’ and talks
about it. Teacher displays a calendar and elicits the vocabulary related to Months of
the year.
2. The teacher circles the phrase" Months of the year" for the purpose of mind
mapping. Then the teacher elicits related words from the students and writes them
on the black board
February January
March
September Months of
the year May
August
October
3. Then the teacher read out all the words written on the black board
4. There teacher makes a special stress on the first letter of each word (Eg;F-
F,e,b,r,u,a,r,y) and asks the children to identify the same letter that is there in the
alphabet chart.The teacher should see the children to identify both the capital and
small letter
6. The teacher reads all the words with spelling and ask the children to repeat after
him / her.
7. The teacher takes a word which he thinks can produce more rhyming word and
encourage the children to frame some more words as shown below.
Eg: Rice may bay day __a y __ay __ay
The teacher develops a substitution table with the months of the year.
Note : The table should come down.
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January is the first month of the year
February second month of the year
March third month of the year
April fourth month of the year
May fifth month of the year
June sixth month of the year
July seventh month of the year
August eighth month of the year
September ninth month of the year
October tenth month of the year
November eleventh month of the year
December twelfth month of the year
8. The teacher asks the children to write such sentences with the help of the above
table
1. January is the first month of the year.

2. February is the second month of the year
3.March is the month of the year.
4. _______ is the fourth month of the year.

5. May is the fifth ______
6. ____________________
7. ______________________
reading, writing Eg: _____________________
after the teacher.
own
*****
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110
PLANNING A HOLIDAY
Day-66
Expected Out Come:
§ To enable the children know about the words related to travelling and going
on a holiday
§ To enable them to learn simple sentences ( Simple present tense and speaking
about actions to be done in a sequence )
1. Situation:- The teacher introduces the concept of going on a holiday
2. The teacher interacts, with the children about how they spend their holidays. The
teacher later speaks about going on a holiday (visiting tourist/picnic spots). Then
the teacher starts with the planning and asks the children the plans one should
make to go on a holiday.
The teacher draws a mind map about planning a holiday and the things one has to
do. And the teacher asks, “ What should we do to plan a holiday trip?”
Choose a spot Know about the spot

Choose a hotel
Planning a holiday
Pack the luggage Book tickets
3. The teacher reads out all the words/phrases written on the blackboard.
children to identify the same that is there in the alphabet chart. the teacher takes
care in indentifying both ‘capital’ and ‘small’ letters. Ex:- ‘K’ – k, ‘A’ – a, ‘B’ –
b, ‘T’ – t, etc.
Then the teacher asks the children about the things we take when we go on a
holiday. The teacher draws a mind map and elicits words. The students give a
number of words.
Cell Phone Money

Camera
Things we take
Medicines tickets
Clothes torch light
The teacher writes all the words on the blackboard and makes a special stress on
the first letter of each word and its capital and small letters.
Then the teacher asks the children about the things they do at the holiday spot.
buy interesting things go sight seeing
Things we take
speak to people take photographs
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eat special food
The teacher writes all the words on the blackboard and reads them aloud.
blackboard.
6. The teacher needs all the words with spelling and asks the children to repeat after
her/him
7. The teacher asks the children to arrange the following phrases in a sequential
manner. She / He puts a title ‘ Planning a Holiday’ book tickets, choose the spot,
pack the luggage, choose a hotel.
Choose the holiday spot
The teacher writes down a list of things we take when going on a holiday. And ask
the children to choose only five important things they feel to take money, camera,
tickets, torch light, binoculars, cell phone, medicines, cap, biscuits, water bottle.
Now choose which five things you feel important.
1. ______________ 2. ________________ 3. __________________
4. _______________ 5. ________________
go sightseeing
take photographs
I eat special food
at the holiday spot
buy interesting things
9. The teacher asks the children to write sentences with the help of the table above.
Ex :- I go sightseeing at the holiday spot.
10. The teacher runs drilling activity of the ‘sight words’ given in the appendix
11. The teacher selects sentence from the textbook for the purpose of reading and
12. The teacher conducts an open dictation. ( The teacher keeps the sentence open on
the blackboard and dictation the same words which the children identify and write
the same by looking at them )
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GREETING PEOPLE
Day-67
Expected Out Come:
§ Children know how to great people at different times and on special occasions.
The related vocabulary and learn some simple sentences ( Greetings people)
1. Situation:- The teacher introduces the concept of greeting people and opens a talk on
it. The teacher says “ Good morning children”. Then the teacher talks that in everyday life
we greet people. Then the children respond – “ Good morning Sir/Madam.
2. The teacher starts with every day greetings. The teacher circles the phrase every day
greetings and elicits related expression.
How are you? good night good morning
good afternoon
How do you do? Everyday greetings
Hello good evening

Hi
3. Then the teacher reads out all the words/phrases written on the blackboard.
5. The teacher makes a special stress on the first letters of each word and asks the children to
identify the same that in there in the alphabet chart. The teacher takes care in identifying
both the ‘Capital’ and ‘small’ letters. Ex:- G – g, E – e, M – m, N – n, H – h etc.,
7. The teacher reads all the words aloud with spellings and the children repeat after her/him.
8. The teacher tells / sings
§ When it is morning say good morning, good morning
§ When it is afternoon say good afternoon, good afternoon
§ When is evening say good evening, good evening
§ When is night say good night good night
§ When we deport any one say bye bye, good bye.
The teacher interacts with the children and teaches. Then how to respond to the
greetings.
GREETING RESPONSE
Good morning very good morning
Good afternoon good afternoon
Good evening good evening
Good night good night
How are you? Fine, thank you.
How do you do? How do you do?
Hello Hello
Hi Hi
§ The teacher can make / prepare a chart and display it in the classroom.
§ The teacher can conduct a demo with children in pairs.
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§ Then the teacher circles the phrase ‘ greetings on special days’ for the purpose
of mind mapping. Then the teacher tries to get responses from the children and
writes them on the blackboard.
Happy New Year Happy Birthday
Happy or Merry
Greetings on special Christmas
Good luck
Congratulations! Or Well done!
§ Then the teacher tells as follows.

§ When it is someone’s birthday we say happy Birthday on the 25 th December.
We say happy or Merry ‘Christmas on (or near to ) the 1st January. We say
Happy New Year.
§ If someone is going to take an exam we say Good luck.
§ If someone has done something special we say Well done!
or achieved something great
§ The teacher run new a demonstration or can do a pair work to make children
know how to greet people at different times and on different occasions.
9. The teacher develops a substitution table with the expressions of greetings.
good morning when it is morning
good evening when it is evening
Happy Birthday when it is a birthday

We say
Happy Christmas when it is 25th December
Congratulations when someone achieves something
Good luck when someone takes on exam
10. The teacher ask the children to write sentences with the help of the table
11. The teacher runs the drilling activity on the ‘right words’ given in the
appendix.
12. The teacher selects a sentence from the textbook for the purpose of reading and
writing activity and to identify a simple grammar element. The teacher conducts an
open dictation. (The teacher keeps the sentence open on the blackboard and dictates
the same words which the children identify and write by
looking at them)
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TEST NO. 11
Day-68
Answer the questions. ç|Xø\Å£ ÈyT\T eÇ+&. 1x2 = 2
1. Write sentences with the help of the table. |{ì¼¿£ dVäjáTeTTÔÃ y¿±«\T sjáT+&.
I the post office to play a game
We go to the market to post a letter
They the play ground to by vegitables
Ex:- I go to the post office to post a letter.
1. ________________________________________________________
2. ________________________________________________________
II. Write names of atleast four months of the year. 1x4 = 4
d+eÔáàsÁeTTýË H\TZ Hî\\ |sÁT¢ sjáT+&.
Months of the year
III. Write the following phrases in a sequential order with regard to ‘planning a
Holiday’.
ç¿ì+~ ç|CÙ\qT $VäsÁjáÖçÔá yîÞøß³Å£ #ûjáTT |qT\qT <w¾¼ýË +#áT¿= ç¿£eTeTTýË sjáT+&
1x4 = 4
(Book tickets, choose the spot, pack the luggage, choose a hotel)
Choose the holiday spot
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HOUSE AND IT’S PARTS
Day-69
Expected Out Come:
§ To enable the children to know about the parts of a house and related
vocabulary
§ To enable the children learn Simple sentences. (using preposition ‘in’ and
talking about possession)
1. Situation:- The teacher introduces house, parts of house and the materials it is made
of (rooms etc)
2. The teacher introduces parts of houses and the material its’ made of
§ The teacher asks the children to describe the rooms and parts of the houses.
§ The teacher puts the following questions.
§ Can you name the parts of a house? (The teacher can ask the same in Telugu)
Walls gate
doors
Parts of a
roof Compound wall
House
garden windows
Floor
§ The teacher asks another question like this. Can you name rooms of house?
bathrooms Drawing room

roomroom
Toilets
Hall
Rooms of a
Dining Room
House
Bedrooms Kitchen
Varandah(Porch)
§ The teacher writes all the words on the blackboard.

3. The teacher reads all the words written on the blackboard with their spellings.
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4. The teacher makes a special stress on the first letters. The teacher asks the children to
identify and match the ‘capital’ letters of the first letters with the help of the alphabet
chart. Ex:- G – g, H – h, R – r, etc.,
5. The teacher gives an matching activity as follows.
The teacher reads out all the words given in the table aloud.
Activities / Place / room

Actions
People do
cook food in bedroom
We
sleep bathroom
take bath dining hall
play garden
take food kitchen
§ The teacher will give answers and the teacher writes the sentences on the
blackboard and reads them aloud. (The teacher can tell them in Telugu)
We cook food in kitchen
We sleep in bedroom
WE take bath in bathroom
We play in garden
We take food in dining hall
*****
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MEANS OF TRANSPORT I USE
Day-70
Expected Out Come:
§ The child knows about various means of transport. And knows about different
types of vehicle they use.
§ The child learns vocabulary and certain expressions related to the vehicles,
transport and journey. (Using past tense)
1. Situation:- The teacher introduces “ the means of transport I use” by asking the
2. How did you come to school today?
§ What means of transport did you use to come to school? (The teacher puts
the same questions in Telugu if the children fail to understand)
§ The children gives answers as follows. (on foot, by bus, by auto, by
bicycle, by train, by boat etc.,)
§ The teacher circles the words ‘means of transport’ for the purpose of mind
mapping. car bus
auto
boat
means of
transport I rikshaw
use
train by cycle
scooter
motor cycle
children to identify with the same letter that in there in the alphabet chart. the
teacher takes care in identifying both the ‘capital’ and ‘small letter’ Ex:- T – t, M
– m, B – b, etc.,
5. Now the teacher asks each child to identify a particular word written on the
blackboard
6. The teacher reads all the word aloud with spelling and asks the children to repeat
them.
7. The teacher asks the children to segregate the vehicle into two groups. The vehicle
which carry one or two people and the vehicles which carry many people. The
children read all the words on the blackboard and separate them into two groups.
Vehicles carry more people Vehicles carry one or two
1. Bus 1. bycycle
2. Train 2. Motor bycycle
3. Car 3. Scooter
4. Boat
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5. Rikshaw
6. Auto
§ Here the teacher tells the students that the person who runs the vehicles
with more people are called ‘drivers’ and the person who runs the vehicles
which carry one or two people are called ‘rider’
§ The teacher draws a mind map as follows.
car
taxi auto
Driver motor cycle bycycle
bus
ambulance Rider
train scooter
horse
8. The teacher develops a substitution take with the words elicited by the children.
1 I came to school by bus

2 _____________________
Teacher came to school by
3
My friend
4 came to school _____________________
_______
came to school _____________________
The teacher writes on the blackboard one example. Ex:- I came to school by bus.
9. The teacher asks the children to write such sentences. (The teacher sensitizes the
children talking about Past actions)
10. The teacher runs the drilling activity on the right words given in the appendix.
writing and to find out a simple grammar element.
· Teacher read the sentences aloud the children should repeat the sentences after
the teacher.
· After that teacher divide the sentences into words and read the words again
and
again.
· Teacher should conduct dictation of words from the sentences written on the
· Teacher encourage the children to read the sentence.
*****
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CLOTHES
Day-71
Expected Out Come:
§
To enable the children know the words related to clothes.
§
To enable the children understand ‘wh’ questions and answer in full sentences.
(Simple Present Tense)
1. Situation:- The teacher talks about clothes that men and women wear.
2. The teacher ask the children about the clothes they wear. The teacher writes all the
responses on the blackboard. The teacher uses mind map to generate and elicit more
words. As the response would be more, the teacher draws two mind maps separately
to ask and get more vocabulary. (If the children give Telugu words, the teacher has to
translate them into English)
banians pants shirts

chudidars
skirts
shirts saries
t-shirts t – shirts
Clothes Clothes
men wear shorts shorts blowses
paijamas Women wear
frocks
lungies
coats pants
banians
Note:- The teacher can show pictures of various clothes.

children to identify and match the same letter that is there in the alphabet chart. The
teacher takes care in identifying both the ‘capital’ and ‘small letters’. Ex:- B – b, P –
p, L – l, etc.,
6. The teacher reads all the words with spellings and asks the children to repeat them
after her/him.
7. The teacher asks the children to divide the clothes into three groups as follow.
§ Then the teacher asks, “Who wear more types of clothes”?
§ The children replies, “women”
§ Then the teacher writes on the blackboard as follows.
Men’s wear Women’s wear Men and Women’s wear
lungies sarees pants
pyjamas skirts shirts
chudidars coats
frocks t – shirts
blouses banians
shorts
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§ Women wear more types of clothes.
§ Then the teacher asks, “What do the Indian woman generally wear? And the
teacher writes the same on the blackboard.
§ The children replies, “sarees”.
§ The teacher writes the answer in the form of a sentence.
§ The Indian women wear sarees.
§ Then the teacher asks, “Which clothes cover the chest part/upper part of the
body?
§ The teacher gives a list of clothes and ask the children to write down the
names of the clothes which cover the upper part of the body. (The teacher can
use Telugu if needed lungy, paijama, skirt, shirt, blouse, banian etc.,
§ The children give the answers as follows.
§ shirt, blouse and banian.
Men lungies, pyjamas,

Women sarees, skirts,
wear
Men and women blouses, frocks
pants, shirts, coats
9. The teacher writes the question on the blackboards and reads them out loudly. The
children write answers with the help of the substitution table.
1. Who wear lungies and paijamas.
A. __________________________________________________
2. Who wear sarees and bouses?
A. __________________________________________________
3. Who wear pants, shirts and coats?
A. _____________________________________________________
10. The teacher runs the drilling activity on the ‘sight words’ given in the appendix.
writing and to leach a simple grammar element.
the teacher.
and again.
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ROUTINE
Day-72
Expected Out Come:
§ To enable the students know what the routine is.

§ To enable the students learn related vocabulary
§ To enable the students learns Simple sentences (Speaking about habitual
actions)
1. Situation:- The teacher introduces the concept of describing routine.
2. The teacher asks about the activities the children do every day. The teacher
circles the phease ‘I do this every day’ and elicits words from the children.
Then she writes all the words around the circle on the blackboard.
drink milk go to school

play a game
bathe
I do this every
eat meals day brush teeth
watch T.V do homework
4. The teacher makes a stress on first letter of each word and asks the children to
identify the same letter that is there in the alphabet chart. The teacher takes
care in identifying both the ‘capital’ and ‘small’ letter. Ex:- I – t, G – g, M –
m, etc.
blackboard
6. The teacher reads all he words with spellings and asks the children to repeat
them.
7. The teacher takes a pair of words. Ex:- drink milk.
§ Then the teacher tells them that there are two types of words.
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§ One which talks about an action and another which talks about a thing or a
place. (Here ‘drink’ is an ‘action word’ and ‘milk’ is a ‘thing’) (The teacher
can demonstrate it with an action)
8. The teacher asks the children to identify the action words from the following words
and put them in the basket. school, go, play, game, teeth, brush, do, homework, T.V,
watch, eat, meals, drink, milk.
Note:- The teacher has to tell that some words

represent both actions and things.
Ex:- brush, watch etc.,
Play
9. The teacher develops a substitution table and asks the children to write some
sentences with the help of the table.
go to school
drink milk
play a game
bathe
I every day
brush teeth
watch T.V
do homework
eat meals
Ex: I go to school every day. (Children write sentences like this)

10. The teacher runs the drilling activities on the sight words given in the appendix.
the teacher.
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and
again.
*****
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124
TYPES OF HOUSES
Day-73
Expected Out Come:
§ To enable the children know about the types of houses and the related
vocabulary.
§ To enable the children to learn simple sentences (Simple Present Tense)
1. Situation:- The teacher introduces house, types of house and the people who live in
them. The teacher introduces ‘house’ concept with the following question.
2. Where do you live with your family members? (The teacher may ask this in Telugu
also?) The childrens response would be – ‘house’. Then the teacher asks as follows.
Can you name different types of houses? (Here the teacher can use the mind mapping
figure) The teacher writes all the words of the students on the blackboard.
boat thached
pucca
bunglow mud
House
palace tiled
hut
iron/cement apartment
thatched, boat, puca, bunglow, tiled, palace, apartment, hut, iron sheet, cement sheet,
mud.
5. Then the teacher asks the children to identify and match the same letter that is there in
the alphabet the ‘capital’ and ‘small’ letters. Ex:- B – b, T – t, P – p, H – h, A – a, I –
I, C – c, M – m.
The teacher asks each child to identify a particular word by adding the word ‘house’
along with it. Ex:- tiled house. The teacher writes all the words on the blackboard.
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6. The teacher reads all the words aloud with their spellings and the children repeat after
the teacher.
7. The teacher takes words which can produce more rhyming words.
boat hut
___at ___ut
___at ___ut
8. The teacher gives a matching with the type of people and the type of houses they live
in.
Type of people Type of houses

1. Poor boat houses
2. Rich thatched houses/mud
live in
houses
3. Kings and queens palaces
4. Fishermen bunglows
9. The teacher asks the children to write sentences with the help of the table. Ex:- Poor
live in thatched houses / mud houses
10. The teacher runs drilling activity of the ‘sight words’ given in the appendix.
the teacher.
and again.
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126
TEST NO. 12
Day-74
Answer the following questions. ç¿ì+~ ç|Xø\Å£ ÈyT\T eÇ+&.

I. Write sentences with the help of the table. 1x4=4
|{¿ì¼ £ dVä jáTeTTÔÃ y¿£«eTT\T sjáTTeTT.
bedroom
dining room
We have a kitchen in our house
garden
9. __________________________________________________________
10. __________________________________________________________
11. __________________________________________________________
12. __________________________________________________________
II. Separate the vehicles which carry more people from the given list and write
them below.
ç¿ì+< ºÌq |{¿¼ì ý£ Ë qT+º mÅ£Øe eT+~ rd¾¿=bþeÚ yV²qeTT\qT yûsÁT#ûd¾ ç¿ì+< sjáT+&.
4x ½ =2
By cycle, scooter, train, car, auto, motorcycle, bus
1. ______________ , 2. ______________, 3. _____________ , 4. _______________
III. Separate the clothes that men only wear from the given list. 1x2 = 2
ç¿ì+~ eÇ&q |{ì¼¿£ qT+º eT>·ysÁT eÖçÔáyûT yûdT¿=qT <TdTï\T yûsÁT #ûjáT+&.
Saries, pants, shirts, coats, frocks, blouses, lungies and paijamas.
1. __________________________ 2. _____________________________
IV. Write simple sentences with the help of the table.

eÇ&q |{ì¼¿£ dVäjáTeTTÔÃ y¿±«\T sjáT+&. 4x ½ = 2
My friend lives in a thatched house

My teacher
pucca house
My uncle
The officer tiled house
bunglow
5. __________________________________________________________
6. __________________________________________________________
7. __________________________________________________________
8. __________________________________________________________
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127
CELEBRATIONS
LEVEL – III ( 20 TOPICS)
Day-76
Expected Out Come:

To enable the child know the words related to ‘celebrations’ in school. And to enable
the child develop simple sentences which can be used in day today life. (Passive expressions)
I Situation: The teacher introduces concept of celebrations in school and talks about it.
II The teacher circle the pharse ‘Celebrations’ for the purpose of mind mapping. Then the
Independence Day
Teacher’s Day Celebration
Children’s Day
Games Republic Day
III Then the teacher readout the words written on the blackboard.
IV The teacher makes a special stress on the first letter of each word, and ask the children
to identify same letter that’s there in the alphabet chart.
V The teacher ask child to identify a particular word written on the blackboard.
VI The teacher reads all the words with spelling and ask them repeat after the teacher.
VII The teacher takes a word which he thinks can produce more rhyming words. And
develops one or two rhyming words like.
Game
name
____me
_____me
__ me
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128
VII The teacher develops a substitution table with the elicited by the children.
Independence day
Children’s day
is celebrated in our School
Teacher’s day
Republic day
IX The teacher ask the children to write sentences with the help of the above table. Ex:-
Independence day celebrated in our School.
X The teacher does drilling of the right words given (see annexure)
XI The teacher should selected a sentence from the textbook for the purpose of reading,
writing and to teacher grammar items. Ex:-
XII Teacher read the sentence aloud and the children should repeat the sentence after the
teacher.
· After that teacher divide the sentence into words. And read the words again and
again.
· The teacher should conduct dictation words from the sentence written on the
blackboard (Unseen dictation)
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129
AMBULANCE
Day-77
Expected Out Come:

To enable the child know the words related to ‘Ambulance’. And to enable the child
develop simple sentences which can be used in day today life. (talking about possession)
1. Situation:- The teacher introduces concept of Ambulance and talks about it.
( bÍ<ó«jáTT&T +TýÉHà >·T]+º, @@ d+<sÒÛ\ýË +TýÉHà de\T $jîÖÐ+#á&ÔsTT e+{ì
n+Xæ\qT <w¾¼ýË +#áT¿= $<«sÁTÆ\qT ç|¥+#*)
2. The teacher circle the phrase ‘Ambulance’ for the purpose of mind mapping. Then the
First Emergency
108
Hospital
Ambulance
Medicine
White Accident
3. Then the teacher readout all the words written on the blackboard.
4. The teacher makes a special stress on the first letter of each word, and ask the children to
identify same letter that’s there in the alphabet chart. The teacher should see the children
identify both the capital and small letters.
Ex:- ( M – m, e,d,i,c,i,n,e = medicine)
7. The teacher takes a word which he thinks can produce more rhyming words. Ex:- White
and develops one or two rhyming words like
White
site
___ite
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130
signaling bulb
first aid kit
Ambulance has
oxygen cylinder
medicine
Ex: Ambulance has signaling bulb.
writing. Ex:-
Teacher read the sentence about and ask them to repeat after the teacher.
After that teacher divide the sentence into words and read the words again and again.
· Teacher asks the children to identify the words on the blackboard
· The teacher should conduct dictation, words from the sentence written on the
blackboard, without earsing that sentence. (see dictation)
· Teacher should encourage the children to read the sentence.
*****
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131
GETTING READY TO SCHOOL
Day-78
Expected Out Come:
develop simple sentences which can be used in day today life. (talking about possession)
1. Situation:- The teacher introduces concept of ‘Getting ready to School’ and talks about
it. bÍ<ó«jáTT&T $<«] bÍsÄÁXæ\Å£ se>±¿ì d¾<ÆeTjûT« <XøýË #ûd $$<ó ¿±sÁ«ç¿£eÖ\ >·T]+º
ç|¥+º y{ìqT+& deÖ<óH\T s{²¼*)
2. The teacher circle the phrase ‘get ready to school’ for the purpose of mind mapping.
Then the teacher elicit related words from the students and writes them on the
blackboard. Time
dressing
Bag
Get ready to Uniform
School Bath
Breakfast
4. The teacher makes a special stress on the first letter of each word, and ask the children to
identify same letter that’s there in the alphabet chart.
7. The teacher takes a word which he thinks can produce more rhyming words. Ex:- White
and develops one or two rhyming words like
Bath __ ath
Math ___ath
to school
We are going to the play ground
to the library
Ex: We are going to school.
11. The teacher should select one sentence from the textbook for the purpose of reading ,
· Teacher read the sentence about and ask them to repeat after the teacher.
again. Ex:-
blackboard. (Unseen dictation)
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132
EXAMINATION
Day-79
Expected Out Come:
develop simple sentences which can be used in day today life. (talking about Future action)
1. Situation:-The teacher introduces concept of examination in school and talks about it.
2. The teacher circle the phrase for the purpose of mind mapping. Then the teacher elicit
related words from the students and writes them on the black board.
Textbook
March
Questions
Examination
Answers
4. The teacher makes a special stress on the first letter of each word, and ask the children
7. The teacher takes a word which he thinks can produce more rhyming words. Ex:-
White and develops one or two rhyming words like
Mark __ ark
Dark ___ark
to write examinations
We are going to read the answers
to answer the questions
Ex: We are going to school.
· Teacher read the sentence about and ask them to repeat after the teacher.
again. Ex:-
blackboard. (Unseen dictation)
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133
UNITY
Day-80
Expected Out Come:
· To enable the children do the classroom activities in a creative manner.

· To aware them on key words of unity.
· To create English atmosphere.
1. Situation:-The teacher introduces the word ‘Unity’ and talk about it.
1. The teacher circle the word unity for the mind mapping. Then the teacher elicit related
words from the students and writes them on the black board.
Strength
Support
Help UNITY Together ness
Defends
Protection
Co-operation
3. The teacher makes a special stress on the first letter of each word, and ask the children
4. The teacher should see the children identify both the capital and small letters.
Ex:- ‘U’ - U N I T Y = Unity
‘T’ – t, ‘D’ – d, ‘C’ – c, ‘P’ – p, ‘S’ – s, ‘H’ – h, ‘S’ – s.
Ex:- Protection
Selection
Election
________
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134
Support
Togetherness
Comes from Unity
Strength
Protection
Ex: Support comes from unity.
10. The teacher gives a situation to the children and ask them to perform in Role – Play
Ex:
Ramesh : Hi, Raju, what do you do in the free time.
Raju : Well, I love sports.
Ramesh : Really? What sports do you like?
Raju : Hockey, Baseball and Running are my favorites.
Ramesh : Wow, really you are a good athlete.
Raju : Oh, no I’m not – I don’t play the sports I just watch.
12. The teacher tells the dictation words minimum ten in number and should correct them.
Note:- Teacher can say dictation words based on their previous knowledge.
*****
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135
TEST NO. 13 Level-III
Day-81
Answer the following questions: ç¿ì+< |{ì¼¿£ dVäjáTeTTÔÃ y¿±«\T sjáT+&.

I. Write sentences with the help of the following table. 1x2 = 2
Independence Day
is celebrated in our School
Children’s Day
5. __________________________________________________________
6. __________________________________________________________
II. Write sentences with the help of the following table.

|{ì¼¿£ dVäjáT+ÔÃ y¿±«\T sjáT+&. 1x2 = 2
Oxygen cylinders
Ambulances have
First Aid Kits
10. __________________________________________________________
11. __________________________________________________________
III. Write sentences with the help of the following table.

to the play ground
I / We am / are going
to the beach
5. __________________________________________________________
6. __________________________________________________________
IV. Write sentences with the help of the following table.
write a letter
read
a novel
watch
I am / we are going to
play a movie
a game
1. __________________________________________________________
2. __________________________________________________________
3. __________________________________________________________
4. __________________________________________________________
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GAMES AND SPORTS
Day-82
Expected Out Come:
· To familiarize the children about Action words and ongoing actions.

· To make the children read and comprehend different action words / on going
actions.
· To create English atmosphere. (Using gerund)
1. Situation:-The teacher introduces the concept of Action words and talk about it.
The teacher asks the children about their day to day activities in their life.
Teacher asks the children about his daily activities and write those Reponses on the
black board.
Eat Draw
Drink
Write
Bath Boy Read
Sing
Hop
Jump Speak
to identify same letter that’s there in the alphabet chart. The teacher should see the
children identify both the capital and small letters.
Ex:- ‘D’ - D R I N K = Drink
‘R’ – r, ‘W’ – w, ‘S’ – s, ‘E’ – e, ‘B’ – b, ‘H’ – h, ‘J’ – j.
6. The teacher reads all the words with spelling and asks them to repeat after the teacher.
Ex:- RING
SING
________
________
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8. Then the teacher pick out one word from the above concept / mind map and add ing
from to make it a gerund.
Ex: Drinking is bad habit.
1. Brush 1. Brushing
2. Drink 2. ____________
3. Read ing 3. ____________
4. Draw 4. ____________
5. Sing 5. ____________
reading
swimming
singing
He /She likes
walking
cycling
dancing
10. The teacher does drilling activity of the sight words given (See Annexure)
writing and to teach grammar items. Ex:- Rama drinks five glasses of water every day.
12. The teacher tells the dictation words minimum ten in number and should correct them.
*****
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CELL PHONE
Day-83
Expected Out Come:
· To identify different means of communication.

· To enable the children how to use cell phone in their day to day life.
· To help the teacher to build children vocabulary through the concept map
(using to Infinitive)
1. Situation:-The teacher introduces the concept of cell phone. And ask some questions
on cell phone.
1. Have you ever seen cell phone?
2. What is the use of cell phone in our daily life?
3. Name some of the parts in cell phone.
4. How cell phone is effect to mankind?
Music Send massages Send pictures / photos

Listen
Talk
Battery Cell phone F.M. Radio
Record our voices F.M. Radio
Camera
Send mails
Buttons Pouch
Ex:- ‘T’ – T A L K = talk
‘C’ – c, ‘B’ – b, ‘T’ – t, ‘L’ – l, ‘R’ – r, ‘F’ – f, ‘S’ – s.
5. Teacher asks the children to segregate the key words in given table.
Parts Features
Send massages
Battery
Send mails
Pouch
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Record voices
Buttons
F.M.Radio
Charger
6. Teacher asks the children read all the words aloud which are segregated in above table.
Note : Teacher should helps the children while they are pronouncing the words aloud.
Ex:- mail
Snail
nail
________
________
to speak with others

to send text massage
to take photograph
We use cell phones
to record voices
to send mails
to listen F.M. Radio
9. The teacher asks the children to write such sentences with help of the above table.
Ex: We use cell phones to speak with others.
10. The teacher does drilling activity of the sight words given (See Annexure)
Ex:- We visited the beach called Elephant beach.
12. The teacher tells the dictation words minimum ten in number and should correct
them.
*****
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MY FACE BOOK ACCOUNT
Day-84
Expected Out Come:

· To identify the different means of communication.
· To use the different means of communication in their day to day life.
· To know how the means of communication is helpful to communication.
· To make the teacher encourage his / her children to improve reading / writing
simple sentences using the give words. (talks about habitual action and
acquaintance)
1. Situation:-The teacher introduces the concept of “My Face book Account” and talks
about it.
2. The teacher circles the phrase “My face book Account” for the purpose of mind
the black board.
Events Games Status
Friend Profile
Uploa
Photos Cell phone Edit
Create group Like Posts
Create page Share
Chat Comment
to identify same letter that’s there in the alphabet chart. The teacher should see the
Ex:- ‘P’ – P R O F I L E = Profile
‘U’ – u, ‘F’ – f, ‘E’ – e, ‘G’ – g, ‘S’ – s, ‘P’ – p, ‘L’ – l, ‘C’ – c.
5. The teacher asks each child to identify a particular word written on the black board.
Ex:- SHARE and develops one or two rhyming words like.
Share
Rare
___re
___re
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________
________
make comment on every share

edit my profile often
I am used to upload my photos
play rummy game
chat with all my friends
Ex: I used to make comment on every share.
10. The teacher does drilling activity of the sight words given. (See Annexure)
Ex:- Today, Social media is becoming the addiction of every second person at a
glaring speed.
12. The teacher tells the dictation words minimum ten in number and should correct
them. Note:- Teacher can say dictation words based on their previous knowledge.
*****
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ENVIRONMENT
Day-85
Expected Out Come:

To enable the children know the words related to parts of the body. And to enable the
children develop simple sentences which can be used in day to day life. (Using preposition
‘with’)
I. Situation: The teacher introduces concept "parts of the human body" by showing the
pictorial chart of Human body & its parts and talks about it.
II. The teacher circle the phrase" parts of the human body" for the purpose of mind
mapping.Then the teacher elicits related words from the students and writes them on the black
board.And the teacher supplies additional vocabulary regarding the concept.
legs eyes nose
Human Body
head stomach
hands hair skin
IV. The teacher makes a special stress on the first letter of each word (Eg;H-H,a,n,d„s) and ask
the children to identify the same letter that's there in the alphabet chart.The teacher should see
the children to identify both the capital and small letter.
Eg: ,H-h,A-a,N-n,D-d,S-s ........ etc
VII. The teacher takes a word which he thinks can produce more rhyming words and encourage
the child to frame some more words as shown in below
Ex: Head lead read ___ead ___ead ___ead
I see with my eyes

walk my legs
clap my hands
eat my mouth
listen my ears
smell my nose
IX. The teacher asks the children to write such sentences with the help of the above table.
1. I see with myh eyes
2. I walk with my legs
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3. I clap with ________
4. _________________
5. _________________
6. _________________
X. Now the teacher does drilling activity of the sight words( see annexure )
after the teacher.
own
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CLOTHES
Day-86
Expected Out Come:
To enable the children know the words related to Clothes. And to enable the children
develop simple sentences which can be used in day to day life.
I. Situation: The teacher introduces concept "parts of the human body" by showing the pictorial
chart of Human body & its parts and talks about it. (Falting about possession)
II. The teacher circle the phrase" parts of the human body" for the purpose of mind
mapping.Then the teacher elicits related words from the students and writes them on the black
board.And the teacher supplies additional vocabulary regarding the concept.
Pyjamas pant shirt
chudidhar
Clothes
frock towel
T-shirt Jean kurta
IV. The teacher makes a special stress on the first letter of each word (Eg;F-F,r,o,c„k) and ask the
children to identify the same letter that's there in the alphabet chart.The teachershould see the
children to identify both the capital and small letter.
Eg: ,F-f,R-r,O-o,K-k,........ etc
VII. The teacher takes a word which he thinks can produce more rhyming words and encourage
the child to frame some more words as shown in below
Ex: jean bean dean ___ean ___ean ___ean
have a read shirt

I
a blue chudidhar
a pink saree
a black kurtha
He /She has
a white frock
two towels
IX. The teacher asks the children to write such sentences with the help of the above table.
1. I have a red shirt
2. He has a red shirt
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3. I have a blue chididhar
4. She has a __________
5. _________________
6. _________________
Ex: _____________________________________________________________
after the teacher.
own
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TEST NO. 14
Day-87
Answer the following questions.
I. Write the parts of the cell phones and their features in a table.
ç|Ôû«¿£ÔáqT ¿ì+~ |{ì¼¿£ýË sjáT+&. 2x1 =2
Parts of the Cell phone Features of the Cell phone
II Write two sentences with the help of the table

|{ì¼¿£ dVäjáT+ÔÃ Âs+&T y¿±«\T sjáT+&. 2x1=2
I am used to upload my photos

chat with all any friends
III. Write two sentences with the help of the table
|{ì¼¿£ dVäjáT+ÔÃ Âs+&T y¿±«\T sjáT+&. 2x1= 2
a green pen
I / He have / has
a red shirt
1. _____________________________________________________
2. _____________________________________________________
IV. Read the following clues given below to complete the ladder 4x1 = 4
t e
t n
Clues:- 12,10,9,8
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MARKET
Day-88
Expected Out Come:
The learner will be able to identify the names of Vegetables and speak about them.
(using Positive and negative statements)
Teacher shows the pictorial chart of vegatables and asks the following questions. And write their
responces on the blackboard by reading them aloud.
1. What do you see in the chart? 2. Do you like to eat?
Bitter 1. Bitter
Angular gourd 2. ___________
Snake 3. ___________
Bottle 4. ___________
The teacher encourages the children to identify t he letters of the above written words in the alphabet
chart. Now the teacher asks the children to join the common letters in both the words mentioned
below.
B O T T L E G O U R D
O d r u g l e t o t b
Teacher should make a sentence and encourage t he children to frame some more sentences as shown
below.
Eg: 1
a bitter gourd
an angular gourd
This is
a snake gourd
a bottle gourd
1. This is a bitter gourd
2. This is an angular gourd
3. ____________________
4. _____________________
Eg:2
Positive Negative
I like brinjal I don’t like brinjal
I like carrot I don’t like _____
I like potato ___________
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Ex: _____________________________________________________________
after the teacher.
own
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LET’S PLAN – 2
Day-89
Expected Out Come:
To enable the children know the numbers. And the enable the chidlren develop simple
sentences which can be used in day to day life. (talking about possession)
1. Situation: The teacher the concept “ Number” by singing the following Rhyme and talks about it.
One, two, three, four, five
Once I caught a fish alive
Six, seven, eight, nine, ten
Then I bought a big bun.
Teacher displays a number chart (1-100) and elicits the vababulary relat4d to numbers.
II. The teacher circle the word numbers for the pupose of mind mapping. Then the teacher elicit
related words from the students and writes them on the blackboard.
five three two
Numbers
six four
one seven
III. Then the teacher read out all the words written on the blackboard by comparing them with
numerals. Ex: One-1, Two-2, Three-3, Four-4 ......etc.
IV. The teacher makes a special stress on the first letter of each word (Eg;T-T,w,e,l,v, e) and
ask the children to identify the same letter that's there in the alphabet chart.The teacher
should see the children to identify both the capital and small letter.
Eg: ,T-t,W-w,E-e,L-l, V-v, E-e ,........ etc
VI. The teacher reads all the words with spelling and ask the children to repeat after the
teacher.
VII. The teacher takes a word which he thinks can produce more rhyming words and
Ex: Six fix mix __ix, __ix, ___ ix
VIII. The teacher makes a sentence and ask the children to write such sentences with the help of the
table given below.
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One pen
Two parrots
Three balls
Four flowers
Five books
I / We have Six seeds
Seven starts
Eight pots
Nine eggs
Ten
Chocolates
1. I have one pen

2. We have two parrots
3. I have ____________
4. ________________
X. Now the teacher does drilling activity of the sight words (See aneexure)
Ex: ________________________________________________
after the teacher.
own
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SERVICES
Day-90
Expected Out Come:

· To enable the children know about the people who serve them.
· To enable the children to learn the words related to the concept.
· To enable the children learn simple sentences.(Simple present tense)
1. Situation:-The teacher introduces the concept of “People who serve us/ the society.
2. The teacher interacts with the children about the society and the people who serve us.
The teacher circles the phrase “People who serve us” for the purpose of mind mapping.
Then the teacher elicits related words from the students and writes them on the black
board.
Bank
Teacher Clerk
cashier
Soldier
People who serve Doctor
Driver
Police man
Farmer
Engineer Nurse
3. The teacher reads all the words written on the blackboard.

to identify same letters that there in the alphabet chart. The teacher takes care in
identifying both the capital and small letter.
Ex:- ‘T’ – t, ‘D’ – d, ‘P’ – p, ‘N’ – n, ‘E’ – e, ‘F’ – f, ‘S’ – s, ‘B’ – b.
6. The teacher reads all the words with spelling and ask the children to repeat them after
her / him.
7. The teacher ask the children to identify the words which end with ‘letter’ “r” from the
elicits.
Ex:- 1. Teacher
2. ____________
3. ____________
4. ____________
5. ____________
6. ____________
7. ____________
Then the teacher asks the children to pick out the professions which the women
generally prefer.
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He / She is a teacher he / she works in a school
doctor in a hospital
farmer on a farm
caster in a bank
soldier in the militants
clerk in an office
Ex: He is a teacher he works in a school.
12. The teacher conducts the open dictation. (The teacher keeps the sentence on the
black board and dictates the same words which the children identify and write the
same by looking at them)
*****
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DESCRIBING APPEARANCES
Day-91
Expected Out Come:

· To enable the children know how to describe appearances.
· To enable the children to learn the words related to description.
· To enable the children learn simple sentences.(talking about possession)
1. Situation:-The teacher introduces the concept of “Describing people”.

2. The teacher circles the phrase “Describing appearance” for the purpose of mind
the black board. (The teacher can tell in Telugu how we describe people)
Beautiful Tall
Fat
People who serve Thin

Handsome
Ugly
Short
Old Young

to identify same letters that are there in the alphabet chart. The teacher takes care in
Ex:- ‘B’ – b, ‘T’ – t, ‘U’ – u, ‘Y’ – y, ‘O’ – o, ‘H’ – h, and ‘F’ – f.
her / him.
7. The teacher ask the children to pick out the words which describe a person looking
good. The children give responses as follows
Beautiful
Tall
Young
Hand some
Then the teacher asks the children to pick out the words which describe a person
looking bad.
Fat
Thin
Ugly
Old
Short
8. The teacher develops a substitution table to draw some sentences.
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long hair
straight nose
Swapna has got
big eyes
small mouth
Ex: Swapna has got long hair.
12. The teacher conducts the open dictation.
(The teacher keeps the sentence on the black board and dictates the same words which
the children identify and write the same by looking at them)
*****
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MUSIC
Day-92
Expected Out Come:

· Children know about music and words related to it.
· Children know some simple sentences which can be used in day to day life.
(Speaking about ability and disability)
1. Situation:-The teacher introduces the concept of music and talks about it.
2. The teacher circles the word “Music” for the purpose of mind mapping. Then the
teacher elicits related words from the students and writes them on the black board.
Harmonium singer tabala dappu
Clarinet Guitar
Music
Trumpet violin
Veena keyboard
pads dholak drums fluit

Ex:- ‘S’ – s, ‘T’ – t, ‘G’ – g, ‘K’ – k, ‘D’ – d, ‘P’ – p, ‘H’ – h.
her / him.
7. The teacher asks the children to find rhyming words for ‘drums’, pads, flute, singer etc.
Drums Pads Fl ute
Gums dads c ute
Sums lads m ute
Slums j ute
Hums pol ute
Sal ute
The teacher asks as follows
Who can sing well in our school?
Children say _________________ can sing well
The teacher says oh, does ______________ sing melodiously?
Children say, yes.
The teacher asks the children about the types of the musical instruments are made of
leather of animals.
some one made of strings and
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some can be played by blowing wend
and some are electronic instruments.
Now she asks the children to divide the musical instruments written on the blackboard.
The teacher draws a free diagram and asks the children to put the names of the musical
instruments () each head.
Types of Musical Instruments
Wind instruments String instruments Leather (Percussion) Electronic

instruments instruments
Flute guitar tabala keyboard
Clarinet violin drums pads
Trumpet veena dholak
Harmonium dappu
8. Now the teacher asks as follow.

Who can play the drums in our class?
Children say ___________________ can play?
Then the teacher asks that students as follows
Can you play the drums?
The student says yes, I can.
Then the teacher asks him / her as follows
Can you play the guitar?
The student says, no, I can’t.
Then the teacher writes on the blackboard as follows.
______________ can play the drums but he can’t play the guitar.
The student also says as follows.
I can play the drums but I can’t play the guitar.
The teacher develops a substitution table and ask the children to make sentences from
it.
the drums the harmonium
the pad the keyboard
I can’t
I can play the trumpet buy the violin
play
the flute the veena
the dappu the tabala
Ex: I can play the drums but I can’t play the harmonium.
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TEST NO. 15
Day-93
Answer all the questions.

I. Write negatives to the following sentences 2x1 = 2
¿ì+~ y¿±«\Å£ e«Ü¹s¿£ y¿±«\T sjáT+&.
1. I like brinJal
2. I like carrots
II. Write sentences with the help of following table 2x1 =2
two parrots
I / We have
nine eggs
1. _________________________________________________
2. _________________________________________________
III. Fill in the blanks with the following words 2x1 = 2
Police men , Doctors
1. ____________________ protect us from illness
2. ____________________ protect us from the thieves
IV. Write the sentences with the help of the table 4x1 = 2
the drums the Harmoni

the trumpel
the Violin
the flute
I can play but I can’t play
the dappu the Veena
the tabala
1. _______________________________________________________
2. _______________________________________________________
3. _______________________________________________________
4. _______________________________________________________
*****
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HOW YOU FEEL
Day-94
Expected Out Come:

· To enable the children know about their feelings and emotion and the words
related to them.
· To enable the children express their feelings in English. (using
1. Situation:-The teacher tells that she feels very much happy because she got a marriage
invitation from one of his relatives.
She ask the children whether they all so feel the same way.
2. With this small interaction the teacher draws a mind map related to feelings (If the
children responds in Telugu translate them into English and write)
Happy Sad
Frightened
Surprised
How you Friend
feel
hungry
thirsty
bored angry
Ex:- ‘H’ – h, ‘S’ – s, ‘T’ – t, ‘A’ – a, ‘B’ – b, ‘F’ – f.
her / him.
7. The teacher explains the Vocabulary by putting simple questions as follows.
1. How do you feel when you are invited to a party?
Children: happy
2. How do you feel when you get poor marks?
Children: sad
3. How do you feel when you meet your friend after a long time?
Children: surprised
4. How do you feel when somebody teases you?
Children: angry
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5. How do you feel when you when it is time for lunch?
Children: hungry
6. How do you feel after a heavy work?
Children: tired
7. How do you feel when you are alone in a dark room?
Children: frightened
8. How do you feel it is hot and sweating?
Children: thirsty
9. How do you feel when wait for your friend for a long time?
Children: bored
Note: The teacher helps the children to ask about some body’s feelings with the
words – How do you feel? (The teacher should give more drilling)
8. The teacher develops a substitution table and asks the children to make sentences from
it.
happy When I go on a picnic

sad When I fail in exam
surprised When I see a new teacher
I feel
hungry When it is lunch time
angry When somebody teases me
frightened when it is dark
9. The teacher asks the children to write sentences with help of the above table.
Ex: I feel happy when I go on a picnic.
10. The teacher runs drilling activity of the ‘sight words’ given in the annexure.
11. The teacher select a sentence from the textbook for the purpose of reading, writing
and to teach a simple grammar element.
*****
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RAILWAY STATION
Day-95
Expected Out Come:

· Children know about some words related to railway station.
· Children learn simple sentences that are used in the railway station.
(Talking in past tense)
1. Situation:-The teacher tells the children that railways are extending good services to
the people and most of the people travel by trains.
2. The teacher asks “What do we see in the railway station”. The teacher circles the
words railway station for the purpose of mind mapping. Then the teacher elicits related
words from the students and writes them on the black board. (The teacher focuses on
the things in the railway station)
Shops Train
Frightened
Railway Ticket counter

station
Railway track
Station master’s room
Toilets Waiting room

to identify same letters that is there in the alphabet chart. The teacher takes care in
Ex:- ‘T’ – t, ‘R’ – r, ‘S’ – s, ‘P’ – p, etc.
her / him.
7. The teacher writes the following words on the blackboard.
Ticket counter, railway track, station master, waiting room.
The teacher asks the children to break the words into small words.
The children divide the words as follows
Ticket counter = ticket, counter
Railway track = railway, track
Station master = station, master
Waiting room = waiting, room
The teacher asks for more such words and she writes all the word on the blackboard
the teacher tells that such words are called compound words.
(The teacher tells that a boy called Raju wanted to go to his relatives village and he
tells about what happened in the railway station)
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The teacher stress on the past actions and the usage of prepositions (to, in, on, at etc.)
went to the ticket counter

waited in the waiting room
went to the toilet
I
waited on the platform
sat in the train
arrive at the village
Ex: I went to the ticket counter.
11. The teacher selects a sentence from the textbook for the purpose of reading, writing
and to teach a simple past and one or two prepositions.
12. The teacher conducts an open dictation.
(The teacher keeps the sentence open on the black board and dictates the same words
which the children identify and write the same by looking at them)
*****
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FREE TIME
Day-96
Expected Out Come:

· To enable children about certain activities thus do in free time.
· To enable the children to use simple sentences. (Simple present tense and
using gerund)
1. Situation:-The teacher introduces the concept of free time and activities people do in
their free time.
2. The teacher circles the phrase “Free time” for the purpose of mind mapping. She put a
question to the students as follows.
What do you do in the free time? She writes all the words given by the children on the
blackboard.
Play cricket / games Read books
How you Go to cinema

feel
Do exercises
Play video games

Cook food Watch T.V
to identify same letters that is there in the alphabet chart. The teacher takes care in
Ex:- ‘R’ – r, ‘B’ – b, ‘W’ – w, ‘E’ – e, ‘G’ - g etc.
her / him.
7. The teacher writes all the phrases on the blackboard and denied them into two separate
words as follows.
Phrases
Reading books into reading, books
Watching T.V into watching, T.V
Cooking food into cooking, food
Playing games into playing, games
a. The words – reading, watching, cooking, playing, etc. show actions. So these
are called action words.
b. The words – books, T.V, food, games etc one the words which represents a
thing or an object.
The teacher now use again asks the children to tell what they like to do in free time
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She now writes the activities they do in their free time in dull sentences on the black
board.
Raju likes reading books.
Raju likes going to the cinema.
Raju likes playing video games
Raju likes watching T.V.
Raju likes cooking food.
Raju likes doing excercise.
Raju likes playing cricket.
The teacher tells the words underlined speaks about what the children do in their free
time.
games
playing
T.V
watching
things
cleaning
by cycle
I like riding in free time
pictures
drawing
friends
visiting
mother
helping
Ex: I like playing games in free time.
*****
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KITCHEN
Day-97
Expected Out Come:

· To enable children about kitchen and its related words.
· To enable the children to learn simple sentences. (using to infinitive)
1. Situation:-The teacher introduces the word “kitchen” and things in the kitchen the
activities we do in the “kitchen”.
2. The teacher circles the word “Kitchen” for the purpose of mind mapping. Then the
teacher elicits related words from the students and writes them on the blackboard. (If
the children tell in Telugu covert them into English and write).
Things we see in the kitchen
Knife
Fridge
Spoon
Glas
Stove How you Cooker

feel
Bowl Cup
Sink Cupboard
Pan Plate
to identify and match them to the same letters in the alphabet chart. The teacher takes
both the capital and small letter.
6. The teacher reads all the words with spelling and asks the children to repeat.
7. The teacher takes a few words which can produce more rhyming words. The teacher
circles the following words for mind mapping purpose.
Wife
Knife
Life
Can Than
Van Pan Fan
Plan Man
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Class
Pass
Glass
Grass
(The teacher can allow meaningful and meaningless words produced by the students)
8. The teacher develops a substitution table with the words elicited by the students.
fridge to keep vegetables, jams and eggs
knife to cut vegetable and meat
We
cup to drink coffee
use
pan to make an amulet
bowl to cook rice
Ex: We use fridge to keep vegetables, jams and eggs.
1. ____________________________________
2. ____________________________________
3. ____________________________________
4. ____________________________________
(The teacher keeps the sentence on the black board and dictates the same words
*****
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MY LIVING ROOM
Day-98
Expected Out Come:
· To enable children known the things and their names which they have in their
living rooms / halls..
· To enable the children to learn simple sentences. (talking about possession)
1. Situation:-The teacher introduces the concept of the “Living room” / hall and talks
about it.
2. The teacher circles the phrase “Living room” / “Hall” for the purpose of mind
mapping. Then the teacher elicits related words from the students regarding the things
we have in the living room. Then she writes all the words on the blackboard.
Chair
Divan
Curtains table
Living
room/hall
Cupboard Sofa
T.V
Pictures
to identify the same letters in the alphabet chart. The teacher takes care in identifying
both the capital and small letter.
Ex: C – c, T – t, S – s, P – p etc…
5. The teacher asks children to identify a particular word written on the black board.
6. The teacher reads all the words with spellings and asks the children to repeat them
after him / her.
7. The teacher asks the children to say what they do with that particular thing.
The teacher writes down all the words and asks the children to tell what they do with
them.
Chair - sit
Table - read and write
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167
T.V - watch programs
Sofa - relax
Divan - sleep
Cupboard - keep things
The teacher takes the word “chair” and asks the children to produce some more
rhyming words.
Chair Note : The teacher tells them
P air that there is word ‘air’
__air in the word.
_________
_________
chair
table
sofa
We have a in our living room
T.V
cupboard
divan
Ex: We have a chair in our living room
10. The teacher runs the drilling activity of the ‘sight words’ given in the appendix.
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168
TEST NO. 16
Day-99
Answer the questions.
I. Fill in the blanks with the following words.

¿ì+~ eÇ&q U²°\ýË d]jîT® q |<e T\T |P]+#á+&. 2x1 = 2
Frightened, Happy
1) Raju is going to a party. He is ______________________________
2) Jyothi is alone in a darkroom. She is _________________________
II. Match the following table
¿ì+~ |{ì¼¿£qT ÈÔá#ûjáT+& 4x1 = 4
A B
1. How do you feel, when it is hot [ ] a) Angry
2. How do you fell, when your mother is ill [ ] b) Thirsty
3. How do you feel, when you get a gift [ ] c) Sad
4. How do you feel, when somebody teases you [ ] d) Happy
III. Write sentences with the help of the table

|{¿¼ì £qT|jÖî Ð+º y¿±«\T sjáT+&. 2x1 = 2
watching T.V
My father likes Books
reading
1. _________________ ______________________
2. _________________ ______________________
IV. Write sentences using the following table.
|{ì¼¿£qT|jîÖÐ+º y¿±«\T sjáT+& 2x1 = 2
knife to cut vegetables and meat
We use cup
to drink coffee
1. __________________________________________________________
2. __________________________________________________________
*****
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169

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Remedial Teaching

Teacher’s Hand Book

State Council of Educational Research and Training

Expected Out Come:

Ex:- This is a Table

again and again.

· Teacher asks the children to identify the words on the blackboard.

black board without erasing them (seen dictation).

· The Teacher should encourage the children to read the sentence.

Expected Out Come:

prayer special food Christmas

Expected Out Come:

I Like to Eat Chapatti

Ex: I like to eat Biscuits

writing and to teach grammar items. Ex:

again and again.

blackboard (seen dictation)

· The teacher should encourage the children to read the sentence.

Expected Out Come:

develop simple sentences which can be used in day today life.

should ask questions related to picnic]

Picnic water bottle

Ex: I like to go to a marriage.

writing and to teach grammar items.

again with spelling.

blackboard, without erasing that (seen dictation)

· The teacher should encourage the children to read the sentence.

children identify both the capital and small letters

writing and to teach grammar items.

and again with spelling.

blackboard, without erasing them (seen dictation)

· The teacher should encourage the children to read the sentence.

Answer the following questions:

I. Match the following capital letters with the small letters

Ex;- 1. Shirt 2. _____________ 3. ________________

IV. Complete the concept map given below 4x1=4

ç¿ì+~ ¿±Hîà|t¼ eÖ«|tÅ£ d++~+ºq |<\T sjáT+&.

conversation among the students]

children identify both the capital and small letter.

Ex: Raju is suffering from fever

writing and to teach grammar items.

again with spelling.

blackboard, without erasing them (seen dictation)

· The teacher should encourage the children to read the sentence.

who help us and talks about it.

Our helping hands teacher

Ex: farmer _____ er _________ er

Teacher writes the responses of the children on the black board.

Ex: I want become a teacher

After that teacher asks the children to form the sentences.

I want to become a doctor

Ex: I want to become a lawyer

writing and to teach grammar items.

and again with spelling.

blackboard, without erasing that (seen dictation)

· The teacher should encourage the children to read the sentence.

different languages India

Our nation Delhi

River gives us water for crops

Ex:- River gives drinking water.

reading and writing and to teach grammar items.

and read the words again and again.

on the black board (seen dictation)

Ex;- 1. Shirt 2. _ 3. ____

ç¿ì+~ ¿±Hîà|t¼ eÖ«|tÅ£ d++~+ºq |<\T sjáT+&.

Ex: farmer _ er _____ er

1. _ 2. 3. 4. ____

ç¿ì+~ ¿±Hîà|tÌ eÖ«|tqT |P]ï #ûjTá +&

IV. ç¿ì+~ |{ì¼¿£ dVäjáTeTTÔÃ y¿±«\T sjáT+&. 4x1 = 4