RESOURCE PACK - Saraswati House

NEW SARASWATI HOUSE (INDIA) PVT. LTD.New Delhi-110002 (INDIA)

Term 1,2,3

1

Teacher’sRESOURCE PACK

Colors

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Reprint 2016

ISBN: 978-93-5041-998-4

Published by: New Saraswati House (India) Pvt. Ltd.19 Ansari Road, Daryaganj, New Delhi-110002 (India)

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CONTENTS

Preface v.

Introduction vi.

Assessment vii.

The Core Subjects and

the Role of a Teacher xi.

1. Term I a. English

i. English Overall Lesson Plan 15

ii. Lesson Plans 18

iii. Model Question Paper 30

iv. Answers to Coursebook 32

v. Answers to Practice Worksheets 35

vi. Answers to Model Question Paper 36

b. Mathematics

i. Mathematics Overall Lesson Plan 37

ii. Lesson Plans 38

iii. Worksheets 48

iv. Model Question Paper 62

v. Answers to Coursebook 64

vi. Answers to Worksheets 67

vii. Answers to Model Question Paper 69

c. EVS

i. EVS Overall Lesson Plan 70

ii. Lesson Plans 71

iii. Worksheets 76





2. Term II d. English


ii. Lesson Plans 98





e. Mathematics


ii. Lesson Plans 121

iii. Worksheets 125





f. EVS



iii. Worksheets 150





3. Term III g. English




(iii)




h. Mathematics



iii. Worksheets 204





i. EVS



iii. Worksheets 232





(iv)

Approaching a child’s mind to enable it to learn different subjects is a complex task—as complex as organising a child’s day at school. A conscious effort has been made to help teachers encourage the urge to be active and to strengthen the natural drive to learn in children’s mind by providing them the complete teacher’s books that cover both scholastic and co-scholastic areas and lead to overall growth and development of children.

The Teacher’s Resource Pack of Colors Term Book series is enriched with detailed information about the scheme of Continuous and Comprehensive Evaluation, principles and classroom strategies for assessments in scholastic and co-scholastic areas, tools and techniques of evaluation in those domains. Along with a preface, it includes a brief note on assessment, an introduction to the core subjects and the role of a teacher, an overall lesson plan for each subject per term, a detailed lesson plan for each unit of all the subjects, worksheets, model question papers, and exhaustive answers to all kind of exercises.

Teachers view assessment as an important part of the daily school routine because only by assessment they would be able to find out a student’s understanding of the subject. Since each child is a unique individual, she/he learns and responds to situations in her/his way. Hence, assessment or evaluation process should not cause feelings of insecurity, stress, anxiety, and humiliation. While assessing students, it is important to appreciate the differences among them. In this manual, there are a large number of easy-to-do, interesting, and concept based activities.

The Teacher’s Resource Pack also focuses on the teachers’ communicating feedback to the students. New learning is to be developed based on what the children already know or understand. Since children respond differently to different situations, teacher’s formal or informal feedback would help and motivate them immensely.

(v)

Preface

(vi)

The Teacher’s Resource Pack of Colors Term Books provides teachers with engaging and meaningful methods about putting into practice the objectives of teaching and judging students’ achievement. It is continuous because it occurs over a period of time and comprehensive because it covers both scholastic and co-scholastic aspects of the students’ overall learning and development.

It comprises — A complete teaching-learning program with overall aims, methods, strategies, techniques,

and assessments to meet the different needs of children— A concise note on assessment as it is perceived to be an integral part of the teaching-learning

process— An introductory note at the beginning of each section which indicates the importance of

the subject and its appropriateness for different levels. It helps teachers to include both scholastic and co-scholastic areas in their teaching methods

— An overall lesson plan with recommended time periods which help teachers in time-management and assessing the outcomes

— Detailed lesson plans with effective teaching techniques—like the required teaching aids, introduction, presentation of the lessons, and sufficient activities. The rationale for the given activities have been included most of the time

— Worksheets and their answers, model question papers and their answers, and the answers to all the exercises given in the Colors Term Books for classes 1 to 5

Key features of Colors Term Books are—

h Warm up—Thought provoking chapter-opening exercises that kindle the young learner’s mind. h Snippets (in text) in each chapter:

Let’s learn provides for some interesting facts on English, EVS, Science and Social Studies. Let’s think and answer provides for thought provoking questions. These encourage the students to think beyond the text.

h Maths Lab activities and project work enable students to have a meaningful hands-on learning experience.

h Life Skills enable the students to acquire the necessary skills needed in life. The focus of this series is on reinforcing learning through sufficient revision and recall.

h Links to the internet encourage students to explore the vast plethora of information available online to get more insight on the subject.

Colors Teacher’s Resource Pack helps teachers to organise effective teaching strategies. It emphasises on regular assessments, frequent unit testing, identification and tries to encourage non-participative students in the classroom activities. More importantly, it diagnoses the learning gaps and adopts corrective measures.

Introduction

(vii)

In teaching, a lot can be understood by observing the students, listening to them, discussing informally with their peers and parents as well as by talking to other teachers, reviewing their written work etc. Each student learns through a variety of experiences, activities and learning tasks. No single testing method or tool can assess a student’s progress in different areas of development. The above mentioned tools and techniques are useful if they are used carefully. The kind of questions should be so included that they do not have predetermined answers but may give space to students to generate and express their thoughts and ideas. The activities and projects that promote thinking and analysis need to be included. It focuses on the measures that encompass the traits of a student’s personality. Hence, assessment is considered to be an integral part of learning which is ‘continuous’ and ‘comprehensive’. Continuous and Comprehensive Evaluation (CCE) is a term introduced by CBSE –it reinforces the system of school-based evaluation that covers all aspects of a student’s development. Let us have a look on some points of its objectives, features and functions that have been mentioned by CBSE.

h The objectives are to help develop cognitive, psychomotor and affective skills, to lay emphasis on thought process and to de-emphasise memorisation, to make evaluation an integral part of the teaching-learning process.

h The features are• The ‘continuous’ aspect of CCE takes care of ‘continual’ and ‘periodicity’ aspect of

evaluation• ‘Continual’ and ‘periodicity’–these two terms refer to formative evaluation or formative

assessment and summative evaluation or summative assessment respectively• ‘Comprehensive’ part refers to scholastic as well as co-scholastic aspects of students’

growth and development

h The functions are• Continuous evaluation helps in regular assessment to the extent and degree of the

learner’s progress (ability and achievement with reference to specific scholastic and co-scholastic areas)

• It helps the teacher to identify the strengths and weaknesses of the students as well as provides an opportunity for self-assessment to the child

Implementation of CCE in Colors Term Book

Colors Integrated Term Book series provides succinct support and covers Formative and Summative Assessment (FA and SA) in detail with the tools and techniques for Continuous and Comprehensive Evaluation (CCE) based on the CBSE guidelines. Warm-ups/Let’s start (FA): Chapter-opening exercises that kindle the desire in young learner’s mind to know and explore more. In Mathematics section, it is called as ‘Start Zone’. Warm-up activities

h emphasise on: building students’ interest in learning a new topic/concept based on previous knowledge, encouraging them to interact with their teachers and participate in classroom activities

Assessment

h use tools: short stories, short questions, observations, puzzles, games h use techniques: discussions, group activities, simple assignments h assess skills: observing, understanding, analysing, writing, remembering, evaluating

Think and discuss/Let’s think and answer/Explore zone (FA): Questions based on the concepts learnt which enable students’ mind to think beyond the text. These activities

h emphasise on: better comprehension of the concepts learnt and their application h use tools: questions, analyses, observations h use techniques: researches, quizzes h assess skills: ability of thinking and analysing, applying, understanding, creating

Activities (FA): Innovative student-friendly activities based on the concepts learnt in English, EVS, Science, and Social Studies. In Mathematics, Maths Lab Activities help in fortifying the concepts learnt. As a whole, all the activities

h emphasise on: learning through hands-on experiences h use tools: observations, intelligence and aptitude tests, attitude scales h use techniques: assignments, group and individual activities, experiments h assess skills: creative thinking, evaluating, understanding

Project work (FA): Simple hands-on activities that involve and enable students to learn optimally, and improve the teaching-learning process. These

h emphasise on: useful and interesting learning processes h use tools: tests and inventories, attitude scales, and questionnaires to elicit views on matters h use techniques: experiments, researches, field work h assess skills: understanding, analysing, creating

Exercises at the end of each chapter in all the subjects (FA): Different types of questions, fill in the blanks, true/false, ticking the correct options etc. These

h emphasise on: students’ comprehension and ability to retain h use tools: different types of questions, MCQs h use techniques: examinations, discussions h assess skills: understanding, and remembering

Revise (SA): ‘Let’s revise’ section include all types of questions and answers, exercises based on the concepts learnt to aid in revision of the course. These sections h emphasise on: students’ understanding of the concepts, knowledge gained, and the ability

to retain h use tools: questions h use techniques: examinations h assess skills: understanding, and remembering

(viii)

In order to understand assessment, all aspects of learning are covered. A suggested list of skills and parameters for assessment at the primary level of schooling is given below for each subject to help teachers to arrive at a comprehensive picture of the students’ learning. Manners and modalities however may vary.

English

Skills Parameters/Techniques

Listening—It is an act of hearing attentively. It requires focus and attention to comprehend spoken information and discriminate between sounds in the language

Answering questions, riddles and tongue twisters, dictation, following verbal instructions

Speaking—An act of conversation using correct accent, voice modulation, pronunciation, and gestures

Narrating stories, asking and responding to common questions, reading aloud, recitation, role play

Reading—Reading short passages with right intonation, reciting poems with necessary pause and expression

Identifying, drawing conclusions, inferring, deducting, evaluating

Writing—Communicating messages in writing with correctness and ease to a larger audience, using correct grammatical sentences, spelling words correctly and using proper punctuation marks

Writing simple sentences, completing a story, personal letters, description of pictures

Boosting reading habits—Reading books from school libraries for comprehension and appreciation

Reading children’s classic stories from The Panchatantra and The Jungle Book, comic strips, short stories etc.

Activity/ Projects—Active participation in individual and group projects

Activities/projects specified in the coursebook

Mathematics

Aspects Parameters/Techniques

Understanding of concepts Orals tests, mental maths quizzes, puzzles, paper-pencil tests

Activity Understanding of concepts, participation, interest, level of involvement, cooperation, attitude towards peers

Tables Construction of multiplication tables, ability to recall multiplication facts, application to solving problems

(ix)

Mental ability Ability to perform calculations quickly, think logically and continue patterns, analyse and apply the concepts learnt for solving problems

Written work Neatness, clarity of thought, logical flow of text

EVS/Science

Aspects Parameters/Techniques

Understanding of concepts Oral tests, drawing pictures, paper-pencil tests

Environmental sensitivity Understanding the need to care for the environment

Experiment / Activity / Project work Understanding of concepts, participation, interest, level of involvement, cooperation, attitude towards peers, application of knowledge gained to prepare charts and constructive models

Scientific skills Ability to observe, reason, enquire, explore, debate, apply, reflect and formulate solutions

Group discussion Clarity of thought, confidence, expression of opinion; voice modulation

Written work Neatness, clarity of thought, ability to draw neatly labelled diagrams, logical flow of text

Social StudiesThe aspects to be assessed for EVS / Science are applicable to Social Studies too. In addition, the following aspects specific to Social Studies should also be taken into account during assessment: h Map reading — Ability to comprehend maps, mark places, physical features and other

relevant information as required h Civic sense — Respect for self and other living beings, performing civic duties

While assessing, it should be kept in mind that assessment should be diagnostic and remedial, provide feedback to students, and allow active involvement of students in the teaching-learning process.

Assessing Co-scholastic areasLife Skills have been chosen by CBSE as one of the co-scholastic areas. They are abilities for adaptive and positive behaviour that enable individuals to deal effectively with the demands and challenges of everyday life. Learning and practising Life Skills help students to improve their personal and social qualities. The Life Skills prescribed by CBSE have been included followed by different tools and techniques—some of them are practising humility, caring for animals, caring for environment, showing respect to elders etc.

(x)

(xi)

EnglishLet’s reflect and answer a few questions.

• When you teach English as a subject, are you teaching the textbook or are you teaching language skills?

• Your students may score high marks in English, but do they speak, read, and write better?

• Are your students more comfortable using a regional language or English? Why do you think this is so?

Learning a language is a skill. Any skill, be it swimming, cycling, art, or dancing—needs tools that helps one to acquire it and lots of practice to master it.

When we teach English, we are not teaching a subject; we are in fact honing the language skills. The effective environment of communication created in this series, helps the learner to acquire, learn, and practise language skills, thereby equipping, enabling, and empowering the learner. All the activities encourage the learner to apply the skills acquired in real life situations. Apart from the focus on LSRW skills and the components of grammar, vocabulary, and pronunciation, the series offers interlinks ( to widen the scope of learning), snippets, in text questions, exciting warm up activities and life skills.

The text serves as a platform to engage the learner with activities and reading material. The poems and prose pieces cover an entire gamut of themes – nature, environment, health, biographies, values, life skills, humour, animals, friendship, art and culture etc. They are showcased in exciting and engaging genre – stories, factual texts, plays, narratives, biographical and autobiographical texts, and descriptive writing.

Learners will experience the joy of learning and acquiring good communication and language skills. They will be able to demonstrate this through effective usage.

MathematicsAfter language mathematics is considered to be an important subject in today’s education system. Students have a fear of mathematics as a subject. In the Colors Term Book series, the concepts have been given in such a way that students learn mathematics in a joyful and interactive manner.

The chapters are divided into seven zones—Start zone, Knowledge zone, Word zone, Activity zone, Exploration zone, E-zone, and Recap zone. Each chapter comprises an explanation of the various topics and subtopics through interesting examples, stories, and solved examples. Once the topic is explained, plenty of exercises are there for students to practise. Student’s interest in expanding his/her knowledge beyond the concepts learnt is developed through various hands-on activities and exercises which are related to their real life. The chapters are also designed in a creative and interesting manner to take out the fear of mathematics from the student’s mind and make learning enjoyable.

The Core Subjects and the Role of a

Teacher

(xii)

The role of mathematics teachers is crucial because mathematics can be integrated with other subjects. The teacher can explain the topics in a way that students start relating mathematics with their everyday life and hence move from the ‘concrete’ to the ‘abstract’. The link between ‘Mathematics’ and other subjects like English, Science and Social Studies should be demonstrated wherever possible.

Thus, the teacher can play an important role in making children learn mathematics as a concept and not merely as a subject. We hope that Colors Term Book series provides all the necessary requirements to meet the needs of a new learning system.

Environvental Studies (EVS)EVS (Environmental Studies) is a combination of Science and Social Studies. The aim of the subject is to enable the students who have been learning about their surroundings to know more about the same. It aims to develop awareness in the children to know about their natural world and become nurturers of the environment around them. Also, through the text and hands on activities, it has been our aim to develop the spirit of community service. Interesting visuals, fact zones, life skills, and examples drawn from real life help the children discover facts related to science, and help them in growing up as good human beings.

The role of a teacher is more than that just of a facilitator. Here, the teacher is expected to encourage the children to use their senses to explore more about their surroundings, respond naturally and gradually make them understand that they all are members of the same community and have common interests and activities.

TERM

1

English Overall Lesson Plan 15

English Overall Lesson PlanTerm 1

Unit Contents Expected Learning Outcomes

Looking Back

Picture-based exercises focus on the revision of the previous classes

Students learn to recall the items relating to their previous lessons.

1. Welcome to School

A poem about school

Think and write• Writing the names and colouring the things

that students need for school

Life Skills• Interpersonal skills

Students learn to express their feelings about their schools.

Students learn picture reading, concept formation, colouring the objects.

Students learn to introduce themselves.

2. Fun at the Park

Pictorial representation of humans, animals, and natural things in the park that makes learning a joyful experience

Let’s learn words• Three lett er words• Words denote the names of colours

Let’s listen• Listening and understanding instructions

Let’s learn grammar• The alphabet, capital lett er, small lett er, fi ll

in the missing lett ers

Let’s speak• Using greeting words, introducing oneself

Think and write• Writing the alphabet in reverse order

Life Skills• Critical thinking skills — following civic rules

Students learn and enjoy the theme as they experience it in their daily routine.

Students learn new words and improve their vocabulary.

Students learn active listening. Here, the term ‘active listening’ refers to listening, comprehending and retaining.

Students revise alphabets.

Students learn to use greeting words in everyday conversation.

Students learn reverse writing the alphabet and become conversant with the concept.

Students learn to follow civic rules by identifying the correct acts and wrong acts while playing in a park and acquire critical thinking skills.

3. If You Will Only

Wait

Pictorial representation of the dialogue between a caterpillar and a bumblebee. It is a comic strip and focuses on the theme—virtue of patience.

Students learn, and enjoy the theme as they experience it in their daily routine.

Teacher’s Resource Pack-1 (Term-I) 16

Let’s learn words• Expression words, words for insects and

birds

Let’s listen• Listening to a poem writt en on the same

theme of the lesson.

Let’s learn grammar• Vowels and consonants

Let’s speak• Speaking sentences using ‘This’ and ‘That’

Let’s write• Writing sentences using ‘This’ and ‘That’

Life Skills• Self awareness skills — appreciating yourself

Students learn new words and improve their vocabulary.

Students learn active listening.

Students learn about the alphabet or go through a course of revision on it.

Students learn to use greeting words in everyday conversation.

Students learn to write the sentences appropriately using the words ‘This’ and ‘That’.

Students learn that self-appreciation is necessary—it makes one self-reliant and keeps one happy.

4. Litt le Seeds we

Sow

A poem based on the theme of nature—we sow seeds of plants that grow into new plants.

Think and write• Writing rhyming words, fi nding words from

the word grid

Students learn about the natural process of growing plants as they see them in their surroundings.

Students learn to identify the rhyming words and enjoy the word game.

5. The Naughty Monkey

An animal story based on the virtues like good behaviour, listening to elders, etc.

Let’s learn words• Identifying and using describing words

Let’s listen• Listening to the teacher who would read the

given sentences• Completing the given sentences

Let’s learn grammar• Naming words, names of people, animals

and things

Let’s speak• Using ‘sorry’ in particular situations

Let’s write• Writing sentences by using the given tips

Students learn the importance of good behaviour in life.

Students learn to use describing words.

Students learn to recognise and comprehend sentences.

Students learn to identify the naming words in the sentences. Their comprehension is tested by an exercise given in the book.

Students learn to use ‘sorry’ appropriately in particular situations.

Students learn to write with comprehension.


Life Skills• Interpersonal skills — good behaviour

Students learn and practise good behaviour through the exercise given in the book.

6. My Family

A story about family

Let’s learn words• Filling in the blanks with the right words of

professions given in the book

Let’s listen• Listening to a short story based on the same

theme

Let’s learn grammar• Naming words—nouns•` Matching the pictures with the naming

words

Let’s speak• Using greeting words—‘please’, ‘thank you’

Think and write• Filling in the missing lett ers

Life Skills• Eff ective Communication• Project Family Tree• Project Being Polite

Students learn how our families play important roles in our lives.

Students learn some words of professions related to our everyday life.

Students learn to comprehend the spoken words as presented through recorded narration.

Students learn naming words or nouns.

Students learn to use the greeting words appropriately.

Students learn the terms for diff erent family relations.

Students learn the importance of family.

SUGGESTED ALLOCATION OF TIME

Academic year 220 daysExams, sports, co-curricular activities 60 daysActual teaching days 160 days1 English period a day 160 periods

Coursebook6 periods per prose unit (6 × 10 = 60) 60 periods2 periods per poem (2 × 6 = 12) 12 periodsGrammar4 periods per unit (4 × 10 = 40) 40 periodsOthersAdditional exercises, projects, revision, etc. 24 periodsExtensive reading (Reading material—school’s discretion) 24 periodsTotal 160 periods

18 Teacher’s Resource Pack-1 (Term-I)

Lesson Plans — English

LOOKING BACKComplete the activities in Looking Back. Do a revision of all lett ers of the alphabet.

Activity A,B

• Draw the att ention of students to the pictures on page 9. Ask them to identify the pictures.

• Ask them what do we call a person who drives a car.

• Write all the words on the blackboard. Ask them to read the words aloud.

• Ask them to tell you where the words are in activity A.

• Ask them to match the picture to the word. • Do the same with activity B

Activity C

Ask students to identify the pictures and circle the correct ones. Ask questions like:• Where are the birds? How many birds are

there? How many insects are there?• What are the colours in the traffi c light signal?

When do you cross the road?

Activity D

Ask students to identify the objects in the given picture.• Write the words on the blackboard. Get them to

spell the words.

Activity E

• Tell students to read the words given in the word box and help them to fi ll in the blanks with the correct words to make correct sentences.

1. WELCOME TO SCHOOL

Things you will need: Textbook and notebook

Pictures of school showing diff erent activities Objects like a lock and key, duster and chalk,

a dupatt a, crayons and other things (not related to school)

Pictures of a neatly dressed student and a untidy one.

A Smart Class or a multimedia computer

Let’s start

• Ask students to read aloud all the lett ers that they see. Tell them to identify every third lett er.

G, X, P, Q, G—ask them to fi ll in these lett ers with diff erent colours.

• Ask them to write the remaining lett ers in the space given below—I LOVE SCHOOL.

• Ask them why they love school. What do they learn in school?

INTRODUCTION

• Show them the school bag of any student from the class. Ask them what they can expect to see in the bag.

• Ask them what they have in their bags.• Ask them if they are happy to come to school

after the summer holidays. What did they do during the holidays?

• Ask them what did they do to get ready for school. Go through the entire routine – woke up early – brushed teeth – had a bath – combed hair – put on the uniform – had some breakfast....

The poem

• Play or read the poem aloud. • Ask them a few questions:

Is the child happy to go to school? (yes) Which two words in the fi rst four lines

indicate that the child is happy to go to school? (excited, glad)

Lesson Plans — English 19

Which new objects did the child carry to school? (books and pencils)

• Show pictures of a neatly dressed student and an untidy student. Talk to them – ‘Which student would they like to be?’ Ask them to tell the diff erences between the two students.

EXERCISES

• Guide them to complete the two activities. • Help them with the spellings. You can write

them on the blackboard after you are sure they have got them right.

• For question 6 – keep it simple. Example: I like to go to school because I have fun/I learn a lot/I have friends at school.

Life Skills

Get students to introduce themselves – Example: My name is Neha. If they know each other from the KG, they can then say—My name is Neha. She is Priya and he is Rahul. Ask them to introduce the person on their right and left.

2. FUN AT THE PARK

Things you will need: Textbook and notebook Flashcards with all the words given on

page 17. Add other words as well.

The lesson

• This is a Picture Talk lesson. The rationale is to get students to generate language and improve their vocabulary.

• Ask as many questions as you can based on the picture.

• Ask students to look closely at the picture and tell them to make sentences.

Examples: The dog is running. There is a red ball. The sun is shining.

• Show students the fl ashcards one by one and ask to say them aloud. Ask them to identify the words in the picture.

• Ask them for a list of other words that they can tell from the lesson. They will most probably

give you some nouns. Write them on the blackboard. Read these extra words slowly and ask students to learn. Tell them to write those words in their notebooks.

• End the class by pointing to the words that they have just learnt and ask them to read those words.

EXERCISES

Let’s understand A, B

• Read the statements aloud and ask students to follow them in their books. Draw their att ention to the given illustration. Tell them to do the exercise.

• Frame some other statements – Example: ‘There is an elephant in the park.’ Ask students to say whether they are true or false by looking at the given illustration.

• For activity B, once students answer the three questions orally, conclude the answer and encourage them to write down their answers in their notebooks. Guide them to write on their own.

Let’s learn words

• For activity A, ask students to identify the pictures.

• Ask them to read the words aloud.• You can also draw the crossword puzzle on the

blackboard and get students to complete it.• Ask students to complete the activity B on their

own.

Let’s pronounce words

• Play the exercise • Ask students to read the set of rhyming words

aloud. • Encourage them to add two more words to each set.• Encourage them to use some words in sentences

of their own. Examples: The sky is blue. The man fi lls petrol. He hit the boy.

Let’s learn grammar: A, B, C, D

These activities are a revision of the lett ers of the alphabet. The students can do them on their own. These exercises can also be done at home.


Let’s speak

• Ask students how they greet each other. Write the following words on the blackboard:

Hi, Hello, Good Morning, Good Afternoon, Good Evening, Goodnight

• Ask them when do they use these phrases.

Activity

Conduct role plays between pairs of students according to the given exercise in the book. Tell them the time of day. Remind them that we say “Goodnight” when we take leave in the evening or late evening.

Let’s learn more

Ask students about the games they play outdoors. Visit the given website to know about some new and interesting games. Play them in the class.

Life Skills

Activity

Tell students about the rules they should follow in the class. 1. Raise your hand before you speak. 2. Do not shout. 3. Speak softly. 4. Share your things. 5. Go in a line.• Tell them about the rules they should follow in

the park. 1. Do not pluck fl owers. 2. Do not walk on the grass. 3. Throw rubbish in a bin. 4. Do not damage public property. 5. Do not cycle where you are not permitt ed.• Ask students to look at the pictures and whether

right or wrong activities are shown. • Tell students the importance of keeping their

park clean. Tell them to show good behaviour when they visit parks outside their city or when they go abroad.

3. IF YOU WILL ONLY WAIT

Things you will need: Textbook and notebook An illustration of the four stages in

the lifecycle of a butt erfl y—egg, larva (caterpillar), pupa and butt erfl y.

Flashcards of some insects and birds like peacock, sparrow, mosquito, butt erfl y, ant, crow, etc.

Flashcards of the English alphabet A Smart Class or access to a computer

INTRODUCTION

• Tell students your beautiful childhood memories about butt erfl ies, if you have any. It will encourage them to come out with their experiences about colourful butt erfl ies.

• Give them some interesting facts about a butt erfl y’s lifecycle, how it develops from an egg into a butt erfl y. They have four wings that are brightly coloured. Show them the illustration of a butt erfl y’s lifecycle. Explain the four stages of its development—egg, larva (caterpillar), pupa, and adult (butt erfl y).

• Tell them that a butt erfl y, bumblebee and caterpillar are insects. Ask them if they have seen some more insects—like bee, ant, grasshopper, dragonfl y, etc.

• Tell them that they are going to read the dialogue between a caterpillar and a bumblebee. It tells us how a caterpillar becomes a butt erfl y.

Activity

If you have time, you can take them to the school’s garden and show them some insects and birds. Tell them that insects and birds have wings and they can fl y—but birds are bigger and stronger than insects.

Let’s start

• Ask students to look at the illustration on top of the page. Ask them if they have seen those insects. Tell them to circle those insects.


The lesson

• Tell students to look at the illustrations on the lesson. It shows a bumblebee sitt ing on a fl ower and a caterpillar sitt ing on a green leaf because bumblebees feed on the nectar in the fl owers and caterpillars feed on green leaves.

• Play the fi rst four dialogues and ask students to follow those in their books.

• Then ask them to read out those dialogues. Ask students:

What are the two insects that are shown in the lesson? (caterpillar and bumblebee)

Have you seen them anywhere? (Answers may vary—example is given here: yes, in the park)

Why is the caterpillar sad? (because it cannot fl y like the bumblebee)

• Now play the rest of the dialogue. Ask students to listen to it carefully and then tell them to read out the dialogue from the text. Ask a few questions:

What does the caterpillar want? (It wants to fl y) What does the bumblebee say to it? (“If you

will wait a litt le while, you’ll be the happiest one in the sky”)

What does the caterpillar answer? (“But how will that happen? How will I try?”)

What does the bumblebee say then? (“Oh dear caterpillar, rest and rest; soon in the sky you will be the best”)

How does the caterpillar reply? (It replies happily, “Feeling cheerful and playful like you; I will also be a beautiful butt erfl y in red or blue”)

Discussion on the lesson

• Narrate the lesson in the class. Discuss with them how a caterpillar turns into a butt erfl y.

EXERCISES

Let’s understand

• Ask students to look at the question A. Ask them to identify the answers from the text.

• For activity B, ask students to answer the questions orally using one or two words. Check their answers and then help them to write the answers in complete sentences in their notebooks.

• Avoid writing answers on the blackboard for them to copy. Encourage them to write answers on their own.

Let’s learn words

• Teach students that there are some words which we use to express our emotions—like happiness when you feel good, anger when you are irritated, sadness when you feel lonely or laughter when you hear a joke. Ask them to focus on the illustrations given in the book.

Activity 1

Choose students at random to mimic the expressions of happiness, anger, sadness, laughter. Tell the rest of the class to say appropriate words against those live expressions. Students will enjoy the activity as well as learn the usage of expression words.• Students can do activity A on their own.

Activity 2

Divide the students into groups. Now distribute the fl ashcards of birds and insects to them. Ask each group if they have seen some insects or birds in their surroundings. Teach them some distinguishable features of birds and insects. Now ask each group to recall and share their learning before the class.• Ask students to write the answers of question B

on their own.


• Play the exercise and ask students to listen to it carefully. Then read out the words again and ask students to follow the way you pronounce it. Ask them to note the diff erences and this complete this exercise.

Let’s listen

• Play the poem twice and ask students to follow it. You can also read it aloud.


• Now you read it aloud again and omit a word in each line. Ask them to fi ll in the gaps with that word. This process is an eff ective tool for quick learning.

Let’s spell well

• Show students how the words are formed with double lett ers—write a few words on the blackboard.

• Encourage students to give their input.• Erase your writing from the blackboard and

repeat the exercise orally. Now tell students to fi nish the exercise in their notebooks. Give them adequate time to try it. Then check their work and correct them if necessary.

Let’s learn grammar

• Have your fl ashcards of the English alphabet ready. Teach students about vowels and consonants. Ask them to separate the fl ashcards of vowels and consonants.

• Ask them now to look at question A and B. You can note down the given words on the blackboard one by one and ask students to answer the questions. Give them adequate time and help them to come up with answers.

Activity

Write the words on the blackboard—lost, meal, beach, sore, house, least, lunch, fi rst, east, joke, coin. Ask students to circle the right words as per the instructions given by you—like words with two vowels, words with three consonants, words with the vowels ou, words with the consonants ch, words starting with a vowel, words ending with a consonant. Make it as a rapid exercise and you may notice that these instructions sound like a game’s instruction so that it can draw students’ interests. It helps students to practise the usage of vowels and consonants thoroughly.

Let’s speak

Activity

Divide the students into small groups. Take some objects like books, pencils, erasers etc. Keep some of

them near the students and some of them at a litt le distance. Teach them that we use the word ‘this’ to point out the things that are near to us and ‘that’ to point out the things that are kept at some distance from us. Choose the groups at random to frame the sentences with the words ‘this’ and ‘that’ for pointing out the objects kept there. At the beginning you can help them by providing some words or phrases and then let them to frame the sentences on their own. Ask the listeners to check their sentences and correct them if necessary. Keep a note of their pronunciation and accent so that you can guide them in improving their speaking skills.

Think and write

• It is related to a previous activity and students can do it easily. Ask them to make sentences orally. You may conclude or improve upon those sentences or answers.

• Ask them to write the answers in their notebooks.

Let’s learn more

Students will enjoy exploring the website link given in the book. Give them access to it and ask them to share their experiences with the class.

Life Skills

• Tell students that the caterpillar was sad with what he had and he could not appreciate it himself.

• Teach them that we should feel happy with what we have and we need to appreciate ourselves.

Activity

Ask each student to say a few good things about him or her. Write their responses on the blackboard and give them some encouraging feedback.

4. LITTLE SEEDS WE SOWThings you will need:

Textbook and notebook Pictures of diff erent fruits and vegetables Chart paper and crayons A Smart Class or access to a computer


INTRODUCTION

• Ask students to draw the pictures of their favourite fruits and vegetables on their drawing books, e.g., an apple and a carrot

• Discuss with them how we get fruits and vegetables from plants. You can take them to the school garden—show them diff erent kinds of plants. Teach them how small seeds can grow into plants.

Let’s start

• Ask students to look at the illustration given in the book and tell the names of the fruits and vegetables.

• Tell them to fi nish the colouring activity.

The poem

• Play the poem and ask students to listen to it carefully. Now you can read it out with necessary expressions. Read it again and this time encourage students to join you. Give stress on the rhyming words to att ract the students’ att ention.

• After reciting the fi rst stanza, focus on the illustration next to it. Talk about this—

What does the picture show? (A boy and a girl are planting a tree in a pot.)

Focus on the glossed word—‘sow’ Ask them to pick up the rhyming words

from the poem. They will enjoy the magic of the rhyming words.

Ask a few questions— 1. When do we sow the litt le seeds? (in spring

season) 2. What do they give us? (carrots, peas, beans)

Teach them that we need to eat fruits and vegetables everyday to maintain a healthy food habit.

• Now recite the next stanza. Already they know that we can grow new plants on a tub or on the ground as shown in the illustration. Talk about this—

What does the picture show? (A boy is planting a tree on the soil.)

Focus on the glossed words.

Teach them that after sowing the seeds, when they grow into new plants and become trees they give us fruits and vegetables.

Ask a few questions— 1. When do we pick the fruits and vegetables

from the plants? (when they are mature/ripe enough)

2. When do we sow the litt le seeds again? (next spring season)

EXERCISES

Let’s understand

• Ask students to fi nd out the answers to the questions. They can do it comfortably as they have come across the poem twice or thrice.

• They can answer the questions orally and then write them in their notebooks.

Think and write

• Students can work on this question in pairs or in small groups. Ask them to identify the rhyming words from the poem and share them with the class. Now tell them to write those words in their textbooks.

Activity

Divide the students into fi ve or six groups. Ask each group to make the word grid given on page 31 in their notebooks. Write the words given in the box on the blackboard. Ask each group to fi nd those words in their word grids. Give them adequate time and check which group completed it fi rst.

Life Skills

This section helps students to acquire general awareness. Discuss with students if they love gardening. Encourage them to go for it and share some basic facts about plants—like how plants keep the balance in environment and provide oxygen to humans and other animals.

Activity 1

Take students to the garden and show them how we grow a plant in a pot or tub. Follow the steps given in the book.


Activity 2

Divide the students into groups. Distribute the pictures of fruits and vegetables, chart paper and crayons to them.

Discuss with them whether they like those fruits and vegetables.

Teach them why fruits and vegetables are good for our health.

Now ask them to make a collage with the pictures of fruits and vegetables given to them. Display their work in the classroom and encourage them.

5. THE NAUGHTY MONKEYThings you will need:

Textbook and a notebook Picture (big) of a forest with animals like—

monkey, elephant, snake, and some other animals

Flashcards of some naming words—use the names of the students in your class, the names of places, names of animals, names of the things etc.

A Smart Class or access to a computer

INTRODUCTION

• Ask students to close their books. Display the picture of the forest before the class and talk about the animals shown there. Discuss with them whether they have visited a zoo or reserve forest and watched the behaviour of animals.

• Share with them any interesting story about monkeys. In our country, since they are very much visible in the surroundings, many of us may have some funny experiences with them– like how they sometimes try to copy human beings and snatch things from their hands etc.

• Tell students that they are going to read an interesting story about a litt le monkey who was naughty, but after some incidents, he wanted to be good. He became a friend to the elephant and the snake.

Let’s start

• Focus on the illustration given here and talk about it. Ask questions like:—

Where do monkeys live? (on trees)• Ask them to fi nish the activity on their own.

The lesson

• Read out the fi rst three paragraphs—up to ‘laughed the monkey’ in page 34 and ask students to follow it in their books. Discuss with students about some facts—usually monkeys live in groups. In fact, most of the animals love to live in groups.

• Ask students a few questions to make the text more comprehensible to them:

What was the litt le monkey doing? (playing with his brothers and sisters)

Who was watching them? (mother, monkey) What did the mother monkey say about the

elephant? (It’s standing under the big tree and sleeping)

What did the litt le monkey suddenly do? (It climbed down the tree and jumped on to the elephant’s back.)

What did he say? (‘This is a good ride. I love it!’)• Show students the illustration on page 33

(bott om of the page). Talk about this— How did the monkey behave with the

elephant? (He jumped on the elephant’s back from the tree.)

• Teach them that disturbing a sleeping person or troubling others is not a sign of good behaviour and that is why we call the litt le monkey a naughty monkey.

• Read out the next four paragraphs—upto ‘said the elephant’ and ask students to follow it in their books. Ask a few questions–

Why did the elephant get angry? (because the monkey jumped onto the elephant’s back while he was sleeping and the elephant woke up.)

How did the elephant react? (He tossed his head.)

What did the naughty monkey do then? (The naughty monkey was afraid. He ran up to his mother and asked for her help.)

What did his mother say? (His mother advised him to say sorry to the elephant.)

What did the elephant say after hearing the monkey’s plea? (The elephant spoke to the monkey in a friendly way— “That’s all right. Come with me. I’ll give you a ride”.)


• Focus on the glossed words— Ask students to point out the lines given on the

page where the words are glossed—emphasise on the usage of those words.

• Now read aloud up to ‘The snake said, “That’s all right. I was not sleeping”’ and show students how the snake wrapped itself around the monkey in the previous illustration given on page 34.

Ask them— What did the litt le monkey do then? (He

climbed a tree and found a rope hanging from a branch, he pulled it playfully.)

Who wrapped the litt le monkey? (It was a long snake and the snake wrapped itself around the monkey.)

Did the naughty monkey say sorry again? (Yes)

• Finish the reading of the lesson. Relate the text to their understanding and discuss with them that every one of us should remember some basic rules of good behaviour, e.g., not troubling others, listening to elders etc.

• Ask them whether they think the litt le monkey’s behaviour was appropriate. Write their responses on the blackboard and if you see any odd response, discuss with the student about it. Tell them a few words about good behaviour.

• Read out the note on the interesting information about a monkey and an elephant.

Story narration

• Narrate the whole story with small and simple sentences and encourage students to contribute.

Activity

Write these sentences on the blackboard— “Hiss!” It was a snake! He found a rope hanging from a branch. The litt le monkey climbed a tree. The snake wrapped itself around the

monkey. He pulled it playfully.

Divide the students into pairs or small groups and ask them to number the sentences in correct order.

Once they fi nish their work, ask them to check the sequences from the lesson on their own. Keep a note on their performances. It is an excellent activity to enhance students’ skill of active recall.

EXERCISES

Let’s understand

• For question A, read the sentences aloud and ask students to follow them in their textbooks to choose the correct words given in the brackets.

• Students have become conversant with the text. Ask them to fi rst give the oral answers using some words or phrases for question B. You can allow them to have a relook at the story or give them some hints about the storyline. Give them adequate time. At the end, you may conclude or improve their answers.

• Avoid writing the answers on the blackboard to copy. Encourage them to make their own answers.

Let’s learn words

Teach students how we use the words to describe the naming words. Naming words mean the names of a person, a place, an animal, a thing etc. In the text, the words—‘litt le’ and ‘naughty’ have been used to describe a monkey.Now ask students to look at the questions A and B given in the book. Let them to identify those words from the text. Allow them to work in groups and give them adequate time. Help them if necessary.

Activity

Divide the students into groups. Keep some objects before them—like books, notebooks, pencils, etc. Ask each group to describe them. Students will give a variety of words—like red book, green book, red pencil, fat book, nice book etc. Try to give them as many objects as possible so that children can provide more words. This is an excellent activity to enhance their vocabulary as well as grammar skills.


• Play the exercise and ask students to listen to it.• Then read it aloud. Students will follow you.

Check their pronunciation and accent.


Let’s listen

• Play the exercise twice or thrice. Ask students to close their books and listen to it carefully. Now read the sentences aloud.

• Ask students to fi rst answer orally and then they can fi nish the exercise on their own. Check the spellings.

Let’s spell well

• Discuss in the class that in the previous unit and in this unit also they have come across the short forms of two words. Give them some examples from the text. In this unit, they learn how we make the short form of two words.

• Ask students to come to the blackboard and write short forms. Make corrections where required.


Activity

Divide the students into four groups and have your fl ashcards ready. Let the groups take turn to pick up a card from a pile and look at it. If it is a name of a place like Delhi, the group will add two more places like Jaipur, Agra. If it is a thing like a book, the group will add two more things like a pencil and pen. Make it a rapid game. Tell the groups that they will lose their turn if they delay the game.• Now ask students to do the exercise given in

the book.

Let’s speak

• Students have learnt to use greeting words in the previous units. Now teach them that when we use ‘sorry’ in some situations, we have to be polite and soft.

• Write the situations given in the book on the blackboard. You can add more situations—‘you lied to your mother’, ‘you stamped your brother’s feet’.

• Teach students how they can say sorry in these situations—example: “Sorry, I’ve pushed you”, “Sorry, I did not fi nish my homework” etc.

• Ask them to repeat the sentences politely after you have said them. Observe their tone and accent, give them the necessary inputs.

Think and write

• Ask students to read out the given sentences. Since they are already familiar with these kind of sentences, they can do the exercise comfortably.

• Ask them to do it in their notebooks. Check their spellings and grammar.

Let’s learn more

• Tell students to explore this website and learn to make animal masks. They will enjoy this activity.

Activity

Provide them necessary materials and ask them to make colourful animal masks. Ask them to work in groups. Display their work in the classroom.

Life Skills

• The activity in this section helps students to acquire interpersonal skills. They have had some discussion already about good behaviour. Discuss with them the sentences given in this activity and teach them the rules of good behaviour.

• Now ask them to att empt the activity.

6. MY FAMILYThings you will need:

Textbook and notebook Flashcards of words from diff erent

professions Chart papers and crayons A Smart Class or access to a computer

INTRODUCTION

• Let students take turns to talk about their families. Ask them if they have big families or small families. Ask them how they spend good time with their families—parents, grandparents, brothers, sisters, uncles, aunts, cousins etc.

• Tell them why we love and respect our family—how our families help us at times, how we learn good morals from our families.


Let’s start

• Ask students to look at the illustration given in the ‘Let’s start’ section. Tell them to write the names of their family members on the tree and share their feelings about them in the class.

The lesson

• Ask students to look at the illustration given on the bott om of page 39 (Aarti welcomes her friend Mala).

• Read out the fi rst paragraph and ask students to follow it in their books. Then ask each student to read one sentence from this paragraph and thus fi nish the reading of this paragraph. Test the comprehension of the students by asking them these questions—

Who rang the doorbell at Aarti’s house and when? (Mala, at 5’o clock.)

Who was Mala? (Aarti’s friend) How did Aarti welcome Mala? (“Hello Mala,

please come in. Let us sit here.”) Where did they sit? (in the living room)

• Now read out till the end of the page. Involve the students in reading—keep a note on their accent, fl ow, and pause. Ask a few questions—

How Aarti’s mother welcomed her? (“Dear Mala. I’m Aarti’s mother. It’s very nice to meet you.”)

What was Mala’s comment about Aarti’s mother? (“Your mother is beautiful.”)

• Read out the three paragraphs of the next page. Focus on the glossed words. Ask students to read it out after you. Ask them—

What Aarti told about her mother? (“She is a dentist. She helps me in my homework every day. I love cookies made by her.”)

What did Aarti show Mala? (A photo of her family.)

Where was it clicked? (at Goa) When did they go there? (last month) Who was the man in the photo that Mala

pointed to? (Aarti’s father) What was Aarti’s father’s profession? (He

was a journalist.) Where did her father take them? (to the zoo) What was the name of Aarti’s elder brother?

(Varun)

Where does her elder brother study? (in Aarti’s school)

What did Aarti and her elder brother play sometimes after school? (computer games)

• Notice that there is always scope to ask questions other than the ones listed in the book. Think of more such supplementary questions to help students understand the various details of the story.

• Go to the next page and read out the next two paragraphs. After fi nishing one reading, let the students take turns to read aloud one sentence each. It is an excellent way to grow reading skills in students as well as to encourage non-participative students in classroom activities. Ask them:

Where did Aarti’s grandparents live? (in Mumbai)

With whom did they live? (with Aarti’s aunt and her family)

When did Aarti visit them with her parents? (during summer holidays)

How many cousins did she have? (two) What did Mala say about her? (She was the

only child.) Did she have any uncle or aunt? (Yes, an

uncle and an aunt.) How many cousins did she have? (two

cousins) What did Mala love to do with them? (She

loved to play with them.)• Focus on the glossed words. Share your sweet

childhood memories about your favourite cousins with the class—ask students to tell about their cousins. Try to build a short conversation so that students can develop their speaking skills slowly.

• Finish the reading of the prose. Discuss the note on profession—ask them whether they know your profession—what kind of professions they like, etc. Ask some questions—

Who opened the door and when? (Aarti’s mother, at 7o’ clock when the doorbell rang.)

What did she say? (“Mala, your mother has come to pick you up.”)

Did Mala say ‘thank you’ to Aarti? (yes) Do you know when we use it? (Yes, we say ‘thank

you’ when someone has done something for us.) Why did Mala request Aarti to go to their

house the next day? (She wanted to show Aarti the pictures of her family.)


What did Aarti do when Mala got into the car? (Aarti waved goodbye to her.)

• Did you know about the greeting word ‘good bye’? (Yes, in the previous unit we have learnt this)—this kind of active recall helps students to learn comprehensively.

Story Narration

Narrate the story and ask students to contribute with words or phrases. In the narration, make your sentences as simple as possible.

Activity

Write some keywords on the blackboard—Aarti, Mala, mother, father, brother, grandparents, family, uncle, aunt, cousin, profession, dentist, journalist, photo etc. Now divide the students into groups. Ask each group to frame one or two sentences with the help of the keywords to sequence the story. You may check their grammar and conclude it. The purpose is to enhance students’ speaking skills and test their ability to memorise the sequence.

EXERCISES

Let’s understand

• Ask students to fi nd the answers of question A from the text on their own. Make sure that each student solves the question.

• Discuss the answers of question B and observe students’ responses. Allow them to answer in one or two words or in phrases. You may then sum up the answers and ask them to write those answers in their notebooks.

Activity

Write on the blackboard: 1. Aarti’s mother’s profession .................... 2. Aarti’s father’s profession .................... 3. Aarti’s brother’s name .................... 4. Aarti’s grandparents live here .................... 5. The season in which Aarti has holidays ..............Divide the students into fi ve groups. Ask them to answer at least one. Working in groups makes them comfortable.

Let’s learn words

• Ask students to look at the illustrations given on the top of page 42 and att empt the activity. The right words are arranged here as per the given illustrations. The idea is to make students comfortable in choosing the right word for the right profession.

Activity

Have your fl ashcards of diff erent professions ready in a pile. Ask each student to pick up a card from the pile and read the name of the profession aloud. Point a student at random to tell a sentence about the profession given on the card—example: doctor—who sees patients, teacher—who teaches us etc. Continue this till the fl ashcards get exhausted.


• Play the exercise and ask students to follow it in their books.

• Now write the ‘-er’ words and ‘-oo’ words on the blackboard. Pronounce the words clearly. Ask students to do the same after you.

Activity

Ask students to fi nd the ‘-er’ words from the text. They may work in pairs or small groups. Points will be awarded for the maximum number of words.

Let’s listen

Activity

Make a list of useful stationery on a chart paper—like pen, pencil, eraser, sharpener, glue etc. Arrange students in rows and keep the list before them. Read it out and ask them to listen to it carefully. Then close it and ask students to tell them to recall the stationery list. This is an excellent exercise to enhance their listening skills as well as to sharpen their memory power.• Now play the listening text and ask students to

follow it in their books. Play it for the second time and ask them to close their books and listen to it.

• Read the question aloud and help them to identify the answer.


Let’s spell well

• Write the words—singular and plural on the blackboard—give them some examples—‘girl’ and ‘girls’. Focus on the illustration given in the book—one girl and three girls.

• Explain to them how the spellings change in singular and plural forms. Read out the given words, write them on the blackboard. Ask students to read them aloud and practise it at home.


• Students have become familiar with the concept of noun—naming words in the previous unit. In this unit, it has been explained in detail. Tell students how we can divide the naming words like the names of people, animals, places, things, etc., into groups.

• Tell students to look at the illustrations given on page 44. Ask them to identify the groups. Talk it about—a group may include the common objects that we use in our daily chores. Ask them to write the answers on their own. Check if they have writt en the correct group names.

Activity 1

Make the columns of name, animal, place, things on the blackboard. Now choose and write some words at random: examples—Lalit, monkey, guitar, bedroom, fan, husband, cupboard, Delhi, beach, tulip, crocodile, mirror, elephant, library, Bina, snake. Ask students to put the words in the correct columns. They can do it orally. Divide the students into groups. Once a group names the correct column of a given word, the listeners may check or correct it. Points will be awarded to the group for the highest number of correct answers.

Activity 2

The previous activity is an eff ective way that help students to understand how we use naming words. Now explain to them that sometimes some words are used in pairs–example—‘bread and butt er’, ‘cup and saucer’. Such usage is common in English language. Write these examples in the sentences on the blackboard— 1. I just ate some bread and (cream/butt er), 2. Take a cup and saucer from the cupboard. 3. Put on your (shoes/ slippers) and socks

4. Did you put away the (door/lock) and key? 5. It’s bett er to forgive and (smile/forget). Now ask students to tick () the correct words and complete the word pairs. They can do the activity orally. The rationale of this activity is to prepare them for a broader introduction to the naming words or nouns—like proper noun, common noun, etc.

Let’s speak

• Ask students to tell about some situations where they use ‘please’ and ‘thank you’. Create a brief conversation—ask a student—‘please give me your pencil’. When he or she gives you the pencil, say ‘thank you’ to him or her.

• Now write the given situations on the blackboard and teach students to use ‘please’ and ‘thank you’ politely in those situations. Then ask them to frame the sentences on their own.

• Observe their tone and accent so see whether they refl ect politeness and gentleness.

Think and write

• Tell students to look at the crossword puzzle and fi ll in the missing lett ers. This exercise will help to develop their rapid thinking ability and they will have fun too.

Let’s learn more

• Give students access to the internet. Ask them to explore the given website. They can explore it at their homes also.

Life Skills

The two projects given here help students to acquire the skill of eff ective communication.Project 1: Family TreeDistribute the chart paper and crayons to the students. This is an individual activity. This time they will have to make the family tree on their own.Project 2: Being politeSome sentences are given in the book. Ask students to identify the polite requests from the given list and prepare a chart of those requests in their notebooks.


Time: 2 hours Marks: 50

Model Question Paper

1. Fill in the blanks with the correct lett ers as they appear in the alphabet. (5 × 1 = 5)

i) .......... G .......... ii) .......... V .......... iii) .......... D .......... iv) .......... R .......... v) .......... M ..........

2. Fill in the blanks to complete the sentences. (4 ×1 = 4)

i) My name is ................................................................ . ii) I like to go to school because ................................................................ . iii) A caterpillar becomes a ................................................................ when it fully grows up. iv) Aarti visits her grandparents during the ................................................................ holidays.

3. Tick () the correct answers. (4 × 1 = 4)

i) The trees are ..................... . (red/green) ii) The sky is ..................... . (blue/brown) iii) A butt erfl y has prett y ..................... . (wings/legs) iv) The monkey called its ..................... . (father/mother)

4. Choose from the words given in the box to complete the dialogues. (4 × 2 = 8)

Good morning, Hello, Goodnight, Good evening

i) Rita: .......................................................! How are you? Tina: I’m fi ne. How are you?

ii) Teacher: ....................................................... Anita Anita: Good morning, teacher.

iii) Mother: ....................................................... Sita. It is a lovely evening. Sita: Yes mother, let’s go for a walk.

iv) Ravi: ......................................................., I’m going to sleep now. Father: Goodnight Ravi!

5. Circle the correct words as indicated. (6 × 2 = 12)

i) word with two vowels lost meal ii) word with three consonants beach sore

ENGLISH CLASS 1 TERM 1

31 Model Questi on Paper

iii) word with the vowel ‘ou’ house least iv) word with the consonants ‘ch’ least lunch v) word starting with a vowel fi rst east vi) word ending with a consonant joke coin

6. Write the plurals of the following words. (4 × 2 = 8)

i) school ................................... ii) book ................................... iii) dish ................................... iv) bench ...................................

7. Write the short forms of the following. (4 × 1 = 4)

i) I + will ................................... ii) You + are ................................... iii) That + is ................................... iv) It + is ...................................

8. Write the names of fi ve children in your class, names of fi ve places in India, names of fi ve farm animals, names of fi ve things in your bedroom. (5 × 1 = 5)

Children Places Animals Things


LOOKING BACK (Page 9)

A.

driver soldier

waiter gardener

fi reman pilot

B.

doctor barber

carpenter teacher

C. 1 2 3 4 5

D. blackboard, books, students, notebooks, duster, table, chairs, desks, pictures, cupboard

E. Mr. Bear loves to eat honey To fi ll his great big tummy Then he plays with bunny Outside when it is sunny

1. WELCOME TO SCHOOL

Let’s start (Page 12)

I LOVE SCHOOL

Let’s understand (Page 14)

Tell students to write the answers on their own. Responses may very.

Think and write (Page 14)

books and notebook pencils lunchbox schoolbag

2. FUN AT THE PARK


A. 1. () 2. () 3. ()B. 1. The children are playing in the park. 2. In the picture, we can see a dog, a cat and

two birds. 3. There are fi ve children in the picture.

Let’s learn words (Page 19)

B. 1. yellow 2. green 3. blue

Let’s spell well (Page 19)

1. swing 2. cycle 3. cloud 4. chair 5. slide

Let’s learn grammar (Page 21)

B. 1. F, H 2. U,W 3. C, E 4. Q, S 5. L,ND. 1. a 2. i 3. u 4. ee 5. o, e

Life Skills (Page 16)

3. IF YOU WILL ONLY WAIT


A. 1. caterpillar 2. wings 3. butt erfl y

B. 1. The two insects in the story are a caterpillar and a bumblebee.

2. The caterpillar was sad because it had no wings with which it could fl y.

Answers to Coursebook

Green Light

33 Answers to Coursebook

3. The bumblebee told the caterpillar that if it could wait a litt le while, it could be the happiest one in the sky.

Let’s learn words (Pages 26 and 27)

A. 1. angry 2. sad 3. happy 4. laughing

B. Insects Birdsmosquitobutt erfl y

ant

peacocksparrow

crow

Let’s pronounce words (Page 27)

‘bugle’, ‘bull’ and ‘bush’


1. PP 2. LL 3. TT 4. EE 5. LL 6. PP 7. TT 8.EE


A. 1. A, I 2. O,A 3.E 4. U,E,E,E

B. 1. G,H,S,T 2. G,R,N,D 3. M,S,T,R 4. S,C,R


This 1. This is our classroom. 2. This is my desk. 3. This is my chair.That 1. That is our teacher’s table. 2. That is the blackboard. 3. That is my friend’s desk.

4. LITTLE SEEDS WE SOW


1. We sow seeds in the spring season.

2. The names of the vegetables given in the poem are carrots, peas, beans, tomatoes, pumpkins, and potatoes.

3. The line in this poem that tells that ‘spring will come again next year is “once again the birds will sing, litt le seeds we’ll sow next spring.”


A. 1. spring, sing 2. beans, greens 3. small, all

5. THE NAUGHTY MONKEY


Six monkeys.


A. 1. sleeping 2. afraid 3. naughtyB. 1. The monkey was afraid of the elephant

because the elephant woke up and tossed his head.

2. The monkey was afraid of the snake because the snake wrapped itself around him.

3. The mother told the monkey to say sorry to the snake.

4. The litt le monkey did learn his lesson. He wanted to be good to all.


A. 1. litt le 2. naughtyB. 1. big, nearby 2. angry 3. long

Let’s listen (Page 36)

1. long 2. trunks 3. food


1. I’m 2. you’re 3. that’s 4. we’re 5. I’ll



The monkey has a long tail. It has long arms. It climbs up the tree. It jumps from place to place.


1. () 3. () 4. () 6. ()

6. MY FAMILY


A. 1. () B. 1. Aarti says that her mother is a dentist; she

helps Aarti in her homework everyday. Aarti also says that she also loved cookies made by her mother.

2. She tells that her father is a journalist and writes for a newspaper. Her father took them to the zoo the last week.

3. Aarti has an aunt, an uncle, and two cousins.

4. Mala has an uncle, an aunt, and two cousins.


1. b 2. c 3. a

Let’s learn grammar (Pages 43 and 44)

1. animals 2. fl owers 3. fruits 4. toys 5. people

Let’s speak (Page 45)

1. Please mother, hold my hand. Thank you mother, for holding my hand. 2. Please father, help me with my homework.

Thank you father, for helping me with my homework.

3. Please, come to our party. Thank you for att ending our party.

A. 1. dentist 2. butt erfl y 3. mother 4. combed, clean 5. big, small

B. 1. birds 2. big 3. afraid 4. caterpillar 5. school

C. 1. () 2. () 3. () 4. () 5. ()

D. 1. The mother told the monkey to speak to the snake and say sorry.

2. The caterpillar was sad because it had no wings to fl y.

3. Mala has an uncle, an aunt, and two cousins. 4. Books, notebooks, pencils, lunchbox and

schoolbag are the things needed for school. 5. The names of the vegetables given in the

poem ‘Litt le seeds we sow’ are carrots, peas, beans, tomatoes, pumpkins, and potatoes.

E. 1. plumber 2. teacher 3. baker 4. carpenter 5. tailorF. 1. boys 2. chairs 3. maids 4. boxes 5. fl owers 6. curtains 7. buses 8. fi shes G. 1. it’s 2. it’ll 3. you’ll 4. he’s 5. I’mH. 1. dog 2. Neha, France 3. dress 4. bag 5. fl owers 6. aeroplane 7. Rahul, television 8. cheetah, animalI. 1. animals 2. fruits 3. vegetables 4. clothes 5. vehicles

LET’S REVISE

35 Answers to Practi ce Worksheets

Answers to Practice Worksheets

2. FUN AT THE PARKWorksheet 1B. F, G, S, L, B, J, UC. 1. d 2. y 3. r 4. q 5. n.

Worksheet 2A. BALL ball DOG dog HAT hat ANT ant HAND handB. b,k h,e l,o b,n,a,a e,e,p,h,n

3. IF YOU WILL ONLY WAITWorksheet 1B. 1. bb 2. pp 3. dd 4. ee 5. ll 6. rr 7. tt 8. ss

Worksheet 2A. 1. bull 2. big 3. spice 4. funB. 1. cat 2. bus 3. boy 4. tree 5. mug 6. pot

5. THE NAUGHTY MONKEYWorksheet 1Day scene 1. sun 2. trees 3. clouds 4. birds 5. school 6. a boy and a girlNight scene 1. moon 2. stars 3. dark sky 4. road 5. bright windows of two houses 6. trees

Worksheet 2A. 1. monkey – chatt er 2. snake – hiss 3. donkey – oink oink 4. elephant – trumpet 5. bee – buzz 6. pig – he hawB. 1. monkey, elephant, friends 2. mother, monkey

3. snake, tail 4. animals, forestC. 1. telephone – tring tring 2. tin cans – clatt er 3. wind – whoosh 4. car horns – honk honk 5. water from tap – tip tip

6. MY FAMILY

Worksheet 1A. houses trees birds sun stones cart fi eld grass boys girls shoes dresses river water bush sunshineB. 1. pilot 2. driver 3. baker 4.barber 5. doctor

Worksheet 2B. 1. lamps 2. saucers 3. fl owers 4. plates 5. pillows 6. churches

(Practice worksheets given in the coursebook)


Answers to Model Question Paper 1. i) F, H ii) U, W,

iii) C, E iv) Q, S

v) L, N

2. ii) it’s such a fun to be with my there.

iii) butt erfl y iv) summer

3. i) green ii) blue iii) wings

iv) mother

4. i) Hello

ii) Good morning,

iii) Good evening,

iv) Goodnight

5. i) meal ii) beach iii) house

iv) lunch v) east vi) coin

6. i) schools ii) books iii) dishes

iv) benches

7. i) I’ll ii) You’re iii) That’s

iv) It’s

8. Answers may vary. Following is an example.

Children : Ravi, Bani, Nitu, Mala, Tara

Places : Delhi, Agra, Jaipur, Kolkata, Kerala

Animals : dog, cat, lion, hare, bear

Things : bed, books, fl owers, curtains, fans

Mathematics Overall Lesson Plan 37

Term 1

ChaptersSuggested Allocation of Periods

Contents Expected Learning Outcomes

1.Pre-Number

Concepts8

• More or Less• Big and Small• Long and Short, Tall and Short• Heavy and Light• Same and Different

Students should be able to:differentiate between more and less, big and small, long and short, tall and short, heavy and light, and same and different

2.Shapes 4 • Shapes

Students should be able to:identify different plane shapes— square, rectangle, circle, triangle, oval; and to categorise the objects as per their shapes

3.Number 1-9

and 010

• Numbers 1-9• Concept of Zero • Number Line, Before, After and Between • Comparison of Numbers

Students should be able to:count, read and write numbers 1 to 9; write the numbers in their number names (1-9); recognise and write number zero; understand the role of zero; the meaning of a number line; the concept of before, after and in between; compare two numbers (0-9) and put correct symbols

4.Numbers Up

To 208

• Number 10• Numbers 11-20• Before, After and Between• Comparison of Numbers

Students should be able to:recognize and write number ten; count, read and write numbers (11 to 20); apply the concept of before, after and in between; compare the numbers and put the correct symbol; arrange numbers in ascending and in descending orders

5.Numbers Up

To 508

• Numbers 21-50• Before, After and Between• Comparison of Numbers • Ascending Order and Descending Order• Standard and Expanded Form

Students should be able to:recognise and write number ten; count, read and write numbers (21 to 50); apply the concept of before, after and in-between; compare the numbers and put the correct symbol; arrange the numbers in ascending and in descending orders

6.Numbers Up

To 10010

• Numbers 61-99• Concept of 100• Standard and Expanded Form• Before, After and In Between• Comparison of Numbers • Ascending Order and Descending Order

Students should be able to:count, read and write numbers (51 to 99); recognise and write the number hundred; understand the concept of before, after and in between; compare numbers (1-100) and put the correct symbol; arrange numbers in ascending and in descending order, write the numbers in their expanded form

7.Addition 12

• Concept of Addition and Its Symbol• Adding Zero to a Number• Adding Using a Number Line• Horizontal Addition • Vertical Addition

Students should be able to:understand the concept of addition; identify the symbol of addition; understand the property of adding zero to a number; add using a number line; add numbers horizontally and vertically; understand and solve word problems on addition

Mathematics Overall Lesson Plan


Lesson Plans — Mathematics

TERM 1

1. PRE-NUMBER CONCEPTSESSENTIAL TEACHING AIDS

• Same objects of two different sizes—big and small, e.g., pencils, notebooks, balls, crayons, books, apples etc.

• Long and short objects, tall and short objects (ropes, ribbons, threads, etc.), heavy and light objects (balloons, pencils, oranges, feathers etc.)

• Ample number of different types of countable objects like beads, cutouts, coins of different shapes and sizes.

CONCEPT EXPLANATION Recapitulation

¾ Students have some basic knowledge about some pre-number concepts like big-small, long-short, tall-short etc. Some more practical exposure to these concepts will be dealt with in this chapter through different hands-on experiences. Prepare them for the different activities to be performed during the course of the chapter by making them to form pairs. Students at this level are too small to understand the definitions and technical meanings of different concepts, so the concepts should be taught using various resources in their surroundings.

I. More or Less ¾ Hold a few pencils in one hand and a few

more in the other. Hold them tightly. Call a few students randomly in front of your table and ask them to look at both of your hands and compare which hand has more number of pencils by just looking at the bulk of quantity. Let them analyse and conclude the results. Repeat the same by calling different students each time and using different objects for comparison, e.g., erasers, cutouts, beads etc.

ACTIVITY ¾ Distribute different items in varied numbers

to each pair of students and ask each pair to

look at the quantity of objects in their hands and in their partner’s hands and speak out who has more items and who has less items.

¾ Ask students to look in their surroundings for example, in the gardens, playgrounds, etc., and compare the different things they see there e.g., flowers, grass, trees, etc., and then comment which things were more, e.g., flowers or trees and so on. Encourage the students to repeat this with the different objects they see in their surroundings at home and at school.

II. Big and Small ¾ Take two different-sized apples, balls,

crayons, etc. and introduce the students to the concept of big and small. Show them same objects of two different sizes and make them understand the concepts big and small.

ACTIVITY ¾ Divide students into two groups. Take two

sets of the same objects (pencils, apples, beads, etc.) of two different sizes. Give one group a few small-sized objects and the other group a few big-sized objects (one object to each student). Now, bang the table and ask each student to match with his/her partner, i.e., the student having the same object but of a different size. Once they are done, ask them to speak out who has the bigger item and who has the smaller item.

III. Long and Short, Tall and Short ¾ Show students some objects like ropes,

ribbons, threads or some other objects that can be classified under long and short objects, and explain them the concept of long and short. Now, give them some objects (long and short) and ask them to arrange the short objects on one side and the long objects on the other side. You may take examples from the classroom itself to explain this concept by calling two girls in the front (one having long hair and the other having short hair).

39 Lesson Plans — Mathematics

¾ Students have already been introduced to the term short and long. Now, it is also important to compare the concept of short with another concept, that is, tall. To explain this concept call two students in front (one taller than the other) and ask the others in the class to compare the height of the two students standing in front and state who is taller. Let them conclude and then introduce the concept of tall and short.

ACTIVITY ¾ Call a few students randomly in front of the

class and ask them to arrange themselves in ascending order as per their heights, i.e., they have to arrange themselves from the shortest one to the tallest.

IV. Heavy and Light ¾ Arrange a few heavy things and light things

on your table. Call students in groups and ask them to pick up each item one by one and speak out which item they feel is heavy and which is light in terms of weight. Take some more examples and make the concept clear.

ACTIVITY ¾ Ask students to find out the weights of their

parents and to find out who is heavier, i.e., their father or their mother. The same thing can be done with different students in the class by asking them to find out their weights by taking help from their parents.

V. Same and Different ¾ Make sets of same and different things on

the table, i.e., three same objects and one different object, e.g., 3 pencils and 1 eraser, 4 red crayons and 1 blue crayon and so on. Introduce the concept of same and different to students. Ask them to look around in the classroom and compare different things available in terms of their similarity and differences. Also encourage them to find similar and different objects at home.

Reinforcement ¾ Let students do the worksheets based on

above mentioned concepts to reinforce their learning.

2. SHAPESESSENTIAL TEACHING AIDS

• Different shaped objects (2D) like a circular plate, triangular sandwich, square slices of bread, circular pieces of cucumber/tomato, rectangular pieces of paper, shape cutouts of various 2D shapes (square, rectangle, circle, oval, triangle)


¾ Students are already familiar with some of the basic 2D shapes. Ask them to draw any four shapes they know, in their notebooks and then raise their hands to show what they have drawn. Also ask them to speak out the names of the shapes they have drawn.

I. Shapes ¾ Hold the shape cutouts in your hand one by

one and show it to the students. Ask them randomly to name the shapes shown by you and anything specific they observe in the shapes shown, in terms of their features like rounded or flat, etc. Let them come up with different terms to explain the different shapes.

¾ Involve students in different shape activities to make their understanding of shapes more clear.

ACTIVITY ¾ The school and its environment offer many

opportunities to explore various objects and their shapes. The teacher needs to create situations in the classroom for such exploration. For students, exploring shapes can be fun. The teacher can create an activity where students explore and share their observations with other students.

¾ Let students make small groups of 4 each and give each group some shaped cutouts. Explain to them to arrange the shaped cutouts in such a way that something specific comes out, e.g., a flower, a tree, a clown and so on.

¾ Make a few shape-puzzles and ask the students to solve them in groups.

¾ Call them randomly in front of you, and blindfold them. Ask the blindfolded student to touch and feel an object kept inside a bag.


This student cannot see the objects. When he is feeling it he describes the shape and texture of the object to the whole class. The students in the class try to guess what the object is. The teacher can write their guesses on the black/whiteboard. After a few minutes the blindfold is untied and the object is taken out. Students see it and check whether their guesses were right and discuss whether the description given by the blindfolded student was clear, how it could be made better, etc.

Reinforcement ¾ Let students do the worksheets based

on different 2D shapes to reinforce their learning.

3. NUMBERS 1-9 AND 0

ESSENTIAL TEACHING AIDS• Countable objects like beads, coins, pencils

erasers, etc., number flashcards (0-9), flashcards of number names from 0-9, alphabet cards (multiple sets), cards of symbols: <, > and =.


¾ Let students get into groups of four each and give each group, a set of beads or any countable object (from 2-9) randomly. Ask each student of a group to count the number of beads they have and tell it. The group who finishes the task first will be declared the winner. Engage them in some other counting games/activities also.

¾ Recall the nursery rhymes based on numbers, e.g., one two buckle my shoe, etc.

I. Numbers 1-9 ¾ Show flashcards of numbers 1-9 one by

one to the students and ask them to speak out the number shown. Test their number recognition skills by showing them the numbers randomly.

¾ Now focus on the formation of numbers as to how they are written by writing the numbers from 1-9 one by one on the black/whiteboard. Ask students to focus on the curves and straight lines used to form numbers.

¾ Call them randomly in front of you and

show the flashcards of numbers from 1-9. Ask the student, in front of you, to move his/her finger around the number written on the flashcard and understand how the particular number is formed. Now, let them do writing practice of numbers (1-9) in their coursebooks.

¾ Ensure that each student understands the formation of the numbers 1-9 through sufficient practice. They are already familiar with the different strokes used in each number but still if some formations need reinforcement give individual attention to students so that they grasp the writing skills.

¾ Once the students have had sufficient practice of number writing now tell them to write the numbers in words, i.e., in their number names. Encourage them to remember the spellings of the numbers from 1 to 9.

ACTIVITY ¾ Divide students into groups of nine. Call

any two groups in front. Give one group flashcards of number 1-9 and the other group the flashcards of their number names. Now ask the groups to jumble the cards. Explain to them that as you bang the table, each of them has to look for their partner, i.e., the one having the flashcard of any numeral will pair up with another having the flashcard of the number name of the same number.

¾ Perform the given activity in small groups. Call any one group in front and give them multiple set of alphabet cards. Now give each student of the group a number chit having any one number from 1-9 and ask them to find the alphabets used to write the particular number in its number name. Ask them to arrange the letters sorted as per the number names of the numbers given to them. Repeat this activity with all the groups.

II. Concept of Zero ¾ Hold a few things in your hand and show

it to students, e.g., pencils, erasers, beads, etc. and ask them to count them. While they count, keep putting down the things one by one as they say one, two, three and so on. At the end when they complete the counting there will be nothing left in your hand. Now

Lesson Plans — Mathematics 41

ask them what they will call it. In this way introduce the term zero, i.e., when nothing is left over, it is called zero. Write the formation of number zero on the board along with its number name. Explain the concept of zero using different examples such as an empty basket having zero fruits, a tree having zero leaves, a tree having zero apples, a plate having zero biscuits and so on.

¾ Engage them in writing practice for number zero using practice exercises in their notebooks.

ACTIVITY ¾ Engage students in several activities based

on the concept of zero, e.g., you may ask them to compare two sets of objects where on one side there will be a number of objects to count and on the other side there will be nothing to count which means zero.

¾ The teacher may ask them to make zero shaped puppets and also some other number puppets using cardboard and crayons in a cartoon form for class display.

III. Number Line and Before, After and Between

¾ Draw a number line from 0-9 on the black/whiteboard marking the numbers at equal distances. Explain the meaning of a number line to students using the number line drawn on the board. Explain to them that numbers are plotted in a sequence on a number line and we can see which number comes, before and after which number using the same.

¾ Involve students in an exercise where you will speak out a number and ask them to speak which number comes just before the spoken number and which number comes after that by looking at the number line. Repeat this with different numbers from 0-9. Highlight the usage of zero also during this exercise.

¾ Introduce the concept of before, after and between through the example of three animals given in the book.

ACTIVITY ¾ Call any three students in front and ask them

to stand in a horizontal line. Now explain to them the concept of before, after and between by pointing out the student in between and then asking them to speak out the name of the

student before the indicated student. Repeat this to clarify the concept of after.

IV. Comparison of Numbers ¾ Hold a few objects (pencils) in one hand

and a few (erasers) in the other hand. Now ask the students to look at both of your hands and tell which has more objects. Let them count the objects and then speak out. Explain to them that the set of objects more in number show a greater number and the set of objects less in number show a smaller number. Introduce to them greater than, less than and equal to symbols and how they are placed in between the two numbers, by writing an example on the black/whiteboard.

¾ Repeat the above activity with different number of objects in both of your hands and writing the two numbers on the black/whiteboard, then ask students to place the correct symbol in between the two numbers. Also take an example where you have an equal number of objects in both your hands and then explain them to place the ‘equal to’ sign.

ACTIVITY ¾ Write a number of examples on the board

for students to keep the correct flashcards of symbols of number comparison in between the two numbers. Keep on calling students randomly to the board to do this activity.

Reinforcement ¾ Recall the counting of numbers and the

different concepts mentioned above by conducting team-wise quizzes in class. Let students solve the questions of worksheets based on the topics covered in the lesson to reinforce their learning.

4. NUMBERS UP TO 20ESSENTIAL TEACHING AIDS

• Countable objects like beads, coins, pencils erasers, etc., number flashcards (0-20), flashcard of number names from 0-20, matchsticks, symbol cards of <, > and =.

CONCEPT EXPLANATION

Recapitulation ¾ Till now students have become familiar with


one-digit numbers. Have a quick recap of the numbers learnt so far, i.e., the numbers up to 9. Keep on asking them questions in the following form:

• 1 more than 1 is — • 1 more than 2 is — • 1 more than 3 is — At the end ask them if they know what is one

more than 9. Let them think and answer.

I. Number 10 ¾ Take 9 matchsticks or any other countable

object in one hand and hold one single object in the other hand. Now help them understand that one more than 9 is 10 and it is written as 1 followed by one 0. Introduce the next place after ones which is tens through an abacus. Explain to students that all one digit numbers are placed in the ones column/place and when another digit is introduced then, that is written under the tens place. Explain to them this fact by giving several examples on the black/whiteboard.

¾ Let students write number 10 in their notebooks 10 times along with its number name.

ACTIVITY ¾ Divide the students into small groups of

five each. Give each group a number of countable objects, e.g., beads to one group, pencils to the other group and so on. Ask the groups to arrange the objects in groups of tens and count how many tens are there. Let one representative from each group present the information in front of the class.

II. Numbers 11-20 ¾ As students are now familiar with the second

place of the numeration system which is the tens place, let them now get familiar with the numbers up to 20 by making them write the same in the writing section of the book. Let them also know how to write these numbers in their number names or simply in words. Give them enough writing practice of the same.

ACTIVITY ¾ Engage students in several counting activities

for numbers up to 20 using countable objects.

Ask them to form groups of 7, 11, 15, etc. and then count how many total full groups can be made without leaving any extra student behind.

III. Before, After and Between ¾ Draw a number line from 0-20 on the black/

whiteboard marking the numbers at equal distance. Recall the meaning of a number line to students using a number line drawn on the black/whiteboard. Explain to them that numbers are plotted in a sequence on a number line and we can see which number comes before and which comes after using the same number line.

¾ Take a number tape from numbers 0-20 and speak out a number and ask the students to speak which number comes just before the spoken number and which number comes after it by looking at the number tape. Repeat this with different numbers from 0-20.

ACTIVITY ¾ Give each of the students a long strip of

paper and ask them to write numbers from 0-20. Now conduct a quiz in class where you will ask questions based on before, after and in between (0-20), e.g., which is the number between 18 and 20, which is the number after 15 and so on. The students answering the questions fastest will be the winners of each question that you ask.

IV. Comparison of Numbers ¾ Call students in pairs in front and ask them

to pick up a number of objects in their hands. Ask them to count the number of objects they have picked up in their hands. After this, ask them to answer who has more number of objects. Write the counted numbers on the black/whiteboard and explain the usage of the symbol cards, <, > and = to the whole class. Call any student randomly from the rest of the class and ask him/her to place the symbol card in between the two numbers written on the black/whiteboard. You can also do this activity by using number flashcards.

Reinforcement ¾ After the students have had enough activities

and understanding of the above concepts, let


them solve the questions of worksheets to reinforce learning.

5. NUMBERS UP TO 50 ESSENTIAL TEACHING AIDS



¾ Students are already familiar with the numbers up to 20. The teaching methodology is the same for all two-digit numbers, so you can proceed in the same way as has been done earlier along with engaging them in different interactive activities.

I. Numbers 21-30, 31-40, 41-50 ¾ Students know about the tens place and how

to write two-digit numbers up to 20. Introduce the numbers further using a spike abacus. Help the students understand how the ones and tens place of a number can be represented on the abacus using the beads as per the digit at the ones and the tens place of the number. Call the students randomly in front and ask them to form numbers on the abacus using the correct number of beads, e.g., if they are required to form number 47 on the abacus, then they will put four beads in the tens spike and seven beads in the ones spike. You may demonstrate this activity through an example.

¾ Let students do writing practice of numbers from 21-50 along with their number names. Conduct a teamwise quiz in class where you will speak out the numbers randomly and the students will write the numbers and their number names on the black/whiteboard. You can also have them write the missing numbers on the board as a part of the game.

ACTIVITY ¾ Show them different number flashcards from

numbers 1-50 and ask them to recognise the numbers shown and speak out the numbers. Here, the objective is to build number recognition skills. You can also ask them to write the number name of the numbers shown on the paper chits to develop writing skills.

II. Before, After and Between ¾ Give students practice exercises in their

notebooks where they will write numbers before and after and in between.

ACTIVITY ¾ Give number chits to students from numbers

1-50 and organise a game where you will ask them questions like what number comes before number 45 so that the student having number chit of 45 will come in front first and then the student having number chit of 44 will come and stand before the student having number 45. Similarly, the student with number 46 will come and stand after number 45.

III. Comparison of Numbers and Ascending and Descending Order

¾ Explain the following rules of comparison of numbers to students:

• A two-digit number is always bigger than a one-digit number.

• If both numbers have two digits, compare the digit at the tens place. The one with a bigger digit at the tens place is bigger. Here, 5 is bigger than 2. So, 52 is bigger than 23.

• If both numbers have the same digit at the tens place, compare the digit at the ones place. The one with a bigger digit at the ones place is bigger. Here, 6 is bigger than 3; so, 46 is bigger than 43.

¾ Pick up any two number flashcards (1-50) and show it to students. Call any student randomly from the class and ask him/her to place the symbol card in between the two numbers shown by you, let other students observe so that they can also do the activity when their turn comes.

¾ Divide the students into small groups and give each group a set of number flashcards of numbers up to 50. Ask each group to arrange these cards first in ascending order and then in descending order. Each time they arrange the cards they will call the teacher to check whether they have arranged the numbers in the correct order.

38 8

23 52

46 43


IV. Standard and Expanded Form

ACTIVITY ¾ Give one matchstick to each student in the

class. Ask students to make bunches of ten matchsticks and keep them on the teacher’s table. It is possible that some matchsticks are left loose in the end after bunches of 10 are made, so let them keep those matchsticks besides the bunches made. Explain to them that 10 ones = 1 ten. Call any one student and ask him/her to count the numbers of bunches created, e.g., 3 bunches of 10 matchsticks, so that can be written as 3 tens. Call another student and ask him/her to count the loose matchsticks, e.g., 5 matchsticks; so, write 5 ones on the black/whiteboard. Express all the matchsticks as 3 tens and 5 ones and write the equation on the black/whiteboard. Explain to them that there are 35 matchsticks in all, so that can be written as 3 tens and 5 ones. Let them understand that the expanded form of number 35 is 3 tens and 5 ones and the standard form here is the number 35 itself.

¾ Repeat the same activity using different numbers up to 50 and using different objects that can be grouped into tens, e.g., toffees, pencils, beads, etc. Let all of them practise making the expanded form of numbers.

Reinforcement ¾ Let students practise the expanded form of

numbers through different countable objects to have a grasp of the concept. Reinforce that 10 ones = 1 ten.

¾ After the students have had enough activities and understanding of the above concepts, let them do the given worksheets to reinforce learning.

6. NUMBERS UP TO 100 ESSENTIAL TEACHING AIDS


CONCEPT EXPLANATION

Recapitulation ¾ Have a recap of the different concepts

related to numbers up to 50, e.g., number names, ascending and descending order, standard and expanded form of numbers, etc. by writing a few questions on the black/whiteboard and students solving the same in their notebooks. You may assist wherever required. Let them recall that 10 ones = 1 ten

I. Numbers 61-99 ¾ Ask students to go through the number

names of numbers from 61 to 99 given in their books and try to understand the flow in which each series is written; for example, numbers from 60 to 69 will follow a fixed pattern, e.g., sixty-one, sixty-two... sixty- nine and, then, when the number seventy comes then a certain fixed pattern will be followed. So, the key here is that one needs to remember the tens number and then keep on writing one, two, three respectively behind that, e.g., seventy-one, seventy-two... seventy-nine, etc.

¾ Let students observe the patterns where each number is expressed as a set of tens and ones from the book, e.g., number 65 is written as 5 ones and 6 tens and so on. Let them observe the matchsticks arranged in bunches of ten and the loose matchsticks arranged beside the bunches and understand how numbers are formed. This can be again related to the expanded form of numbers.

¾ Ask students to do writing practice in their textbooks of numbers up to 99 with their number names.

ACTIVITY ¾ Engage students in abacus activities where

you will speak out certain numbers and they will form the spoken numbers on the abacus. You can also form numbers on the abacus and ask them to speak out the numbers they see on the abacus.

II. Concept of 100 ¾ Till now the students have had enough

practice of writing and understanding the numbers up to 99. All the numbers from 10-99 have two digits. Revise with them the two places they have learnt so far, i.e., the ones place and the tens place. You may take an abacus and form different two-digit


numbers to reinforce that. Once they are clear with the two places then ask them about the number that comes just after 99. Let them think for a while and then let them know that it’s the number 100 that comes after 99. Introduce them to the third place which is the hundreds place. Explain to them that for representing any three-digit number on the abacus we use the third spike of the abacus. Show the number 100 on the abacus. Make them practise writing number 100 and in words in their books and notebooks.

ACTIVITY ¾ Make 10 bunches of 10 matchsticks each

and call any one student randomly in the front. Ask him/her to count the number of bunches together and then the total number of matchsticks together. Make them understand the relationship, 10 ones = 1 ten and 10 tens = 1 hundred. They should be able to understand that 10 matchsticks together make a bunch of one ten and ten bunches of ten matchsticks each makes a total of hundred. Repeat the activity with other countable objects and make them understand the above mentioned relationship between the ones, tens and hundreds.

III. Standard and Expanded Form ¾ Students have done standard and expanded

form in the previous lesson. Reinforce the same method for numbers from 61 to 99, before moving on to write the expanded form of number 100.

ACTIVITY ¾ Distribute one pencil to each student in

the class. Ask them to make bunches of ten pencils and keep them on the teacher’s table. It is possible that some pencils are left loose in the end after the bunches of 10 are made, so let them keep those aside the bunches made. Call any one of them and ask him/her to count the numbers of bunches created, e.g., 7 bunches of 10 pencils so that can be written as 7 tens. Call another student and ask him/her to count the loose pencils, e.g., 8 pencils, so write 8 ones on the black/whiteboard. Express all the matchsticks as 7 tens and 8 ones and write the equation on the black/whiteboard. Explain to them that there

are 78 pencils in all, so that can be written as 7 tens and 8 ones. Let them understand that the expanded form of number 78 is 7 tens and 8 ones and the standard form here is the number 78 itself. Repeat this with other numbers up to 99.

¾ Now to explain the expanded form of the number 100, make them understand that in the number 100, the digit at the tens place and at the ones place are zero, so the number has only one hundred in it. Thus the expanded form of number 100 can be written as 1 hundred, 0 tens and 0 ones or simply one hundred only.

IV. Before, After and In Between ¾ Numbers before, after and in between a

given number can be explained in the same way as lower numbers are explained by using the number flashcards of numbers up to 100. Focus on the point that the number 100 comes after number 99 and 99 is the largest two-digit number. Also make them understand that number 100 is the smallest three-digit number.

V. Comparison of Numbers and Ascending and Descending Order

¾ Rules for number comparison will be the same as explained for numbers up to 50. But here in this section number hundred is also introduced which is of three digits. So here the focus will be on the third place, i.e., the hundredth place. Explain to students that the third place from the right in any three-digit number is the hundredth place. Also that a three-digit number is always greater than a two-digit number, so the number one hundred is greater than all the two-digit numbers. Place appropriate symbol cards between the three numbers 56, 78 and 100 and show it to them, thus making them understand that number 100 is greater than all two-digit numbers.

¾ While teaching the ascending order of numbers, give the students three sets of numbers. Ask them to choose the smallest one first. Then the next largest, and so on. Tell them that when we do this, then we are actually writing the numbers from the smallest to the greatest. Repeat the same while teaching them the descending order.


Reinforcement ¾ Ask the students to do the given worksheets

to reinforce the concepts learnt from numbers up to 100.

¾ Engage them in various activities where they would arrange the different number flashcards in ascending and descending order. Thus reinforce the comparison of numbers from 0-100.

7. ADDITIONESSENTIAL TEACHING AIDS

• Countable objects like beads, coins, pencils erasers, number flashcards (0-50), symbol cards of addition etc.


¾ Students are already familiar with numbers up to 100 and the sequence in which these are written. Speak out a few numbers and ask them to speak which number comes next to that number. Let them speak out the answers. Give equal opportunity to all students to give at least one answer. Now, explain to them that when we move further from one number to the other in a sequence then we are simply putting one more number in it, e.g., if we ask what comes after 45, the answer will be 46 which is one more than 45. Similarly, number 78 is just one more than number 77 and so on. Use this relationship between the numbers to introduce the concept of addition further.

I. Concept of Addition and Its Symbol ¾ Take any three pencils (or countable objects)

in one hand and one more pencil in the other hand. Ask the students to count the total number of pencils. Introduce the concept of addition as: when one pencil is added to 3 pencils, the answer is 4. Repeat this with other objects and numbers in the same way and make students understand the concept of addition.

¾ Show them the symbol card of addition and write the symbol of addition on black/whiteboard.

¾ Use body movements to demonstrate addition. For example, ask 9 students to

stand in a line in front of the class. Then ask three of them to put their hands up in the air and five of them to cross their arms. Ask how many students are standing with their arms up in the air and how many are crossing their arms. Then ask how many students are there in all. This may be reinforced with other numbers on the black/whiteboard.

ACTIVITY ¾ Give a square-lined paper and crayons of

two colours to each student. Write a sum on the black/whiteboard, e.g., 4 + 5 and let the students colour the required number of squares according to the problem and find the answer.

¾ Create two groups of matching cards for different sets of numbers. For example, you would need 14 cards for the 7 digits from number zero to six. Mix up the cards and place them face down on the table. Let two students find matching pairs that add up to six. When they turn over the two cards and find that they do not add up to six, they have to place them back in the position that they were at the beginning. If the two cards do match and add up to six, the student who finds the matching pair keeps the cards. The game continues till all the pairs are matched.

¾ Let them place the addition symbol card in between the two numbers to form an addition sum.

II. Adding Zero to a Number ¾ Keep two glasses on the teacher’s table.

Place two pencils in one of the glasses. Place nothing in the other. Ask the students how many pencils are there in all. Connect this activity and other such activities to the concept of adding zero.

¾ The students can work out the number combinations themselves by using five crayons. Let them draw two circles. Let all the five crayons be in one circle. The other circle would be empty. Therefore, the first combination that is built will be 5 + 0. Then let them put one crayon in the empty circle. That would lead them to 4 + 1. This can be continued until they get to 0 + 5. Use the same idea to build all the number combinations up to 10.


III. Adding Using a Number Line ¾ Draw a number line on the floor, and ask a

student to stand on number three. Then ask him/her to go forward four places and show the class that he/she now stands at number seven. Repeat with several other numbers.

¾ Let students practise addition using a number-line from the book.

IV. Horizontal Addition ¾ Explain to them the concept of horizontal

addition by writing different examples on the black/whiteboard. Create the given activity chart for the bulletin board and let them fill the answers, i.e., the missing numbers, using the concept of addition. Keep on changing the central number each time.

ACTIVITY ¾ Put up number spiders like the one shown

below. Change the number every week. 8 + 0 2 + 6

5 + 3 3 + 5

4 + 4 6 + 2 0 + 8 7 + 1

V. Vertical Addition ¾ Explain to students the concept of vertical

addition by writing different examples on the black/whiteboard.

• Use the cloth pegs to demonstrate vertical addition. Keep the cardboard on the table and place the cloth pegs vertically as shown.

3 + 4 +

• Reinforce a particular number combina-tion by writing that numeral in bold, on the blackboard. For example, if you are reinforcing the combinations of the number eight, write 8 with a different colour chalk/pen on the black/whiteboard. Now tell the students that you are going to call out one

part of the number combination and that you expect them to reply by calling out the other part. For example, if you call out 3, a student should reply 5. If you call out 7, a student should reply 1. This game has to be played at a brisk speed to generate excitement in the class.

Reinforcement ¾ Ask the students to do the given worksheets

to reinforce the different concepts in addition.

8

48

Chapter Worksheet

Teacher’s signature : ____________________

Name : ____________________________ Class : _______________ Date : _______________

Teacher’s Resource Pack-1 (Term-I)

Pre-Number Concepts1 1

1. Circle the one that is tall.

(a) (b)

2. Circle the one that is short.

(a) (b)

Chapter Worksheet

49Teacher’s signature : ____________________

Name : ____________________________ Class : _______________ Date : _______________

Pre-Number Concepts

Pre-Number Concepts1 2

1. Tick (3) the heavier one and cross (7) the lighter one.

(a) (b)

2. Circletheonethatisdifferentfromtheothers.

(a)

(b)

50

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1. Name the given shapes.

(a) (b) (c)

(d) (e)

2. Draw an object using the shapes shown above.

Shapes2 1

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Shapes

1. Name the shapes of the given objects.

(a) (b)

(c)

2. Colour the clown as per the given colour code.

Shapes2 2

Rectangle : Green

Square : Red

Circle : Blue

Triangle : Orange

Oval : Yellow

52

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


3 1

1. Fill in the missing numbers in the given pictures.

a.

b.

2. Count and write how many apples are there on the trees.

a. b. c. d. e.

3. Fill in the blanks.

a. 3 comes before b. 4 comes after

c. 9 comes after d. 7 comes in between and

Numbers 1-9 And 0

13 5

8

1

7

3 4

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Numbers 1-9 And 0

1. Tick (3) the plate having zero bananas.

2. Write in words.

a. 1 _________________

b. 3 _________________

c. 5 _________________

d. 7 _________________

3. Count the objects and put the correct symbol (>, < or = ) in the circles.

a.

b.

c.

4. Circle the animal which is in between the two cats.

3 2Numbers 1-9

And 0

54

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


4 1

1. Fill in the boxes.

a. 1 more than 6 is b. 1 less than 5 is

c. 1 more than 7 is d. 1 more than 2 is

e. 1 less than 8 is

2. Write the number names of the following numbers.

a. 13 ___________________ b. 17 ___________________ c. 12 ___________________

d. 10 ___________________ e. 20 ___________________

3. Write ones and tens in the following.

a. _________________ tens _________________ ones

b. _________________ tens _________________ ones

c. _________________ tens _________________ ones

d. _________________ tens _________________ ones

4. Put the correct sign >, < or = in the circles .

a.

b.

c.

Numbers Up to 20

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Numbers Up to 20

Numbers Up to 204 2

1. Lookatthenumbertapeandfillintheboxeswiththecorrectnumbers.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

a. comes before 19.

b. comes after 16.

c. 19 comes before .

d. 11 comes after .

e. 17 comes in between and .

2. Circle the smaller number in the pairs.

a. 18 20 b. 14 18 c. 11 13

d. 12 13 e. 17 14

3. Write these numbers in ascending order.

a. 8, 4, 9, 17, 1 = _________________________________________________________

b. 12, 19, 14, 11, 6 = _________________________________________________________

4. Write these numbers in descending order.

a. 14, 13, 17, 18, 20 = _________________________________________________________

b. 4, 11, 12, 19, 20 = _________________________________________________________

56

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


5 1

1. Arrange the numbers in descending order.

a. 41, 36, 40, 32, 15, 28 = _________________________________________________________

b. 28, 35, 13, 21, 42, 44 = _________________________________________________________

c. 36, 42, 14, 13, 1, 10 = _________________________________________________________

d. 49, 50, 14, 33, 41, 36 = _________________________________________________________

2. Look at the given abacus and write the correct numbers.

a. : ____________________________

b. : ____________________________

c. : ____________________________

3. Put the correct symbols >, < or = in the given boxes.

a. 35 24 b. 14 13

c. 50 49 d. 46 46

e. 38 35 f. 27 26

Numbers Up to 50

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Numbers Up to 50

5 2

1. Count and write the correct answers.

Tens Ones Number Number name

a. = __________ __________ _____________________

b. = __________ __________ _____________________

2. Write the standard form of the following numbers.

a. 3 tens 5 ones =

b. 4 tens 6 ones =

c. 2 tens 9 ones =

d. 1 tens 7 ones =

e. 3 tens 2 ones =

3. Write the expanded form of the following numbers.

a. 37 = ___________________________________________________________

b. 48 = ___________________________________________________________

c. 29 = ___________________________________________________________

d. 50 = ___________________________________________________________

e. 25 = ___________________________________________________________

Numbers Up to 50

58

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


6 1

1. Fill in the missing numbers in the snakes and ladders game given below.

2. Write the tens and ones for the following numbers.

a. 87 = tens ones.

b. 52 = tens ones.

c. 68 = tens ones.

d. 70 = tens ones.

3. Write the correct numbers.

a. 4 tens and 2 ones = b. 7 tens and 5 ones =

c. 8 tens and 9 ones = d. 9 tens and 2 ones =

Numbers Up to 100

100 99 98 96 94 93 92

1 2 4 5 6 8 109

11131415161819

21 22 23 24 25 27 28 29 30

3132333436 35383940

41 4243 44

45 4647 49 50

51525355

565758

5960

62 6364

65 66 6768 70

7172747576

777980

8182 8483 86 87

8889

90

12

91

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Numbers Up to 100

6 2

1. Form the number 100 on the given abacus by drawing appropriate beads on it.

2. Look at the set of matchsticks and form correct numbers.

a. =

b. =

c. =

d. =

e. =

f. =

3. Write the number names for the following numbers.

a. 87 = __________________________________

b. 96 = __________________________________

c. 38 = __________________________________

d. 49 = __________________________________

e. 88 = __________________________________

f. 75 = __________________________________

Numbers Up to 100

60

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


7 1

1. Complete the addition as shown.

a. and more make =

b. and =

c. and more make =

d. and 0 more make =

2. Draw the correct number of balls for the following addition sums.

a. 3 + 5 = 8

b. 4 + 4 = 8

c. 2 + 7 = 9

3. Add using a number line.

a. 5 + 4 =

b. 3 + 8 =

Addition

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Addition

7 2

1. Add the following horizontally.

a. 3 + 2 = b. 3 + 3 =

c. 4 + 3 = d. 4 + 5 =

2. Add the following vertically.

a. 3 1 + 4

b. 2 7 + 1

c. 1 2 + 6

d. 1 3 + 2

3. Fill in the numbers using the properties of addition.

a. 3 + 0 =

b. 5 + 2 = 2 +

c. 0 + 7 =

d. 5 + 1 = 1 +

e. 6 + 2 = + 6

f. 9 + 0 =

4. Thereare20flowersonplantIand12flowersonplantII.Howmanyflowersarethereinall?

Flowers on plant I = __________

Flowers on plant II = __________

Total number of flowers = __________ + __________ = __________

Addition


MATHEMATICS CLASS 1 TERM 1


1. Tick (3) the shorter one. (3)

a. b. c.

2. Tick (3) the bigger one. (3)

a. b. c.

3. Write the number names of the following numbers. (4)

a. 41 = _________________________ b. 62 = _________________________

c. 78 = _________________________ d. 89 = _________________________

4. Write the numerals of the following numbers. (4)

a. Ninety-nine = b. Twenty-three =

c. Thirty-six = d. Eighty-five =

5. Name the shapes used in the following picture. (5)


Model Question Paper 63

6. Write the numbers coming before and after the following numbers. (4)

Before After Before After

a. 27 b. 39

c. 42 d. 58

7. Write in ascending order. (3)

a. 98, 87, 42, 46, 56, 32 = _______, _______, _______, _______, _______, _______,

b. 24, 15, 22, 39, 55, 78 = _______, _______, _______, _______, _______, _______,

c. 12, 92, 95, 84, 78, 11 = _______, _______, _______, _______, _______, _______,

8. Write the following sets of numbers in the descending order. (3)

a. 36, 42, 51, 81, 86, 24 = _______, _______, _______, _______, _______, _______,

b. 28, 39, 44, 37, 59, 61 = _______, _______, _______, _______, _______, _______,

c. 72, 87, 34, 48, 52, 26 = _______, _______, _______, _______, _______, _______,

9. Put the correct symbol (>, <, =) in the boxes. (4)

a. 29 39 b. 87 72

c. 11 11 d. 42 52

10. Write the numbers that come in between the given numbers. (3)

a. 46 48 b. 98 100 c. 57 59

11. Add the following numbers. (6)

a. 12 + 32 = b. 13 + 36 = c. 42 + 12 =

d. 11 + 6 = e. 34 + 2 = f. 46 + 11 =

12. Write the numerals for the following numbers and then add them. (4 + 4)

a. Twenty-one and twelve = =

b. Sixty-two and twenty-two = =

c. Twenty-eight and one = =

d. Fifty-five and thirteen = =



LOOKING BACK1.

Five

Eight

Seve

n

Four

Three

Nine

7

98

4 3

5

2. 9, 1, 7, 4, 3

3. b. 17; 18; 19 c. 14; 15; 16 d. 22; 23; 24 e. 28; 29; 30 f. 30; 31; 32 g. 35; 36; 37 g. 44; 45; 464. Before: 12; 29; 40; 28; 49 After: 17; 26; 30; 41; 505. b. < c. > d. = e. > f. <

6. b. c.

7. b. 13 c. 11 d. 108. b. 6 c. 4 d. 5

1. PRE-NUMBER CONCEPTS1. b.

c.

2. b. c.

d.

3. b.

c.

d.

4. b. c.

d.

5. b.

c.

d.

6. b. c.

d.

2. SHAPES1. Circle Triangle

SquareOval

Rectangle

3. NUMBERS 1-9 AND 0

1. 9, 7, 1, 1,

5, 1, 2, 8


2. 3.

4. 4, 0,

6, 1

5. 3 comes before 4 3 comes after 2 4 comes before 5 4 comes after 3 6 comes before 7 6 comes after 5 7 comes before 8 7 comes after 6 8 comes before 9 8 comes after 76. a. 4, 7 b. 2, 5 c. 3, 77. a. > b. <8. b. 4 is equal to 4 c. 6 is greater than 29. b. Smallest to Largest: 1, 2, 5 Largest to Smallest: 5, 2, 1 c. Smallest to Largest: 7, 8, 9 Largest to Smallest: 9, 8, 7 d. Smallest to Largest: 0, 1, 4 Largest to Smallest: 4, 1, 0

4. NUMBERS UP TO 20

1. — 18 — 16 — 17

2. b. 1 tens 3 ones; 13; Thirteen c. 1 tens 4 ones; 14; Fourteen d. 1 tens 9 ones; 19; Nineteen e. 2 tens 0 ones; 20; Twenty3. a. 19 20 , 10 11 , 12 13 , 15 16

b. 16 17 , 18 19 , 13 14 , 19 20

c. 18 2019 , 9 1110 , 14 1615

4. 5169

81912

71811

61710

92013

5. b. 18 c. 17 d. 9 e. 19 f. 7 g. 20 h. 166. b. < c. > d. >7. b. 5; 12; 17 c. 1; 10; 14; 17 d. 4; 5; 16; 17; 208. b. 20; 19; 18 c. 14; 12; 8; 3 d. 17; 13; 10; 6; 4

5. NUMBERS UP TO 502. b. Tens 3 Ones 3 — 33 c. Tens 4 Ones 2 — 423. b.

T O

c.

T O

d.

T O4. b. 35 c. 42 d. 105. Standard Form: 44 Expanded Form: 4 tens and 4 ones, 446. Standard Form: 41, 48, 29 Expanded Form: 4 tens and 6 ones 3 tens and 4 ones 2 tens and 7 ones7. b. 36 c. 47 and 49 d. 508. 41, 42, 44, 45, 48, 509. 4 19 5 35 11 2443 23

33 3719 35 49 42 28 22 44 23

10. 36 36 = 9 12< 42 42 =

16 18< 0 21<

11. 27, 29, 36, 39 14, 21, 37, 4912. 42, 36, 23, 18 49, 45, 38, 2213. b. One less: 33, 32 One more: 35, 36 c. One less: 41, 40 One more: 43, 44

6. NUMBERS UP TO 1001. b.

T O

c.

T O

d.

T O2. b. 65 c. 82 d. 593. Standard Form: b. 67 c. 82 d. 99 Expanded Form: f. 9; 5 g. 7; 6 h. 6; 44. b. 96 c. 69 d. 62; 63 e. 78; 79


5. b. 64 c. 88 d. 66; 67 e. 92; 93

6. b. 55 c. 70 d. 93

7. 100 99 98 96 9597 94 93 92

1 2 3 4 5 6 87 109

11131415161720 1819

21 22 23 24 25 26 27 28 29 30

313233343637 35383940

41 4243 44

45 4647 4948 50

51525355

54565758

5960

6261 6364

65 66 6768 7069

717274 7375767779 7880

8182 84 8583 86 87

8889

90

12

91

8. b. > c. = d. = e. > f. < 9. b. 29, 44, 64, 65, 72, 92 c. 18, 36, 39, 54, 80, 8110. b. 98, 95, 88, 69, 63, 54 c. 62, 55, 49, 36, 30, 24

7. ADDITION1. b. 7; 4 and 3 more make 7 c. 8; 3 and 5 more make 8 d. 9; 5 and 4 more make 92. a. 10 b. 12 3. a. 9 b. 9 c. 5 d. 7 e. 6 f. 8 g. 6 h. 94. a. 8 b. 9 c. 3 d. 45. a. 8; 2 + 6 = 8 = 6 + 2 b. 8; 5 + 3 = 8 = 3 + 56. a. 3 b. 6 c. 3 d. 1 e. 97. b. 14 c. 48 d. 27 e. 29 f. 36 g. 46 h. 188. b. 94 c. 74 d. 65 e. 74 f. 69 g. 39 h. 589. a. 9 b. 29 c. 18 d. 14

REVISION1. 2.

3. 4.

5. 2, 4, 6, 8, 106. 85: Eighty-five 97: Ninety-seven 7. Sixty-three: 63 Eighty-seven: 878. a. 5; 3 b. 6; 7 c. 87 d. 499. a. 44, 70, 72, 73, 89, 98 b. 29, 44, 64, 65, 72, 9210. a. 96, 85, 74, 66, 55, 51 b. 98, 95, 88, 69, 63, 5412. a. 56 b. 1513. a. < b. = c. < d.>14. a. greater than b. greater than c. equal to15. a. 8

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

b. 10

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

16. a. 5 b. 717. a. 9 b. 818. a. 15 b. 28 c. 58 d. 3519. a. 3 + 5 = 8 b. 5 + 4 = 9

67 Answers to Worksheets

Answers to Worksheets

1. PRE-NUMBER CONCEPTSWorksheet 11. a. b.

2. a. b.

Worksheet 2

1. a.

73

b.

7 3

2. a. b.

2. SHAPESWorksheet 11. a. Square b. Triangle c. Oval d. Rectangle e. Circle

Worksheet 21. a. Circle b. Triangle, circle and rectangle c. Triangle

3. NUMBERS 1-9 AND 0Worksheet 11. a. 2, 4, 6, 7, 9 b. 2, 5, 6, 8, 92. a. 3 b. 2 c. 7 d. 0 e. 13. a. 4 b. 3 c. 8 d. 6, 8

Worksheet 21.

2. a. One b. Three c. Five d. Seven3. a. < b. > c. =

4.

4. NUMBERS UP TO 20Worksheet 11. a. 7 b. 4 c. 8 d. 3 e. 72. a. Thirteen b. Seventeen c. Twelve d. Ten e. Twenty3. a. 1; 3 b. 1; 4 c. 1; 2 d. 1; 84. a. < b. > c. =Worksheet 21. a. 18 b. 17 c. 20 d. 10 e. 16, 18

2. a. 18 20 b. 14 18

c. 11 13 d. 12 13

d. 17 14

3. a. 1, 4, 8, 9, 17 b. 6, 11, 12, 14, 194. a. 20, 18, 17, 14, 13 b. 20, 19, 12, 11, 4

5. NUMBERS UP TO 50Worksheet 11. a. 41, 40, 36, 32, 28, 15 b. 44, 42, 35, 28, 21, 13


c. 42, 36, 14, 13, 10, 1 d. 50, 49, 41, 36, 33, 142. a. 42 b. 33 c. 29

3. a. > b. > c. > d. = e. > f. >

Worksheet 21. a. 2, 3, 23, Twenty-three b. 4, 4, 44, Forty-four2. a. 35 b. 46 c. 29 d. 17 e. 323. a. 3 tens and 7 ones b. 4 tens and 8 ones c. 2 tens and 9 ones d. 5 tens and 0 ones e. 2 tens and 5 ones

6. NUMBERS UP TO 100Worksheet 11.

100 99 98 97 95

85

7378

61

78

96 94 93 92

1 2 4 5 6 8 109

11131415161819

21 22 23 24 25 27 28 29 30

3132333436 35383940

41 4243 44

45 4647 49 50

51525355

565758

5960

62 6364

65 66 67

54

48

37

26

17

3 7

68 70

71

69

747576

777980

8182 8483 86 87

8889

90

12

91

2. a. 8, 7 b. 5, 2 c. 6, 8 d. 7, 0

3. a. 42, 75, 89, 92

Worksheet 21.

2. a. 10 b. 30 c. 20 d. 70 e. 90 f. 603. a. Eighty-seven b. Ninety-six c. Thirty-eight d. Forty-nine e. Eighty-eight f. Seventy-five

7. ADDITIONWorksheet 11. a. 6 b. 9 c. 7 d. 82. a. + = b. + = c. + =

3. a. 9

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

b. 11

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Worksheet 21. a. 5 b. 6 c. 7 d. 92. a. 35 b. 28 c. 18 d. 153. a. 3 b. 5 c. 7 d. 5 e. 2 f. 94. Flowers on Plant I = 20 Flowers on Plant II = 12 Total Number of Flowers = 20 +12 = 32

69 Answers to Model Question Paper

Answers to Model Question Paper

1. a.

3

b.

3

c.

3

2. a.

3

b.

3

c.

3

3. a. Forty-one b. Sixty-two c. Seventy-eight d. Eighty-nine4. a. 99 b. 23 c. 36 d. 85 5. Triangle

Circle

Oval

Rectangle

6. a. 26, 28 b. 38, 40 c. 41, 43 d. 57, 597. a. 32, 42, 46, 56, 87, 98 b. 15, 22, 24, 39, 55, 78 c. 11, 12, 78 , 84, 92, 958. a. 86, 81, 51, 42, 36, 24 b. 61, 59, 44, 39, 37, 28 c. 87, 72, 52, 48, 34, 269. a. < b. > c. = d. <10. a. 47 b. 99 c. 5811. a. 44 b. 49 c. 54 d. 17 e. 36 f. 5712. a. 21 + 12 = 33 b. 62 + 22 = 84 c. 28 + 1 = 29 d. 55 + 13 = 68


Term 1



1.About Myself

10 • All about myself

Students should be able to:express all the information about themselves such as their name, their parent’s names, address, birthday, etc.

2.My Body 10

• External parts of body• Sense organs

Students should be able to:identify the different external parts of a body and also name them; identify the sense organs and their functions

3.My Family 10

• Members of a family• Small family• Big family• Large family• Single parent family

Students should be able to:identify the relations in their family; categorise their families according to the number of members living together

4.Healthy Habits

10 • Healthy habits

Students should be able to:understand the importance of healthy habits and they should develop these habits in their everyday life

5.Our House 10 • Types of houses

• Different rooms in a house

Students should be able to:understand the important role of a house and categorise the different types of houses around them; name different rooms in a house and explain their importance

6.Our Food 10

• Role of food• Types of food• Meals in a day

Students should be able to:understand the importance of food for health and growth; identify different types of food they eat and the three important meals in a day; avoid junk food and prefer a balanced diet

EVS Overall Lesson Plan

71 Lesson Plans — EVS

Lesson Plans — EVS

TERM 1

2. My Body

EssEnTial TEaCHinG aidsCoursebook and a notebook, a chart of the parts of a body

ConCEpT ExplanaTion

Introduction ¾ Tell students that they are going to learn

about the parts of their body. ¾ Let them stand up and take a step forward.

Ask them which parts of their body they use for walking.

¾ Ask them to hold up their school bag. Ask them which of their body they use to hold it.

¾ Let them take a deep breath. Ask them which parts of their body work when they breathe.

¾ Use a chart of the parts of the body and show each part to them.

¾ Recite the poem aloud. ¾ Ask them to touch the parts of their body as

they sing. ¾ Tell them to write down the parts of their

body on the blackboard.

i. Body parts and sense organs ¾ Ask each student to look at the illustration

on page 9 and talk about the parts of their body.

¾ Ask them to read the whole chapter. Tell them to reread the chapter if they finish before everyone else. When they have finished, ask students to tell the parts of body they have read about. Have students point out the parts of their bodies.

¾ Ask them questions like: • How many eyes do they have? • How many noses do they have? • How many fingers do they have? • How many cheeks do they have? • How many chins do they have? • How many legs do they have?

• How many ears do they have? ¾ Ask them if they can count their hair. ¾ Write some incomplete sentences on the

blackboard, e.g., We see with our .... . Get students to complete the sentences using the format given below:

We see with our ................................................ We hear with our ............................................... We smell with our ............................................. We eat with our .................................................

Reinforcement

¾ After explaining the lesson and assessment, please refer to worksheets 1 and 2 of this chapter. Help the students in solving the questions.

ExploRE ¾ Activity: Read out the question. Get students

to answer it orally.

lifE skills ¾ Ask students to think of the parts of their

body while reciting the rhyme.

lET’s loGin ¾ Tell students to use the internet with the help

of the computer teacher or parents and click on the link given at the end of the chapter.

¾ Ask them to explore more activities about the various parts of our body.

3. My faMily

EssEnTial TEaCHinG aids

Coursebook and chalk

ConCEpT ExplanaTion

Introduction ¾ Ask students what they understand about

the term ‘family.’ ¾ Tell them who all make a family. ¾ Tell them that they are going to learn about

family.


¾ Read the rhyme aloud at a slow pace, line by line, explaining the meaning of important words like hug, share, help, etc.

¾ Ask students if they have come to know about family after reading this poem.

¾ Tell them how important it is for each one of us to live in a family.

i. Types of families ¾ Ask students to read through the entire

chapter. ¾ Explain to them various types of families,

as shown in the coursebook using the given illustrations.

¾ Ask them to do in-text exercise which is learning with fun for them.

¾ Tell them about different relationships we have with our family members.

¾ Ask them a few questions related to family like:

• Whom do they love the most in their family?

• How many brothers and sisters do they have?

¾ Explain to them the different relations that exist in a large family by drawing a family tree like this.

Grandfather/Grandmother

Father/Mother Uncle/Aunt

Me Brother Sister Cousin Cousin brother sister

¾ Using this tree, make students familiar with the relations like siblings (brothers and sisters) cousins, nephews, uncles, aunts, etc.

¾ Tell them about the fact given in the snippet ‘Fact zone.’

Reinforcement ¾ After explaining the lesson and assessment,

please refer to worksheets 1 and 2 of this chapter. Help the students to solve the questions.

ExploRE ¾ Activity: Ask the students to write the

names of their family members in the given family tree.

lifE skills ¾ Read out the first question and ask the

students to mention which family member helps them in doing their homework, getting dressed, eating food and reading storybooks.

¾ Read out the second question and ask them to discuss and find out the relations. For example, a father’s father is called a grandfather.

lET’s loGin ¾ Tell students to use the internet with the

help of their computer teacher or parents and click on the link given at the end of the chapter.

¾ Ask them to explore more about a family.

4. HEalTHy HaBiTsEssEnTial TEaCHinG aids

Coursebook and a notebook, chalk

ConCEpT ExplanaTion

Introduction ¾ Start by asking students what they do to

keep themselves clean everyday and write them on the blackboard.

¾ Tell students that they are going to learn about healthy habits.

¾ Ask them the importance of keeping their body clean.

¾ Ask them to look at the warm-up activity and observe each picture and tell what the child is doing in the pictures and what items he is using.

¾ Ask them what happens if they do not follow healthy habits.

¾ Try to find out if they know that remaining dirty, can cause diseases.

¾ Motivate them to complete the warm-up activity.

i. Healthy Habits and staying Clean ¾ Tell students to read through the entire

chapter carefully. ¾ Refer to the pictures in the coursebook and

explain to them that these are unhealthy habits and we should not follow them.

Lesson Plans — EVS 73

¾ Ask them questions like: • Why should they not bite their nails? • Why should they avoid eating food from

roadside vendors? • Why should they get up early in the

morning? • What could happen if they were to use a

pencil to clean their ears? • What would happen if they were to cough

without putting their hands on their mouth?

¾ Now students will write some sentences in their notebooks. They will write ‘H’ next to the sentences that represent healthy habits, such as ‘I wash my hands before I eat’, and ‘U’ beside those sentences that describe unhealthy habits, such as ‘I don’t like to brush my teeth’.

¾ These sentences can be: • I watch television for 7 hours everyday. • I wake up at 11 AM in the morning. • I eat fresh fruits everyday. • I drink 5 cups of tea everyday. • I go for a walk regularly. • I brush my teeth twice everyday.

Reinforcement

¾ After explaining the lesson and assessment, please refer to worksheets 1 and 2 of this chapter. Help the students to solve these worksheets.

ExploRE ¾ Activity 1: Ask the students to look at the

pictures and number them in the correct order.

¾ Activity 2: Ask them to write the answers for the question in their coursebook.

lifE skills ¾ Tell the students that this rhyme is about

cleanliness. ¾ Explain to them what would happen if they

were to go to school without doing the things mentioned in the rhyme.

¾ Also explain the relation between health and cleanliness.


help of their computer teacher or parents and click on the links given at the end of the chapter.

¾ Ask the students to explore some more activities about healthy habits.

5. ouR HousE

EssEnTial TEaCHinG aidsFlashcards for different rooms of a house, chalk,

coursebook

ConCEpT ExplanaTion

Introduction ¾ Start the lesson by asking students to mention

their addresses where they live. Ask them to describe their feelings for that place.

¾ Students may answer that they feel good, free, safe, etc.

¾ Now ask them to answer the questions given in the ‘Let’s start’ section.

i. our House ¾ Explain to the students the importance of

a house. Explain the things which a house protects us from.

¾ List the different parts of a house. Explain the function of a roof, wall, window and door in a house. Ask them whether they would live in the house which lacks any of these parts.

¾ With the help of the pictures given in the coursebook, explain the different types of houses such as bungalow, small house, kutcha house, pucca house, igloo, etc.

ii. Rooms in a House ¾ Use flashcards one by one and ask the

students to identify the rooms shown in the picture.

¾ Explain the use of a room in our house. Mention that we should keep the rooms of our house neat and clean.

Reinforcement



ExploRE ¾ Activity 1: In this activity, tell students to

observe the given pictures carefully. Ask them to cross out the object which is a misfit in the picture.

¾ Activity 2: In this activity, ask them to colour the picture of house given in the coursebook.

¾ Activity 3: In this activity, ask students to make a model of a house. Use an old shoe box and cut it according to the shape of a house. Stick the pieces of cardboard using an adhesive tape. Paint the house using bright colours.

¾ Activity 4: Discuss the importance of wire netting on windows of our houses. Explain that these nets prevent the entry of insects like mosquitoes, flies etc.

¾ Activity 5: Ask them if they have seen the people help who in making a house. Ask them to list out the activities done by those people. Encourage them to give answers from their experience and in their own words.

lifE skills ¾ Read out the life skills question and ask

students to observe different houses in their surroundings. Ask them to note the different designs of those houses.

lET’s loGin ¾ Tell students to use the internet with the help

of the computer teacher or parents and click on the link given at the end of the chapter.

¾ Ask students to explore some more activities about a house.

6. ouR food

EssEnTial TEaCHinG aidsCoursebook, a chart of different kinds of food

ConCEpT ExplanaTion

Introduction ¾ Start the lesson by asking the students what

each one of them had taken in breakfast that day.

¾ Ask them what would happen if they do not eat for one whole day.

¾ Ask them to look at the warm up activity.

¾ Point out at each picture and ask them questions, e.g.,

(a) Do they like it? (b) What is its name/Can they name it? (c) Is it a fruit or a vegetable? (d) How do you eat it; with its peel or without

it? Discuss their answer.

i. Types of food and their Roles ¾ Ask them if they like to eat. Why do they

think they should eat food? ¾ Ask them if they like to eat fruits and

vegetables and which fruits or vegetables they like the most? Write them on the blackboard.

¾ Show them pictures of some fruits and vegetables that are easily available and ask them to speak the names of those vegetables or fruits.

¾ Ask them questions like: (a) Do they run, walk and play everyday?

From where do they get the energy to do all these things?

(b) Name the food items they like. (c) What is healthy food? (d) What is junk food? (e) Name four healthy foods. (f) Name four junk foods.

¾ Discuss the benefits of healthy food over junk food and their role in keeping us healthy.

¾ Tell them that we get food from animals and plants.

ii. Meals in a day ¾ Ask them how many meals they eat in the

entire day. Name them. ¾ Ask students to mention what they eat in the

morning, afternoon and night. ¾ Now explain to them that the food they eat

in the morning is called breakfast, afternoon meal is called lunch and the food eaten at night is called dinner.

¾ Do they drink milk? Why? ¾ Name the food items that are made from milk. ¾ Also talk about eating different kinds of food. ¾ Ask them to write the names of all food items

that they have eaten the day before. Write H


for healthy food and J for junk food. Count all H and J separately. Each student will tell that he/she ate more of junk/healthy food.

Reinforcement


ExploRE ¾ Activity 1: Read out the questions. Get

students to answer them orally and if they are sure, get them to tick the correct options.

¾ Activity 2: Ask them to match the pictures to their correct shadows.

¾ Activity 3: Ask them to write the answers for the questions in the coursebook.

¾ Activity 4: Ask them to discuss the reasons for washing fruits and vegetables before eating them.

lifE skills ¾ Tell the students that this rhyme tells us

about different kinds of food and how these food items make us healthy and fit.

¾ Explain all good eating habits. ¾ Discuss why one should follow good food

habits. ¾ Explain what would happen if these good

food habits are not followed by us.


help of their computer teacher or parents and click on the link given at the end of the chapter.

¾ Ask the students to explore more about food.

76

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


About Myself1 1

1. Answer the following questions.

a. What is your name?

_______________________________________________________________________________________

b. How old are you?

_______________________________________________________________________________________

c. In which class do you study?

_______________________________________________________________________________________

d. In which school do you study?

_______________________________________________________________________________________

e. When is your birthday?

_______________________________________________________________________________________

f. What is your father’s name?

_______________________________________________________________________________________

g. What is your mother’s name?

_______________________________________________________________________________________

h. Which is your favourite colour?

_______________________________________________________________________________________

i. Which is your favourite dish?

_______________________________________________________________________________________

j. Who is your best friend?

_______________________________________________________________________________________

k. Do you have a pet at home? What is its name?

_______________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

About Myself

About Myself1 2

1. Draw as suggested and colour them.

a. Your favourite dish

b. Your favourite musical instrument

c. Your favourite cartoon character

78

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


My Body2 1

1. Match the following parts of the body to their functions.

Column A Column B

1. a. Help us to chew food

2. b. Helps us to feel

3. c. Help us to walk

4. d. Help us to see

5. e. Help us to hold

6. f. Helps us to smell

7. g. Help us to hear

8. h. Helps us to eat and speak

9. i. Helps us to taste

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

My Body

My Body2 2

1. Unscramblethelettersandwritethecorrectnamesofthepartsofthebody.

a. OSNE ________________________________________

b. UTHMO ________________________________________

c. DERULSHO ________________________________________

d. MAR ________________________________________

e. HEDAREFO ________________________________________

f. STIRW ________________________________________

g. GHTHI ________________________________________

h. GEL ________________________________________

i. EENK ________________________________________

j. BOWEL ________________________________________

k. CHSTOAM ________________________________________

l. MPLA ________________________________________

m. HINC ________________________________________

n. REA ________________________________________

o. YEE ________________________________________

p. GERNIF ________________________________________

80

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


My Family3 1

a.

c.

b.

d.

1. Identify and write the types of families shown in the picture.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

My Family

My Family3 2


a. We all live in a ____________________________.

b. The parents of our parents are our ____________________________.

c. A small family has _______________________ and their one or two _______________________.

d. The International Family Day is celebrated on _______________________ every year.

e. Children of our uncles and aunts are our ____________________________.

f. A large family is also called a ____________________________.

g. In a _______________________________ family, either the mother or the father brings up the children.

h. We must ____________________ and __________________ our family members.

2. Complete your family tree.

Your Name

_______________________________

Grandfather’s name Grandmother’s name

_______________________________ _______________________________

Father’s name Mother’s name

_______________________________ _______________________________

Brother’s name Sister’s name

_______________________________ _______________________________

82

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


HealthyHabits4 1

1. Write Yes or No.

a. Drink clean water everyday. _________

b. Rinse your mouth after every meal. _________

c. Wash hair once in a month. _________

d. Keep your nails long. _________

e. Our body does not need rest. _________

f. Do not watch television for a long time. _________

g. Do not bite your nails. _________

h. We should not follow healthy habits. _________

i. Eat chocolates and sweets daily. _________

j. Dirty nails have germs. _________

k. We must wash our hands after using toilet. _________

l. Use a clean hanky or towel to clean your nose. _________

2. Write three good habits that you should follow.

a. _______________________________________________________________________________________

b. _______________________________________________________________________________________

c. _______________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Healthy Habits

Healthy Habits4 2

1. Tick (3) the habits that keep us healthy and cross (8) the unhealthy ones.

a.

d.

g.

b.

e.

h.

c.

f.

i.

84

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Our House5 1


study room bedroom dining room bathroom

igloo bungalow kitchen living room

a. We eat in the _________________________________.

b. We sleep in the _________________________________.

c. We wash and bathe in the _________________________________.

d. Mother cooks food in the _________________________________.

e. We sit and entertain our guests in the _________________________________.

f. We study in the _________________________________.

g. A __________________________________ is a big house.

h. An ________________________________ is a house made of ice blocks.

2. Tick (3) those things which are present in your house.

a. roof b. floor c. dining room d. kitchen

e. windows f. study room g. doors h. walls

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Our House

Our House5 2

1. Draw a picture an igloo.

2. Writefivesentencesaboutyourhouse.

a. ______________________________________________________________________________________

b. ______________________________________________________________________________________

c. ______________________________________________________________________________________

d. ______________________________________________________________________________________

e. ______________________________________________________________________________________

86

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Our Food6 1

Chocolates J ________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

________________________________ ________________________________

1. In the maze given below, search the names of the food items and write H for Healthy Food and J for Junk Food in the given spaces. One has been done for you.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Our Food

Our Food6 2

1. Make a chart of the foods that you ate in your breakfast, lunch and dinner for the last four days. Write whether they are healthy or junk food.

Day Breakfast Lunch Dinner

Monday

Tuesday

Wednesday

Thursday


EVs Class 1 TERM 1


1. Tick (3) the correct answers. (6)

a. Nose helps us to ___________________________. (i) taste (ii) smell (iii) feel (iv) see

b. Elbow is a

(i) joint of leg (ii) joint of arm (iii) joint of neck (iv) joint of toe

c. We should daily eat ___________________________. (i) sweets (ii) chocolates (iii) healthy food (iv) fried food

d. A kutcha house is made up of __________________. (i) mud (ii) iron (iii) wood (iv) bricks

e. Which of the following is not made from milk?

(i) curd (ii) butter (iii) paneer (iv) bread

f. A vehicle which can be used for living is called a ____________________. (i) kutcha house (ii) pucca house (iii) caravan (iv) igloo

2. Write Yes or No. (6)

a. Mouth helps us to speak and eat. ____________ b. Small family is also called a joint family. ____________ c. Most families are single parent families. ____________ d. Dirty nails have germs that can make us sick. ____________ e. We should sit close to the TV as it is good for our eyes. ____________ f. We should drink clean water. ____________

3. Fill in the blanks. (10)

earbuds safe hair junk hear cement

teeth bungalow respect bricks rinse wood

a. Wash your _________________________ regularly.

b. Ears help us to __________________________. c. __________________ help us to chew food.



d. We should use ____________________________ to clean our ears.

e. We feel ___________________ in our house.

f. _____________________ food is not good for health.

g. ___________________ your mouth after every meal.

h. We should ___________________ our family members.

i. A _______________________ is a big house.

j. A pucca house is made up of __________________, _______________, ________________ and steel.

4. Match the columns. (6)

Column A Column B 1. Father’s father a. Dadi 2. Mother’s father b. Chacha 3. Father’s mother c. Bua 4. Father’s younger brother d. Nana 5. Mother’s sister e. Dada 6. Father’s sister f. Mausi

5. Match the phrases in column A with the ones in column B, e.g. For brushing your teeth, use a toothbrush. (6)

Column A Column B 1. For blowing your nose a. use a comb. 2. For brushing your teeth b. use a nail-cutter 3. For combing your hair c. use a towel 4. For cutting your nails d. use a handkerchief 5. For drying your hands e. use a toothbrush 6. For cleaning your ears f. use an earbud

6. Answer the following questions in one sentences. (16)

a. Who are our grandparents? b. Why should we wash our hands? c. Why do we need a house? d. What are the things we find in a house? e. What do we use for cutting our nails? f. Write the names of any three food items made from milk. g. What is the difference between a kutcha house and a pucca house? h. What is the difference between healthy food and junk food?


2. My BodyA. 1. (c) 2. (b) 3. (b) 4. (d) 5. (d)B. 1. Yes 2. Yes 3. No 4. Yes 5. NoC. 2. Eye 3. Nose 4. Neck 5. Chest 6. Arm

7. Finger 8. Leg 9. Foot 10. ToeD.

E.

F. Face, chest, elbow, wrist, palm, knee, ankle, eyeG. 1. arm 2. foot 3. finger 4. ear 5. neck 6. toes

3. My faMily

A. 1. Yes 2. No 3. No 4. Yes 5. YesB. 1. A family which has parents and their one or two

children is called a small family. 2. A family which has parents and more than two

children is called a big family. Grandparents might also be living with them.

3. The parents of our parents are our grandparents. 4. Children of uncles and aunts are our cousins.C. Father, Mother, Uncle, Brother, Sister, Aunt

4. HEalTHy HaBiTs

A. 1. good 2. health 3. games 4. bath 5. hairB. 1. (d) 2. (e) 3. (a) 4. (b) 5. (c)C. 1. We should brush our teeth two times daily, first

in the morning and at night before going to bed. 2. We should wash our hands before and after every

meal. We should also wash our hands after using the toilet.

3. We should rinse our mouth after every meal. 4. We should develop good habits because these help

us to be healthy and clean.

5. ouR HousE

A. 1. (d) 2. (a) 3. (b) 4. (d) 5. (b)B. 1. No 2. Yes 3. No 4. Yes 5. NoC. 1. (c) 2. (d) 3. (e) 4. (b) 5. (a)D. 1. We need a house because it protects us from heat,

cold, wind, insects, thieves and rain. 2. We find walls, roof, floor, doors and windows in a

house. 3. A Kutcha house is made up of mud and straw. It is

not very strong. Whereas a pucca house is made up of bricks, cement, wood and steel. It is very strong.

4. Kitchen, bedroom, living room, study room, bathroom, dining room, etc.

6. ouR food

A. 1. (d) 2. (a) 3. (b) 4. (b) 5. (d)B. 1. energy 2. afternoon 3. Pizza

4. Curd 5. mealsC. 1. Food gives us energy, helps us to grow and protects

us from diseases. 2. The food which is not healthy is called junk food.

lET’s REVisEA. 1. walk 2. feel 3. large 4. 15th MayB. 1. (e) 2. (d) 3. (a) 4. (c) 5. (b)C. 1. Food which is not good for health is called junk

food. For example, potato chips, burger, pizza. etc. 2. •Eyeshelpustosee. • Earshelpustohear. • Nosehelpsustosmell. • Tonguehelpsustotaste. • Skinhelpsustofeel. 3. A small family has parents and their one or two

children living together. 4. We should develop good habits to lead a healthy

life. 5. We entertain our guests in the living room. We eat

in the dining room. Food is cooked in the kitchen.D. 1. No 2. No 3. Yes 4. Yes 5. Yes. E. 1. We can keep our things in their own place. 2. We can help our mother in laying the dining table. 3. We can water the plants in the garden. 4. We can spend time with our grandparents.


e

e

e

sger

i

a



1. aBouT MysElfWorksheet 11. Attempt all these questions yourself. Responses may

vary.

Worksheet 21. Attempt all these questions yourself. Responses may

vary.

2. My BodyWorksheet 1 1. (d) 2. (g) 3. (f) 4. (h) 5. (a) 6. (i) 7. (b) 8. (e) 9. (c)

Worksheet 21. a. NoSE b. MoUTh c. ShoULdER d. ARM e. FoREhEAd f. WRIST g. ThIGh h. LEG i. KNEE j. ELBoW k. SToMACh l. PALM m. ChIN n. EAR o. EYE p. FINGER

3. My faMily

Worksheet 1 a. Large family b. Single parent family c. Small family d. Small family

Worksheet 21. a. family b. grandparents c. parents, children d. 15th May e. cousins f. joint family g. single parent h. love, respect

4. HEalTHy HaBiTsWorksheet 11. a. Yes b. Yes c. No d. No e. No f. Yes g. Yes h. No i. No j. Yes k. Yes l. Yes

Worksheet 21. a. 8 b. 3 c. 3 d. 8 e. 3 f. 3 g. 8 h. 3 i. 8

5. ouR HousE

Worksheet 11. a. dining room b. bedroom c. bathroom d. kitchen e. living room f. study room g. bungalow h. igloo

6. ouR foodWorksheet 1

Curd h Milk h

Cakes J Patties J

Chicken h Burger J

Butter h Chips J

Cheese h Egg h

Paneer h Fruits h

Pizza J



1. a. (ii) b. (ii) c. (iii) d. (i) e. (iv) f. (iii)2. a. Yes b. No c. No d. Yes e. No f. Yes3. a. hair b. hear c. Teeth d. earbuds e. safe f. Junk g. Rinse h. respect i. bungalow j. bricks, cement, wood4. 1. (e) 2. (d) 3. (a) 4. (b) 5. (f) 6. (c)5. 1. (d) 2. (e) 3. (a) 4. (b) 5. (c) 6. (f)6. a. The parents of our parents are our grandparents. b. We should wash our hands before and after every

meal. We also wash our hands after using the toilet. c. We need a house because it protects us from heat,

cold, wind, insects, thieves and rain. d. We find walls, roof, floor, doors and windows in a

house. e. We use a nail-cutter for cutting our nails. f. Cheese, curd and sweets are made from milk. g. A kutcha house is made up of mud and straw. It

is not very strong. A pucca house is made up of bricks, cement, wood and steel. It is very strong.

h. healthy food is nutritious and gives energy to the body. Junk food is unhealthy.

TERM

2


English Overall Lesson PlanTerm 2


1. The Lion and the

Hare

An animal story adapted from the Panchatantra which emphasises on smartness and presence of mind. It conveys a moral lesson.Let’s learn words• Words of animal sounds, words of animal

homesLet’s listen• Listening to the story similar to the text• Identifying the similarities between the two

storiesLet’s learn grammar• Action words or verbs• Identifying the verbs in the given sentences• Filling in the blanks with the correct verbsLet’s speak• Creating and narrating a story

Think and write• Observing people and writing what they doLife Skills• Negotiation skills — tips to stop bullying

Students learn that how smartness and presence of mind help one to come out from a danger and enjoy the interesting story.

Students learn new words of animal sounds and animals homes.

Students listen to the story and their listening skill is tested by the given exercise.

Students learn about action words or verbs.

Students acquire confi dence to speak before the class. It helps them to achieve the right accent and tone.

Students learn action words or verbs.

Students learn to overcome bullying which is a common problem in our society, and gain confi dence. They learn that good behaviour with everyone can stop bullying.

2. Good Manners

A poem about learning good manners

Think and write• Completing the sentences and preparing

a manners’ chart by choosing the correct polite words from the given box

• Ticking the correct sentencesLife Skills• Problem solving skills — Activity — ‘Cover your sneeze please’

Students learn to use polite words. They learn what they should do to show good etiquett e to others.

Students learn the importance of good manners. They learn that showing good etiquett e to others is always rewarding.

Students learn and enjoy the activity about following the good manners.

3. Eat Healthy

A play about healthy eating habits Students learn about healthy food and junk food. They learn that eating healthy is always good. Junk food may harm our body.

Teacher’s Resource Pack-1 (Term-II) 96

3. Eat Healthy

Let’s learn words• Using the names of fruits and vegetables

and completing the crossword • Learning compound wordsLet’s listen• Listening to the dictation and writing it in

the notebook

Let’s learn grammar• Subject-verb agreement, singular verbs and

plural verbs

Let’s speak• Delivering dialogues, acting and role

playing

Think and write• Writing food habits in a food diary

Life Skills• Self awareness — following simple health habits

Students learn some names of fruits and vegetables. They learn to frame some compound words.

Students learn to comprehend the spoken words. Their comprehension is tested by the given exercise.

Students learn about subject-verb agreement, its variation—singular forms and plural forms.

Students learn and acquire speaking skills by the given activity.

Students learn new words and their spellings.

Students learn about eating healthy and living healthy.

4. I Love Travel

This poem tells us about various methods of travelling.

Think and write• Writing the names of the vehicles in the

correct columns, matching the pictures

Life Skills• Self management —travelling is a fun

Students learn about various methods of travelling—they learn to classify transport into land transport, water transport, and air transport.

Students acquire and strengthen their concept through the given exercises.

Students learn and share their travelling experiences with the class. They acquire observational skills, adopt optimistic approach, and gain confi dence.

5. Tembo—the

Elephant

This is a story of a young elephant. Though the story emphasises on the theme ‘following rules’, it indicates the very important topic of wildlife conservation, and senseless killing of elephants for their tusks.Let’s learn words• Names of some animal sounds, names of

animal groupsLet’s listen• Listening to the teacher’s instructions

Students learn to read the animal story from a diff erent context. They become aware of the emerging issues like conservation wildlife.

Students learn new words.

Students learn to follow the given instructions.


5. Tembo—the

Elephant

Let’s learn grammar• Using articles before nouns • Filling in the blanks with the articlesThink and write• After narrating the story on their own,

writing the sentences in their notebooks

Life Skills• Empathy — playing a board game to learn how to be

kind to animals

Students learn to use the articles appropriately.

Students learn to frame short sentences, share them before the class and then write them in their notebooks. The given activity joins both speaking and writing exercises that make students comfortable in acquiring new skills.

Students enjoy the brief respite from common classroom exercises and learn to be sensitive towards the wildlife and environment.

98 Teacher’s Resource Pack-1 (Term-II)


1. THE LION AND THE HARE

Things you will need: Textbook and notebook Flashcards of animals and their homes – lion,

tiger, deer, bear, hare, fox, cow, monkey, hen, bees, cat etc.

Recorded sounds of a lion’s roar, an elephant’s trumpet, birds’ chirping, a cat’s mew

A Smart Class or access to a computer.

INTRODUCTION

• Ask students to name a few animals. Ask them to mimic the cries of those animals.

• Discuss with them the animal world—animals’ homes, their food, their physical strength, how they hunt etc.

• Ask them if they know any other story from the Panchatantra. Write down their responses on the blackboard. Tell them that the stories of the Panchatantra are at least 2000 years old, and they are still popular.

• Tell them that not only physical strength, but also wisdom and common sense help one to live safely.

Let’s start

• Ask students to look at the ‘Let’s start’ activity Help them to complete the missing lett ers.

• Use the animal fl ashcards to encourage them to know more about wildlife. Tell them about the world famous wildlife movies like Born Free, The Jungle Book, Dr Dolitt le, etc.

The lesson

• Ask students to look at the illustration given on page 9 and talk about it.

• Ask them a few questions based on this picture: What does the picture show? Identify the animals.

Which animal looks strong? Which animals are looking frightened?

• Read the lesson aloud. Relate the text to their learning and understanding.

• Ask them a few questions after every paragraph so that the text can easily be comprehended by each and every student.

Where did the lion live? (in a dense jungle) Were there other animals too? (yes) Who was the king of the jungle? Who spoke

to the lion fi rst? (lion) (tiger)• Explain to students why the animals held a

meeting and then how they put their plan into action.

• Draw the att ention of the class to the words and their meanings given in the box. Explain to them the meanings of the diffi cult words.

greedy—Who was the greedy king?• Teach students that wanting more than what

you need is not good. This story justifi es it.• Read aloud the text given on the next page.

Focus on the diffi cult word given in the box and explain its meaning.

Page 10After the tiger, who spoke to the lion? (the bear)Did the king like the plan? (yes)When the hare’s turn came, what did he do? (he walked around the jungle for a long time and then went to the lion’s den)• Explain to students the hare’s plan.• Draw their att ention to the illustration on page

10 and discuss with them about the lion’s refl ection in the water.

• Ask them where can they see their refl ection. (any shiny surface, mirror, glass, metal, water, plate…)

• Ask them whether the lion was smart or foolish when he believed that there was another lion in the well.


• Complete the reading of the story. Discuss with them how the hare’s plan worked successfully.

• Tell them about echo and explain how the roar of the king lion was sent back.

• Help them by explaining the diffi cult words and their meanings given in the box.

Page 11 What happened to the lion in the end? (The lion jumped into the well and he got drowned)

Why was the hare happy? (The hare was happy because the lion could not kill him)

Why did the other animals praise the hare? (The other animals praised the hare for being wise).

• Read out the note on the interesting fact about the lion.

Story narration

Now narrate the whole story before the class. Allow students to contribute with some words or phrases. Gently off er or improve their vocabulary. Leave pauses to allow students to join in the narration.

Activity 1

• Show the animals’ fl ashcards to students and ask them whether they know about those animals. Ask them whether they have even visited a zoo.

• Tell them to collect and stick the pictures of those animals in their scrapbooks or notebooks and write a word or sentence for each animal.

Activity 2

• Tell them about the famous forest reserves of our country–Perriyar, Corbett National Park, Gir, Kaziranga, etc. Use internet to show them the pictures of the forest reserves. Tell students to collect more information about these areas and share them with the class.

EXERCISES

Let’s understand

• Ask students to work in pairs or small groups for activities A and B. Give them adequate time

to read the sentences. Help students to fi nd the answers from the text by giving them the hints of the storyline. In this way, students will get a chance to reread the story.

• For activity C, the students can fi nd the answers easily from the text. Allow students to answer using either words or phrases. At the end, you may conclude or improve their answers. Tell them to write down the answers in their notebooks.

• Avoid writing the answers on the blackboard for them to copy. Be patient and encourage them to make their own answers with your help.

Let’s learn words

• Explain to students that animals also express their emotions through the sounds they make. Each variety of animal produces a diff erent sound. Give students some examples like crows caw or dogs bark. They must have seen these animals or heard the sounds they make in their surroundings.

• Have animal fl ashcards and recorded animal sounds ready.

Activity 1

Divide the students into four groups. Distribute the fl ashcards to them. Play an animal sound and ask each group to show the fl ashcard of the right animal. Example: If you play the sound of an elephant’s trumpet, then the group, who has the fl ashcard of an elephant is supposed to show that. This continues for question A.• Teach students that animals live comfortably

in their natural habitat. Sometimes people also make homes for their pet animals, e.g. cow’s shed or hen’s coop.

• Help students to fi nd the answers of the question B.

Activity 2

Divide students into four groups. Distribute the animals’ fl ashcards to them. Have your fl ashcards of animals’ homes ready. Tell each group that once you show the fl ashcard of animals’ homes, they would show the fl ashcard of that animal.



• Ask students to close their books. Write down the following words on the blackboard.

kill, will, fi ll, hill, bill, chill (the words ending with the lett ers ‘ill’)

well, fell, bell, tell, yell, spell (the words ending with the lett ers ‘ell’)

• Play the exercise and tell them to follow it carefully. Then pronounce the words clearly and slowly. Tell students to repeat the words after you. Now say the words a litt le faster. Make sure that students pronounce the words with the right accent.

Let’s listen

• Read aloud the story ‘The Dog and the Bone’ given on page 48, Listening Text. Instruct students to listen to the story att entively.

• Help them to understand the meanings of the words like ‘beneath’ and ‘disappeared’.

• Read aloud the story again. Explain to them the whole story and help them to identify the similarities between the two stories.

• Now tell them to sequence the illustrations given on page 13 according to the story ‘The Dog and the Bone’.

Let’s spell well

• Explain to students that there are many words that sound the same but have diff erent meanings and spellings. They are called homophones.

• Ask students to read aloud the pairs of homophones given in the book. Help them to learn the meaning and the spelling of each word and to make at least one sentence for each word.


• Explain to students that the action words are called verbs. Pick up the examples of sentences from the book and write them on the blackboard—

Reema goes to school. Varun plays cricket.

• Tell students that the highlighted words are action words and explain to them how these words are used in the sentences.

• Choose students at random to do some actions and ask the rest of the class to guess the action words.

• Now, ask them to complete the questions A and B.

Let’s speak

• Ask students to close their books. Tell them to make a new story on their own. Make sure that each and every student participates in this activity.

• Start with the line given in the book. Help them to make a full sentence. If they make any grammatical error, correct it.

• Make sure that students say the words in right tone and accent.

Think and write

• Now they can do the exercise comfortably as they are familiar with this type of activity (Let’s learn grammar).

Let’s learn more

• If you have a Smart Class or access to computer, you can give them access to the website.

• Tell students one or two sentences about Aesop’s fables’ famous story ‘The goose that laid the golden eggs’ and encourage them to explore the website in their homes also.

• Tell students that Aesop’s fables, the Panchatantra, and Jataka Tales are hundreds of years old and they have great importance in world’s tradition of story telling. Every child should read these books.

Life Skills

• This section helps a child to overcome any unwanted situation. If a student is bullied by his or her classmates, these tips help him or her to come out from that unpleasant scene without becoming aggressive towards them.

• Ask students to use these tips if they face any such bullying.

2. GOOD MANNERSThings you will need:

Textbook and notebook


Diff erent types of toys — dolls, cars, animals and some stickers of polite words like ‘sorry’, ‘thank you’, ‘please’, ‘welcome’, ‘excuse me’, etc.

Arrange or prepare some pictures — Picture of a girl pushing another girl and smiling, a boy turning away from two adults who are talking to him, a boy listening to two adults talking to him, a man pushing people to enter the bus, people standing in a queue to enter the bus.


INTRODUCTION

• Write the phrase, ‘Good Manners’, on the blackboard. Ask students to read it aloud. Ask them what it means and tell them to give some examples.

• Tell students that this poem is about good manners which aren’t too hard to learn.

• Explain to them that learning good manners is very important for everyone.

• Ask students whether they use the polite words like ‘please’ or ‘thank you’. Ask them whether they know any greeting word like ‘good morning’ or ‘good night’.

Let’s start

• Ask students to look at the ‘Let’s start’ activity.• This is an individual activity. Encourage each

student to participate in this activity.• Read aloud each sentence and ask them to

fi nd the polite words hidden inside the given picture.

The poem

• Play the poem. Ask students to close their books and listen to the poem. You could also read it aloud if you do not have the audio equipment at hand.

• Play or read the fi rst stanza of the poem. This time tell students to follow it in their books.

• Explain to them the meaning of the fi rst stanza. Emphasise on the meanings of the words like ‘interrupt’, ‘tease’, ‘argue’ and ‘fuss’. Tell them

about why ‘we don’t interrupt’, ‘we don’t tease’, ‘we don’t argue’, ‘we don’t fuss’.

• Ask a few questions from the fi rst stanza: When do we use the words ‘thank you’ and

‘please’? Why should we listen when others talk to

us?• Play or read the second stanza of the poem. Tell

students to follow it in their books.• Ask them whether they share their toys with

their friends or siblings. • Teach them some etiquett es, like waiting

patiently for their turn when they stand in a queue in the school library.

• Emphasise on the last line of the poem—‘Good manners means just being kind’ and explain to them the meaning of this line.

Activity 1

Divide students into two groups—A and B.Distribute the toys to group A and the stickers to group B.Ask the students of group A to frame a sentence when we want someone to do something for us, for example, ‘Give me a glass of water’. Ask the students of group B to show the sticker of the correct polite word which can be used in this sentence, example ‘please’. If they respond correctly, then tell the students of group A to give a toy to the group B. Ask the students of group B to put the right sticker on the toy. Continue this exercise and ask the students of group A to frame the sentences–when someone does something for us, when someone says thank you, when we do a mistake, when we want to get someone’s att ention. Ask the students of group B to respond with the right stickers and stick those stickers on the toys given to them. The teacher can reuse these toys in course of revision (‘Let’s Revise’ has been added at the end of each term).

Activity 2

Divide students into two groups—A and B. Show them the pictures that you have already arranged for each group and ask them which picture shows a good manner and which does not. Give points to the group who answers correctly.


EXERCISES

Let’s understand

• The answers of these three questions have already been discussed in the introduction and in the ‘Let’s start’ activity. Tell students that they can write the answers on their own. Give them adequate time and help them to improve their answers.

Think and write

• Explain to students the meanings of the words given in the box. Help them to fi ll in the blanks with the right words.

• Read aloud each of the complete sentences and tell students to repeat it after you. The idea is to encourage them to participate in the classroom activity.

• Then get the entire class to make the manners chart. Help them to write the correct sentences. All those sentences can be put on the bulletin board of your class.

• Ask students to att empt question B in their textbooks.

Life Skills

• Make it as a group activity. Divide the class into fi ve groups.

• Provide them all the materials they need and teach them to use that.

• Show them the gesture that we do to cover our coughing or sneezing.

• Teach them to follow the gesture whenever they need to cough or sneeze.

• Help and encourage every student to participate in it.

3. EAT HEALTHYThings you will need:

Textbook and notebook Flashcards of healthy food and junk food—

like apple, banana, a packet of milk, carrot, tomato, pizza, burger, a bott le of soft drink etc.

Fresh fruits and vegetables—a mango, a carrot, a tomato, a bunch of grapes, an orange, some beans

Chart paper and materials for poster making Prepare a food diary as it is shown in the

book—page 28, and fi ll it with a healthy diet chart.


INTRODUCTION

• Ask students what they eat in their breakfast. Write down their responses on the blackboard. Teach them that all of us should eat a healthy breakfast because it is the fi rst meal of the day which gives us energy for our daily chores.

• Many students go to school without taking breakfast. Tell them why this is a wrong practice.

• Tell them a few words about simple wholesome food that are produced naturally — example, grains, pulses, fruits, vegetables, milk, eggs, fi sh and meat.

• Make students aware that most of the junk foods have some artifi cial or processed ingredients which aff ect our health badly and cause several diseases.

• Show the fl ashcards of diff erent kind of foods to the students and explain to them that why some foods are healthy and some are not. Then separate the healthy foods’ fl ashcards and show them to students and motivate them to have that kind of food in their everyday meal.

• Tell students that this unit is a play about eating healthy good. It shows how junk food may harm our body.

Let’s start

• Ask students to look at the ‘Let’s start’ activity and help them to complete it. You will notice that now students are aware about healthy food and they can identify them.

The lesson

• Ask students to look at the illustration given on page 19 and talk about it. Introduce them to the four characters in this play—Leela, Mona, and their parents.

• Tell them that Leela and Mona are two litt le sisters who go to school, learn their lessons, and after coming back home, do their homework everyday.


• Now ask students: What do they see in this picture? What are the names of the two litt le girls? Why are they looking happy?

• Read scene 1 of the lesson aloud. Read it slowly and throw each dialogue with proper expression, and explain the meaning of each and every line. Since this unit has been prepared as a play, give students adequate time to understand the new form of the prose.

• Ask students if they know the greeting word—‘good evening’. Tell them that using greeting words is good manners.

Ask them a few questions: What did the father ask Leela and Mona?

(How was their school that day, and if they had fi nished their homework)

What did they reply? (School was fun. Yes, they had fi nished their homework)

What did the mother ask the father and what was his response? (The mother asked the father how was his day) (The father said he had a good day. He got a promotion at work)

Draw their att ention to the words given in the box and explain to them their meanings.

• Promotion–Who had got a promotion? When does the person get a promotion?

• Occasion–What was the occasion? Why did father want to take them outside for dinner? Ask them whether they had gone to att end or celebrate any occasion.

• Ask students to look at the illustration on page 20. Ask them whether they go to any good restaurant with their parents to celebrate a happy occasion.

• Read out scene 2 slowly but loudly and explain the meaning of each and every dialogue.

• Ask them a few questions: Why did Mona love the restaurant? (because

it smelled good) What did Leela want to have? Who else

wanted to have the same? (Vegetable pulao. Her father)

What did Mona want to have? (A burger and a cola)

Why did her mother want to stop her from

having junk food? (because the previous day Mona had some junk food –cake and chips)

What did her father tell her? (to stop eating too much of junk food)

How did Mona react? (crying and asking for burger again and again)

What did her father say fi nally? (he agreed, but got upset with her)

• Tell students to look at the words given in the box at the bott om of the page and explain to them the meaning of each word.

• Teach them to avoid eating junk food. Tell them about many harmful eff ects of junk food.

• Now read scene 3 slowly and loudly like a play. Ask them questions as you go along.

What do you think will happen? What do you eat? Involve their experiences

into the play.• Tell students to look at the illustration given

on page 22. Ask them a few questions:

Why was Mona holding her stomach? (She had stomach ache)

Did Mona go to her school that day? (No, she could not)

What did her parents do? (Her parents scolded her and her father took her to a doctor.)

• Read the notes on junk food and create in students the awareness against junk food.

• Draw their att ention to the word given in the box and explain to them its meaning.

Story narration

Now narrate the whole story in the play to the students. Relate the text as per their understanding and learning.

Activity

Encourage students to enact this play. It will help them to comprehend the text easily.• You may narrate the fi rst two lines and explain

the situation, place and time before the class—example, ‘at home’, ‘entering the house with a smile’, ‘at the restaurant’, etc.

• Divide the students into three groups. Select four students in each group. Tell them to enact


scene 1, scene 2 and scene 3 one by one. Rest of the students will sit in audience. They will select and give the merit to the best actor or actress.

EXERCISES

Let’s understand

• Ask students to work in pairs or small groups for activity A.

• Read aloud the sentences. Ask students to follow them in their textbooks. Help them to fi nd the answers from the text by giving them the hints of the storyline. If they work on this as a small group or pairs, they can fi nish the activity easily. Draw their att ention to reread the story in this way.

• Now help students to work on activity B. Encourage them to read aloud the sentences. Ask them to identify the answers in the sentences. Ask: Which is the answer—the fi rst or the second word? — Example:– What is the fi rst word? (plants) What is the second word? (animals) Which is the answer? (plants)

• For activity C, students can fi nd the answers easily from their books because the text has been discussed thoroughly. Allow them to answer using either words or phrases. At the end, you may conclude or improve their answers.

• Tell them to write down the answers in their notebooks.

• Avoid writing the answers on the blackboard for them to copy. Be patient and encourage them to make their own answers with your help.

Let’s learn words

• Explain to students that everyone should eat lots of fresh fruits and vegetables to maintain good health.

• Display the fresh fruits and vegetables that you have. Ask students the names of those fruits and vegetables. Write their names on the blackboard and read it aloud. Now you can ask them and help them to complete the crossword.

• Explain to students the meaning of a compound word and give them an example—water + colour = watercolour. Write the word on the blackboard.

• Now help students to join the two words given in the book and form compound words.


• Play the exercise.• Write two words ‘promotion’ and ‘congratulation’

on the blackboard. • Pronounce the words clearly and tell the

students to repeat them after you.• Follow the whole exercise and encourage each

and every student to read aloud the words along with you.

• Make sure that the students pronounce the words correctly.

Let’s listen

• Play the ‘Listening Text’ given on page 48 and ask students to listen to it att entively.

• Now say the words slowly and clearly from the listening text.

• Ask students to repeat it after you.• Spell those words before the class and help

students to learn the spellings.• Now tell them to write those words in their

notebooks.

Let’s spell well

Explain to students that we use suffi xes frequently in English. Tell them that a suffi x is a lett er or a group of lett ers that you add at the end of a word and it changes the meaning of that word or the way it is used.• Help students to understand if we add a suffi x

to a word, how the spelling changes—example: wonder + full = wonderful.

• Help students to complete the exercise given in the book.


• Explain how we use diff erent verbs for diff erent sentences. Write on the blackboard the table that shows subject-verb agreement.

• Guide them to do the exercise given on page 26.• Explain to them that if the subject is singular,

then the verb must also be in singular and if the subject is plural, then the verb must also be in plural.


• Analyse some sentences and explain to students the subject and the predicate.

Activity 1

Divide the students into two teams, and they would face each other. Take some sentences from the text and write them on the blackboard. Ask students of each group to identify the subject and the predicate in each sentence. Tell the other students to check the answers. The team with the maximum number of right answers will be declared the winner.

Activity 2

Write the two columns given on page 27 on the blackboard and ask the two teams to match the subjects to their predicates. Help them to understand singular verb and plural verb.

Let’s speak

• Ask students to close their books.• Ask them if they can make any poster on good

food habits.• Ask them to enact the play on their own and the

teachers will act as the audience.

Activity

Choose four students for poster making and give them chart paper and the materials needed for poster making. Give them some ideas about the themes of the posters—like, ‘Eat Healthy’, ‘Say No to Junk Food’, ‘Green Vegetables are Good for Health’ etc. Help them to make the posters. Now ask the rest of the students to enact the play. They can use the posters as stage props. You will notice that now the children will be more comfortable to enact the play as they already have gone through this. Make sure that students say the words with the right accent and friendly tone; don’t allow them to shout.

Think and write

• Explain to students the importance of a healthy diet chart and teach them how it works eff ectively.

• Tell them again the harmful eff ects of junk food— 1. Junk food aff ects our energy level. 2. It contributes to poor performance of the

body and leads to obesity.

3. It may cause damage to our liver and heart. 4. It can lead to mood swings.

Activity

Have your food diary ready. Show it to students and ask them to prepare their own food diaries. Tell them to write down everything that they eat in a week. After one week, ask each student to share his or her diary with the class. If there are any grammatical mistakes, correct them.Select some nutritious diet charts from them and show that to the other students. Guide all the students to make a proper nutritious diet chart.

Let’s learn more

• If you have a Smart Class or access to a computer, give them access to the given websites.

• The students can also explore the websites at their homes.

Life Skills

• This section helps a child to acquire good healthy habits. Read aloud each sentence and write it on the blackboard.

• Teach students to follow these habits and tell them to teach these to others also.

4. I LOVE TRAVELThings you will need:

Textbook and notebook Flashcards of diff erent types of vehicles like

ship, boat, submarine, yacht, aeroplane, bicycle, train, motorcycle, car and fl ashcards of cyclist, driver, engine driver, captain, pilot, rider

Chart paper and crayons A Smart Class or access to a computer

INTRODUCTION

• Ask students what words come to their mind when they think about ‘travel’? (car, bus, train, etc.)

• Tell them that this poem tells us about the various modes of transport that help us move from place to place, for example, we use land transport–car, bus, bicycle, etc., water


transport–ship, boat, yacht, submarine, etc., and air transport–airplane, helicopter, rocket etc. Write enough examples of them on the blackboard.

• Ask them if they use bicycle, car and motorcycle at home. These are the most popular vehicles.

Let’s start

• Draw the att ention of students to the ‘Let’s start’ activity. Show them the fl ashcards of the vehicles and ask them if they have travelled by any of them.

• Encourage them to complete the activity. Ask them if they have noticed the colours of the vehicles that they have travelled by.

The poem

Play the poem. Ask students to close their books and listen to the poem. You could also read the poem aloud with necessary expressions while students follow carefully. Ask one of the students to read the fi rst stanza of the poem. Observe and improve her or his pronunciation and the fl ow of reading.• Draw their att ention to the illustration given on

page 29. Ask them if they use bicycles. Read the line from the poem—‘A bicycle is fi ne for a litt le trip.’—Tell them that learning to ride a bicycle is very easy, to learn and it doesn’t pollute our environment. Many times, litt le students also own bicycles as their fi rst vehicles that help them to acquire self-suffi ciency.

• Read the fi rst stanza of the poem and tell the students to repeat it after you.

• Explain to them the meaning of the fi rst stanza. Emphasise on the usage of the phrases like—‘Up the street or down’ and ‘Off to another town’. This will help them to grasp the interesting language nuances.

• Play or read the second stanza of the poem. Tell students to repeat it after you.

• Emphasise on the usage and meanings of ‘far-out’, ‘away into outer space’.

• Mention that travelling in an airplane takes very litt le time; it is one of the fastest means of transport.

• Tell students about rockets and spacecrafts. Tell them how man reached the moon by a rocket or a spacecraft.

• Draw their att ention to the words glossed and explain to them their meanings.

Activity

Use the blackboard now. Write the sentences there and read them aloud. Ask students to fi ll in the blanks: 1. A ............... is fi ne for the shortest trip. 2. An automobile is fi ne for a trip to another

.............. . 3. An ............. is needed to go around the world. 4. A rocket is used for the ............... trip. 5. A rocket can take you to............... ............... .Some students may come forward to do the activity while others may not. Encourage every student to participate. Give them adequate time and help them to fi nish it.

EXERCISES

Let’s understand

• Students can work on this in a pair or in a small group. Divide them accordingly and ask them to fi nd out the answers from the poem.

• Ask them to share their answers with the class. Ask the listeners to check the answers.

Think and write

• Ask students to look at question A. They are already familiar with the names of the vehicles given in the box as they have had a discussion about diff erent types of vehicles.

Activity

Divide students into three groups and ask each group to fi ll in one column of the table given in the book—page 30. Tell the group to read aloud the column that they have fi lled in. Other groups can check if the column is correctly fi lled or not. Give points to each group for accuracy. The group with the maximum number of points will be declared the winner.


• Ask them to share their answers with the class. Ask the listeners to check the answers.

• Ask students to complete the activity B on their own.

Life Skills

In this section, the given activity can help students to develop an important skill—Self-management. However, the teacher can provide more activities which can be helpful to complete the next activity.

Activity 1

The activity given in the book is an individual activity. Let students take turns to talk about their experiences when they go for a vacation. You could ask them the questions given in the book and allow them to answer by using phrases or words. Then ask them to write those answers in their notebooks. Check their spellings and grammar.

Activity 2

Use fl ashcards of vehicles and ask each student to choose one vehicle of their choice. The idea is to motivate each and every student, including the non-participative students in the class to work together. Divide the students into four or fi ve groups. Now distribute chart paper and crayons to the groups. Tell them to make a chart showing three types of vehicles.

5. TEMBO—THE ELEPHANT

Things you will need: Textbook and a notebook Flashcards of animals—lion, bird, elephant,

dog, deer, bull and the parts of their body elephant’s trunk, deer’s hoof, dog’s tail, lion’s paw, bull’s horn, bird’s beak

Recorded sound of an elephant’s trumpet, a goat’s bleat, a dog’s bark, a cat’s mew, a horse’s neigh, a lion’s roar, birds’ chirping, ducks’ quacks, squirrels’ squeaks, a wolf’s howl, a frog’s croak

Prepare or arrange at least fi ve sets of board games as shown in the life skills

section, page 38.(You can make it on the chart papers also)

Prepare posters with the ten statements given within the board game in the Life Skills section of the book, page 38.

A Smart Class or access to a computer.

INTRODUCTION

• Ask students if they have seen elephants in a zoo or in a reserve forest or simply in their surroundings—on the road or in an amusement park.

• Tell them that this is a story of a young and wise elephant who loved to swing his trunk, and eat from the tallest trees, and whose tusks were growing.

Activity

Divide students into two groups—A and B. Distribute the animals’ fl ashcards to the group A and the fl ashcards of animals’ body parts to group B. Now, as the students of group A show an animal fl ashcard (example–lion), ask the students of group B to identify the animal and show the fl ashcard of its body part (example–lion’s paw). This continues till all the fl ashcards are exhausted.• Tell them a few things about elephants—how

they are known for their huge size, strength, and loyalty in our country. Our kings and emperors loved and groomed elephants. In other countries like Africa also, they are respected as a symbol of strength, stamina, and wisdom.

These stories or interesting facts about animals att ract a child’s att ention and help her or him to think that wildlife or animals are an integral part in our lives.

• Ask them if they know that elephants’ tusks are made of ivory and people hunt elephants for their tusks. Tell them that this practice is unfair and illegal, and it is a serious threat to elephant population in many countries.

Let’s start

Activity 1

Teachers can try out the activity given in the book. Children have a natural att raction and curiosity about wildlife. Draw their att ention to the illustration given on page 32. Take students out on a sunny day


on a forest picnic or a picnic in a zoo. Teach them that they will have to be quiet, so that they do not disturb the animals–deer, elephants, and diff erent kind of birds. If they want, let them take an elephant ride or a camel ride. Students will enjoy and feel that animals are sensitive and responsive to humans. They will learn to empathise with animals in this way. Teach them that everybody who wants to observe and enjoy wildlife should adhere to some dos’ and don’ts, e.g.We should not 1. throw trash or plastic inside the forest or in

the animal’s enclosures. 2. light a fi re. 3. blow horns. 4. try to feed animals.

Activity 2

If you cannot arrange a picnic in a forest or zoo, you can create an artifi cial wildlife environment in the classroom and children can dress up themselves as forest animals–elephant, lion, tiger, bear, deer, peacock etc. Use recorded sounds of animals. Some students can play the role of visitors. You can discuss with them about some famous reserve forests or wildlife sanctuaries – for example, Periyar Tiger Reserve, Indira Gandhi Zoological Park, Corbett National Park etc. Tell them about the code of conduct that are to be followed in reserve forests.

The lesson

• Students already know that this is a story of a young elephant. Tell them that this young elephant, Tembo was intelligent and could save himself from danger.

• Read aloud each paragraph and have the students follow it in their books. Then ask or choose a student to read it again. Improve her or his pronunciation, pause, and check the fl ow of reading. Focus on the glossed word or words in each paragraph. Encourage and motivate each student to take part in the classroom activity.

Paragraph 1: page 32 Where was Tembo born? (in Africa) How was Tembo’s trunk growing? (It was

growing fast)

How would Tembo show off his trunk? (by swinging it as he walked)

• Discuss that the word ‘herd’ here refers to the group of elephants living together. Tell them about some interesting usage—for example, the words ‘school’, ‘pack’ are used for a group of fi shes and a group of dogs respectively.

Paragraph 2: page 32 Who was the incharge of the elephant herd?

(Tembo’s mother) How did Tembo’s mother show that she was

the incharge of the herd? (when she trumpeted, the whole herd listened to her)

Whenever Tembo tried to wander away from the herd, what would bring him right back? (his mother’s loud angry trumpet)

• Discuss the glossed words—‘trumpet’, etc. They already know the words for animals cries—e.g. ‘trumpet’, ‘roar’ etc.

Paragraph 3: pages 32 and 33 What did Tembo see at some distance? (the

green trees) Why did Tembo want to go there? (because

he had heard stories of strange animals that lived there and he wanted to see them)

• Explain the meaning of ‘wander away’ and ask students – Who wanted to wander away from the herd? (Tembo, the elephant)

• Tell children to look at the illustration on page 33. Ask them if they like the young elephant, Tembo and his herd. Tell them to observe their big ears, white tusks, and long trunks.

Paragraph 4: Page 33 When did Tembo start to wander away from

the rest of the herd? (when his mother was enjoying her bath in the small pool)

Where did he soon reach? (in the middle of the green trees which he saw from a distance)

What did he see there? (a strange animal, moving among the trees)

Why was it strange? (because it had two legs) What did the strange animal do? (the strange

animal moved very fast and looked straight at Tembo)

Why did Tembo shiver? (he remembered his mother’s words that the two-legged creature


called ‘man’ killed elephant for their tusks. He shivered as he thought of someone pulling his tusks out)

• Ask students to look at the illustration on page 34. It shows how people hunt elephants for their tusks.

Paragraph 5 and 6—page 33 Why did Tembo trumpet and start to run

away towards the herd (The strange two-legged animal scared Tembo and he started to run away towards the herd. Tembo trumpeted to tell his mother where he was.)

Why did Tembo run faster than before? (Tembo ran faster than before out of fear. A sharp sound went past his head and he felt a burn on the side of his ear.)

After running for a long time, what did he hear? (his mother’s loud trumpet)

• Tell students that Tembo could understand danger because of the sharp sound that went past his head, which was a bullet. The hunter targeted Tembo, but missed.

Paragraph 7 and 8—pages 33 and 34 How did Tembo realise that his mother was

right? (Tembo could understand that he was in danger, because he was alone. His mother wanted him and other elephants to live in a herd).

Where did the elephant herd disappear and when? (As the sun set, the elephant herd disappeared into the thick, dark African jungle)

• Read aloud and explain the notes at the end of the chapter and tell students to follow it in their books.

Story narration

Now narrate the whole story in the class and ask students to contribute in the narration with some words or phrases.

EXERCISES

Let’s understand

For questions A and B, divide students into four groups.• Read aloud question A and ask each group to fi nd

out the answers from their books. The idea is to teach them to fi nd out the answers from the story.

• Read aloud each statement of question B and ask students to write it on the blackboard. Once a group writes the statement on the blackboard, ask another group to write ‘T’ or ‘F’ against that statement. Then you can reverse their role. In this way, children will enjoy the session and learn to work together in the class.

• For question C, let students work in a group fi rst. Read aloud each question and write it on the blackboard. Ask each group to fi nd out the answers from their books and share them with the class. Check and conclude the answers. Have them to write the answers in their notebooks.

• Avoid writing the answers on the blackboard for them to copy.

Let’s learn words

Students already know about animals’ cries and have become familiar with them in the previous units. Ask them if they have observed diff erent animals cries. Have recorded sound of animals’ cry ready for the students.

Activity 1

Divide students into four groups—A, B, C, and D. Discuss all four sentences given in the question A. Emphasise on the words that stand for animals’ cries like bleat, neigh, squeak, quack, etc., and ask students to mimic that cry one by one. Once a student mimics, play the respective animals’ sound—example: when a student mimics a goat’s bleat, play the recorded sound of it.Now, use the blackboard to complete the activity. For question A, write the fi rst sentence on the blackboard. Play the recorded sound of a goat’s bleat and a horse’s neigh. Ask the students of group A to choose and tick the right option on the blackboard. Continue this for the rest of the sentences of question A and call other groups one by one to fi nish the activity.

Activity 2

Tell students to look at the illustrations given on page 35, question B. Explain to them that just as we like to live in groups and socialise, animals also like to live in groups to save themselves from any danger,. Focus on the words that stand for some animals’ groups given in the box.


Ask students to read the sentencs and help them to fi ll in the correct words.


• Read aloud the two words given in the book—‘right’ and ‘straight’. You can play the exercise. Ask students to repeat it with a proper and clear tone.

• Draw their att ention to the interesting fact–in the word ‘right’, ‘–ight’ is pronounced as ‘–ite’, but in the word ‘straight’, ‘–ight’ is pronounced as ‘–ate’.

• Read aloud the sets of word given in question A and ask students to repeat them after you. Draw the att ention of your class to the diff erences in the pronunciations of the same group of lett ers or same syllables.

Activity

Discuss with them that the pronunciation of lett ers ‘ph’—it is exactly similar to the lett er ‘f’. Read aloud the given words and ask students to repeat them after you. Now, ask each student to fi nd out a word with the lett er ‘f’,—like—fan, fl ower, fl oor, fat, fool etc. You can give a word with the lett ers ‘ph’ against each word given by her or him. Children will enjoy the activity and improve their pronunciation as well as vocabulary.

Let’s listen

• Play the exercise. Ask students to listen to it carefully.

• Read out the listening text from page 48, twice or thrice and ask students to listen to that att entively.

• Keep an eye on the non-participative students in the class and pose the questions to them given on page 36.

• Ask each student to complete the activity on their own and help them if they have any query.

• Tell students that these rules are a part of good manners and motivate them to follow them on appropriate occasions.

Let’s spell well

• In the previous term, children have learnt to make plurals by adding the lett er ‘s’ with the

singular word, for example, girl and girls. Repeat the concept here and ask students to recollect it.

• Tell them the interesting rule that sometimes in the words ending with the lett er ‘y’, the lett er ‘y’ is replaced by the lett ers ‘-ies’.

• Write the given clue (page 36) on the blackboard and explain it by using the examples—like

monkey and monkeys, family and families• Ask students to follow the exercise in their

books. Give them adequate time to look at it. Then ask them to write those words in their notebooks in singular and plural forms.

Activity

If you notice that they are comfortable with the singular and plural forms of those words, you can add some more words— boy, city, story, essay, tray, berry etc. Divide the class into two teams and distribute to them the words in singular form. Ask them to write the plural forms of those words. Observe how they use the clue which has been discussed already. The team with the maximum number of correct answers will get the merit.


Learning the usage of the articles—‘a’, ‘an’• For activity A, write the the four words given

in the book and ask students to identify the fi rst lett er of each word as a vowel or a consonant. If they make any mistake, correct it gently. This is an excellent way to let them revise their old lesson.

Activity

Write some more words on the blackboard—drum, clock, umbrella, notebook, book, oven, etc. Note that all these words are very common and are taken from our surroundings. Read out each word and ask students to use the correct article before it. To avoid the noise, tell them to raise their hands if they know the answer. You may notice that some students prefer to remain quiet. Write students responses on the blackboard and ask the listeners to check if that are correct. In this way, you can get the entire class to join the activity.• Now ask students to look at the question B on

page 37. Read out the passage and tell students to follow it in their books.


• Ask them to use the articles correctly as they have learnt. Help them if they feel any diffi culty.

Think and write

Here, it is a multi-faceted activity which is designed for enhancing the speaking and writing skills of students.

Activity

Divide the class into pairs—it may be around ten pairs approximately. Keep some students aside for the next part of the activity. Now ask a pair of students to start their own story with the line given in the book. Then another pair of students adds a line to that and it continues till each pair has had their turn. Observe if they use correct words and speak English in right tone and pronunciation. After framing ten sentences, ask the listeners if they can identify any mistake in them. You can check and improve the sentences.Now ask each pair to write the sentence on the blackboard what they have made before. One student will write and other will check it. Have the listeners also to check it.Students can write the story in their notebooks as homework.

Let’s learn more

• If you have the internet in the class, let students to explore the given website.

• Students have gone through this type of exercise before in ‘Let’s listen’ section. Now they will enjoy the activity and acquire the necessary skills as learning through a website would leave a deep and direct impact on students’ minds due to its audio-visual eff ects.

Life Skills

Children have learnt that this is a story about a young elephant who was the target of a hunter. They have gone through a discussion about how the insensitive humans kill elephants for their tusks. They have learnt that the changing human att itude and empathy can protect our wildlife.

Activity

Divide the entire class into fi ve groups. Use the board games which you have kept ready. Ask students to place the posters in the prominent places within the classroom. Draw their att ention to that and read aloud each poster. Ask them to identify the wrong act or right act. The idea is to focus on their understanding or att itude towards wildlife. If you see any misconception, correct it.Tell students the rules of the board game and help them to understand that. They will identify the statements given there that they have come across already. Observe their enthusiasm and response to carry on the game.




1. Tick () the correct answers. (3 × 1 = 3)

(i) The lion saw (another lion / his refl ection) in the well. (ii) At school, Mona had learnt about diff erent kinds of (plants / animals). (iii) Eating too much of junk food is (healthy / unhealthy)

2. Write True (T) and False (F) against the given statements. (3 ×1 = 3)

(i) The lion was killing animals without any purpose. (ii) Tembo and his mother were alone in the jungle. (iii) Tembo know that the two-legged creature was a friend.

3. Answer the following questions. (4 × 2 = 8)

(i) Do the lion like the plan made by the animals of the jungle? (ii) How did the animals feel after the lion drowned? (iii) What did Leela and Mona want to eat? (iv) How did Tembo’s mother show that she was in charge of the herd?

4. A. Match the animals to the sounds that they produce. (4 × 1 = 4)

(i) A donkey barks

(ii) A mouse neighs

(iii) A horse brays

(iv) A dog squeaks

B. Fill in the blanks with the names of the animal homes given in the box. (4 × 1 = 4)

web, stable, coop, trees

(i) Hens live in a ............................. .

(ii) Monkeys live on ............................. .

(iii) Spiders live in a ............................. .

(iv) Horses live in a ............................. .



5. Underline the verbs in the following sentences. (5 × 2 = 10)

(i) Padma goes to school. (ii) The cat sleeps under the table. ( iii) The students laugh at the joke. (iv) My uncle drives a car. (v) An eagle fl ies high.

6. Rewrite the sentences so that the verbs agree with the subjects. (5 × 2 = 10)

(i) You am a friendly person. (ii) They is reading in the library. (iii) We is playing in the park. (iv) My socks is blue. (v) Leela are cutt ing vegetables.

7. Fill in the blanks with the correct words given in the box. (4 × 1 = 4)

swarm, litt er, school, fl ock

(i) Someone has left a ................... of eats outside my house. (ii) I looked in the pond and saw a ...................of fi sh. (iii) A ................... of bees are coming towards us. (iv) As the sun was rising, I saw a ...................of birds fl ying.

8. Write ‘a’ or ‘an’ before the nouns. (4 × 1 = 4)

(i) .................... drum (ii) .................... umbrella (iii) .................... oven (iv) .................... clock


1. THE LION AND THE HARELet’s start (Page 9)

Picture 1–Lion Picture 2–Tiger Picture 3–Bear Picture 4–Deer

Let’s understand (Pages 11 and 12)

A. 1. greedy 2. in terror 3. hare 4. lionB. 1. (F) 2. (F) 3. (F) 4. (T)C. 1. The animals were afraid because their king,

the lion, started killing all the animals in the jungle one by one.

2. The animals met the lion to tell him that everyday one animal would be sent to his den for his food and he need not go for hunting.

3. The hare thought of a plan to escape from the lion. He told him that while coming he was chased by another lion who claimed himself to be the king of the jungle.

4. The lion was not clever because he foolishly believed the words of the hare that another lion in living inside the well. He jumped into the well to kill that lion and soon he got drowned.


A. 1. An elephant trumpets. 2. A bird chirps. 3. A cat mews. 4. A lion roars.B. 1. A cow lives in a shed. 2. Hens live in a coop. 3. A monkey lives on a tree. 4. Bees live in a hive.

Let’s spell well (Pages 13 and 14)

B. 1. meet — to come together meat — the fl esh of animals and birds that

people eat

2. bear — a wild animal, to tolerate bare — not covered with clothes 3. one — the number that comes fi rst won — achieved victory 4. hare — a big rabbit hair — mass of long thin threads that

grow on people’s head or other parts of their body.


A. 1. Padma loves movies. 2. The teacher asks questions to the students. 3. Kiran jogs in the park. 4. Priya plays with her toys.B. 1. writes 2. fl ies 3. reads 4. climbs


The answers can vary. The following is an example.Once there lived a fox in the jungle. He was very clever. He used to eat grasshoppers, small insects, birds, fi sh, even grass, fruits, and berries. Once, he tried to catch a squirrel. But the squirrel leaped quickly on to a branch of a tree. The fox missed the chance. He was hungry. He could see a bird dancing on the branch of a tree and singing a sweet song.It can be extended into a long story.


The answers can vary. Here are some examples—play, read, write, eat, run, walk, talk etc.

2. GOOD MANNERS


1. please 2. thank you 3. welcome 4. sorry 5. excuse me




A. 1. The two polite words mentioned in the poem are ‘thank you’ and ‘please’.

2. We should not interrupt. We should not tease anybody. We should not argue. We should not fuss.

3. To show good manners, we should listen when others talk to us; we should share our toys; we should wait for our turn, etc.


A. 1. friendly 2. gentle 3. excuse me 4. kindB. 1. () 2. () 3. ()

3. EAT HEALTHY


bananas, fi sh, carrot, meat, eggs, milk


A. 1. promotion 2. dinner 3. vegetable pulao 4. doctor

B. 1. plants 2. pulao 3. a burger and cola 4. unhealthy

C. 1. Leela’s and Mona’s father was happy because he got a promotion at work.

2. Mona liked the restaurant because it smelled good.

3. Mona’s parents were upset with her because she eats junk food frequently.

4. In the end, Mona could understand her fault and learnt the lesson that eating too much of junk food is bad for health.

Let’s learn words (Pages 23 and 24)

A. 1. mango 4. grape 2. carrot 5. orange 3. tomato 6. beans

B. 1. football 2. matchbox 3. blackboard 4. doorbell


useful careful hopeful thankful


Rewriting the sentences with subject-verb agreement— 1. I am going to eat my breakfast. 2. You are a friendly person. 3. He is helping his grandparents. 4. We are playing in the park. Matching the subjects with the predicates– 1. The family is white. 2. The cuckoo sings sweetly. 3. Seema is doing her homework. 4. The teacher asked me to go to the staff room.


Breakfast Lunch Snacks Dinner

Monday cornfl akes with chilled milk

chapatt is, rice, dal, vegetable curry, fi sh/chicken, dahi

fruit chat or one fruit–banana or apple

chapatt is, rice, dal, vegetable curry

Tuesday toast with butt er

same vegetable soup

same

Wednesday upma same fruits same

Thursday Toast with Omelett e

rice and rajma

boiledvegetables

soup, salad, (non-veg)

Friday idli and sambar

same same same

Saturday aloo paratha, dahi

same same same

Sunday cornfl akes milk

same same same

4. I LOVE TRAVEL


1. Bicycle, automobile, airplane and rocket 2. Airplane and rocket are used as air transport. 3. We cannot use a bicycle to go around the

world because it is suitable only for a short trip or for travelling short distances.


Think and write (Pages 30 and 31)

A. Land transport — car, train, scooter Water transport — ship, boat Air transport — rocket, helicopter, aeroplane

B. 1. engine driver

2. rider 3. car driver

4. cyclist


The answers can vary. The following is an example.Yes, I had been to Kolkata with my family on the occasion of Dussera.We reached Kolkata by aeroplane. There we roamed around the city by car. In Kolkata, we also had tram ride. It was very nice and comfortable. Kolkata is the only city where this vehicle is available.It doesn’t cause air pollution because it is driven by electricity. We could see the river Ganges there. We got on a steamboat from the jett y and reached Howrah, a city on the bank of the river Ganges. We saw the famous botanical garden there and came back to Kolkata by evening. We had used land transport, water transport, and air transport in our visit to Kolkata.

5. TEMBO – THE ELEPHANT


A. 1. Africa 2. swinging 3. animal 4. trumpetedB. 1. F 2. T 3. T 4. FC. 1. The elephants were scared of the creature

called ‘man’ because he killed some of them for their tusks.

2. Tembo did not follow his mother’s rule and tried to wander away from the herd.

3. Yes, Tembo learnt his lesson that they had to stay together as a herd, to face any danger.

4. As the sun set, the elephant herd disappeared into the thick, dark, African jungle.


A. 1. bleats 2. quacks 3. howls 4. croaksB. 1. fl ock 2. school 3. pack 4. pride


1 at home 3

2 at the restaurant 5

3 in the classroom 1

4. in the library 2

5. in the bus 4


A. 1. An 2. A 3. An 4. An

B. I went to the market with my father. He said I could pick up some fruit for myself. I took the basket from the shelf. I picked up an apple, an orange, a banana, a bunch of grapes.


The Answers can vary. The following is an example.My name is Tembo. I live in Kaziranga National Park in a herd. I always obey my mother’s call. She tells us not to move away from the herd. Once when I tried to wander away from our herd, I fell into danger. A two-legged creature wanted to kill me with his gun. He wanted to take out my tusks. Yes! I know that! I saw once in the wild, one of our friends was killed by a man and then he (man) took out his tusks. Next day, lots of men came here, but could not trace that man.


A. 1. being kind 2. town 3. swinging 4. restaurant 5. African

B. 1. scared 2. burger and cola 3. hare 4. long 5. pond

C. 1. () 2. () 3. () 4. () 5. ()

D. 1. The wise hare thought of a plan to fool the lion. He told the lion a false story of another lion living in a well who wanted to become the king of the jungle. He took the lion to the well. The lion saw his image in the well and jumped into it to kill that lion. He got drowned.

2. The four vehicles mentioned in the poem ‘I Love Travel’ are a bicycle, an automobile, an airplane and a rocket.

3. Mona’s parents were upset with her because she eats junk food very often.

4. The elephants were scared of the creature called ‘man’ because he killed some of them for their tusks.

5. The two polite words mentioned in the poem are ‘thank you’ and ‘please’.

E. 1. horse neighs 2. donkey brays 3. lion roars 4. mouse squeaks 5. owl hoots

F. 1. grandmother 2. bookcase 3. bedsheet 4. newspaper 5. lifeguard

G. 1. walk 2. shouts 3. packs 4. stands 5. have to push

H. 1. I am reading a book. 2. You are standing on the staircase. 3. He is playing with his pet dog. 4. We are going for a movie. 5. They are coming home for dinner.

I. 1. An 2. A 3. An 4. A 5. An 6. An 7. A 8. An

LET’S REVISE



1. THE LION AND THE HARE

Worksheet 1 A. 2. buy 3. play 4. sleep 5. build 6. climb 7. drinkB. 2. sings 3. laugh 4. skips 5. swims 6. writes

Worksheet 2 A. go, enjoy, going, leave, packs, get, drives, buy, enter, start, walk, look, enjoy, watching, fl y, eat

B. 1. is 2. is 3. are 4. is 5. are 6. is 7. are 8. is 9. are 10. are

3. EAT HEALTHY

Worksheet 1A. 1. am 2. are 3. is 4. is 5. are 6. are 7. am,are 8. is

B. 1. The children are shouting in the classroom. 2. The litt le girl is playing in the garden. 3. We are walking to the school. 4. The people are going to the theatre. 5. The students are studying in the classroom. 6. The baby is crying for food.Worksheet 2A. 1. neighs 2. moos 3. roars 4. brays 5. mews 6. clucks

B. 1. slides 2. climbs 3. fl ies 4. jumps 5. hops 6. gallop

4. TEMBO - THE ELEPHANT

Worksheet 1A. 1. An 2. A 3. A 4. An 5. A 6. An 7. An 8. A

B. Five nouns for article ‘a’– school, boy, girl, student, book

Five nouns for article ‘an’– ice cream, orange, apple, eye, elephant

Worksheet 2A. 1. () 2. () 3. () 4. () 5. () 6. () 7. () 8. ()

B. aeroplane, owl, egg, ice cream, umbrella

(Practice worksheets given in the course book)

119 Answers to Model Questi on Paper


1. (i) his refl ection

(ii) plants

(iii) unhealthy

2. (i) T (ii) F (iii) F

3. (i) yes (ii) very happy

(iii) Leela wanted to eat vegetable pulao and Mona wanted to eat burger and cola.

(iv) Tembo’s mother showed that she was in charge of the herd by controlling them by her loud trumpet.

4. A. (i) A donkey brays

(ii) A mouse squeaks

(iii) A horse neighs

(iv) A dog barks

B. (i) coop (ii) trees

(iii) web (iv) stable

5. (i) goes (ii) sleeps (iii) laugh

(iv) drives (v) fl ies

6. (i) You are a friendly person. (ii) They are reading in the library (iii) We are playing in the park (iv) My socks are blue. (v) Leela is cutt ing vegetables.

7. (i) litt er (ii) school (iii) swarm (iv) fl ock

8. (i) A (ii) An (iii) An (iv) A


Term 2



1.Cardinal

and Ordinal Numbers

7 • Cardinal and Ordinal Numbers

Students should be able to:understand the concept of ordinal numbers; differentiate between cardinal and ordinal numbers (1-10); order numbers as per their positions

2.Skip

Counting, Even and Odd

Numbers

7 • Skip Counting• Even and Odd Numbers

Students should be able to:understand the concept of skip counting; understand the concept of even and odd numbers; categorise numbers from 1-100 as even and odd

3.Multiplication 15

• Multiplication• Multiplication on a Number line • Multiplication Tables• Properties of Multiplication

Students should be able to:understand the concept of multiplication; multiply using a number line; understand how to build multiplication tables; apply the use of multiplication tables in multiplication; understand and apply the properties of multiplication (order in multiplication, multiplication by zero)

4.Patterns 6 • Patterns

Students should be able to:understand the concept of patterns; identify patterns in nature; create/trace patterns; follow a given pattern

5.Subtraction 15

• Subtraction, Its Symbol and Subtraction by Crossing Out• Subtraction on a Number line• Subtraction of a Zero and Subtraction of the Same Number• Horizontal and Vertical Subtraction• How Many More• Subtraction of a Single-digit number from a Two-digit number• Subtraction of a Two-digit Number from a Two-digit Number• Word Problems on Subtraction

Students should be able to:understand the concept of subtraction; identify the symbol of subtraction; understand subtraction by crossing out; subtract using a number line; understand the property of subtracting a zero and subtracting the same number; relate the concept of how many more to the concept of subtraction; subtract one-digit numbers and two-digit numbers from two digit numbers; understand and solve word problems on subtraction




TERM 2

1. CARDINAL AND ORDINAL NUMBERS

ESSENTIAL TEACHING AIDS• Pencils, erasers, pencil boxes, books, other

stationery items

CONCEPT EXPLANATIONRecapitulation

¾ Recapitulate counting of numbers from 1-10. Explain to students that this is the normal way of writing numbers. Now they would learn about ordinal numbers.

I. Cardinal and Ordinal Numbers ¾ Explain to students that the numbers 1, 2, 3

..... and so on, are called cardinal numbers. To explain ordinal numbers, engage the students in the given activity.

ACTIVITY ¾ Ask them to write 1 to 20 in their notebooks,

tell them to start writing only when you say START. After two minutes tell them to STOP writing. Now check, which student wrote the maximum numbers in two minutes. Suppose, in the class Amit wrote 18 numbers, Rita wrote 16 numbers and Varun wrote 15 numbers, and rest of the class could not write more than 14 numbers. Explain to them that in this activity, Amit stood first (1st), Rita stood second (2nd) and Varun stood third (3rd). Tell them that 1st, 2nd and 3rd are the positions or order in which these three students had finished writing. Explain them that 1st, 2nd and 3rd are the first three ordinal numbers.

¾ Draw 10 circles of different sizes in ascend-ing order on the black/whiteboard and label

Cardinal Numbers

1 2 3 4 5 6 7 8 9 10

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th

Ordinal Numbers

them as cardinal and ordinal numbers as shown above. Tell them that 1, 2, 3,......10 are cardinal numbers and 1st, 2nd, 3rd,.... 10th are ordinal numbers.

¾ Show them the position or order of arrange-ment by doing some activities, e.g., ordinal numbers for heights and weights.

Reinforcement ¾ Ask students to do worksheets related to the

concept. Ask them questions like show the 2nd ball, show the 7th ball and so on. Let them do writing practice of ordinal numbers in numerals and in words.

2. SKIP COUNTING, EVEN AND ODD NUMBERS

ESSENTIAL TEACHING AIDS• Stationery items like pencils etc.

CONCEPT EXPLANATION

I. Skip Counting ¾ Explain to students that ‘skip’ means to leave

something in the middle and move to the next one. Just as in hopscotch game, we skip Step 2 and jump from Step 1 to Step 3, leaving Step 2 in between. This is skip counting by 2.

¾ Write counting from 1-15 on the black/whiteboard. Now start from 1 and skip two steps. Explain to them skip counting by 2’s by circling the numbers between 1-15 starting from 1.

¾ Repeat the explanation and activity for skip

counting in 5’s and 10’s in the same way.Reinforcement

¾ Let the students do some more exercises on skip counting from the book and attempt the practice worksheets.

II. Even and Odd Numbers ¾ Explain to students that if they group the

objects in 2s or pairs, and are not left with


a single object, then the number of objects is even. To demonstrate it, collect 10 pencil boxes from the class. Place them in a row on the table. Now arrange them into pairs, you will find that 5 pairs of pencil boxes are formed and no pencil box is left alone. Thus number 10 is even.

¾ Explain to them that if on pairing the objects, one object is left alone, the number of objects is odd. Take one more pencil box. Now there are 11 boxes, 10 in pairs of 2 and 1 in single. Thus 11 is an odd number. Repeat this with some other objects in the same way.

Reinforcement ¾ Let them do the worksheets to reinforce the

concepts learnt.

3. MULTIPLICATIONESSENTIAL TEACHING AIDS

• Kidney beans, toffees, pencils, erasers


¾ Revise addition sums with students to reinforce repeated addition as multiplication.

I. Multiplication ¾ Explain to students that a group is a collection

of similar objects. Take the example of a group of four boys, a group of 7 colours in a rainbow, a group of singers in a choir. Ask them to identify a group in the class.

¾ Ask them to identify different groups having the same number of objects. For example, 4 groups of books with 3 in each group. Explain to them to read it as:

4 groups of 3 = 12, or 4 times 3 = 12, or 4 × 3 = 12 product

¾ Explain that multiplication is a process of repeated addition. Suppose we take 5 groups of 4 kidney beans each (multiplication statement)

= 20

4 + 4 + 4 + 4 + 4 = 4 × 5 = 20

II. Multiplication on a Number Line ¾ Explain the concept of skipping a few steps

on a number line to show multiplication. Show it on the black/whiteboard using an example. Call students to the board and ask them to do multiplication on a number line using skip counting. For example take 2 steps 4 times, which shows 4 × 2 = 8

ACTIVITY ¾ Arrange toffees, pencils and erasers in different

groups of equal number of objects and ask them to add and tell the final products. Ask, them to state it as a multiplication statement.

III. Multiplication Tables ¾ Make the students understand the concept

of multiplication tables; how they are built using multiplication statements.

¾ Make them read aloud the tables given in the coursebook.

¾ Focus on the fact that to read, write or speak tables, multiplication sentences are used, e.g., in table of 2, 2 times 2 is 4, 3 times 2 is 6, 4 times 2 = 8 and so on.

¾ Make them build tables of 1, 2 and 5 using the same method.

IV. Properties of Multiplication ¾ Make students understand that 0 added any

number of times gives only 0, so multiplication of any number by 0 gives the answer 0.

¾ Also, make them understand that if they change the order of the numbers in multiplication, then, the answer is the same, i.e., 3 times 4 = 4 times 3 or 3 × 4 = 4 × 3 = 12.

Reinforcement ¾ Let the students do the given worksheets for

practice.

4. PATTERNS

ESSENTIAL TEACHING AIDS• Countable objects, rangoli patterns.

CONCEPT EXPLANATION

Recapitulation ¾ Start with the concept of day and night

which comes alternatively throughout the


year, and so does the sun appear in the day, and moon at night.

Day Night Day Night ..I. Patterns

¾ Explain to students about patterns using the given examples:• In a year, winter comes after summer and

the pattern is Summer Winter Summer Winter

.....• Ask them to identify the pattern in a week.

Monday comes first and then Tuesday and so on.

• Draw some patterns on the blackboard. as shown below:

ACTIVITY ¾ Ask the students to identify a pattern in

flower or a leaf. You may show the same in the class.

¾ Show them the increasing patterns as given below.

1 2 3

¾ Students may be given different materials like pencils, sharpners, crayons and asked to make their own patterns.

¾ Develop an alternate naming pattern, the first name starts with a consonant, the second name starts with a vowel, the third with a consonant and so on.

Anuj Kavita Esha Lalit Om Puneet IlaReinforcement

¾ Ask the students to do practice worksheets for reinforcement of the concept.

¾ Show them some rangoli patterns to understand the concept further.

5. SUBTRACTIONESSENTIAL TEACHING AIDS

• Pencils, a few coins of one rupee each, digit flashcards, marbles


¾ Give the students a situation: Suppose they have 4 chocolates and they share half of them with their brother, then how many chocolates will be left. Connect it with the concept of subtraction by taking a few more examples.

I. Subtraction, Its Symbol and Subtraction by Crossing Out

¾ Explain to students that subtraction means to ‘take away’ some part from the whole. The part left over is called the difference. Show the class that you have five pencils. A student takes away 2 pencils from your hand. Show that you are left with only 3 pencils.

5 – 2 = 3 or 5 less 2 is 3 ¾ You can also explain this concept by crossing

out objects. Draw 5 pencils on the black/whiteboard, cross out 2 pencils. Now ask the students to count the remaining pencils on the black/whiteboard.

ACTIVITY ¾ To make this concept more clear let the

students try it by using coins of ` 1 each. Give them 10 coins and ask them to subtract 0, 3, 5 and 10 coins from the 10 given coins and observe the results.

II. Subtraction on a Number line ¾ Explain to students that subtraction can be

done using a number line in the same way as addition is done; the only difference is that in addition, they move forward on the number line and in subtraction, they move backwards. Explain it by using some examples on the black/whiteboard.

III. Subtracting Zero and Subtracting the Same Number

¾ Take 5 marbles in your hand and explain to students that if you do not give any marble to anybody, then 5 marbles will be there with you, i.e., 5 – 0 = 5. Repeat this with


some other number also and conclude that subtracting 0 from a number gives the same number as the difference.

¾ Also make them understand that when a number is subtracted from itself, then it gives 0 as difference. For example, if in the above example 5 marbles are given to Radha, then you are left with zero marbles in your hand.

IV. Horizontal and Vertical Subtraction ¾ Demonstrate horizontal and vertical sub-

traction on the black/whiteboard and focus on the presentation of the same because the method for subtraction remains the same.

V. How Many More ¾ Make the students understand that if they

add some number to a number then that is an addition sum. When they talk in terms of how many more, then it is a subtraction sum. For example, when they note how many more are needed to make 6 into 9, then the answer will be calculated when they subtract 6 from 9. So, the answer is 3. Make them understand this by using other examples from the book.

VI. Subtraction of a Single-digit number from a Two-digit number

¾ First revise the place value concept to write a two-digit number in the Tens (T) and the Ones (O) column.

¾ Now take an example to explain the method of subtraction. For example, 17–4. Tell them to subtract the digits at the ones column and the tens column separately. As there is no digit in the tens column in the second number, write down the tens-digit as such. Write 1 before 3; 13 is the difference.

T O 1 7 – 4

1 3

¾ Focus on the fact that we always subtract starting from the ones place and a smaller number is always subtracted from a bigger number.

VII. Subtraction of Two-digit Numbers from Two-digit Numbers

¾ Use the same method to subtract as is done in the previous part. Explain to them that to subtract two-digit numbers from two-digit numbers, first we subtract the digits at the ones place and then the digits at the tens place. Explain this by solving some examples on the black/whiteboard, e.g.,

T O 2 7– 1 4

1 3

ACTIVITY ¾ Keep digit flashcards in a bowl. Divide the

class into two teams. Let one student from each team come in front. Select two digit cards and build the subtraction sum on the black/whiteboard. The students can compare their answers, and the team with the smaller answer can be given points. or vice-versa.

VIII.Word Problems on Subtraction ¾ Give the students some situations where

they have to analyse a situation and then decide what they have to do. Give them a few situations where they have to subtract or ‘how many more’ type questions. Assist them wherever required. Explain to them that they have to read and understand what has to be done in a given problem, e.g., if Raju has 5 sweets, he gives 2 sweets to his sister then, if the question is how many are left with him then, it simply means that 2 will be subtracted from 5, i.e., 5 – 2 = 3.

Reinforcement ¾ Ask the students to do the practice

worksheets for reinforcement of the concept.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Cardinal and Ordinal Numbers

Cardinal and Ordinal Numbers1 1

1. Circle the objects.

a. Fifth balloon

b. Fourth orange

c. Second pencil

d. Seventh cap

2. Write the ordinal numbers for the given cardinal numbers.

a. 1 =

b. 2 =

c. 3 =

d. 4 =

e. 5 =

126

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Teacher’s Resource Pack-1 (Term-II)

1 2

1. Lookatthegivenwordsandstatethepositionsofthelettersinthem.

a.

Position of letter A is _______________ .

Position of letter P is _______________ .

Position of letter U is _______________ .

Position of letter R is _______________ .

Position of letter I is _______________ .

Position of letter J is _______________ .

b.

Position of letter N is _______________ .

Position of letter A is _______________ .

Position of letter T is _______________ .

Position of letter R is _______________ .

Position of letter I is _______________ .

2. Write cardinal numbers for the following.

a. First = f. Sixth =

b. Second = g. Seventh =

c. Third = h. Eighth =

d. Fourth = i. Ninth =

e. Fifth = j. Tenth =

Cardinal and Ordinal Numbers

J A I P U R

T R A I N

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Skip Counting, Even and Odd Numbers

1. Write skip counting in 2’s starting from 1.

2. Write skip counting in 5’s starting from 10.

3. Write the skip counting in 10’s starting from 5.

4. Write the even numbers between 1 to 50.

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

5. Complete the grid shown below. [Hint: All are odd numbers]

1 3 9 13 19

23 27 31 35 43

49 57 61

67 71 77 81

2 1Skip Counting, Even

and Odd Numbers

128

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1. Circle each odd number and cross out each even number in the given grid.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

81 82 83 84 85 86 87 88 89 90

91 92 93 94 95 96 97 98 99 100

2. Crossouteveryfifthballoon.

2 2Skip Counting, Even

and Odd Numbers

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Multiplication

Multiplication3 1

1. Show the following in multiplication form.

a. + +

× =

b. + +

× =

2. Show the following multiplication as repeated addition.

a. 3 × 4 = b. 2 × 5 =

c. 4 × 4 = d. 3 × 2 =

e. 2 × 6 =

3. Write multiplication tables of 4 and 5.

Table of 4 Table of 5

130

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1. Multiply on the number line.

a. Multiply 2 and 7 =

b. Multiply 3 and 5 =

c. Multiply 4 and 2 =

2. Write the products of the following.

a. 6 × 5 = b. 2 × 4 = c. 3 × 3 =

d. 5 × 4 = e. 6 × 2 =


a. 6 × 1 = b. 1 × 7 =

c. 2 × 5 = 5 × d. 3 × 9 = 9 ×

e. 3 × 0 = f. 0 × 5 =

g. 7 × 0 = h. 4 × 4 = 4 ×

Multiplication3 2

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Patterns

Patterns4 1

1. Completethegivenpatterns.

a.

b.

c.

d.

e.

f.

A T A A

132

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Patterns4 2

1. Completetherangolipattern.

2. Completethegivenpatterns.

a.

b.

c.

d.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Subtraction

Subtraction5 1

1. Subtract the following.

a. 7– 3

b. 4– 2

c. 5– 1

d. 8– 2

e. 1 0 – 2

f. 6– 3

2. Subtract the following. Also, cross out the answer in the pictures.

a. 4 – 3 =

b. 7 – 4 =

c. 5 – 2 =

d. 9 – 6 =

134

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Subtraction5 2

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

1. Subtract the following using the number line.

a. Subtract 6 from 9 =

b. Subtract 3 from 9 =

c. Subtract 5 from 9 =


a. 3 – 1 = b. 3 – 0 =

c. 4 – 4 = d. 7 – 7 =

e. 6 – 0 = f. 5 – 5 =

3. Hemahad6flowers.Shegave3tohermother.Howmanyflowersareleftwithhernow?

________________________________________________________________________________________

________________________________________________________________________________________

________________________________________________________________________________________

135 Model Question Paper



1. Fill in the blanks by counting in 10’s. (3)

a. 10, 20, 30, _____ , _____ , _____ , b. 38, 48, 58, _____ , _____ , _____ , c. 5, 15, 25, _____ , _____ , _____ ,

2. Write the next even numbers. (3)

a. 20 _____ b. 18 _____ c. 46 _____ d. 38 _____ e. 36 _____ f. 58 _____

3. Circle the seventh cake. (1)

4. Subtract the following. (4)

a. 3 6– 2 2

b. 2 5– 1 1

c. 3 8– 1 1

d. 4 5– 1 2

5. Multiply the following. (5)

a. 3 × 4 = b. 5 × 3 = c. 5 × 7 =

d. 4 × 2 = e. 6 × 1 =


a. 4 × 3 = × 4 b. 6 × 9 = × 6

c. 5 × 1 = d. 1 × 7 =

e. 2 × 0 = f. 7 × 0 =

g. 5 × 1 = h. 8 × 0 =

i. 7 × 1 = × 7



7. Subtract using the number line. (2)

a. Subtract 2 from 6

b. Subtract 5 from 10

8. Circle the fourth item. (2)

a.

b.

9. Circle the even numbers. (3)

74, 12, 13, 42, 47, 32, 31, 56, 78, 10, 49, 68, 66, 64, 55, 7, 41, 43, 88, 90

10. Multiply using the number line. (2)

a. Multiply 2 by 8 =

b. Multiply 5 by 2 =

11. Completethepatterns. (2)

a.

__________ __________ __________ __________ b.

__________ __________ __________ __________

12. Findthedifference. (5)

a. 36 – 23 = b. 39 – 14 =

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20


c. 29 – 10 = d. 22 – 11 =

e. 26 – 12 =

13. Write the multiplication table of 5. (5)

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

________________________________

14. Solve the given word problems: (5)

a. Akshay has 24 bananas. He wants to give 13 bananas to monkeys. How many bananas will be left with him?

______________________________________________________________________________________

______________________________________________________________________________________

b. There are 36 students sitting in a bus. 12 students got down at one stop. How many are left in the bus now?

______________________________________________________________________________________

______________________________________________________________________________________

15. Show the following multiplication as repeated addition. (3)

a. 3 × 4 = b. 5 × 2 =

c. 4 × 3 =



1. CARDINAL AND ORDINAL NUMBERS1. b. eighth and tenth

c. first and sixth

2. b. Apple

1stFirst

2ndSecond

3rdThird

4thFourth

5thFifth

6thSixth

8thEighth

9thNinth

10thTenth

7thSeventh

A P P L E

c. Aeroplane

1stFirst

2ndSecond

3rdThird

4thFourth

5thFifth

6thSixth

8thEighth

9thNinth

10thTenth

7thSeventh

A E R O P L A N E

3. a. I—8th, H—4th, T—3rd, G—7th, C—9th b. S—7th, C—1st, U—5th, L—3rd, R—6th2. SKIP COUNTING, EVEN AND ODD NUMBERS

1. 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 302. b. 4 c. 6 d. 83. 10, 15, 20, 25, 304. 20, 30, 40, 505. b. 10 c. 15 d. 206. b. 20 c. 307. b. 45, 50, 55 c. 18, 23, 288. b. 53, 63, 73 c. 65, 75, 859. b. even c. odd d. even11.

4-even, 9-odd, 3-odd, 13-odd13. b. 12 c. 16 d. 22 e. 2414. b. 15 c. 21 d. 13 e. 23

3. MULTIPLICATION1. b. 2; 2; 2; 6; 3 times 2 is 6 c. 3; 3; 3; 9; 3 times 3 is 92. b. 3 × 6 c. 6 × 2 d. 4 × 4 e. 4 × 5 f. 3 × 103. b. 5 + 5 + 5 + 5 + 5 + 5 c. 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 d. 1 + 1 + 1 e. 4 + 4 + 4 + 4 f. 10 + 104. b. 12

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

c. 12

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

d. 10

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5. a.

× 23

2

57

8

64 12

16

1410

6

b.

× 54

9

36

5

2045 10

25

3015

2

6. b. 9 c. 25 d. 12 e. 40 f. 7 g. 5 h. 5 i. 57. b. 4 c. 20 d. 18 e. 60 f. 100 g. 30 h. 16 i. 358. b. 4 c. 8 d. 6, 3 e. 6 f. 39. b. 0 c. 0 d. 0

4. PATTERNS1.

S S S ST T T T

5. SUBTRACTION

1. Total butterflies = 5 Butterflies flew away = 3 Butterflies left = 5 – 3 = 22. Total stars = 7 Stars hidden behind the cloud = 3 Stars left = 7 – 3 = 43. b. 5 c. 44. b.

0 1 2 3 4 5 6 7 8 9 10 8 – 5 = 3 c.

0 1 2 3 4 5 6 7 8 9 10 7 – 3 = 45. b. 0 c. 4 d. 6 e. 0 f. 0 g. 0 h. 0 i. 0


6. b. 3 c. 2 d. 4 e. 2 f. 2 g. 4 h. 57. b. 2 c. 5 d. 6 e. 0 f. 5 g. 4 h. 2 i. 1 j. 38. b. 2; 2 c. 2; 29. b. 21 c. 33 d. 13 e. 32 f. 20 g. 13 h. 4110. b. 13 c. 25 d. 20 e. 15 f. 3 g. 10 h. 2111. a. 3 b. 3 c. 7 d. 11

REVISION1. 16, 18, 20, 22, 24, 262. 18, 21, 24, 27, 30, 333. 28, 32, 36, 40, 44, 484. 30, 35, 40, 45, 50, 555. a. 40, 50, 60 b. 43, 53, 636. a.

b.

c.

d.

7. a. 26 b. 20 c. 22 d. 348. a. 17 b. 29 c. 35 d. 339. a. 14 b. 34 c. 11 d. 11 e. 11 f. 3310. a. 2

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

b. 3

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

c. 6

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

11. a. 5 + 5 + 5 b. 2 + 2 + 2 + 2 c. 10 + 10 + 10 d. 4 + 4 + 4 + 4 + 412. a. 8 b. 25 c. 24 d. 7013. a. 3 b. 7 c. 3 d. 3 e. 3 f. 714. a. 3 b. 5, 7 c. 9 d. 7, 215. a. 5 candies b. 21 chocolates



1. CARDINAL AND ORDINAL NUMBERSWorksheet 11. a.

b.

c.

d. 2. a. First b. Second c. Third d. Fourth e. Fifth

Worksheet 21. a. second, fourth, fifth, sixth, third, first b. fifth, third, first, second, fourth2. a. 1 b. 2 c. 3 d. 4 e. 5 f. 6 g. 7 h. 8 i. 9 j. 10

2. SKIP COUNTING, EVEN AND ODD NUMBERS

Worksheet 11. 1, 3, 5, 7, 9, 11, 132. 10, 15, 20, 25, 30, 35, 403. 5, 15, 25, 35, 45, 55, 654. 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 485. 5, 7, 11, 15, 17, 21, 25, 29, 33, 37, 39, 41, 45, 47, 51, 53, 55, 59, 63, 65, 69, 73, 75, 79, 83, 85, 87

Worksheet 21. Odd numbers: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20, 22, 24, 26, 28, 30, 32, 34, 36, 38, 40, 42, 44, 46, 48, 50, 52, 54, 56, 58, 60, 62, 64, 66, 68, 70, 72, 74, 76, 78, 80, 82, 84, 86, 88, 90, 92, 94, 96, 98, 100 Even numbers: 1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, 25, 27, 29, 31, 33, 35, 37, 39, 41, 43, 45, 47, 49, 51, 53, 55, 57, 59, 61, 63, 65, 67, 69, 71, 73, 75, 77, 79, 81, 83, 85, 87, 89, 91, 93, 95, 97, 992.

3. MULTIPLICATIONWorksheet 11. a. 2 × 3 = 6 b. 3 × 3 = 9

2. a. 4 + 4 + 4 b. 5 + 5 c. 4 + 4 + 4 + 4 d. 2 + 2 + 2 e. 6 + 63. a. 1 × 4 = 4

2 × 4 = 8 3 × 4 = 12 4 × 4 = 16 5 × 4 = 20 6 × 4 = 24 7 × 4 = 28 8 × 4 = 32 9 × 4 = 3610 × 4 = 40

1 × 5 = 5 2 × 5 = 10 3 × 5 = 15 4 × 5 = 20 5 × 5 = 25 6 × 5 = 30 7 × 5 = 35 8 × 5 = 40 9 × 5 = 4510 × 5 = 50

Worksheet 21. a. 2 × 7 = 14

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

b. 3 × 5 = 15

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

c. 4 × 2 = 8

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

2. a. 30 b. 8 c. 9 d. 20 e. 123. a. 6 b. 7 c. 2 d. 3 e. 0 f. 0 g. 0 h. 4

4. PATTERNSWorksheet 1

1. a.

b.

c. A T T TA A

d.

e.

f.


Worksheet 2

2. a.

b.

c.

d.

5. SUBTRACTION

Worksheet 1

1. a. 4 b. 2 c. 4

d. 6 e. 8 f. 3 2. a. 4 – 3 = 1

b. 7 – 4 = 3

c. 5 – 2 = 3

d. 9 – 6 = 3

Worksheet 2

1. a. 9 – 6 = 3

0 1 2 3 4 5 6 7 8 9 10

b. 9 – 3 = 6

0 1 2 3 4 5 6 7 8 9 10

c. 9 – 5 = 4

0 1 2 3 4 5 6 7 8 9 10

2. a. 2 b. 3 c. 0 d. 0 e. 6 f. 0 3. 3 flowers



1. a. 40, 50, 60 b. 68, 78, 88 c. 35, 45, 552. a. 22 b. 20 c. 48 d. 40 e. 38 f. 603.

4. a. 14 b. 14 c. 27 d. 335. a. 12 b. 15 c. 35 d. 8 e. 66. a. 3 b. 9 c. 5 d. 7 e. 0 f. 0 g. 5 h. 0 i. 1 7. a. 6 – 2 = 4 0 1 2 3 4 5 6 7 8 9 10

b. 10 – 5 = 5

0 1 2 3 4 5 6 7 8 9 10

8. a.

b.

9. 74, 12, 42, 32, 56, 78, 10, 68, 66, 64, 88, 90

10. a. 2 × 8 = 16

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

b. 5 × 2 = 10

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

11. a.

b.

12. 1 × 5 = 5 2 × 5 = 10 3 × 5 = 15 4 × 5 = 20 5 × 5 = 25 6 × 5 = 30 7 × 5 = 35 8 × 5 = 40 9 × 5 = 4510 × 5 = 50

13. a. 13 ] b. 25 c. 19 d. 11 e. 1414. a. 11 bananas b. 24 students15. a. 4 + 4 + 4 b. 2 + 2 + 2 + 2 + 2 c. 3 + 3 + 3 + 3

EVS Overall Lesson Plan 143

Term 2



1.Water 8 • Sources of water

• Uses of water

Students should be able to: understand that water is a basic need for our survival; identify the different sources from which we get water, and important uses of water

2.Air 7 • Wind, breeze and storm

• Usesofair

Students should be able to: distinguish between wind, breeze and storm; understand that air is one of our basic needs and identify various uses of air in our day to day life

3.Our Clothes 5 • Different types of clothes

Students should be able to: understand the importance of clothes as our basic need; decide what type of clothes they should wear in different seasons

4.My Neigh-bourhood

5 • Places around our neighbourhood

Students should be able to:explore different places and services present in our neighbourhood and also understand their importance in making our lives better

5.People Who

Help Us10 • Different helpers around us

Students should be able to:identify different professions and people associated with it; respect those who help us and understand that every kind of work deserves respect in society

6.My School

5 • Facilities in a school

Students should be able to:know and appreciate the importance of school in their lives; know about different activities which they enjoy and through them they learn many new things about the world

7.Festivals 10 • Religious Festivals

• NationalFestivals

Students should be able to: differentiate between the religious and national festivals; know about different religions, their festivals and respect the diversity around them




TERM 2

1. WaTER

EssEnTial TEaCHinG aiDs• Coursebook• A chart of sources of water

ConCEpT ExplanaTion

Introduction ¾ Start the lesson by asking the students how

many glasses of water do they drink in a day. ¾ Ask students how they would feel if they do

not drink water for a very long time. ¾ Ask them if they need water for doing many

other activities also. Can they name some of them and write them on the blackboard?

¾ Discuss the warm-up activity by asking them that what the child/lady/man is doing in this picture.

i. sources of Water ¾ Ask them if they can do any one of those

activities without water. Name them. ¾ Ask them to read through the whole lesson

carefully and discuss the meaning of all difficult words and explain the different types of water sources.

¾ Ask them to try to do the in-text activities. ¾ Use the questions like:

(a) Why do animals need water? (b) What are water animals? Name them. (c) Where does water come from? (d) What do they do when they are thirsty? (e) Name some sources of water. (f) Name two salt water bodies? (g) What is underground water? (h) What should they do to make water fit for

drinking?

ii. Uses of Water ¾ Write some incomplete sentences on the

blackboard, e.g.,

(a) Plants use water to __________________ (b) Animals use water to _________________ (c) Human beings use water to ____________ (d) Mom uses water to ___________________ (e) The gardener uses to __________________ (f) The maid uses water to ________________ Now ask the students to complete these sentences.

ExploRE ¾ Activity 1: Ask students to observe the

picture and answer all the questions. ¾ Activity 2: Ask them to solve the crossword.

lifE skills ¾ Tell them that water is precious. They should

never waste it. ¾ Explain the ways in which they can save

water. ¾ Ask them questions such as,

(a) Meena’s neighbour keeps the tap open while cleaning his car. What should she do?

(b) Ankita’s father keeps the tap closed while brushing his teeth. Is he right or wrong in doing so?

lET’s loGin ¾ Ask them to use the internet to know more

about water.

2. aiR

EssEnTial TEaCHinG aiDsTransparent plastic bag, flashcards for different uses of air, chalk, coursebook

ConCEpT ExplanaTion

Introduction ¾ Introduce the lesson by trapping the air in

a transparent plastic bag and tightly tie its one end so that the trapped air keeps the bag inflated. Now, ask students if they can see what is present in the bag.

¾ Now ask some of them to touch the bag and try to squeeze it gently. Ask them if there is


nothing in the bag, then why it is difficult to squeeze it. Why does it feel hard?

¾ Explain to them that a plastic bag contains air. We cannot see or touch air, but we can feel it.

i. Breeze, Wind and storm ¾ Explain to them that they cannot see air but

air is all around us. Whenever air moves, they can feel it. They can feel the moving air when a fan is switched on. They can also feel air when they blow their burning candles.

¾ In nature when air moves, they can feel it. Moving air is called wind.

¾ If air moves gently, it is called breeze. Explain that when the breeze blows, it feels good. People usually enjoy breeze.

¾ If air moves strongly it is called a storm. A storm can cause destruction. It can uproot trees and damage weak structures.

ii. Uses of air ¾ Explain to them that air is a gift of nature

and there are several uses of air. ¾ Ask them to close their eyes for a minute and

place their hands in front of their noses. Ask them to feel the movement of air. Explain that they all need air to breathe. Without air they will not be able to survive. Also explain that all animals, birds and plants need air to breathe.

¾ Now, with the help of flashcards explain the different uses of air.

¾ Explain that air is needed to fly objects, sail boats and yachts, etc.

¾ Help students to understand that if air is dirty, then they can also fall sick by breathing in the foul air. Activities like burning and bursting crackers, etc. pollute the air. Therefore, students should avoid such activities.

Reinforcement ¾ Having explained the lesson and assessment,

please refer to worksheets 1 and 2 of that chapter. Help students to solve the questions given in the worksheets.

ExploRE ¾ Activity 1: In this activity ask the students

to list out some conditions which make air polluted. Now, discuss and jot down the activities which can keep the air fresh. Give

them hints such as plant trees, not to burst crackers etc.

¾ Activity 2: In the second activity, discuss the objects which need to be filled with air before using them. Encourage students to observe things in their surroundings. Give them examples of balloons, vehicle tyres etc.

lifE skills ¾ Read out the life skill question and ask the

students to discuss what may happen if they breathe in dirty air for a long time. Help them to understand that if the dirty air enters their lungs they can fall sick.

¾ Read out the second point and encourage them to follow these points in their daily life.

lET’s loGin ¾ Use the internet with the help of the teacher

or parents and click on the link given at the end of the chapter.

¾ Ask students to explore more activities about air.

3. oUR CloTHEs

EssEnTial TEaCHinG aiDsPictures of different types of dresses, chalk, coursebook

ConCEpT ExplanaTion

Introduction ¾ Introduce the lesson by asking students to

identify the colour of their uniform. Now ask them to feel the texture of their uniform. Explain them that they all wear clothes to protect them from heat, cold and rain and to look good.

¾ Now ask themselves to do the activity given in Let’s start section.

i. Clothes and Their Types ¾ Explain to them that they need clothes

to protect them from heat, cold and rain. They change their clothes according to the weather.

¾ Explain that they wear cotton clothes during the summer season, raincoats, umbrellas and gumboots during the rainy season and woollen clothes during the winter season.

¾ Help students to match the seasons with the correct clothes.


ii. Uniform ¾ Ask students to observe the colour and

pattern of other students’ dresses in the class. Ask them, are they same or different?

¾ Explain that uniforms are worn by students in schools. Many people wear a uniform in their profession. Give examples such as doctors, policemen, nurses, army personnel, etc.

Reinforcement ¾ Having explained the lesson and assessment,

please refer to worksheets 1 and 2 of that chapter. Help students to solve the questions of the worksheets.

ExploRE ¾ Activity 1: In this activity ask students to

pronounce the words given in rows A and B. Now, ask them to match the words which rhyme with each other e.g., socks and box.

¾ Activity 2: In the second activity, ask students to visit a tailor and collect samples of different cloths. Then ask them to cut some in square shape, and paste it on a chart paper. Now, ask them to write the type of cloth such as cotton, silk or wool with the help of their mothers.

¾ Activity 3: Recite the rhymes in the class. ¾ Activity 4: Discuss about where they get

cotton and wool.

lifE skills ¾ Read out the life skill question and ask

students to discuss about the importance of wearing neat and clean clothes. Also discuss that they should wear clean uniform in school.

¾ Read out the second question and encourage the students to donate their discarded clothes to poor students.



¾ Ask students to explore more activities about clothes.

4. My nEiGHBoURHooD

EssEnTial TEaCHinG aiDs• Pictures or photographs of places in the neighbourhood – post office, police station, school, bank, shops, places of worship etc. • Picture chart of places in the neighbourhood

ConCEpT ExplanaTion

Introduction ¾ Ask them where they live. Now ask them to

name their localities where they live., e.g., Gandhi Nagar/Shastri Nagar etc.

¾ Ask them the following questions. ¾ Have they walked or driven around in their

neighbourhood? ¾ What are the buildings they have seen? ¾ Where do their parents go when they say

that they have to bring groceries? ¾ Where have they gone with their parents? ¾ Tell them that the area they live in is their

neighbourhood. Ask them to list the places they have seen in their neighbourhood.

¾ Show them the pictures and chart you have carried to the class. Ask them to identify them.

i. neighbourhood ¾ The students can now open their books and

look at the pictures. Write the spellings on the blackboard. Encourage them to locate the words in the lesson. They can take the spellings either from the blackboard or their books to write.

¾ Discuss each of the pictures. Tell them how each of those places are useful to them. Find out what they already have known.

¾ Read the text aloud. Relate the text to their learning and understanding.

¾ Write all the places in the neighbourhood on the blackboard. Get the students to complete the lines using the format:

• We go to park to play. • We go to temple/church/mosque to pray. • We go to bank to deposit/withdraw money.Reinforcement

¾ Having explained the lesson and assessment,


please refer to worksheets 1 and 2 of that chapter. Help them to solve the questions of the worksheets.

¾ Activity 1: Activities 1 and 4 can be done at home. Discuss about what they can draw. Encourage them to visit a park before they draw.

¾ Activity 2: Allow them time to locate the words. If they need more time, give it to them. You can later read out the words and check if they have not located any of the words. Resist the temptation to show them where the answers are.

¾ Activity 3 can be discussed. The students can do that in class. Make them list all that they can learn and enjoy learning.

lifE skills ¾ Lead a discussion on how they can be helpful

and be a useful neighbour. ¾ Tell them the difference between

neighbourhood and neighbours. Ask them who their neighbours are?

¾ Ask them to mention a few activities done by their neighbours which irritate them, e.g.

They fight, they make noise, they disturb you, they want to take your things, and they dirty the place etc.

¾ Read the lines in life skills and train them to be good neighbours.

lET’s loGin ¾ Use the technology available in school and

give them access to the website. It is an activity where kids can build a neighbourhood.

¾ Tell them to take their parents’ help and access the website and do the activity.

5. pEoplE WHo HElp Us

EssEnTial TEaCHinG aiDsChalk, coursebook

ConCEpT ExplanaTion

Introduction ¾ Introduce the lesson by doing the activity

given in Let’s Start section. ¾ Now, ask them if they know the names of

people who help them in their houses. ¾ Ask them, apart from their homes who are

the other people are that help them in their daily lives.

¾ Keep the session as interactive as possible. Allow them to give answers in their own words.

i. our Helpers ¾ Explain to them that they all need help to

do their work. People provide services to earn money. It is their occupation or work. Without these helpers they cannot be able to live comfortably.

¾ List out some of the helpers and their services which are important for them.

¾ Start with the people who are commonly present in their surroundings; such as a maid, cook, gardener, driver, school peon, school nurse, teachers, sweeper in a school, etc.

¾ Explain their role that a maid helps in household work, a cook helps in cooking either in a house or in a restaurant, a gardener waters and looks after the plants in a garden; a driver drives a car; a school peon brings and carries messages to and from the principal, a school nurse looks after the sick students in the school, teachers teach students in a school and sweepers help to keep the school premises clean.

¾ Next, explain to them about the helpers which we can see in shops, or nearby places such as a barber, cobbler, milkman, watchman, tailor, doctor, greengrocer, policeman, etc.

¾ Explain about their roles in their lives. A small role play can also be organized in the class depicting the jobs of different helpers around us. In the role play a message can be given that every profession is important and they should be respected for the service they do to them.

Reinforcement ¾ Having explained the lessons and

assessment, please refer to worksheets 1 and 2 of that chapter. Help the students to solve the questions of the worksheets.

ExploRE ¾ Activity 1: Read aloud the questions given

in activity section. Ask students to think and discuss why they need helpers. Encourage them to think and answer about the situations


when they need help and it is provided by some helper. Take clues from the role play and the chapter. Also discuss if it is really possible to do all the work without taking help from anyone.

lifE skills ¾ Read aloud the life skill question and ask the

students to discuss their behaviour with the helpers at home or school. Ask them how they can treat their helpers well and why. Explain that good manners such as thank you, please, etc. should be followed while asking for any help .

¾ Recite the rhymes in the class.



¾ Ask students to explore more activities about their community helpers.

6. My sCHool

EssEnTial TEaCHinG aiDsFlashcards of different places in the school, chalk, coursebook

ConCEpT ExplanaTion

Introduction ¾ Introduce the lesson by displaying

flashcards. Ask students to identify those places in their school.

¾ Ask them to describe what they do in those places, e.g. they study in a classroom, etc.

¾ Now, ask them to do the activity given in the Let’s start section of the coursebook.

i. My school ¾ Introduce the lesson with a role play. Depict

a scene of your class. One student will act as a teacher and the others will act as students.

¾ Ask the students from the audience where does so and so scenario takes place.

¾ Also ask them to relate their experiences with that scene. Ask them about any special incident which happened on their first day in their class.

¾ Now, display the flashcards one by one and ask them to identify the place in their school. E.g. display the flashcard of the school assembly area. Now ask students what do they do in that place.

¾ Discuss the importance of those places in a school.

¾ Explain that they learn good manners, new lessons, art, craft, music, dance, etc. in school. They learn all those things through their teachers.


assessment, please refer to worksheets 1 and 2 of that chapter. Help students to solve the questions of the worksheets.

ExploRE ¾ Activity 1: Read the question given in the

activity section. Keep a watch, (an alarm clock) and ask students to observe it for the whole day. Ask them to see the clock and mention the time when the school begins and closes. Then ask them to mention the time when the lunchbreak starts.

¾ Ask them to mention the names of their teachers. Please assist and encourage students to find the answers.

lifE skills ¾ Read aloud the life skill question and ask

the students to discuss if it is correct simply to play or only to do their homework and studies. Explain that it is important to play and to study regularly. Playing keeps their bodies healthy, and doing homework and studies help them to learn new things.

¾ Read out the important values which should be followed by students in school. Explain their importance. Ensure that students follow those values.

¾ Recite the rhymes with the students.



¾ Ask the students to explore more activities about their school.


7. fEsTivals

EssEnTial TEaCHinG aiDsFlashcards of different festivals, chalk, coursebook

ConCEpT ExplanaTion

Introduction ¾ Introduce the lesson by asking the students

to do the activity given in Let’s Start section. Now ask them to identify the festival shown in the picture.

¾ Ask them what special activities they perform during festivals.

¾ Try to keep the session interactive and allow them to give answers in their own words.

i. Different festivals ¾ One by one explain the different festivals to

the students.

¾ Display a picture of the Diwali festival. Ask students what the people are doing there. Students may answer that some people are lighting diyas, bursting crackers, etc. Explain them that Hindus celebrate the festival of Diwali.

¾ Houses are decorated with lights and Goddess Lakshmi and Lord Ganesha are worshipped. This festival is also called the festival of lights.

¾ Now, discuss about the festival of Eid with the help of a picture. This festival is celebrated by Muslims. It is celebrated at the end of their month of fasting called Ramzan.

¾ Now, display a picture of a Christmas tree and explain that Christmas is celebrated on 25th December by the Christians. It is the birthday of Jesus Christ. On this day, people go to church to offer prayers and give gifts. Santa Claus brings gifts for children.

¾ Display a picture of Gurpurab. It is a festival which is celebrated by the Sikhs. It marks the birthday of the Sikh gurus.

¾ Explain that in our country there are some festivals which are celebrated by all Indians irrespective of religion. These are called

national festivals. We celebrate three national festivals: Independence day, Republic day and Gandhi Jayanti.

¾ Display the pictures of these national festivals while explaining.


assessment, please refer to worksheets 1 and 2 of that chapter. Help the students to solve the questions of the worksheets.

ExploRE ¾ Activity 1: Read aloud the question given in

the activity section. In four groups students perform this activity. Ask students to bring a picture related to a festival. Also encourage them to speak a few sentences about the festival.

¾ Activity 2: Ask students to draw a national flag and colour it.

¾ Activity 3: Read aloud the third question and ask students to discuss the reasons for celebrating Independence Day in our country. At the end of the discussion, jot down the points and give a brief explanation that many years ago, our country was ruled by the British. Our countrymen fought for freedom from those rulers. Finally, on 15th August 1947, our country got freedom from the rule of foreigners.

lifE skills ¾ Read aloud the life skill question and ask the

students to discuss why they exchange gifts and sweets with their friends and relatives on festival days. Encourage the students to give their answer in their own words.

¾ Read aloud the second point and explain to students that though they all may belong to different religions, but there is only one God. Therefore, they should not discriminate between people of different religions.



¾ Ask the students to explore more activities about different festivals.

150

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Water1 1

1. Name the uses of water in the following pictures.

2. Draw any three water animals and name them.

a. b. c.

d. e. f.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Water

Water1 2

1. Identify the following sources of water and name them.

2. Write the uses of water in the boxes.

Usesof

Water

a. b. c.

d. e. f.

152

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Air2 1

Usesofair

1. Write down the uses of air in the boxes.

2. Definethefollowingterms.

a. Wind __________________________________________________________________________________

_______________________________________________________________________________________

b. Breeze ________________________________________________________________________________

_______________________________________________________________________________________

c. Storm __________________________________________________________________________________

_______________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Air

Air2 2

1. Drawanyfourthingsthatflywiththehelpofair.

2. Tick (3) the things which make the air dirty.

a.

a.

d.

b.

e.

c.

f.

c.

b.

d.

154

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Our Clothes3 1

1. Write S for summer, W for winter and R for rainy season clothes.

a.

d.

g.

j.

b.

e.

h.

k.

c.

f.

i.

l.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Our Clothes

Our Clothes3 2

1. Draw pictures of any two clothes worn in seasons given below.

a. Summer Season

b. Winter season

c. Rainy season

156

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


MyNeighbourhood4 1

1. Name any ten things that you can see in the park.

a. ____________________________________ b. ____________________________________

c. ____________________________________ d. ____________________________________

e. ____________________________________ f. ____________________________________

g. ____________________________________ h. ____________________________________

i. ____________________________________ j. _____________________________________

2. Write the names of any 10 shops that are in your neighbourhood.

a. ________________________________________________________________________________________

b. ________________________________________________________________________________________

c. ________________________________________________________________________________________

d. ________________________________________________________________________________________

e. ________________________________________________________________________________________

f. ________________________________________________________________________________________

g. ________________________________________________________________________________________

h. ________________________________________________________________________________________

i. ________________________________________________________________________________________

j. ________________________________________________________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

My Neighbourhood

My Neighbourhood4 2

1. Identify these places and write their names below.

a.

d.

g. h.

b.

e.

c.

f.

158

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


People who Help us5 1

1. Identify the occupations and write them below.

a.

d.

g.

j.

b.

e.

h.

k.

c.

f.

i.

l.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

People Who Help us

People Who Help us5 2

1. Complete the sentences. One has been done for you.

a. I am a barber. I _________________________________________________________________________

b. I am a cobbler. I _________________________________________________________________________

c. I am a milkman. I ________________________________________________________________________

d. I am a doctor. I __________________________________________________________________________

e. I am a mason. I __________________________________________________________________________

f. I am a plumber. I ________________________________________________________________________

g. I am an electrician. I ______________________________________________________________________

h. I am a carpenter. I ________________________________________________________________________

i. I am a driver. I ___________________________________________________________________________

j. I am a teacher. I __________________________________________________________________________

k. I am a postman. I ________________________________________________________________________

l. I am a policeman. I _______________________________________________________________________

m. I am a sweeper. I _________________________________________________________________________

n. I am a farmer. I __________________________________________________________________________

o. I am a nurse. I __________________________________________________________________________

cut your hair.

160

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


My School6 1

1. Identify the following places in a school. Write their names below.

a.

d.

g.

b.

e.

h.

c.

f.

i.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

My School

My School6 2

1. Write any 10 things that you see in your classroom.

a. _____________________________________ b. _____________________________________

c. _____________________________________ d. _____________________________________

e. _____________________________________ f. _____________________________________

g. _____________________________________ h. _____________________________________

i. _____________________________________ j. ______________________________________

2. Name the activities you do in your school.

a. _____________________________________ b. _____________________________________

c. _____________________________________ d. _____________________________________

e. _____________________________________ f. _____________________________________

g. _____________________________________ h. _____________________________________

i. _____________________________________ j. _____________________________________

162

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Festivals7 1

1. Identify the following festivals and write their names below.

a.

d.

g.

b.

e.

h.

c.

f.

i.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Festivals

Festivals7 2


a. _____________________ is a time to celebrate with family and friends.

b. Diwali is a festival of ______________________________.

c. Diwali is celebrated by the _______________________________.

d. Christmas is celebrated every year on _____________________________.

f. __________________________ gives presents to children on Christmas.

g. __________________________ is celebrated at the end of Ramzan.

h. The holy month of fasting for Muslims is ____________________________.

i. ________________________ is celebrated on 15th August.

j. ________________________ is the father of our nation.

k. ________________________ was the first Prime Minister of India.

l. ________________________ is the birthday of Jawaharlal Nehru.

m. __________________________ festivals are celebrated by everyone in India.

n. __________________________________ is celebrated by the Sikhs.


Evs Class 1 TERM ii



a. Streets would become dirty if there are no ___________________________. (i) barbers (ii) masons (iii) tailors (iv) sweepers

b. _________________________ keep us warm.

(i) Woollen clothes (ii) Cotton clothes (iii) Silk clothes (iv) Raincoat

c. We go to park to ___________________________________. (i) play (ii) purchase things (iii) purchase envelopes (iv) learn

d. A nurse looks after ____________________________________. (i) young people (ii) students (iii) old people (iv) sick people

e. In school, we learn ____________________________________. (i) dance (ii) good manners (iii) reading (iv) All of them

f. A blacksmith makes items of

(i) wood (ii) iron (iii) gold (iv) silver

2. Fill in the blanks with the help of the words given in the box. (10)

clean dolphin ocean cotton neighbourhood

policeman farmer sea boiled storm

a. ___________________________ and ___________________________ water is salty.

b. ___________________________ water is safe for drinking.



c. ___________________________ is a water animal.

d. When air blows strongly, it is called a _____________________________. e. We need ___________________________ air to breathe.

f. We wear light ___________________________ clothes during summer.

g. The area around our house is called our ______________________________. h. We go to a ___________________________ if we lose our way on the road.

i. A ___________________________ grows foodgrains and vegetables.

3. Write ‘Yes’ or ‘No’ (10)

a. We must drink at least 18 glasses of water in a day. ___________

b. Rainwater is the main source of water. ___________

c. Moving air is called wind. ___________

d. We wear cotton clothes in rainy season. ___________

e. Crackers make the air polluted. ___________

f. Rainy days are dry. ___________

g. We wear formal clothes on holidays. ___________

h. We go to church to purchase things ___________

i. People do work to earn money. ___________

j. A chemist sells medicines. ___________

4. What do these people do to earn money? (6)

a. Barber __________________________________________________________________________

b. Nurse __________________________________________________________________________

c. Sweeper __________________________________________________________________________

d. Greengrocer __________________________________________________________________________

e. Milkman __________________________________________________________________________

f. Cobbler __________________________________________________________________________


Column A Column B

1. Diwali a. 15th August

2. Christmas b. 2nd October

3. Gurpurab c. 26th January

4. Gandhi Jayanti d. Birthday of Jesus Christ

5. Republic day e. Festival of lights

6. Independence Day f. Birthday of the Sikh gurus


6. Drawtwothingsthatflyintheskywiththehelpofair. (2)

7. Answer the following questions. (10)

a. How does air become dirty?

b. How do we protect ourselves when we go out in the rain?

c. Name the places of worship.

d. Who wears a space suit?

e. Name any two harvest festivals.


1. WaTER

A.1.drinking 2.sources 3.animals 4.boiled 5.waterB. 1.No 2.No 3.Yes 4.Yes 5.NoC.1.Weusewaterfor a.drinking b.bathing c.washingtheclothes d.irrigation e.tocleantheutensils 2. Pondandriver 3. Wemustdrinkboiledandfilteredwater. 4. Water from sea and oceans cannot be used for

drinkingpurposebecauseitissalty. 5. Rainisthemainsourceofwater.D. river,rain,well,seaE. Washingtheclothes,brushingtheteeth,watering

theplants,bathing,cookingfood,drinking

2. aiR

A.1.breathe 2.feel 3.moving 4.fly 5.SmokeB. 1.breeze 2.balloon 3.aeroplane 4.Smoke

5.cleanC. 1.Weneedairtobreathe. 2.Yachtandkite 3.Whenairblowsstrongly,itiscalledastorm. 4.Airbecomesdirtywhenitgetsmixedwithdustand

smoke.

3. oUR CloTHEs

A.1.(d) 2.(a) 3.(b) 4.(c) 5.(c)B. 1.protect 2.Winter 3.uniform 4.colourful 5.holidayC. 1.Wewearclothesbecausetheyprotectusfromheat,

cold,windandrain. 2.Wewearcottonclothesinthesummerseason. 3.Wewearwoollenclothesinthewinterseason. 4. We use umbrellas, raincoats and gumboots for

protectingourselveswhenwegooutintherain. 5. Wewearschooluniformwhilegoingtoschool.

D.

E.

4. My nEiGHBoURHooD

A.1.(c) 2.(a) 3.(b) 4.(g) 5.(e) 6.(d) 7.(f)B. 1.postoffice 2.play 3.policeman 4.tolearn 5.hospitalC. 1. The area around our house is called our

neighbourhood. 2.Policemenhelpustolivesafely. 3. We can buy stamps and envelopes from a post

office. 4. Wegotothehospitalwhenwefallsick. 5. Temple, church, mosque and gurudwara are the

placesofworship. 6. Our neighbourhood services help us stay healthy

andsafe.

5. pEoplE WHo HElp Us

A.1.(b) 2.(c) 3.(c) 4.(d) 5.(b)B. 1.mason 2.barber 3.farmer 4.milkman 5.electrician 6.pilot 7.plumber 8.weaverC.1.(b) 2.(d) 3.(e) 4.(f) 5.(a) 6.(c)


2 3 4 1

R S W


D.

E. 1. Weaver, farmer, blacksmith, soldier, etc., are ourhelpers.

2. Thesoldierguardsthecountry. 3. Themilkmanbringsmilkforus. 4. Thepostmanbringslettersforus. 5. NurseanddoctorF. 1. Nail 2.Book Gardener Carpenter 5,6 1,2

Tailor Electrician 3 4

6. My sCHool

A.1.(a) 2.(b) 3.(a) 4.(b) 5.(d)B. 1.Yes 2.No. 3.Yes 4.No 5.YesC.

D.reading, dancing, writing, drawing, singing, painting, sharingE. 1.ClASSROOm 2.SiCkROOm 3.liBRARY 4.PlAYGROUNd 5.RECEPTiONF. 1.writing 2.reading

Principal’soffice GuardroomStaffroom library PlaygroundReception

3.jumping 4.singing 5.drawing 6.askingquestions 7.climbing 8.kicking 9.running

7. fEsTivals

A.1.diwali 2.Eidmubarak 3.Guruparva 4.JesusChrist 5.NationalfestivalsB. 1.(d) 2.(a) 3.(b) 4.(c)C. 1. Wewearnewclothes,eatspecialfoodandhavelots

offunonfestivals. 2. Goddess lakshmi and lord Ganesha are

worshippedondiwali. 3. Eid is celebrated at the end of Ramzan, the holy

monthoffasting. 4. independence day, Republic day and Gandhi

Jayantiarenationalfestivals. 5. mahatmaGandhiisthefatherofournation.

lET’s REvisE

A. 1. rain, 2.wind. 3.summer. 4.casual. 5.neighbourhood.B. 1.(e) 2.(d) 3.(a) 4.(c) 5.(b)C. 1.Weshoulddrinkboiledandfilteredwater. 2. Whenairblowsstrongly,itiscalledastorm.When

airmovesgently,itiscalledbreeze. 3. Students, policemen, doctors, nurses, etc., wear

uniform. 4. Policemenworkforoursafety. 5. Adoctorexaminessickpeopleandtellsthemwhich

medicinetotake.Anurselooksaftersickpeople.D. 1.Yes 2.No 3.No 4.Yes 5.No.



1. WaTERWorksheet 11. a.wateringplants b.cleaningutensils c.cleaningfloor d.drinking e.washingclothes f.swimming

Worksheet 21. a.pond b.river c.ocean d.sea e.lake f.rain2. drinking, washing, bathing, swimming, brushingteeth, cleaningutensils

2. aiRWorksheet 11. Blowingaballoon ToBreathe Forflyingaeroplane Forflyingkite Fordryingclothes Forburning2. a.movingairiscalledwind. b.Whenairmovesgently,itiscalledbreeze. c.Whenairblowsstrongly,itiscalledastorm.

Worksheet 22. a.8 b.3 c.3

d.3 e.8 f.8

3. oUR CloTHEsWorksheet 11. a.W b.S c.R d.S e.W f.W g.W h.W i.S j.R k.S l.W

4. My nEiGHBoURHooDWorksheet 21. a.Hospital b.Temple c.market

d.Church e.Postoffice f.Policestation g.mosque h.Gurdwara

5. pEoplE WHo HElpWorksheet 11. a.Watchman b.Cobbler c.milkman d.driver e.Policeman f.Vegetableseller g.mason h.Soldier i.Barber

j.Postman k.Carpenter l.Tailor

Worksheet 21. b. repairshoes. c. delivermilk. d. treatsickpeople. e. buildhouses. f. repairtaps. g. fixesswitches. h. makefurniture. i. driveacar. j. teachstudents. k. deliverletters. l. maintainlawandorder. m. sweeptheroad. n. growcrops. o. lookafterthesickpeople.

6. My sCHoolWorksheet 11. a.Classroom b.library c.Playground d.Office e.Assemblyhall f.Sickroom g.Staffroom h.Schoolcanteen i.Schooltoilet

7. fEsTivalsWorksheet 11. a.Eid b.Christmas c.independenceday d.GandhiJayanti e.Republicday f.diwali g.Gurpurab h.Holi i.Rakhi

Worksheet 21. a.Festival b.lights c.Hindus d.25december f.SantaClaus g.Eid h.Ramzan i.independenceday j.mahatmaGandhi k.JawaharlalNehru l.Children’sday m.National n.Gurpurab



1. a.(iv) b.(i) c.(i) d.(iv) e.(iv) f.(ii)2. a.Sea,ocean b. Boiled c.dolphin d.storm e.clean f.cotton g.neighbourhood h.policeman i.farmer3. a. No b.Yes c.Yes d.No. e.Yes f.No g.No h.No i.Yes j.Yes4. a.cutshair b.looksafterthesickpeople c.sweepstheroad. d.sellsthevegetables. e.deliversmilk. f.mendstheshoes.5. 1.(e) 2.(d) 3.(f) 4.(b) 5.(c) 6.(a)7. a.Airbecomespollutedwhenitgetsmixedwithdust

andsmoke. b. We use umbrellas, raincoats and gumboots for

protectingourselveswhenwegooutintherain. c. Temple,Church,mosqueandGurudwaraare the

placesofworship. d. Anastronautwearsaspacesuit. e. PongalandBaisakhiareharvestfestivals.

TERM

3


English Overall Lesson Plan

Term 3


1. A Clean Beach is a safe Beach

Based on the theme of environment, this story tells us how we can save our beaches by keeping them clean.

Let’s learn words• Opposite words, words association

Let’s listen• Listening and following the exercise

Let’s learn grammar• Rewriting the sentences using pronouns,

using ‘this’, ‘that’, ‘these’ and ‘those’

Let’s speak• Sharing ideas about reusing old plastic

bott les• Arranging group discussions

Think and write• Thinking and framing slogans on the given

topic

Life Skills• General awareness — caring for the environment

Students become aware about the environment.

Students learn the concept of opposite words and words association.

Students learn to comprehend the spoken words. Their comprehension is tested by the given exercise.

Students learn to use pronouns.

Students learn to speak and share their ideas before the class.

Students learn to create sentences on the given topic.

Students learn to care for the environment.

2. Only One Mother!

This poem tells us that the bond between a mother and child is the greatest bond in the world.

Think and write• Writing about mother

Life Skills• Expressing emotions — Activities 1. Sticking pictures 2. Completing greeting cards

Students learn and enjoy the poem.

Students enhance their writing skills by answering the given questions.

Students learn to express their emotions by completing the given activities.

3. My Machine Friends

These days, machines help us in our day-to-day activities. This story tells us about their utilities in our everyday life.

Students learn about the utility of the machines or gadgets. With the help of these machines, we can comfortably fi nish our daily chores.

Teacher’s Resource Pack-1 (Term-III) 174

Let’s learn words• Words of the sounds made by the machines

Let’s listen• Listening to the sounds of the instruments• Identifying the instruments

Let’s learn grammar• Describing words or adjectives, opposites of

adjectives• Matching the descriptions with the given

pictures

Let’s speak• Conversation between the two and role-play

Think and write• Writing short sentences about a particular

character of the given prose

Life Skills• General Awareness — save electricity

Students learn new words.

Students enhance their listening skills.

Students learn about the defi nition and usage of adjectives.

Students learn to converse comfortably.

Students learn to relate the text to their understanding and write short sentences.

Students become aware of their environment. They learn to think about the growing problem of electricity production and come up with some ideas for saving the electricity in their homes.

4. Who Likes the

Rain?

Rain brings cheers to everybody

Think and write• Matching pictures, adding lines to the poem

Life Skills• Self Awareness — Activity 1. Collecting pictures of diff erent clothes

that people wear in diff erent seasons and pasting them in their scrapbooks.

Students learn and enjoy the poem.

Students learn to appreciate the theme of the poem.

Students observe and learn how people use their clothes, why are they diff erent.

5. Sports and Games

This is a rebus story. Reading is fun here.

Let’s learn words• The names of outdoor games and indoor

games

Let’s listen• Listening to the teacher and doing the

colouring exercise

Let’s learn grammar• Understanding prepositions• Filling in the blanks with correct prepositions

Students read and enjoy the rebus story and learn about various games we play.

Students learn the names of diff erent outdoor games and indoor games.

Students learn to listen and follow the given exercise carefully.

Students learn about the position words or prepositions and usage of this part of speech.


Let’s speak• Discussing and sharing ideas about some

games with the class

Think and write• Writing the sentences that match to the

given pictures

Life Skills• Critical Thinking — Activity 1. Collecting pictures of outdoor games

and pasting them in your scrapbook 2. Organising a football match in school,

participating in it and writing sentences on it.

Students have gone through this kind of exercise before. They converse and enhance their speaking skills by talking about the things they do in the evening.

Students learn to frame simple sentences about sports and games.

Students learn the benefi ts of outdoor games and indoor games.

176 Teacher’s Resource Pack-1 (Term-III)


1. A CLEAN BEACH IS A SAFE BEACH

Things you will need: Textbook and notebook Two placards – one with the keywords –

“Reduce, Reuse, Recycle.” and the other with – “Eco Week.” Make them according to the illustrations given in the book.

A signboard with the statement “DO NOT LITTER. Please keep the beach clean”

Two/three pictures of famous sea beaches of Kerala, Goa, Puducherry etc.

Two pictures of the same road: one clean and the other litt ered with garbage (tin cans, banana peel, paper, etc.

Materials for poster making Flashcards of pronouns—‘I’, ‘me’, ‘you’,

‘he’, etc. A Smart Class or access to a computer

INTRODUCTION

• Ask students what words come to their mind when they think of ‘sea’ (huge mass of water, waves, beach, coconut trees, sand, etc.)

• Ask them if they have visited any sea beach. Show them the pictures of beautiful sea beaches and ask them if they can identify those beaches.

• Tell them that it is important to keep our beaches clean because a dirty beach is unsafe for sea animals and humans. This story tells us how we can save our beaches.

• Tell them a few words about the environment. Tell them that environment means the natural world, for example, the land, air and water in which people, animals and plants live. It includes seas, mountains, rivers, forests etc.

• Discuss with them the three keywords—reduce, reuse, and recycle. Explain to them

that the most eff ective way to reduce the waste is not always to create a new product. We can reduce the usage of things that can harm our environment. We can reuse things like empty plastic bott les, packets, cans and bott les. We can recycle many things like paper, broken utensils, broken glasses etc. This practice always helps to keep our environment clean.

Let’s start

• Ask students to look at the activity given in ‘Let’s start’ section. Since it is a new concept for them, they may feel a litt le confused or hesitant. Repeat to them the concept you have already discussed.

• Prepare the activity in detail. Start to celebrate eco week and make a ‘to do’ list for each day of the week. Students will observe eco week for ten to fi fteen minutes during their English period everyday. Divide students into six groups. Each group will have four to fi ve students. You can increase the number of groups as per the strength of your class.

• Day 1: Choose two groups and ask them to show two placards each before the class. Ask the students of each group to explain the message on their placard. You can conclude their explanations. Tell the students to follow some activities throughout the week like, they should toss the waste into dustbins only, they can help to clean the school ground in recess, they can use plastic bott les and cans for planting, they can draw pictures based on this theme, they can prepare their bulletin board using the theme etc.

• Observe their interests and responses while they pursue the activities. After one week, provide chart paper and crayons to each group and ask them to make posters with some key lines as, ‘Do not throw garbage on the road’, ‘Do not use plastic bags’, etc. The celebration of eco week can be culminated in this way.


The lesson

• Ask students to look at the illustration on page 9. Talk to them about this

What are the students doing there? Why are they doing that?

• Students have had much discussion about the topic. Now you can expect some interesting answers from them. Note how they understand the theme. If you see any misconception, correct it immediately.

• Read aloud fi ll the point ‘spend good time with their parents on the sea beach’ from fi rst paragraph. Ask students to follow it in their books. Ask them a few questions such as:

Why do Tara and her friends go to the beach very often? (Because they love to play there.)

How do they enjoy there? (Sometimes they go for a swim in sea water and spend good time with their parents there.)

• Now complete the reading of this paragraph and ask the students a few more questions such as:

One day, when they went on the beach, what did they fi nd there? (they found that the beach was dirty)

What are the things that litt ered the place? (a lot of plastic bags, empty packets of potato wafers, cans and bott les of soft drinks, and waste papers litt ered the place)

• Read out the note on ‘litt er’ and then teach the students when sea water gets dirty, how it harms people. Draw their att ention to the word meanings given in the box.

• Now, ask a pair of the students to read out the next two statements given on next page.

• Continue your reading up to “to collect all the waste from the beach”. Ask students:

What did Varun say? (That they could not play there since the beach was very dirty.)

What did Tara say? (That after having cleaned the beach, they would play there. She called her friends to start the work.)

What did Nita and Rahul say? (That they would join hands with Tara and others.)

How did their parents react? (Their parents were happy with the idea.)

What did Rahul’s mother advice? (She advised them to wear boots and gloves for protection from infection.)

What did they get from them and why? (They got bin bags to collect all the waste from the beach.)

• This story focuses on our environment and also reiterates to the following civic rules like as keep our surroundings and roads clean, etc. Teach the students that each one of us should follow civic rules, though some people don’t seem to care much for them.

• Now choose three students to read out the next three paragraphs—Every paragraph has three lines or statements. Observe when they give pauses and improve their pronunciations. Now, you can complete the reading of page 10 with its last paragraph.

• Ask the questions: What did the children do for the whole day?

(They worked the whole day. They put the used plastic bags, bott les, cans, and waste paper into the bin bags)

Then what did they decide? (They decided to keep the beach always like that.)

Why did they want to make some sign boards? (Since they had decided to keep the beach clean, they wanted to make some signboards to tell that to the visitors.)

• Focus on the word meanings— Ask the students if they have heard the word

‘infection’. Teach them that infection is very dangerous and sometimes it could be life-threatening. Only cleanliness can save us from infection.

• Choose two more students to fi nish the reading of the story. Tell the others to follow it in their books. Show them the signboard that the states ‘Do not litt er / Please keep the beach clean.’

• Read out the note about how a dirty beach could be harmful to sea animals.

Story narration

• Narrate the story to the class. Then ask the students to add some words or phrases to complete the story. Correct them if they make mistakes.

• Write the series of the events of the story on the blackboard and ask the other students to arrange them into a sequence.


Activity 1

Keep the two pictures of the same road that you have already arranged before the class. Ask the students if they like the clean road. Ask them to mention the things that dome garbage one by one that are to be removed from the road. This exercise will make them aware of their environment.

Activity 2

Ask students if their neighbourhood roads are clean. Tell them if they have notice a litt ered road or park in their surroundings, they may join hands with the elders to clean it up.

EXERCISES

Let’s understand

• For questions A and B, students can work in pairs or small groups. Ask a pair to read a question from the book. Once it is done, ask the another pair to answer that. Then invite the listeners to check whether the answer is correct. Repeat and continue this until each pair of students have had a turn.

• Students can answer question C on their own as they have already come across these kind of questions students. Ask the to fi nd out the answers in the lesson and read them aloud. Ask the listeners to make corrections if necessary. Here, the idea is to strengthen their understanding and sharpen their listening and speaking skills.

Let’s learn words

• Use the blackboard for question A. Write the words on the blackboard and tell the students the opposite of those words. Ask them to listen to you fi rst and then fi nish the exercise on their own.

• Focus on question B and help students to do the exercise. Teach them that learning antonyms and synonyms are important to enhance their vocabulary.


• Write the ‘ove’ words and ‘ch’ words on the blackboard. Pronounce the words clearly. Play

the exercise if you have the technology and ask students to listen carefully.

• Now ask them to pronounce the words. Observe their pronunciations and improve them.

Let’s listen

• Read out the ‘Listening text’ and ask the students to follow it carefully.

• Ask them to fi nish the exercise on their own. Children will enjoy a brief respite from the lesson through this kind of drawing exercise.

Let’s spell well

• Ask students to look at the exercise given on page 13 and check the word spellings mentioned on the signboards. They can answer orally. Correct their answers if necessary.

• Now, tell them to draw the signboards in their drawing books with correct spellings.


Using pronouns• Explain how and why we use pronouns instead

of nouns. Use blackboard to give them a few examples to make the concept clear.

Activity

Divide the students into two groups—A and B. Distribute the fl ashcards to group A. Ask both groups to look at the questions A and B given on page 14. Ask the students of group B to write the sentences from question A on the blackboard one by one. The students of group A will show the fl ashcards of correct pronouns according to those sentences.Students can go through the exercise twice. Second time, you can reverse the role of the two groups. • Ask students to fi nish question B on their own.

Check their work and keep a note. It will help you to assess the students at end of the term.

• Explain to them how are ‘this’, ‘that’, ‘these’, and ‘those’ used. They can see the illustrations given for question C. Now, call them one by one to write the answers of the fi ll in the blanks on the blackboard. Having fi lled in the blanks, the student has to read it aloud before the class.


Let’s speak

• Discuss with them the concept of reusing old plastic bott les. Since they are familiar with the words—‘reuse’ and ‘recycle’, they may come up with good ideas. Encourage them to share their ideas with the class.

Activity

Divide the class into four groups. Write the question on the blackboard. Tell each group to think of a new idea of reusing plastic bottles in a creative way. Ask each group to share their ideas with others. Tell them that they should look at the others while speaking or listening. To keep a note on their body language, expression, and pronunciation. This will help you to improve their speaking skills. Arrange it as a group discussion and you can play the role of a discussant. Appreciate them for their creative ideas.

Think and write

Activity

Divide the class into fi ve groups. Tell them to create the slogans on keeping the roads clean. Give them ten minutes and then ask their slogans to present their slogans before the class. Correct and improve them if necessary. Now ask the students of each group to draw the sign board on the blackboard and write their slogans on it. Tell them to read those slogans out before the class and explain it to the class.

Let’s learn more

Use internet and let the students explore the website given in ‘Let’s learn more’ section. They will enjoy the valuable learning experience and try to apply their knowledge in their surroundings.

Life Skills

Students have already come across this type of a activity. Arrange this activity and guide them to complete it successfully. Emphasise on the tips given in the book.

2. ONLY ONE MOTHER!Things you will need:

Textbook and notebook Chart paper and pictures of sky, stars,

moon, garden, fl owering plants, trees, birds, butt erfl ies, rain and dewdrops on grass, bees and their hive, sea, seashells, sand, etc.

Crayons and decorative tapes A Smart Class or a multimedia computer

INTRODUCTION

• Ask the students to talk about their mothers (always avoid sad or negative experiences).

• Teach them that whole world conveys deep reverence to motherhood and a mother’s care. Motherhood forms the very fabric of our life. Mothers leave enduring memories in our hearts and infl uence our culture. Discuss with them that even in animal world also, a mother’s role is very signifi cant.

Let’s start

• Ask the students to look at the ‘Let’s start’. Tell them to answers the given questions.

• Draw their att ention to the illustration. Show them the picture of night sky which you have kept ready with you.

• Teach them that we can see uncountable stars in the night sky. We can see many such uncountable things in nature such as dewdrops, rain, seashells, butt erfl ies etc.

The poem

• Play the poem and ask the students to close their books and listen to the poem carefully. Then you can read aloud the poem with necessary expressions.

• Now, choose a pair of students and they read the fi rst stanza of the poem before the class. Keep a note on their pronunciation and tone.

• Ask them if they see butt erfl ies and birds in their school garden or neighbourhood park. Ask them if they can count those butt erfl ies or birds.

• Focus on the word glossed and its meaning.


• Again, you can read aloud the second stanza of the poem and tell students to follow it in their books. Now ask another pair of students to read aloud the second stanza of the poem.

• Draw their att ention to the illustrations. Ask them to describe how they spend time with their mothers. Give them adequate time and try to share your own experiences also with them. The rationale behind this is to strengthen the emotional teacher student bond which always helps litt le children to relate the learning to their understanding in a bett er way.

EXERCISES

Let’s understand

• Ask students to look at the illustrations given on page 18, next to question A and tell them to answer question A orally.

Activity 1

Discuss with them the possible answers of question A. Show them the pictures of seashells, fl owers, etc that you have kept as teaching aids. Now, ask them to draw the things in their drawing books.

Activity 2

Divide the students into two groups. Ask each group to answer the questions of B one by one. Ask them to listen to others’ answers carefully. If necessary, tell the audience to correct the answers. Check their grammar.

Think and write

• Ask students to think for fi ve minutes about how they feel for their mothers, and what a mother does for the children. Now, tell them to write the answer for the given questions. You can discuss the few best answers in the class.

Life Skills

• Distribute the chart paper, crayons and decorative tapes to students.

• Encourage them to complete the activities given in the book. Check their works and share your comments about their works with their parents in a parent-teacher meeting.

3. MY MACHINE FRIENDSThings you will need:

Textbook and notebook Flashcards of diff erent types of machines

like refrigerator, air conditioner etc. Flashcards of some nouns and common

adjectives like boy, girl, fl ower, car, beautiful, small, big, etc.

Chart paper and crayons A Smart Class or access to computer

INTRODUCTION

• Ask students what they would do without telephone, television, fridge, mixie and other machines.

• Tell students about human life in old days without machines. People had to work hard and spent long hours on their daily chores. Now, machines make our lives easy and comfortable.

• Ask students if they use machines at their homes. Ask them if they know how those machines help us.

• Tell them that this is a story about a child, Kishore and his machine friends. Kishore loved to play with his imagination and he imagined the useful machines as his friends.

Let’s start

• Ask students to look at the ‘Let’s start’ activity and answer the question orally. Observe whether they can read the names of machines. If necessary, correct their pronounciation.

• Ask them to complete the activity on their own.

The lesson

• Start to read out the fi rst paragraph of the story and ask students to follow it carefully in their books.


• This time you can involve the students to continue the reading. Since this is term three, students could gain maturity to read the lesson aloud. Let them fi nish the reading of page 20 and keep a note on their pronunciation and accent.

• Focus on the glossed words and the note on television.

• Draw their att ention to the illustration. Ask them what was the name of the boy and

what was he doing there. (Kishore) (He was talking to the television.)

• You can read out the next three paragraphs. The reason of involving students in the reading session is to introduce the litt le students in reading activity and make them comfortable in this.

• Ask the questions: What do they see in this picture? Why did Kishore want to know more about

everything? (He had great curiosity.) When was Kishore alone at home, what did

he fi nd then (He found many machines which were very useful in daily life.)

What did he do then? (He imagined that all the machines were his friends, and started to talk to them.)

With whom did he start conversing? (He started to talk to the television.)

What did Kishore ask the television and what was the answer? (Kishore asked the television if he could tell something about him. Television replied that people could watch movies, cartoon, news and lots more on him, and they loved him.)

What was television’s nickname? (TV)• Select a pair of students and ask them to read

the next paragraph. Ask other students to follow it in their books. Choose two more pair of students to continue the reading up to “‘Thank you very much’, said Kishore”.

• Ask the questions: Whom did he meet next? (Telephone) Why do people use telephone? (People use

telephone to talk to others.) Why does it say that mobile phone is its

cousin? (Mobile phone has the features which are very similar to a telephone)

How does a telephone sound? (tring tring)

• Now complete the reading of page 21. Ask students to participate in the reading. They may feel comfortable if you join in between in the reading activity.

• Ask them: Where did he walk then? (he then walked into

the bedroom.) Who was his next friend? (Air conditioner was

his next friend, people called it AC.) When do people use it? (people use it during

summer.) Where did he come then? (then he came into

the dining hall.) What did he do there? (He wished there his

another machine friend.)• Focus on the glossed words. Ask students to

share their nicknames if they have any.• Read out the last portion of the story. Encourage

students to join with you in between. Keep a note on their fl ow of reading.

• Read out and discuss with them the note on household gadgets.

• Ask the questions: Who was the machine friend? (Refrigerator) What does it do? (It stores food and liquid, ice

creams, etc., and keep them cool.) Why was Kishore happy with this friend? (It

stored ice cream for him.) What did he do then? (He looked around the

house and smiled as all those machines were his friends. Then he took an ice cream from the refrigerator and started to happily watch the cricket match on the TV.)

Story narration

Activity

Divide the class into four groups. Tell them to frame their own dialogues to converse using the words or phrases from the text. Choose a student from each group to play the role of one of the machine friends and one of them will play the role of Kishore. Check their accent and pauses, and award the points to the group who grammatically frames correct dialogues.This is an excellent way to enhance their speaking skills and at the same time you can have them sequence the events of the lesson and recollect it.


EXERCISES

Let’s understand

• For question A and B, ask students to work in small groups or pairs. Ask a student from a group to write the sentences of ‘fi ll in the blanks’ on the blackboard and ask other group to fi ll in the blanks with suitable words.

• Reverse their role for question B.• First ask them to answer orally and then they

would write the answer on the blackboard.• Ask students to fi nd out the answers of

question C from the text. Pick some students to read aloud the questions from the book and tell others to answer orally. Then repeat this question answer session and reverse their role. Following this method, you can raise the ratio of students’ participation in the classroom activities.

Let’s learn words

• Inform students that the sounds made by machines, animals, or other objects are expressed through the particular words. Those words may sometimes refl ect the sound of the machine as it is for example, tring-tring is the sound made by a telephone. They have learnt some words related to animal sound in their previous units. In this unit, they focus on the words related to machine sound.

• Read out the sentences of question A and ask students to follow it in their books. Teach them that the words stand for the blanks given in the book. Call them one by one to do the exercise on the blackboard.

• Ask students to look at the illustrations given in the book for question B.

Activity

Distribute the fl ashcards of the machines to the students and tell them a few words about the usage of those machines. Ask them if they love to choose the machines as their friends. Now write the usage of the machines given in the book on the blackboard and ask them to identify and show the correct fl ashcard of it.


• Play the exercise if you have the technology at your hand and read it aloud also. Ask students to repeat it after you. Teach them about the silent lett ers with one or two examples. Now ask them to do the exercise on their own. Check and correct their work.

Let’s listen

• Play the exercise and ask students to listen to it carefully. Give them some hints and ask them to identify the instruments.

Let’s spell well

Teach students the spellings of the words given in the book and give them dictation of those words.

Activity

Write the words on the blackboard with two or more blanks and call students to fi ll in the blanks with correct lett ers. Correct them gently if they make mistakes and then ask them to write those words in their notebooks. Make it as an individual activity as it needs adequate time and att ention.


• Help students to go through the question A given in the book and fi nish the exercise.

• Discuss with them how they can describe a thing like good girl/ bad boy/nice story/hot food/cold water etc. Make them familiar with some describing words.

Activity 1

Divide the students into four groups—two noun groups and two adjective groups. Distribute the fl ashcards of the nouns to the noun groups and the fl ashcards of the adjectives to the adjective groups. Once the students of a noun group show the fl ashcard of a noun, the students of an adjective group show the fl ashcard of its appropriate adjective. Example: If the students show the fl ashcard of a noun—‘fl ower’, then the students of adjective group may show a fl ashcard of an adjective—‘beautiful’—so the phrase will be ‘beautiful fl ower’. Continue this activity till all the fl ashcards exhausted. The get idea is to make


students fully conversant with the conception and usage of adjectives.• Focus on question B and ask students to answer

it orally. Help them to repeat the exercise on the blackboard.

Activity 2

Now ask them to notice the adjectives in the sentences in the previous activity. Draw their att ention that some of those sentences have two adjectives like ‘big striped umbrella’, ‘short sleeved t-shirt’. Explain to them that the stripes of umbrella are big or sleeves of the t-shirt are short. ‘Big’ is the descriptive word of the stripes and ‘short’ is the descriptive word of the sleeves. But ‘big striped’—these two words describe the umbrella, and ‘short sleeved’—these two words describe the t-shirt. This exercise will help litt le students to identify the adjectives and learn their usage more quickly.• Read out the descriptions given in the question

C and ask students to look at the illustrations and give the answers.

Activity 3

Take the things related to school—like book, pencil, pen, lunchbox, etc., which each student keeps with him or her. Write them on the blackboard and ask the each student to choose one that he or she keeps in the bag and describe it with a single word for—example if a girl has a pencil, ask her to describe it as ‘red’ or ‘blue’ or as she likes.• Now, students can fi ll in the blanks given in

question D on their own. Ask them to do it in their notebooks and check their work.

Let’s speak

• Choose pairs of students at random, and let them start the conversation. Let them frame the dialogues on their own and then improve or correct them. Give them some supporting feedback and encourage the non-participative students. Complete the exercise as per the instruction given in the book.

Think and write

• Ask students to frame fi ve sentences and to share them with the class. You can write some of their sentences on the blackboard. Ask the

listeners to check the sentences. Then you get check them and correct or improve them. Sentences will be very simple and only in the subject-verb-object or subject-verb format.

• Now ask students to go through the exercise given in the book and complete it in their notebooks.

Let’s learn more

• Have them explore the given website. Tell them to access it from their home also.

Life Skills

• This activity will help students to enhance their general awareness. Divide the students in small groups and distribute the chart paper and crayons to them.

• Now ask them to make the posters according to the example given in the book. Give your inputs in detail. Help them to come up with the ideas to conserve electricity.

4. WHO LIKES THE RAIN Things you will need:

Textbook and notebook Flashcards of diff erent clothes that people

wear in diff erent seasons Chart papers and crayons A Smart Class or access to computer

INTRODUCTION

• Ask students if they like rain. Let them take turns to share their experiences of rainy days—how they feel when they cannot go out.

Activity

Ask them if they like to sail paper boats into the puddles during rainy days. Take two or three pieces of chart paper and make some paper boats. Ask students to join with you. If you have technology at hand, you can give them an access to explore this website to learn how to make a paper boat. htt p://www.youtube.com/watch?v=hiAWx8odStA


Let’s start

• Ask students to look at the ‘Let’s start’ activity and its illustration. The girl Leela is standing in the rain. Ask students if the girl needs an umbrella. Ask them if they use umbrellas or raincoats during rain.

• You can draw an umbrella on the blackboard and then ask students to observe it carefully. Now they can draw and colour an umbrella in the ‘Let’s start’ section of the book and fi nish the activity.

The poem

• Play the poem and ask students to close their books and listen to it carefully.

• Now you can read out the poem with necessary expressions. Choose four students and ask each of them to read aloud one stanza each from the poem. You can add the line ‘who likes the rain’ at the beginning of each stanza and ask one of the students to start the fi rst line of that stanza immediately.

• Ask students to look at the illustration of the poem. Talk to them about this—

Who likes the rain? (The duck, the dandelion, the toad, and the brook.)

• Ask them: Who are the speakers in this poem? (The

duck, the dandelion, the toad, and the brook.)• Emphasise on the phrases like ‘litt le red rubbers

on’ ‘twill pour’. • Focus on the glossed words.• Discuss with them:

Why does the duck like the rain? (It enjoys walking on the ‘three-toe track in the soft cool mud since it has ‘litt le red rubbers on.’)

Why does the dandelion like the rain? (Because its ‘roots are thirsty, buds are dry.’)

Why does the toad like the rain? (Because ‘with a broad leaf for a roof’, it is ‘perfectly weather-proof.’)

Why does the brook like the rain? (Because when raindrops pour and make a great river with it, it fl ows to the sea.)

EXERCISES

Let’s understand

• Ask students to fi nd out the answers of the questions A and B from the poem on their own. Watch their responses and try to motivate the non-participative students to join in with the rest of the class.

• Students can answer the questions orally. Then ask them to do it in their notebooks. Check their spellings.

Think and write

• Show students the pictures of diff erent seasons given in the book and ask them to write their names in question A.

Activity 1

Ask them to observe the most distinguishing features of those seasons. Now divide them into three groups and distribute chart papers and crayons to them. Ask them to close their books and draw the pictures of those seasons on the chart papers. Now, tell them to write the descriptions of their pictures into two or three sentences—for summer for they can write ‘It is summer. The Sun is bright in the sky’. Allow them to come up with some simple words or phrases only and later you can conclude it. Since this is a group activity, students will not be burdened, but rather they will enjoy expressing the illustrations in their own words. Give them some encouraging feedback.

Activity 2

Question B of this section focuses on the imagination of a child’s mind. Share with them more poems about rain which are very popular. Now ask them to look at the activity given in the book. Ask them if they like or don’t like rain and accordingly. Help them to complete the activity.

Life Skills

• Ask students what kind of clothes they use in summer and winter and how they protect themselves from rain.

• Write their responses on the blackboard.


• Now ask them to collect or draw the pictures of those clothes and paste them on their scrapbooks.

5. SPORTS AND GAMES

Things you will need: Textbook and notebook Flashcards of diff erent outdoor and indoor

games Flashcards of diff erent equipments like

cricket bat and ball, tennis racket and ball, etc.

Provide eight pictures of a boy kicking a ball, a girl watching TV, a girl skipping rope, a boy eating chips, two children playing chess, a girl talking on the phone, a boy holding a cricket a bat, two children playing cards (optional)

A Smart Class or access to computer

INTRODUCTION

• Tell students that reading this lesson is a fun since it is based on games and sports and it is a rebus story.

• Discuss with them about a rebus story and how it is made. Ask them to frame some simple sentences like ‘my pencil is red’, ‘I sleep on the bed’. Write those sentences on the blackboard and replace the words ‘pencil’ and ‘bed’ with the drawings of a pencil and a bed. Ask students to read out the sentences.

• Show them the fl ashcards of diff erent outdoor and indoor games and ask them if they like those games.

• Ask them when and where they play outdoor games and who accompany them.

Let’s start

• Ask students to look at the activity. Ask them if they are familiar with those games and sports.

• Encourage them to do the activity on their own. Since they have gone through this type of activity before, they can do it comfortably now.

The lesson

• Tell students that a boy Amit is telling the story here.

• You can ask students starting to read aloud the story before the class. Each student of the class can participate and enjoy this reading. Observe their responses and help them if it is necessary.

• Ask each student to read two or three lines and thus they continue their reading till the end.

• Ask a few questions after each paragraph.

Paragraph 1 and 2: Who is seven years old? (Amit) What does he love? (Sports) How many members he has in his family?

(Five) Where did he go with his family? (They went

to watch a cricket match.) How was the weather on that day? (Sunny) What were the two teams played in that

match? (India and Pakistan)

Paragraph 3 and 4: What other sports do they like? (Football and

hockey) What kind of sports these are? (Outdoor

games) Name some more outdoor games. (Tennis,

Badminton and basketball) Why is it good to play outdoor games?

(Because it keeps our body active.) How do you keep your brain active? (By

playing indoor games.) Give some examples of indoor games. (Chess,

carrom board, board game, checker board, card game, etc.)

Focus on the glossed words. Ask students if they knew the word ‘famous’.

Ask them to make a small sentence with this word for example: the Panchatantra is a famous book.

Paragraph 5 and 6: What are the equipments with which cricket

is played? (a bat and a ball)


What are the equipments by which tennis and badminton are played? (Tennis needs a tennis racket, net and a light ball, and badminton needs a racket and a shutt le cock, usually of made feather.)

What do you need for some indoor games? (A dice)

What do you need to play carrom board? (A board made of plywood, some small disks and a red big disk called a striker.)

Focus on the glossed words.

Activity

Ask students to pick up a sentence from the lesson with the word ‘equipment’ and ‘require’. They can fi nd out this easily from the text. Then ask them to make a sentence with these two words example or we require the equipments for playing cricket. Here, you can add the word ‘necessary’ to improve the sentence—‘we require the necessary equipments for playing cricket.’ This is an excellent exercise to enhance students’ vocabulary and writing skills.

Focus on the two notes given in ‘Let’s learn’ on outdoor and indoor games.

Story narration

Narrate the lesson before the class. You can follow a quiz session to recapitulate the lesson.

Activity

Divide the students into two teams. One of them will frame short textual questions before the class and then other team will answer. Check their grammar and pronunciation. This activity will help students to improve their listening and speaking skills.

EXERCISES

Let’s understand

• Students can answer the question A and B on their own. Divide the class into groups and ask each group to work on one answer. They can share the answers with the class. Ask the listeners to check the answers and then write them on the blackboard. Check their punctuation and spelling.

• Avoid writing the answers on the blackboard for them to copy.

Let’s learn words

Draw students’ att ention to the illustrations given on page 34. Ask them to identify whether the game is an outdoor game or indoor game. Tell them to name the outdoor or indoor games and help them if necessary. Now, ask them to write those names next to the illustrations and fi nish the answers as per the given instructions.

Activity

Show the students the fl ashcards of diff erent equipments and add some fl ashcards of equipments which are not very familiar to them like baseball bat, boxing gloves etc. Ask them the names of the indoor or outdoor games related to those equipments. Write their responses on the blackboard. This is an eff ective way to revise and teach them new words.


Activity

Students have become familiar with sound-spelling coordination in their previous lessons. They have learnt how a word is spelt and that the way the lett ers are arranged to make a word infl uences the pronunciation of that word. Discuss about this with some examples that are not given in the book eq. ‘aff ect’ and ‘eff ect’, ‘z’ words—zebra, zoo, zero, zip, zigzag etc., but though the lett er ‘z’ is nowhere in the words ‘busy’ or ‘business’, those are pronounced stressing on ‘z’.• They have learnt the pronunciation of the

words with the lett ers ‘—tion’, like ‘promotion’, ‘congratulation’. But how do they pronounce ‘question’? Select some this kind of exceptions as per the students’ level and focus on them. The rationale is to motivate them to listen carefully to the pronunciations of diff erent words in everyday life.

• Write the ‘sp’ words and ‘ga’ words on the blackboard. Pronounce them and ask students to read them out after you. You can play the exercise if you have the technology at your hand.


Let’s listen

• Play the exercise and ask students to close their books and follow it. Then you can read out the listening text and ask students to follow it in their books.

• Ask them to fi nish the exercise. Then students can check each other’s work. Keep a note on their listening skills.

Let’s spell well

• Ask students to look at the exercise. Read aloud each word and ask them to follow you.

• Now write the words on the blackboard one by one and choose students at random to spell and read them aloud again.

• Emphasise on the interesting point that we use ‘q’ and ‘u’ together—give some more examples—‘queen’, ‘question’, ‘enquiry’, ‘quick’ etc.


• Discuss in the class how the position words are used. Use one of your hands to explain this. Put your hand on the table and ask them ‘where is my hand’. Use your hand similarly to show all the other prepositions. This kind of live demonstration will give students a bett er understanding of the concept.

• Ask them to look at the illustrations given on page 35. Tell them to read out the examples and identify the prepositions..

Activity

Divide the students into six groups. Three of them answer the three questions—A, B, C given in the book while the other three groups check their answers. Then reverse their roles. You can include more live demonstration with the help of the students and defi nitely it will be an eff ective learning for them.

Let’s speak

• Ask students to follow the exercise given in the book. Choose some students at random and ask them what they do after going home from school.

Observe their tone and accent and improve that if necessary.

• Now fi nish the exercise as per the given instructions.

Think and write

• Ask students to look at the given illustrations and the example. They can do the exercise comfortably. Check their work and correct them if necessary.

• Give them access to the internet and allow them to explore the website. Tell them to surf the site from their homes also.

Life Skills

Activity

Divide the students into eight groups and distribute some pictures. Each group will get one picture. Now ask each group to tick () the picture that shows children being active and fi t by playing games and sports. If any group does fi nd a picture that shows idleness or laziness of the child, they can discuss with the rest of the class instead of putt ing any mark on it.If you cannot provide the pictures, use some simple things as your teaching aids for describing the situations mentioned in the ‘Things you will need’ section—like picture of a television set or a chips’ packet, etc. You can describe the situations with those aids that sitting idly before a television set and eating chips is the sign of laziness. The idea is to make students aware about physical and mental activeness and how they can achieve it.• Students can conclude their learning of this

lesson with the activity on the book. The fi rst one is very familiar to them and they can do it comfortably. For the second, help them with necessary requirements and guide them. Students will enjoy the brief respite from their study.





1. Choose the correct option to complete the sentence. (3 × 1 = 3)

i) Please keep the beach (clean / dirty). ii) Outdoor games keep your ( body / mind) fi t. iii) Indoor games keep your (body / mind) active.

2. Write True (T) and False (F) as required. (4 ×1 = 3)

i) The land was fi lled with litt er. ii) Washing machines wash clothes. iii) The child sees hundreds of stars in the sky. iv) The toad croaked, “I am perfectly weather-proof.”.

3. Answer the following questions in brief. (5 × 2 = 10)

i) How did the beach become dirty? ii) Why is it not safe to play on a dirty beach? iii) Describe Kishore’s character by using two words. iv) Name the two famous cricketers that Amit saw. v) Write the names of the four outdoor games mentioned in the lesson.

4. Choose and write the opposite words given in the box. (4 × 1 = 4)

big, happy, beautiful, noisy i) ugly .............................. ii) small .............................. iii) quiet .............................. iv) sad ..............................

5. Rewrite the sentences with correct spellings. (4 × 1 = 4)

i) Saev the beaches. ii) Do not throw waist in the watre. iii) Kishore had great evorisity about everything. iv) The duck qaucks.

6. A. Tick () the sentences that use the correct pronouns and cross () the wrong ones. (3 × 1 = 3)

i) The dog played with the ball. It was happy. ii) Geeta is six years old. He studies in class 1. iii) The girl walks to school everyday. He lives nearby.


B. Fill in the blanks with ‘this’, ‘that’, ‘these’ and ‘those to complete the sentences. (4 × 1 = 4)

i) ....................... are leaves

ii) ....................... are shoes.

iii) ....................... is a doll.

iv) ....................... is a cycle.

7. Underline the adjectives in the following sentences. (4 × 1 = 4)

i) My mother makes delicious foods. ii) I have a round ball. iii) Tembo loved to eat leaves from the tallest trees. iv) It was a thin long stick.

8. Underline the prepositions in the following sentences. (4 × 1 = 4)

i) We eat dinner at night. ii) I put the mat on the fl oor. iii) What can you see under your bed? iv) My brother is making funny faces behind my back.

9. Rewrite the sentences correctly. (4 × 1 = 4)

i) We wear warm clothes in summer. ii) Snow fall in monsoon. iii) The child sees hundreds of birds in the night sky. iv) The child sees hundreds of bees that greet the dawn.

10. Identify and put the following words in the correct column, which actions done yesterday and today? (7 × 1 = 7)

ran, went, sing, play, helped, jumped, eat

Yesterday Today




A. 1. beach 2. litt er 3. bin 4. signboardsB. 1. T 2. T 3. F 4. TC. 1. A lot of used plastic bags, empty packets of

potato wafers, cans and bott les of soft drinks, and waste papers litt ered the place.

2. The children wanted to clean the beach because they had planned to play on the beach after cleaning it.

3. The parents got their children’s bin bags to collect all the waste from the beach.

4. The children cleaned the beach and then they fi xed some signboards on the sand. Those boards read, “Do not litt er! Please keep the beach clean.”


A. 1. clean 2. empty 3. sad 4. uglyB. litt er, trash, rubbish, waste, debris


1. LITTER 2. BEACH, CLEAN 3. BEACHES 4. PLASTIC


A. 1. She made a cake for the family. 2. He went to the theatre. 3. He played with them. 4. We played with the puppy.B. 1. (), 2. () 3. () 4. ()C. 1.This 2. Those 3. These 4.That


• Do not toss empty chips packets or plastic bott les on the road.

• Do not spit on the road.• We will not litt er the road.• Do not allow your catt le to pott er around the road.• Do not allow people to spit on the road.

2. ONLY ONE MOTHER!


Help the students to count one to hundred. Help them in reverse counting.Answer to the third question: stars


A. 2. shells 3. birds 4. raindrops 5. dewdrops 6. bees 7. butt erfl iesB. 1. The answers can vary. The following is an

example. Many things I can see in hundreds in the

place that I live in like, trees, birds, houses, shops, people etc.

2. In the evening, birds fl y in fl ocks across the sky. We cannot count them.

3. Hundreds of dewdrops greet dawn on the earth.

4. The child loves his mother the most.


1. The answers can vary. The following is an example.

I love my mother because she is beautiful and she cuddles me.

2. My mother wakes me every morning and helps me to get ready for school. She cooks for me and plays with me. She kisses me when I go to bed.



3. MY MACHINE FRIENDS


A. 1. machines 2. tring tring 3. summer 4. storeB. 1. (), 2. () 3. () 4. ()C. 1. Kishore imagined all the machines as his

friends and started talking to them. 2. The diff erence between a telephone and a

mobile phone is that we can carry a mobile phone in our pocket, but we cannot carry a telephone.

3. The machines that Kishore saw in his house were television, telephone, air conditioner, and refrigerator.

4. Having met all his useful friends, Kishore took an ice cream from the refrigerator and happily started watching the cricket match on tv.


A. 1. chips 2. mouse 3. clock 4. cameraB. 1. television – watching movies

and news 2. computer – playing games and

gett ing knowledge 3. geyser – gives hot water for

bathing 4. microwave oven – heating and

cooking food


1. k nee 2. su r prise 3. b u ild 4. veg e table 5. lis t en 6. cu p board 7. h our 8. w rong 9. ta l k 10. fri d ge


A. 1. noun – Riya, smile adjective – beautiful 2. noun – Tommy, dog adjective – loyal

3. noun – movie adjective – funny 4. noun – exam adjective – diffi cultB. 1. tall 2. big 3. quiet 4. activeC. 1. second picture 2. fi rst picture 3. second picture 4. fi rst pictureD. The answers can vary. The following is an

example— 1. My mother is a beautiful woman. 2. My father is a strong man. 3. I am a good person. 4. My brother is a big boy.


The answers can vary. The following is an example—My friend Ruhi loves to talk with her toys. She has a bunny. She calls it Cutie. She talks to Cutie. She tells us that Cutie is her best friend.


The answers can vary. The following is an example—We can save electricity, if we– turn off the lights when we leave the room.– use air conditioner with timer.– use gas stove for cooking instead of an electric

oven.– turn off television, computer, video games

when we are not using it.– unplug chargers (of mobile phone, etc.) when

they have fi nished charging.

4. WHO LIKES THE RAIN?


A. 1. litt le red 2. green, grassy 3. gray back 4. greatB. 1. toad 2. duck 3. brook 4. dandelion



A. summer, winter, rainy season

B. The answers can vary. The following is an example.

‘I’, said the litt le child, ‘like the rain’

Drop by drop it falls on the leaves,

It falls on the roof, and on the streets,

I love its dance and when it sings.

Or

‘I don’t’, said the litt le child, ‘like the rain’

It stops the cars and makes the mess,

Road becomes muddy and the sun hides,

We cannot go park if rain drips.

5. SPORTS AND GAMES


A. 1. 5 2. cricket 3. outdoor 4. indoorB. 1. Amit went to watch a cricket match with his

family. 2. Outdoor games are good for us because that

keep our body active. 3. Chess, carrom board, ludo, checker board,

card game, etc. 4. Indoor games are also good for us because

they keep our brain active.


(from left side to right side)ig og igog ig ig


B. 1. ‘cr’ words – cry, crow, croak, crack, crash 2. ’fo’ words – fog, fox, foam, foal, four

Let’s spell well (Pages 34 and 35)

1. queue — a line of people or vehicles who are waiting for their turn to be att ended or to proceed

2. quilt — a thick, warm cover for a bed 3. require — to need something 4. quality — how good or bad something

is 5. equal — same in size, amount, value,

etc. 6. liquid — a substance like water 7. earthquake — earth’s violent movement 8. mosquito — a small fl ying insect that bites 9. quack — sound made by a duck 10. quiet — noiseless


A. 1. in 2. into 3. to 4. nearB. 1. to 2. at 3. into 4. onC. 2. The boy is in the car. 3. The cup is on the table 4. The fruits are in the basket.


The answers can vary. The following is an example.You (to your partner or classmate): What do you do after you reach home from school in the evening? What games do you play?Your partner: I do many things. I fi nish my homework, play football with my friends in the ground, watch TV in the evening. Sometimes I play video games. What about you, my friend?You: I also remain busy after I reach home. I spend time with my little sister in the afternoon. She is ten months old and very cute. I love to playing badminton in the evening.


Football is an outdoor game.Badminton is an outdoor game.Chess is an indoor game.


A. 1. machines 2. body

3. gray back 4. boots gloves

B. 1. dandelion 2. cricket

3. stars 4. garbage

5. entertains

C. 1. () 2. ()

3. () 4. ()

5. ()

D. 1. stars, shells, raindrops

2. They fi xed some signboards that read, ’Do not litt er! Please keep the beach clean’ on the beach.

3. Kishore had the idea that all those machines were his friends.

4. Outdoor games keep our body fi t. Cricket, badminton, basketball, tennis, etc. are some of the outdoor games.

5. duck, dandelion, frog, and brook

E. 1. com b 2. si g n

3. k not 4. dou b t

5. tu r n 6. ca r toon

7. h our 8. lis t en

F.

tennis boxing tabletennis

skating archery

G. 1. He 2. She 3. It 4. We 5. They

H. 1. good 2. thrilling

3. horror 4. loving

5. beautiful

I. 1. over 2. into

3. at 4. above

5. near

LET’S REVISE




Worksheet 1

Yesterday Todayran, painted, watched, sang, jumped, crawled, helped, played, ate, painted

helps, plays, jumps, paints, sings, crawls, eats, runs

Worksheet 2

A. 1. She 2. It 3. They 4. He 5. WeB. 1. This 2. Those 3. These 4. That 5. Those

3. MY MACHINE FRIENDS

Worksheet 1

A. 1. cute 2. smart 3. exciting 4. wonderful 5. brown 6. long 7. round 8. small 9. faithful 10. beautifulB. Answers can vary. Followings are the examples— 1. smart 2. big 3. beautiful 4. strong 5. nice 6. hot 7. funny 8. warm 9. beautiful 10. bigWorksheet 2A. A green striped ball A blue tie A pair of yellow shoes A nice pink skirt A cute toyB. 1. present 2. pale 3. diffi cult 4. dull 5. right 6. strong 7. dirty 8. wild 9. rich 10. bad

5. SPORTS AND GAMES

Worksheet 1A. 1. on 2. at 3. into 4. near 5. above 6. behind 7. beside 8. under 9. over 10. in front of

B. 1. in 2. into 3. over 4. behind 5. under 6. above 7. near 8. onWorksheet 2The answers can vary. The following are some examples—The boy is on the slide.The gardener is sitt ing on the ground.The girl is looking at the fl owers.The fl owers bloom in the park.There is a big tree in the park.

(Practice worksheets given in the coursebook)

195 Answers to Model Questi on Paper


1. i) clean ii) body iii) mind

2. i) F ii) T iii) T iv) T

3. i) The beach became dirty as a lot of plastic bags, empty packets of potato wafers, cans and bott les of soft drinks and waste papers litt ered the place.

ii) It is not safe to play on a dirty beach because the litt er that is thrown there can hurt the children, make the water dirty and cause infectious diseases.

iii) Kishore is curious and imaginative.

iv) Sachin Tendulkar and Mahendra Singh Dhoni

v) cricket, tennis, football, badminton

4. i) beautiful ii) big iii) noise iv) happy

5. i) save the beaches.

ii) Do not throw waste in to the water.

iii) Kishore had great curiosity about every-thing.

iv) The duck quacks.

6. A. i) ii) iii)

B. i) These ii) Those

iii) This iv) That

7. i) My mother makes delicious foods.

ii) I have a round ball.

iii) Tembo loved to eat leaves from the tallest trees.

iv) It was a thin long stick.

8. i) We eat dinner at night.

ii) I put the mat on the fl oor.

iii) What can you see under your bed?

iv) My brother is making funny faces behind my back.

9. i) We wear warm clothes in winter.

ii) Snow fall in winter.

iii) The child sees hundreds of stars in the night sky.

iv) The child sees hundreds of dewdrops that greet the dawn.

7. Yesterday Todayran

wenthelpedjumped

singplayeat


Term 3



1.Numbers Up

To 5008

• Numbers from 101 to 500• Formation of Three-digit

Numbers and Expanded Form• Before, After and Between• Comparison of Numbers

Ascending and Descending Order

Students should be able to:count, read and write numbers (101 to 500); understand and apply the concept of before, after and in between; compare numbers (101 to 500) and put correct symbols; arrange numbers in ascending and descending order (101 to 500); understand the differences between standard and expanded forms; write the numbers in their expanded forms

2.Money 6 • Money (Notes and Coins)

• Adding Money

Students should be able to:identify the currency of different denom-inations (notes and coins); add different amounts of money

3.Time 6

• Reading Time• Months in a Year and Days in a Week, Month and Year

Students should be able to:read time using a clock; learn about months in a year, days in a week, month and year; read a calendar

4.Measurement 12

• Length and Non-Standard Measures of Length• Metre and Centimetre• Weight• Kilogram and Gram• Volume• Litre and Millilitre

Students should be able to:understand the concept of length, weight and capacity; know the standard units of length, weight and capacity which are metre, kilogram and litre respectively

5.Fractions with

Shapes7 • One-Half

• One Fourth or Quarter

Students should be able to:understand the meaning of a fraction using shapes; understand the concept of one-half and one-fourth as fractions; identify/mark one-half and one-fourth of different shapes

6.Data

Handling6 • Data Handling

Students should be able to:understand the concept of data as a term; look at the given information and represent it in a tabular form; pictorially depict data and answer the questions followed

7.3D Shapes 5 • 3D Shapes

Students should be able to:identify the different solid shapes-cube, cuboid, cone, cylinder and sphere; categorise the objects as per their shapes




TERM 3

1. NUMBERS UP TO 500ESSENTIAL TEACHING AIDS

• Bundles of ice cream sticks in tens, place value cut-outs, number name cards and digit cards, number grid of 1 to 100, abacus with 3 spikes and plastic beads

CONCEPT EXPLANATION

Recapitulation ¾ Revise the numbers upto 100 with a number

grid of 1 to 100. When you introduce 100, ask them about the next number, i.e., 101.

I. Numbers from 101 to 500 ¾ Show 10 bundles of 10 icecream sticks each,

arranged on the table. Tell them that 10 tens = 1 hundred = 100. Add one more ice cream stick to those 10 bundles lach. Tell them that 100 sticks + 1 stick = 101 sticks. So, 101 is one more than 100. Tell them that 101 is a three-digit number.

¾ Show the place value of the three digits in number 101 using place value cut-outs. Arrange bundles of sticks and loose sticks for number 105 on the table and ask the students to tell the number formed.

¾ Explain to them the method of reading a 3-digit number. Write a 3-digit number on the blackboard. Now ask a student to come to your table, pick the number cards and the number name, e.g.,

116 = One hundred sixteen

Reinforcement ¾ Tell the students to fill in the numbergrids

(forward and backward) given in the book. ¾ Play a game by dividing the class into four

teams and asking them to arrange any 3 digits into a number, display it using digit cards and ask the opposite team to read the number name using the place values. Make it happen in several rounds.

II. Formation of Three-digit Numbers and Expanded Form

¾ Use an abacus having three spikes and plastic beads in three colours, i.e. red, green and yellow. Explain to them the place values in the number.

TH

3 2 7

O

¾ Explain to them that the left spike shows hundreds place value with three red beads showing 3 × 100 = 300

The middle spike shows the tens value with two green beads showing 2 × 10 = 20

The right most spike shows the ones value with seven yellow beads showing 7 × 1 = 7. So,

327 = 3 × 100 + 2 × 10 + 7 × 1 300 + 20 + 7 Tell them to read it as three hundred twenty-

seven. Also, use the above method to teach the expanded form.

Reinforcement ¾ To make sure that the students have

understood tell them to complete the number grid given in the book by filling in the empty cells.

¾ Write different numbers on the black/whiteboard and call the students randomly to read the number names.

III. Before, After and Between ¾ To explain this concept take a number grid

and select any 3-digit number randomly. Suppose you take the grid of numbers 201 to 250 and you select 215 on the grid. Show them that the number on the left of 215 is 214. It is the number before 215; the number on the right of 215 is 216. It is the number


after 215; and 215 is between 214 and 216.

¾ Also explain this to them by using addition and subtraction of 1.

IV. Comparison of Numbers and Ascending/ Descending Order

¾ Explain to students the rules given in the book, taking a few examples on the black/whiteboard. Tell them to always compare the digits of any two numbers in their same place values only. In the numbers 325 and 647, 3 should be compared to 6 to check if 3 is smaller or greater than 6. In the same way 2 should be compared to 4 and 5 should be compared to 7.

¾ Make them familiar with the signs of comparison, i.e. <, = and >.

¾ Tell them to arrange a few numbers in ascending as well as descending order.

Reinforcement ¾ Ask the students to tell their dates of births

(not month or year) and then compare them. ¾ Ask the students to do the given worksheets

to reinforce the concept.

2. MONEYESSENTIAL TEACHING AIDS

• Wrappers of biscuits/chips packs, real coins and currency notes, imitation coins and notes to play business game, price tags


¾ Ask the students if they ever went for shopping with their parents and observed that the shopkeeper gave the products in exchange for some cash paid by their parents. Tell them that the amount paid is the ‘money’ for the ‘price’ of the product.

¾ Show them the wrappers of some biscuit packs/chips, a few price tags of cloths or toys, i.e. “MRP ` 10” which means they have to pay ` 10 to get the product.

I. Money (Notes and Coins) ¾ Show them the real currency notes and

coins of different denominations ` 1, 2, 5, 10 carefully. Tell them to observe and

compare them with the ones printed in the coursebook.

¾ Make them familiar with the new symbol of the Indian rupee, i.e. `

¾ Tell them that money can be arranged in different denominations, i.e.,

` 100 = 10 notes of ` 10 each = 10 × 10 = 2 notes of ` 50 each = 2 × 50 = 1 note of ` 100 = 1 × 100 = 20 notes of ` 5 each = 20 × 5

ACTIVITY ¾ Arrange the students in pairs and ask them to

do a role play of a salesman, shopkeeper and a buyer customer. Give them a few imitation notes and coins to play this business game. They can use stationery items for sale and purchase.

II. Adding Money ¾ Give them some addition sums on money

to make them understand the concept. For example, adding ̀ 5 to ̀ 10 equals ̀ 15, using simple vertical addition concept.

Reinforcement ¾ Show them the different coins and currency

notes and ask them to identify them. ¾ Ask them to do the worksheets to reinforce

the concept.

3. TIME

ESSENTIAL TEACHING AIDS• A real clock, a calendar, a dummy round

wall-clock made of cardboard, two ice cream sticks


¾ Have a general discussion on time and its importance with special reference to different meals taken at specific times like breakfast in the morning, lunch in the afternoon, snacks in the evening and dinner at night.

¾ Ask them what differences do they observe in the sky during morning, noon, evening and late night.


I. Reading Time ¾ Begin by telling the need and necessity of

learning to read the exact time. ¾ First, show the students a clock and discuss

the 12 numbers (1 to 12) on the face of the clock, the length of the two hands, the thin needle and the speed of their movements.

¾ Now, use the model of a clock made from cardboard and ice cream sticks as its hands, in which you can move the hour hand and the minute hand in order to explain the concept of hour and time.

¾ Explain to students on the black/whiteboard how time is written using ‘o’clock’.

¾ Discuss the daily schedule of a student, with special reference to the time of different activities that he/she does in a day.

Reinforcement ¾ Write a few time periods on the black/

whiteboard, ask the students to volunteer for setting those times on the dummy clock. You can also do the reverse activity with them i.e. show them the clock and ask the time.

II. Months in a Year and Days in a Week, Month and Year

¾ Hang a calendar which is made of date blocks, without any image, as is used in banks and offices.

¾ Show them the days of the week — Monday... Sunday. Ask them on which day of the week the school remains closed. Ask them what comes after and before Sunday.

¾ Show them the 12 months of a year in a calendar. Explain the number of days in each month by showing it on the knuckles.

¾ Tell them that the month of February can have 28 or 29 days but never 30 or 31 days. Explain to them the concept of a leap year, i.e., a year that has 366 days.

Reinforcement ¾ Let them do the attached worksheets for

practising the concept of days and months. You can ask some questions to make them understand, either using some famous festivals like 26 January - Independence Day, February - Basant Panchami, March - Holi, April - April Fool Day and so on.

4. MEASUREMENTESSENTIAL TEACHING AIDS

• Ropes, ribbons, thread, wool, pencils, crayons, etc. of different sizes

• Different items that can be weighed, such as fruits, bunches of notebooks, etc. weighing machine, bottle of juice, cotton, clay

• Bowls, bottles, jugs, spoons, containers of different sizes, measuring tape, metre rod, scale

CONCEPT EXPLANATION

Recapitulation ¾ Show students two different sized ribbons

and ask them to state which is the longer of the two. Connect this with their understanding about the concept of long and short, tall and short, big and small, etc. In this way you can prepare them for understanding measurements.

I. Length and Non-Standard Measures of Length

¾ Introduce the topic of length by connecting it to the students’ everyday experience of length. Give them examples like they go for a haircut when their hair grow too long, they need to change their shoes and get bigger ones when their feet’s size increases and so on.

¾ Explain to them the terms associated with non-standard units of measurement for example, pace, handspan, cubit, etc. using the pictures of the same given in the coursebook and students relating to the same units, with their own bodies.

ACTIVITY ¾ Let the students find out the dimensions

of their classroom, the corridor outside the classroom, the hall, and other large rooms using paces. Put up the information on a chart.

¾ They can mark out their longest stride or their longest jump, measure the same and then compare it with those of others.

¾ Let them measure different objects in the classroom using unsharpened pencils or unused crayons or paper clips. Let them record their findings.


¾ They can also try to build the tallest towers possible with books or building blocks or empty cartons and measure their lengths using non-standard measures. The purpose here would be to encourage them to treat height as a vertical form of length.

II. Metre and Centimetre ¾ Explain to students the importance of

standard units for measuring lengths and let them know about the standard unit of measuring a length, i.e., ‘metre’. Show them a metre through a metre rod or a measuring tape. Also, show them centimetres on a scale. Tell them the short form of metre and centimetre.

¾ Write the given relationship—1 metre = 100 centimetres on black/whiteboard.

ACTIVITY ¾ Make the students understand that large

lengths are measured in metres whereas small lengths are measured in centimetres.

¾ Give them certain objects such as pencils of different sizes, ribbons, etc. and ask them to measure them in centimetres, using a scale. Assist them wherever required.

Reinforcement ¾ Let the students do the exercises given in the

coursebook to reinforce their understanding.

III. Weight ¾ Explain to students that as we measure

length in non-standard and standard units, similarly, we measure weight also in both the ways. Engage them in the given activities.

ACTIVITY ¾ Introduction to heavy and light weights

could be started by the students by actually weighing and comparing the objects in their hands like a pencil and a waterbottle and other things that are distinctly heavier and lighter.

¾ Use a weighing machine to show how heavier objects move downwards on the weighing scale and lighter objects move upwards. Let them use weighing scales themselves and experiment with the objects around the classroom. After a little experience, let them first guess which object is heavier or lighter

and then place it on the scale to find out whether they are right or wrong.

¾ Students can also sort out the weighed objects from either the heaviest to the lightest or vice-versa.

¾ Take a rock and a large piece of cotton wool and let the students find the weight of each using clay balls and a weighing machine. Ask them which is one heavier. Then take a bottle of juice and a box of cornflakes and repeat the activity. Ask them which is heavier. Draw their attentions to the fact that a bigger object is not necessarily a heavier object.

IV. Kilograms and Grams ¾ Introduce the terms kilogram and gram as

the units of measurement along with their short forms. Let them know that a kilogram is the standard unit of measurement of weight. Also make them understand that small weights are measured in grams whereas large weights are measured in kilograms. Write the given relationship on a black/whiteboard and explain them.

1 kilogram = 1000 grams ¾ Let the students do the related exercises in

the book to grasp the concept. Assist them wherever required.

V. Volume ¾ Take water in two containers of different

sizes and introduce the meaning of volume as—capacity that a container can hold. Show them various containers of different sizes.

ACTIVITY ¾ Introduce the students to the terms full,

half, and empty with the help of transparent containers using water, sand, rice, salt, etc.

¾ Pour water into two identical bottles. Fill the bottles—one bottle with more water and one with less water and let the class decide which bottle holds more water. Repeat the activity with several other containers.

¾ Containers can also be arranged by the students in a particular order from the biggest to the smallest capacity and vice versa. Tell the students that another way measuring how much water a jug can hold is to find out how many cups of water can be


poured into it. They can perform the activity in groups and record their findings.

VI. Litre and Millilitre ¾ Introduce litres and millilitres as the units

of measurement of volume along with their short forms. Explain the given relationship to the students.

1 litre = 1000 millilitresReinforcement

¾ Let students do the worksheets based on the above mentioned concepts to reinforce their learning.

5. FRACTIONS WITH SHAPES ESSENTIAL TEACHING AIDS

• Cut and whole fruits, knife, rough sheets of paper, shape cutouts, slices of bread, chapatis, crayons

CONCEPT EXPLANATION

Recapitulation ¾ Ask the students if they have one apple each

and want to share it equally with one of their friends, then how much will each one of them get. Make them understand that each one will get one equal part of the two parts of the apple. Show them the two parts of the apple cut equally. Ask them to relate it to their real life when their mother tells them to share the chocolate or cookies with their brother or sister equally.

I. One-Half ¾ Connect the concept of one-half with the

above example of apples that when we cut or divide an object into two equal parts then that is called half and each part is a fraction called half. Use other fruits to explain the same concept.

¾ Take a few shape cutouts and demonstrate how they can be folded or cut into halves. Write one-half on each part and show it to the students.

ACTIVITY ¾ Keep aside a few different fruits (cut into two

equal parts each) and mix them, for example, a few cut apples, bananas and oranges, etc.

in a tray. Call a group in front and ask each student of the group to pick up one cut fruit in their hand. Now, ask them to find out the remaining half of the fruit to make the fruit full. Show them some full and some half fruits. Later, after the activity is completed distribute the fruits among the students to eat. Repeat the activity with all the groups. Here the focus should be to make students have a command over the concept of half or one- half. Share with them how to write one- half as ½ by writing the same on black/whiteboard.

¾ Give a few shape cutouts to students and ask them to shade one-half of the shapes.

II. One Fourth or Quarter ¾ To explain one-half, the fruit in the above

example was cut into two equal parts and then the fraction—one half was introduced amongst the students. Now take a fruit and cut it into four equal parts. Show it to the students and ask them to count the number of parts in it. Call any four students in front and give each student a piece of the fruit, e.g., apple. Introduce the concept of one- fourth through this example. Write ¼ on the black/whiteboard and explain to the students that ¼ is also called a quarter. Also make students understand that one fourth is half of a one-half. Demonstrate this by drawing appropriate figures on the black/whiteboard. Also, write the given relationship on black/whiteboard and explain to them.

2 halves make one whole and4 one-fourths make one whole.

ACTIVITY ¾ Distribute some clay to the students and ask

them to roll it into the shape they like. After this, ask them to cut the clay into four equal parts using a scale and show its one-fourth to the rest of the class. Each student must have made different shapes, so, let them show it to their friends. Let them conclude by their observations that each part of the shape which is cut is of the equal size.

¾ Repeat the shape folding activity with one-fourth also where the students will fold or cut the paper shapes into four one-fourths.


Reinforcement ¾ Ask the students to observe the complete

shapes they see in their surroundings and then divide them into one-halves and one-fourths. For example, you may ask them to take a circular chapati and then tear it from the middle to make it one-half. Also they can tear the chapati into four equal pieces and one-fourth can be shown. Ask them to do the same with a circular pizza or a square slice of a bread.

¾ Ask students to do the related worksheets to reinforce the concepts learnt by them.

6. DATA HANDLING ESSENTIAL TEACHING AIDS

• Countable objects like pencils, pencil boxes, crayons, lunch boxes, candles etc.

CONCEPT EXPLANATION

Recapitulation ¾ Recall counting of objects, i.e., give students

some objects (same type) to count and speak out how many pencils they have counted, how many lunchboxes they have counted and so on.

I. Data Handling ¾ Data handling is an area where data is

collected and then interpreted. Students at this age group are too small to understand the complex areas of it. So, here the objective should be that they are able to read the given information, whether it is in the form of pictures or numerals and then answer the questions based on that. So an effort should be made, where students are given some pictorial information and then they will answer the questions based on that. This can be made more interactive with the given activities along with the practice exercises given in the coursebook.

ACTIVITY ¾ Draw a two-column table on the black/

whiteboard and give headings as colour of pencil box and number of pencil box. Write the names of the colours in the first column. Ask the students to take out their pencil boxes and keep them on their desks. Now, call

any one student randomly and ask him/her to count only the red pencil boxes and note it down in the second column of the table. Similarly, now call another student from the class and ask him/her to count the blue pencil boxes and write it in front of the blue colour in the second column. Repeat the activity by using different colours by calling different student each time. Once the collected data is tabulated, now ask the students to look at the information they have written down and explain to them how to read the tables. At the end, you may ask students related questions based on the collected data, e.g., how many red pencil boxes are there, how many are green, how many total number of pencil boxes, by how many number the green pencil boxes exceed the red and so on.

¾ Repeat the above activity with lunch boxes, pencils, or school bags and represent the data in a tabular form. Ask the students to read the table and then answer the questions that follow.

¾ You may give the students a few lines of some nursery rhymes and ask them to count the number of alphabets and words, e.g., how many times the letter “d” appears, how many times the word “is” appears and so on.

¾ You can ask the students to write their hobbies on chits of paper and then count the same hobbies and write it in a table. After the table is created, you may ask the students to draw the same table in their notebooks and draw smilies in front of the counted numbers. You can repeat this activity by writing their favourite colours, favourite fruits, etc. also.

Reinforcement ¾ Ask the students to do the related worksheets

to reinforce the concept.

7. 3D SHAPES ESSENTIAL TEACHING AIDS

• 2D and 3D shaped objects and shape cutouts and shape blocks, pictures of different shaped objects (2D and 3D)

CONCEPT EXPLANATION

Recapitulation ¾ Show the students certain plane (2D) shaped


objects and ask them to speak out the names of the shapes of the objects shown. Have a quick recap of the plane shapes, e.g., square, rectangle, circle and oval. Give them some practice exercises in their notebooks where they can draw and colour the different shapes they know and name them.

I. 3D Shapes ¾ After the recap of plane or 2D shapes, it is

now time to make the students familiar with 3D or solid shapes. Show them some solid blocks and introduce them with 3D shapes. Let them know that 3D shapes are also called solid shapes. Show them the blocks of shapes cube, cuboid, cone, cylinder and sphere and let them know their names. Write the names of different solid shapes on the black/whiteboard.

¾ Once the students are familiar with solid shapes, show them some solid shape cutouts or pictures of the same and randomly ask them to name the shapes shown.

¾ Show them certain 3D shaped objects such as a globe to represent a sphere, a dice to represent a cube, a shoe box to represent a cuboid and so on. Ask them to name the shapes of the objects shown.

¾ Ask the students to draw some 2D and 3D shapes in their notebooks along with the objects of these shapes.

ACTIVITY ¾ Ask the students to get into groups. Give

each groups, some solid shape blocks and ask them to arrange the blocks and make a shape house or a building using the given blocks.

¾ Give each group a set of solid shape blocks and a few sheets of paper. Ask each group to trace the solid shapes on the sheets of paper; you may demonstrate the same to the group to make them understand the process. Once they have traced the shapes, ask them to look and observe what shape has come out by tracing, e.g., when they trace a cuboid, then a rectangle is formed and when they trace a cube then a square is formed. Help them understand the relationship between solid shapes and plane shapes.

¾ Conduct a shape quiz in the class where

you will show different shaped objects and students will speak out the names of the shapes, such as a pencil box or a lunch box is a cuboid, a bangle is circle shaped, a ball is sphere shaped and so on.

Reinforcement ¾ Ask the students to do the related worksheets

on the topic ‘shapes’ to reinforce the same. ¾ Ask them to make a list of objects of different

shapes in a tabular form.

204

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Teacher’s Resource Pack-1 (Term-III)

Numbers up to 5001 1

1. Write the missing numbers.

a. 121 123 126 128 130

b. 426 427 430 434

c. 168 172171 175

2. Write number names for the following numbers.

a. 220 ___________________________ b. 336 ______________________________

c. 148 ___________________________ d. 439 ______________________________

3. Write numerals for the following number names.

a. three hundred one b. two hundred five

c. two hundred sixteen d. four hundred twenty-five

4. Write the following numbers in ascending order.

a. 301, 402, 105, 441 = ___________, ___________, ___________, ___________,

b. 126, 106, 301, 402 = ___________, ___________, ___________, ___________,

c. 156, 158, 108, 500 = ___________, ___________, ___________, ___________,

d. 442, 152, 326, 499 = ___________, ___________, ___________, ___________,

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Numbers up to 500

Numbers up to 5001 2

1. Write as backward counting.

a.

b.

2. Look at the abacuses and write the numbers in the given spaces.

a. b. c.

3. Add the following.

a. 400 + 80 + 0 = b. 200 + 0 + 6 =

c. 300 + 50 + 7 = d. 400 + 10 + 7 =

4. Put the correct symbol <, > or = in the boxes.

a. 500 449 b. 489 487

c. 117 89 d. 405 450

TH O TH O TH O

390 389

444 442

206

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1. Match the following.

a. i. Five rupees

b. ii. One rupee

c. iii. Two rupees

d. iv. 50 paise


a. The symbol for rupee(s) is _____________ .

b. Seven hundred rupees is written as _____________ .

c. Ten rupees is written as _____________ .

d. Fifty paise is written as _____________ .

e. Seventy-five rupees is written as _____________ .

3. Add the money and write it in the given spaces.

a.

= _____________

b.

= _____________ c.

= _____________

d.

= _____________

Money2 1

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Money

1. Add the money and match them with the things you can buy from it.

a. i.

b. ii.

c. iii.

d. iv.

e. v.

2. Circle the things that you can buy with the given amount in each of the following.

a. ` 75 =

b. ` 60 =

c. ` 180 =

d. ` 350 =

Money2 2

` 200.00

` 60.00

` 130.00

` 20.00

` 150.00

` 60.00 ` 120.00 ` 120.00

` 70.00 ` 50.00 ` 100.00

` 180.00 ` 250.00 ` 300.00

` 450.00 ` 325.00 ` 470.00

208

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Time3 1

1. Show the given time in the clocks given below by drawing the hands of the clocks.

a. 4 o’ clock b. 6 o’ clock c. 8 o’ clock

2. Answer the following: a. Which number does the

minute hand point to? _________Which number does the hour hand point to? _________The time is _________ o’ clock.

12 12

3

6

8

910

11

74

5

b. Which number does the minute hand point to? _________Which number does the hour hand point to? _________The time is _________ o’ clock.

12 12

3

6

8

910

11

74

5

3. Fill in the missing numbers in the given clocks and then draw the two hands on it.

a. 4 o’ clock b. 7 o’ clock c. 10 o’ clock


a. 1 year = ___________ days. b. A leap year has ___________ days.

c. There are ___________ days in a week.

12 12

3

6

8

910

11

74

5

12 12

3

6

8

910

11

74

5

12 12

3

6

8

910

11

74

5

12 1

3

6

910

11

74

5

12 12

3

6

8

9

11

7 5

12 12

8

910

11

74

5

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Time

1. Look at the given clocks and write the time in each of them. a.

12 12

3

6

8

910

11

74

5

b. 12 1

2

3

6

8

910

11

74

5

c. 12 1

2

3

6

8

910

11

74

5

d. 12 1

2

3

6

8

910

11

74

5

_____________ _____________ _____________ _____________

2. Match the clocks with correct time shown.

a. i. 2 o’ clock

b. ii. 8 o’ clock

c. iii. 9 o’ clock

3. Write the names of the months in a year in the given spaces.

____________ ____________ ____________ ____________ ____________ ____________

____________ ____________ ____________ ____________ ____________ ____________

Time3 2

12 12

3

6

8

910

11

74

5

12 12

3

6

8

910

11

74

5

12 12

3

6

8

910

11

74

5

210

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Measurement4 1

1. Match the following.

a. i. Pace

b. ii. Footspan

c. iii. Handspan

d. iv. Cubit

2. Fill in the blanks choosing the correct options.

a. The length of a table can be measured using a ___________ (cubit/handspan)

b. A vendor sells the garland by measuring the length in ___________ (footspans/cubit)

c. Smaller lengths are measured in ___________ (m/cm)

d. Larger lengths are measured in ___________ (m/cm)

e. ___________ is the standard unit of measuring length (m/l)

3. Measure the lengths of the given pencils and write them in the given boxes.

a.

b.

c.

d.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Measurement

Measurement4 2

1. Circle the heavier sides of the weighing pans.

a. b. c. d.


a. _____________ is the standard unit of weight.

b. _____________ is the standard unit of capacity.

c. 1 kilogram = _____________ grams.

d. 1 litre = _____________ millilitres.

e. 1 metre = _____________ centimetres.

f. Volume is also known as _____________.

3. Write the unit that you will use to weigh the following items.

a. A bag of sugar b. Soup in a bowl

c. 10 pencils d. A bicycle

e. A school bag

4. Circle the container that can contain more liquid. a. b. c.

(i)(i)

(i)

(ii)(ii)

(ii)

212

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Fractions with Shapes5 1

1. Divide the given shapes into halves.

a. b. c. d.

2. Draw the other half of the following shapes.

a. b. c. d.

3. Shadeone-fourthofthefollowingfigures.

a. b. c.

4. Statewhatfractionofthefollowingfigureisshaded.

a. b. c.

d.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Fractions with Shapes

Fractions with Shapes5 2

1. Write the following in words.

a. 14

= _____________ b. 12

= _____________

2. Colour 12

part of the following pictures.

a. b. c.


a. One-half is also written as _____________.

b. One-fourth is also written as _____________.

c. A fraction is a part of the _____________.

d. Two-halves joined together make a _____________.

e. When a whole is cut into four parts, then each part is called _____________.

4. Colour 12

of each of the following fruits.

a. b. c. d.

214

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1. Count the given items and represent the data in a table.

Items Number of Items

Crayon box

Pencil box

Pencil

Eraser

Note book

2. Look at the given shapes and then answer the following questions.

a. How many are there? ___________

b. How many are there? ___________

c. How many are there? ___________

d. How many are there? ___________

e. Write the difference between the number of and the number of . ___________

Data Handling6 1

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Data Handling

Data Handling6

1. Lookattheflavoursoficecreamsthatdifferentstudentslikeinthegiventable.Answerthequestionsthat follow.

Icecreamflavours Students Total

Strawberry

Vanilla

Black currant

Chocolate

Raspberry

a. Which flavour is the most liked by the students? _______________

b. Which flavour is the least liked by the students? _______________

c. What is the difference between the most liked and the least liked flavours? _______________

2. Recite the given rhyme and then answer the following questions.

Johny Johny,

Yes Papa

Eating sugar,

No Papa

Telling a lie,

No Papa

Open your mouth,

Ha Ha Ha

a. How many times is the word Papa appearing? _______________

b. How many times is the word Johny appearing? _______________

c. How many times is the word Ha appearing? _______________

2

216

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


1. Tick the solid or 3D shapes from the following shapes.

a. b. c. d.

e. f. g.

2. Write the names of any four solid shapes.

a. _________________ b. _________________ c. _________________ d. ________________

3. Look at the given objects and state their shapes.

a. b. c.

_________________ _________________ _________________

d. e.

___________________ ___________________

4. Fill in the blanks with the correct options.

a. Circle is a _____________ shape. (Plane/Solid)

b. Cuboid is a _____________ shape. (Plane/Solid)

c. Cone is a _____________ shape. (Plane/Solid)

3D Shapes7 1

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

3D Shapes

3D Shapes7

1. Draw the following objects and colour them.

a. A circle shaped object b. A cube shaped object

c. A sphere shaped object d. A cone shaped object

2. Look at the objects and write the names of their shapes.

a. b. c.

_____________________ _____________________ _____________________

d. e.

_____________________ _____________________

2




1. Write the expanded form of the following numbers. (5)

a. 350 = _____________ + _____________ + _____________ b. 449 = _____________ + _____________ + _____________ c. 500 = _____________ + _____________ + _____________ d. 470 = _____________ + _____________ + _____________ e. 225 = _____________ + _____________ + _____________

2. Write the number names of the following numbers. (5)

a. 370 = ____________________________________________________ b. 229 = ____________________________________________________ c. 451 = ____________________________________________________ d. 129 = ____________________________________________________ e. 361 = ____________________________________________________


a. The short hand in a clock shows the ______________________________. b. The long hand in a clock shows the ______________________________. c. Number 481 has ______________________________ digits. d. In the number 349, the number 3 is at the ______________________________ place. e. Standard unit for measuring capacity is ______________________________.

4. Identify the shapes of the following objects. (5)

a. b. c.

_____________ _____________ _____________

d. e.

_____________ _____________


219 Model Question Paper


a. Name the month having 28 days _____________ b. How many days are there in the month of April? _____________ c. Which month comes in between January and March? _____________ d. Which month comes after July? _____________ e. How many days are there in a leap year? _____________

6. Add the following. (5)

a. ` 15 and ` 20 b. ` 17 and ` 11 c. ` 18 and ` 11 d. ` 13 and ` 12 e. ` 35 and ` 24

7. Colour as directed. (5)

a. one-half b. one-fourth

c. one-half d. one-fourth

e. one-half

8. Fill in the blanks with the correct numbers. (5)

137

142

147 149 151

145 146

140

9. Countthenumbersoflettersinthenamesofanimalsgivenbelowandthenanswerthequestionsthat follow. (5

Animals Numberofletters

1. Giraffe2. Elephant3. Tiger4. Leopard5. Pig6. Crocodile

_________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ __

a. Which animal has the longest name?

b. Which animal has the shortest name?

c. Which two animals have the same numbers of letters?

10. Name the non-standard units of measurement. (5)



1. NUMBERS UP TO 5001. b. 1 hundred 0 tens 7 ones; 100 + 0 + 7 = 107 One hundred seven c. 3 hundreds 9 tens 4 ones; 300 + 90 + 4 = 394 Three hundred ninety-four2. b. 167 c. 1903. b. One hundred sixty-nine c. One hundred ninety d. Three hundred forty-five4. b. One hundred twenty-one c. One hundred forty-six d. Two hundred eighty e. Two hundred ninety f. Three hundred ninety-nine g. Four hundred six h. Four hundred fifty5. b. 160 c. 190 d. 289 e. 305 f. 434 g. 5006. b. 200 + 50 + 1 c. 100 + 0 + 9 d. 200 + 80 + 6 e. 100 + 40 + 0 f. 200 + 10 + 1 g. 300 + 0 + 3 h. 300 + 30 + 9 i. 400 + 0 + 0 j. 400 + 10 + 07. b. 168 c. 206 d. 347 e. 448 f. 471 g. 411 h. 2998. b. 199 c. 302 d. 439 e. 467 f. 4989. b. 200 c. 301 d. 389 e. 430 f. 50010. b. 120 c. 400 d. 41111. b. < c. < d. < e. = f. > g. > h. <12. b. 99, 161, 199, 233, 286 c. 117, 121, 140, 214, 216 d. 326, 389, 398, 413, 42513. b. 263, 198, 159, 138, 112 c. 476, 425, 371, 260, 116 d. 293, 145, 117, 101, 97

2. MONEY1. b. ` 10 c. ` 500 d. ` 700 e. ` 12. b. 1 c. 4 d. 2 e. 33. b. ` 8 c. ` 15 d. ` 34. b. ` 150 (toy) c. ` 200 (bat) d. ` 50 (oil can) e. ` 40 (cap) f. ` 7 (ice cream) g. ` 15 (pen)5. b. Yes c. Yes d. Yes

3. TIME1. b. Minute hand 12; Hour hand 10 The time is 10 o’ clock.

c. Minute hand 12; Hour hand 4 The time is 4 o’ clock. d. Minute hand 12; Hour hand 8 The time is 8 o’ clock.2. b. 1 o’ clock c. 2 o’ clock d. 7 o’ clock3. b. 12 1

2

3

6

8

910

11

74

5

c. 12 12

3

6

8

910

11

74

5

d. 12 12

3

6

8

910

11

74

5

4. b. 12 12

3

6

8

910

11

74

5

c. 12 12

3

6

8

910

11

74

5

d. 12 12

3

6

8

910

11

74

5

5. b. 12 12

3

6

8

910

11

74

5

c. 12 12

3

6

8

910

11

74

5

d. 12 12

3

6

8

910

11

74

5

6 o’ clock 8 o’ clock 2 o’ clock6. YSTRDAAU—SATURDAY, HTDURSYA—THURSDAY, YFIDRA—FRIDAY, EDWSNEYAD—WEDNESDAY, NDUASY—SUNDAY, UDETSAY—TUESDAY7. a. 7 b. 366 c. 29 d. 4 e. 12

4. MEASUREMENT1. a. Hand span b. cubit c. foot span d. Pace3. a. cubit 3 b. pace 34. b. 4 cm c. 5 cm d. 3 cm e. 1 cm5. b. c.

d.

6. b. g c. g d. kg e. kg f. g7. b.

c.

d.


8. b. c.

d.

9. b. c.

d. e.

f..

5. FRACTIONS WITH SHAPES2. b. One-fourth c. One-half d. One-half e. One-fourth f. One-fourth3. b. c. d.

4. b. c. d.

one-half one-fourth one-fourth

6. DATA HANDLING1. Dancing : 5, Reading : 3, Painting : 2 a. 14 b. 4 c. 5 d. Painting2. a. 1 b. 2 c. 123. a. Wednesday b. Tuesday c. 4 d. No4. b. 6 c. 7 d. 4

7. 3-D SHAPES1. b. Cone c. Circle d. Circle e. Cuboid

f. Cube g. Cone h. Sphere i. Cuboid j. Cube

REVISION1. a. cm b. kg c. hours d. 50 p2. a. Three hundred fifty b. Two hundred sixty-five c. Four hundred seven3. a. 300 + 0 + 9 b. 100 + 40 + 86. a. Cube b. Cuboid c. Sphere7. Number of letters: 6, 5, 5, 6, 6, 11, 3 a. Banana, Orange and Grapes b. Pomegranate c. Fig d. Mango and Apple8. a. ` 45 b. ` 30 c. No, because the money that he has is less than the price of the lunch box and the water bottle.9. 318, 319, 320, 321, 323, 324, 325, 326 466, 467, 469, 470, 471, 472, 473, 47410. 16th Oct-Thursday, 19th Oct-Sunday, 31st Oct-Friday11. 31, August, October12. 30, February

3 3

3

3 3

3 3

3

3



1. NUMBERS UP TO 500Worksheet 11. a. 122; 124; 125; 127; 129 b. 428; 429; 431; 432; 433; 435 c. 169; 170; 173; 174; 176; 1772. a. Two hundred twenty b. Three hundred thirty-six c. One hundred forty-eight d. Four hundred thirty-nine3. a. 301 b. 205 c. 216 d. 4254. a. 105, 301, 402, 441 b. 106, 126, 301, 402 c. 108, 156, 158, 500 d. 152, 326, 442, 449Worksheet 21. a. 390, 389, 388, 387, 386, 385, 384, 383, 382, 381 b. 444, 443, 442, 441, 440, 439, 438, 437, 436, 435 2. a. 2, 1, 2 b. 4, 2, 0 c. 9, 0, 03. a. 480 b. 206 c. 357 d. 4174. a. > b. > c. > d. <

2. MONEYWorksheet 11. a. (iv) b. (ii) c. (i) d. (iii)2. a. ` b. ` 700 c. ` 10 d. 50 p e. ` 753. a. ` 220 b. ` 65 c. ` 100 d. ` 120 Worksheet 21. a. (v) b. (i) c. (ii) d. (iv) e. (iii)2. a.

` 60.00 ` 120.00 ` 120.00

b.

` 70.00 ` 50.00 ` 100.00

c.

` 180.00 ` 250.00 ` 300.00

d.

` 450.00 ` 325.00 ` 470.00

3. TIMEWorksheet 11. a. 12 1

2

3

6

8

910

11

74

5

b. 12 12

3

6

8

910

11

74

5

c. 12 12

3

6

8

910

11

74

5

2. a. 12; 6; 6 b. 12; 7; 73. a. 12 1

2

3

6

8

910

11

74

5

b. 12 12

3

6

8

910

11

74

5

c. 12 12

3

6

8

910

11

74

5

4. a. 365 b. 366 c. 7Worksheet 21. a. 5 o’ clock b. 6 o’ clock c. 11 o’ clock d. 7 o’ clock2. a. (ii) b. (iii) c. (i)3. January, February, March, April, May, June, July,

August, September, October, November, December4. MEASUREMENT

Worksheet 11. a. (iii) b. (iv) c. (ii) d. (i)2. a. hand span b. cubit c. cm d. m e. m3. a. 10.7 cm b. 8 cm c. 6.3 cm d. 12.5 cm Worksheet 21. a. b.

c. d.

2. a. Kilogram b. Litre c. 1000 d. 1000 e. 100 f. Capacity3. a. Kilogram b. Millilitre c. Gram d. Kilogram e. Kilogram4. a. (i) b. (ii) c. (i)


5. FRACTIONS WITH SHAPESWorksheet 11. a. b. c. d.

2. a. b. c. d.

3. a. b. c.

4. a. one-fourth b. one-half c. one-half d. one-fourthWorksheet 21. a. one-fourth b. one-half

3. a. 12

b. 14

c. whole d. whole

e. one-fourth6. DATA HANDLING

Worksheet 11. Crayon box—2, Pencil box—2, Pencil—4, Eraser—3, Notebook—12. a. 10 b. 8 c. 13 d. 10 e. 1Worksheet 21. Total: 3, 4, 5, 6, 2 a. Chocolate b. Raspberry c. 42. a. 3 b. 2 c. 3

7. 3D SHAPESWorksheet 11. a, c, e, g2. a. Sphere b. Cone c. Cylinder d. Cube3. a. Circle b. Sphere c. Cone d. Cube e. Cuboid 4. a. Plane b. Solid c. SolidWorksheet 21. a. Cuboid b. Sphere c. Cuboid d. Cone e. Cube



1. a. 300 + 50 + 0 b. 400 + 40 + 9 c. 500 + 0 + 0 d. 400 + 70 + 0 e. 200 + 20 + 52. a. Three hundred seventy b. Two hundred twenty-nine c. Four hundred fifty-one d. One hundred twenty-nine e. Three hundred sixty-one3. a. hours b. minutes c. 3 d. hundreds e. litre4. a. cuboid b. cylinder c. sphere d. cuboid e. circle5. a. February b. 30 c. February d. August e. 3666. a. ` 35 b. ` 28 c. ` 29 d. ` 25 e. ` 597. a. b.

c. d.

e.

8. 137

143

135

141

136 138

144

150

139

142

148147 149 151

145 146

152

140

9. Numbers of letters: 7, 8, 5, 7, 3, 9 a. Crocodile b. Pig c. Giraffe and Leopard10. Hand span, cubit, foot span, pace

EVS Overall Lesson Plan 225

Term 3



1.Plants

Around Us10

• Trees• Shrubs• Herbs• Climbers and Creepers• Uses of Plants

Students should be able to:categorise plants on the basis of their shapes and sizes; understand the uses of plants and appreciate their benefits

2.Animals

Around Us10

• Big animals• Small animals• Insects• Wild animals• Domestic animals• Pet animals• Food for animals• Homes of animals

Students should able to:know that there are different types of animals around us such as small animals, big animals, insects, domestic animals and pet animals;know about different types of food habits of animals and their natural or man-made homes; realize that animals should be treated well

3.Safety Rules 10 • Important safety rules

Students should be able to: understand the importance of safety rules which help to prevent accidents; know and follow safety rules in their homes, on roads and in open areas

4.Means of Transport

5

• Land transport• Water transport• Air transport

Students should be able to:understand the various means of transport and categorise these means of transport as land, air or water transport

5.Communi-

cation 5 • Different means of communication

Students should be able to: understand the meaning of communication, identify different means of communication and know their importance

6.The Earth 5

• Plains• Hills• Valleys

Students should be able to:know the name of the planet Earth which is their home; know about some common landforms such as plains, hills and valleys

7.The Sky

above Us5

• Morning sky• Night sky• Activities during day and night• Some heavenly bodies

Students should be able to:observe and differentiate the changes occurring in daytime sky and night time sky; identify the activities which they do during day and night; observe the changes in the shape of the moon




TERM 3

1. PlanTs aRound us

EssEnTial TEaCHinG aidsFlashcards of different types of plants such as trees, shrubs, herbs, creepers and climbers; a flowering twig, chalk, coursebook

ConCEPT ExPlanaTion

Introduction ¾ Introduce the lesson by displaying a twig

to the students. Ask them to identify it. Students will say it is a plant.

¾ Now ask them to name the different parts of a plant. They may be able to identify some parts. Help them in naming the parts of a plant correctly.

i. Trees, shrubs and Herbs ¾ Explain to them that different types of plants

are present around us. These plants are divided into different categories based on their size.

¾ Display a flashcard with a picture of a tree. Ask students to describe what they see in the picture. Encourage them to look for features such as thick trunk, brown and woody stem, etc.

¾ Give examples of trees around them such as banyan, peepal, coconut, etc.

¾ Next, show a picture of a shrub. Ask them to compare the shrub with a tree. Encourage them to give their own views. Give examples of shrubs such as hibiscus, rose, jasmine, etc.

¾ Now show a picture of a herb. Ask students to compare it with a tree and a shrub. Explain that herbs have soft and green stems and they are small in size. Give some examples of herbs such as mint, coriander, etc.

¾ Show a picture of a climber and a creeper. Explain that some plants have a very weak stem and they need support to grow. They are called climbers. Climbers such as grapevine,

pea plant, money plant, etc., climb along the stem of a tree or wall.

¾ Creepers creep on ground. Plants such as pumpkin, watermelon, etc., are examples of creepers.

¾ After completing the explanation, take students for a nature walk in a garden. Ask them to identify the plants such as trees, shrubs, herbs, creepers or climbers.

ii. uses of Plants ¾ Explain that plants are a gift of nature and

they have several uses. ¾ Explain that rice, wheat, fruits, vegetables,

etc. are obtained from plants. ¾ The clothes which we wear are also made

from cotton which grows on plants. ¾ Plants also give us medicines; serve as shelter

for animals and birds.Reinforcement

¾ After explaining the lesson and assessment, please refer to worksheet 1 and 2 of this chapter. Help students to solve the questions of these worksheets.

ExPloRE ¾ Activity 1: In this activity ask students to fill

in words in the given crossword with the help of clues.

¾ Activity 2: In the second activity, ask them to draw a picture of a plant. Now remind them about the various uses of plants which they have learnt. Ask them to write uses of plants and paste the pictures of these things in the drawing.

¾ Activity 3: In the third activity, encourage and help students to find out the names of any two plants from which we get medicines.


students to find out from their elders which plant’s leaves are used to decorate the front door of the house during festivals.


¾ Read out the second question and ask them to collect leaves from at least five different plants and observe the differences in their shapes.



¾ Ask students to explore more activities about different types of plants.

2. aniMals aRound us

EssEnTial TEaCHinG aidsFlashcards of different types of animals, chalk, coursebook

ConCEPT ExPlanaTion


to do the activity given in the Let’s Start section of the chapter.

¾ Now ask them to identify the animals which they have coloured.

i. different animals around us ¾ Start the chapter by asking the students if

any of them have animals in their homes. ¾ Ask them to describe the animals. ¾ Explain to them that many different types of

animals live around us. Some are big while some are small in size.

¾ Show the pictures of bigger animals such as giraffe, camel, horse, elephant, etc. Explain that these animals are big in size.

¾ Now show the pictures of small sized animals such as squirrel, butterfly, rat, snake, etc. Explain that these animals are small in size.

¾ Apart from big and small animals there are some more animals. Animals like lizards and frogs have four legs. Show their pictures.

¾ Birds have a beak, two legs and wings for flying. Show them a picture of a bird.

¾ Show them pictures of a mosquito, housefly and a cockroach. Explain that these are insects. They have three pairs of legs.

¾ Show a picture of a tiger or lion. Explain that

these animals live in forests. They are called wild animals.

¾ Show them pictures of a hen, a cow or buffalo. Explain that these animals can be kept at home. They give us milk, meat, eggs, etc. They are called domestic animals.

¾ Show them pictures of a cat and a dog. Explain that these animals live with us and give us company. They are called pet animals.

ii. food and Homes of animals ¾ Explain that like human beings, animals also

need to eat food to live. Some animals eat grass and leaves. They are called plant eating animals. e.g., cow, horse, rabbit, giraffe, etc.

¾ Some animals eat the flesh of other animals. They are called flesh eating animals. e.g., lion, tiger, fox, etc.

¾ Different animals live in different homes. Explain that wild animals live in natural shelters. Show them pictures of a den, burrow, etc.

¾ Domestic or pet animals live in man-made shelters such as shed, stable, kennel, coop, etc.


please refer to worksheet 1 and 2 of this chapter. Help students to solve the questions of these worksheets.

ExPloRE ¾ Activity 1: In this activity, ask students to

first identify the domestic and pet animals. Next ask them to colour the domestic and pet animals in brown and green colours respectively.

¾ Activity 2: In the second activity, ask them to find out the largest animal on land and the tallest animal on land. Help them to find out the answer through internet.

lifE skills ¾ Read out the life skills question and ask the

students to discuss about treating animals with kindness. Explain that pet animals are dependent on us for their food and other


needs. Therefore we should treat them well and with kindness.

¾ Recite the rhyme in the class and learn to treat animals with kindness.



¾ Ask students to explore more activities about different types of animals.

3. safETy RulEs

EssEnTial TEaCHinG aidsFlashcards of different types of animals, chalk, coursebook

ConCEPT ExPlanaTion


to do the activity given in the ‘let’s start’ section of the chapter.

¾ Ask them to describe what is going on in the picture.

¾ Now ask them to identify those items from the picture which can cause mishaps.

¾ Ask them if they remember any incident when they or their loved one was hurt in a mishap.

i. safety Rules ¾ Explain to students that accidents can

happen anywhere or anytime if we are not careful. We can get hurt at home, on the road or in school.

¾ Now show them pictures of some situations in which an accident can happen. For example, show a picture where a child is playing with scissors or blade, or with electrical sockets.

¾ Now ask them what accident can happen in the situation shown in the picture.

¾ Explain to them that if we play with matchsticks then it can cause fire.

¾ If we take in any medicine without asking our elders then it can cause some side effects and we can become sick.

¾ Do not lean out of the windows or run down the stairs. You can fall down and hurt yourself.

¾ If we touch an electrical plug point then it may give us an electric shock.

¾ If we run or play on the road then an accident can happen. Explain to students that, on road, we have different signs, traffic lights and zebra crossing to prevent accidents. Therefore we should always follow them without fail.

¾ After the explanation they can be asked to present a few skits. For example, ask them to show a scene in a house in which accidents can happen. Give them another situation of road traffic.

¾ Help and guide students in the skit showing the situations in which accidents can happen and we should take care to prevent accidents.

Reinforcement ¾ After explaining the lesson and the

assessment, please refer to worksheet 1 and 2 of this chapter. Help students to solve the questions of these worksheets.

ExPloRE ¾ Activity 1: In this activity ask students to

name any two items which can hurt them in the mentioned places. For example, in a park, students can get hurt by falling from a swing or can fall down while playing with their friends.

¾ Activity 2: In the second activity, ask them to find out the words in the word maze. The clues are given in the help box.

¾ Activity 3: In the third activity, make four groups of the students in the class and ask them to present a skit about a child who gets hurt due non-observance of safety rules. Different situations can be given to each group.

lifE skills ¾ Read out the life skills question and explain

to students how to cross the road without seeking the help of an elderly person.

¾ Recite the rhyme in the class.




¾ Ask students to explore more activities about observance of safety rules.

4. MEans of TRansPoRT

EssEnTial TEaCHinG aidsFlashcards of different types of means of transport, chalk, coursebook

ConCEPT ExPlanaTion

Introduction ¾ Introduce the lesson by asking students how

they come to school everyday. Students will give answers such as, by car, bus, rickshaw, etc.

¾ Mention these names on the blackboard. Ask them how many people can board each of these vehicles. Keep the session interactive.

¾ Now ask them to do the activity given in the ‘Let’s Start’ section. Help them with the spellings of names of these means of transport.

i. land, air and Water Transport ¾ Explain to students that the vehicles which

carry people and goods from one place to another, are called means of transport.

¾ We all use different means of transport according to the distance we have to cover, to reach our destination. There are vehicles that can move on land, water or in air.

¾ Explain to them that land transport vehicles move on land or roads. Give examples of bus, car, scooter, truck, animal cart, auto rickshaw, bicycle, etc., with the help of flash cards. Explain that there vehicles move on road.

¾ Trains run on iron rails and can carry goods and thousands of people at a time. These are also called railways and are an important means of land transport.

¾ Show them pictures of aeroplanes and helicopters which fly in the air to carry people and goods from one place to another in a very short time. These are called means of air transport. These are expensive too.

¾ Adventurers use a hot air balloon or a glider to fly over an area for a short time. Rockets

and spacecrafts also fly in space and are used by astronauts.

¾ Show them pictures of ship and boat. These move on water and are used to transport people and goods. These are called means of water transport. These are cheaper than air transport.




draw vehicles with the help of the clues given in the question.

¾ Activity 2: In the second activity, help students to make a model of a car from a cardboard box. Help them to read and understand instructions. Be careful when students work with sharp objects.

lifE skills ¾ Read out the life skills questions and ask

students to discuss why we should not take our cars to nearby places where we can reach by walking. Give them clues like wastage of petrol, more smoke, more pollution, walking keeps us healthy, etc., to help them with the discussion.

¾ Ask students to recite the rhyme.



¾ Ask students to explore more activities about the means of transport.

5. CoMMuniCaTion

EssEnTial TEaCHinG aidsFlashcards of different types of means of communication, chalk, coursebook

ConCEPT ExPlanaTion

Introduction ¾ Introduce the lesson by asking students how

they express their thoughts to their friends and family.


¾ Then ask them how do they express their feelings to those relatives who are living in other cities.

¾ Now ask them to complete the activity given in the ‘Let’s Start’ section of the chapter.

¾ Explain that the process of sharing our feelings and thoughts with others is called communication.

i. different Ways of Communication ¾ Display the pictures of means of

communication on the display board. ¾ Explain to them that telephones, mobile

phones, letters, email, radio, television and newspapers are some of the common means of communication.

¾ With the help of pictures, explain the usage of these means of communication.

¾ Explain that we use letters, telephones, mobile phones, e.mails, etc., to communicate with our family members or relatives.

¾ We use newspapers, radio, magazines to give information to a large number of people. We also watch news on television.

¾ Explain to them that we are surrounded by various means of communication which help us to communicate with everyone.



ExPloRE ¾ Activity 1: In this activity, ask students

to bring any one picture of a means of communication and talk about it to their class. Help students to express their views.

¾ Activity 2: In the second activity, ask students to collect some postage stamps. Ask them to stick these stamps in their scrapbook. Also help them to know the country to which the postage stamps belong to.

¾ Activity 3: Ask students to find out from their elders, the name of newspaper read by family members at home.


students to discuss why we should not

watch T.V. for a long time. Give them clues for discussion such as it can harm our eyes, our posture, etc.

¾ Ask students to tick the correct options about the daily activities which take place regarding means of communication.



¾ Ask students to explore more activities about means of communication.

6. THE EaRTH

EssEnTial TEaCHinG aidsFlashcards of different types of landforms, a globe, chalk, coursebook

ConCEPT ExPlanaTion

Introduction ¾ Introduce the lesson by displaying the globe

to the class. Ask them to identify this object. Also ask them to closely observe and find out how many colours are present on this object.

i. different landforms-Plains, Hills, Valleys ¾ Explain to students that we live on land. The

land is not the same everywhere. In some places it is flat, while in some places it is raised.

¾ Display the flashcard of plains. Explain to them that plains are flat areas of land. Most people live on plains and grow crops, vegetables, fruits, etc.

¾ Hills are raised areas. Very high hills are called mountains. Hills and mountains are cooler than plains. Less people live hills and mountains.

¾ The land between two hills is called a valley. They are very beautiful and many people live there.




ExPloRE ¾ Activity 1: In this activity, ask the students

to colour the land portion in brown colour and water portion in blue colour in the given picture of the globe.

¾ Activity 2: In the second activity, ask them to gather information about the highest mountain range in India. Ask them to take help from their elders.


students to discuss why we go to hill station in the summer season? Give them hints e.g., it is cooler than the plains, etc.

¾ Ask them to read and follow the steps given in the second point to keep our surroundings clean and beautiful.



¾ Ask the students to explore more activities about landforms.

7. THE sky aboVE us

EssEnTial TEaCHinG aidsFlashcards of night time sky and daytime sky, chalk, coursebook

ConCEPT ExPlanaTion

Introduction ¾ Introduce the lesson to the students by

displaying the pictures to them. Ask them to spot the differences between these two pictures.

¾ Now explain to students that both of these pictures are of the sky. But one picture shows the day time sky and the other shows the night time sky.

i. Heavenly bodies in the sky ¾ Explain to students that we live on earth and

can see the sun, moon, stars, clouds, etc. in the sky.

¾ Sun is a big ball of fire. It is the source of heat and light on the earth. Since it is very far away from us, it looks small in size.

¾ When the sun shines through rain, a rainbow is formed. It is a curve which has seven

colours. Ask them to colour the rainbow given in the coursebook.

¾ Explain to students that our day starts with the rising of the sun and ends with the setting of the sun. Explain the meaning of the terms morning, mid-day, afternoon, evening, night, etc.

¾ Explain to them that we do some activities in the morning, some in the afternoon and some in the evening. Ask them to do the activity and identify those activities which are done in the morning, evening, afternoon or night.

¾ Explain that the moon appears as a shiny object in the sky. Its shape keeps on changing every night.

¾ Stars are numerous but these appear very tiny because these are very far from us.


please refer to worksheet 1 and 2 of this chapter. Help them to solve the questions of these worksheets.


draw and colour the picture of the sky which they observe in the morning.

¾ Activity 2: In the second activity, ask them to draw and colour the picture of the sky which they observe in the night time.

lifE skills ¾ Read out the life skills question and discuss

with students, why moon and stars are not visible during the daytime. Help them to understand the fact that due to bright sunlight, the moon and stars are not visible.

¾ Ask students to observe the moon on a full moon night and new moon night. Ask them to mention the difference in the shapes of the moon. Ask them to observe the shape of the moon after a new moon night for some more days and report the change in shape.



¾ Ask students to explore more activities about constellations in the sky.

232

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Plants Around Us1 1

1. Put the following plants in the appropriate baskets given below.

banyan neem money plant mango

watermelon rose mint plant pine

brinjal grapevine hibiscus tulsi

pea cotton jasmine wheat

coconut coriander pumpkin

sunflower bean plant

Trees Herbs Shrubs

Climbers Creepers

a.

d. e.

b. c.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Plants Around Us

Plants Around Us1 2


a. Plants are of different ___________________ and ___________________.

b. Big plants are called ___________________.

c. Shrubs look like ___________________.

d. Herbs are small ___________________.

e. ___________________ and ___________________ are plants which have weak stems.

f. Herbs have ___________________ and ___________________ stems.

g. ___________________ live for many years.

h. ___________________ and ___________________ are herbs.

i. We get food such as _________________, _________________ and ________________ from plants.

j. Plants make the air ___________________.

k. ___________________ from trees is used to make furniture.

l. Plants give ___________________ and ___________________ to animals and birds.

m. Some plants like the ___________________ eat insects.

n. ___________________ creep or grow along the ground.

o. Tulsi is a ___________________.

234

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Animals Around Us2 1

1. Match the columns.

Column A Column B

1. a. hole

2. b. kennel

3. c. coop

4. d. den

5. e. shed

6. f. burrow

7. g. tree

8. h. stable

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Animals Around Us

Animals Around Us2 2

1. Identify the animals and name them. Also write whether they are wild, domestic or pet animals. One has been done for you.

a.

d.

g.

b.

e.

h.

c.

f.

i.

Buffalo

Domestic animal

236

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Safety Rules3 1

1. Write Yes or No.

a. Do not play on the road. ______________

b. Follow all safety rules and be safe. ______________

c. We can put our fingers into the plug points. ______________

d. Do not throw things out of a window or balcony. ______________

e. We can take any medicine at any time. ______________

f. You can lean out of a window or lean over a railing. ______________

g. Do not try to reach for things placed at a height. ______________

h. You can swim alone in a swimming pool. ______________

i. We should play with sharp objects. ______________

j. Stay away from things that are hot. ______________

2. Draw any three objects that are dangerous and can hurt you.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Safety Rules

Safety Rules3 2

1. Tick (3) the things that can cause you harm.

2. Write names of any two things that can cause you harm at the following places.

a. At school ______________________________________________________________________________

________________________________________________________________________________________

b. On the road ____________________________________________________________________________

________________________________________________________________________________________

c. In the kitchen __________________________________________________________________________

________________________________________________________________________________________

d. At home ______________________________________________________________________________

________________________________________________________________________________________

a.

e.

b.

f.

c.

g.

d.

h.

238

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Means ofTransport4 1

1. Write (L) for Land transport, (W) for Water transport and (A) for Air transport.

a.

e.

i.

b.

f.

j.

c.

g.

k.

d.

h.

l.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Means of Transport

Means of Transport4 2

1. Name the following means of transport.

a. The fastest means of transport _______________________ b. A vehicle that is driven by camel ________________________ c. Trains that carry passengers _______________________ d. The cheapest means of transport ________________________ e. A vehicle that is used for travel in space by astronauts ____________________________ f. The vehicle that moves under water __________________________

2. Draw a picture of a hot air balloon.

3. Write the names of vehicles that you use to go to the following places.

a. Your friend’s house ________________________ b. School ___________________________ c. Your relative in other city ___________________________ c. Market ___________________________ d. Your grandmother’s house ___________________________ e. Your uncle in another state ___________________________

240

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


Communication5 1

1. Identify the following objects and name them.

a.

d.

g.

b.

e.

h.

c.

f.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

Communication

Communication5 2


a. __________________ are used to talk to persons who are far away.

b. __________________ can be carried wherever we go.

c. In olden times, people sent messages through __________________.

d. We can write a __________________ to our friends and relatives.

e. We can communicate through __________________ by using a computer.

f. When we talk or write to someone, it is called __________________.

g. We can get the latest news on __________________ and __________________.

h. We can communicate with a person who lives abroad by _______________________.

i. We can communicate with a larger number of people through a _____________, ________________ and ____________________.

j. Communication is the process of ____________________ and _________________ messages.

k. If you want to ask about your homework from your friend then you can use a ___________________.

242

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


The Earth6 1

1. Fill in the blanks. a. A ___________ is the model of the earth. b. Earth is made up of ________________ and ____________________. c. We live on _____________________. d. The land between the two hills or two mountains is called a ____________. e. Highlands are called ___________________. f. Flat lands are called ____________________ g. _____________ and _______________ grow on hills. h. ________________ covers most part of the earth.

2. Identify the following and write their names.

a.

c.

b.

d.

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The Earth

The Earth6 2

1. Colour the land areas in brown colour and the water areas in blue colour in the picture of a globe.

244

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________


The Sky Above Us 7 1

1. Match the columns.

Column A Column B

1. The day begins a. bring rain

2. The day ends b. sun

3. Dark clouds c. changes its shape every day

4. Heat and light d. on a sunny day

5. Clear sky e. countless

6. Sun f. a huge ball of fire

7. Stars g. with sunset

8. Moon h. with sunrise

2. Write the names of colours in the rainbow in their correct order.

a. _______________________________________________

b. _______________________________________________

c. _______________________________________________

d. _______________________________________________

e. _______________________________________________

f. _______________________________________________

g. _______________________________________________

Chapter Worksheet


Name : ____________________________ Class : _______________ Date : _______________

The Sky Above Us

The Sky Above Us 7 2

1. Draw the following.

a. The Sky on a sunny day

b. The sky on a rainy day

c. The sky on a cloudy day


EVs Class 1 TERM iii



a. Which of the following is an insect?

(i) snake (ii) squirrel (iii) cockroach (iv) frog

b. Which of the following is not a pet?

(i) dog (ii) cat (iii) hen (iv) fish

c. Which of the following is not a sharp thing?

(i) knife (ii) electric heater (iii) scissors (iv) blade

d. Which of the following vehicle moves under water.

(i) ship (ii) boat (iii) submarine (iv) yacht

e. We can communicate with a large number of people through a _________________. (i) telephone (ii) letter (iii) radio (iv) pigeon

f. High land is also called as _______________. (i) hills (ii) valley (iii) river (iv) plain

g. Which of the following does not grow in plains?

(i) wheat (ii) rice (iii) mango (iv) apple2. Match the columns. (5)

Column A Column B

1. a. pieces of glass

2. b. knife

3. c. iron

4. d. brick

5. e. scissors



3. Write Yes or No. (7)

a. The day begins with sunset.

b. Stars look very small because they are very far away from us. ____________

c. A map is the model of the earth in round shape. ____________

d. When we talk or write to someone, it is called transportation. ____________

e. Goods train carries goods and passengers. ____________

f. Playing on the road can be dangerous. ____________

g. We tame domestic animals for their milk, egg and meat. ____________


a. Column A Column B

1. herbs a.

2. creeper b.

3. tree c.

4. climber d.

5. shrub e.


a. __________ are the plants that live for a very short time.

b. ____________ and ________________ are the plants with weak stems.

c. ________________ from trees is used to make furniture.

d. _________________ animals live in forests.

e. __________________ is the largest animal.


f. Water transport is cheaper than______________________.

g. Astronauts use _______________ and _________________ to travel to space.

h. We can communicate through __________________ using a computer.

i. _____________________ can be carried wherever we go.

j. Flat lands are called _________________________. k. The sun gives _______________ and ____________________.

6. Writethedifferencebetweenthefollowing. (4)

a. Plant-eating animal and flesh eating animal

b. Telephone and mobile phone


a. How is a television useful?

b. What is the earth made up of?

c. Why should we follow safety rules?

d. How is a creeper different from a climber?



1. PlanTs aRound us

A. 1. trees 2. climber 3. shrub 4. herb 5. treeB. 1. trees 2. bushes 3. Climbers 4. Creepers 5. furnitureC. 1. (c) 2. (d) 3. (a) 4. (e) 5. (b)D. 1. Big plants are called trees. These are strong. 2. Rose and Jasmine 3. Herbs are very small plants. They have soft and thin

stems. 4. Climbers take the support of other plants, sticks

or walls to grow straight whereas creepers creep or grow along the ground.

5. a. Plants are used to make medicines. b. Plants make the air clean. c. We get food such as fruits, vegetables and grains from plants.

2. aniMals aRound us

A. 1. (c) 2. (d) 3. (b) 4. (c) 5. (c)B. 1. Yes 2. No 3. No 4. No 5. NoC. 1. Ant (S), Elephant (B), Fish (S), Fly (S) Horse (B), Butterfly (S), Parrot (S), Buffalo (B)D. Dog — Kennel Horse — Stable Hen — Coop Cow — Shed Snake — Hole Lion — Den

3. safETy RulEs

A. 1. (c) 2. (d) 3. (a) 4. (c)B. 1. stairs 2. Fire 3. swimming 4. road 5. windowC. 1. No 2. Yes 3. Yes 4. No 5. YesD. 1. (c) 2. (e) 3. (d) 4. (b) 5. (a)E. 1. We should follow safety rules to avoid accidents. 2. No, we should not play with sharp objects. 3. If one takes wrong medicine, it can harm that

person. 4. If some one puts his/her finger into the plug points,

he/she can get an electric shock.

5. a. We can get a cut while using a knife. b. It can get an electric shock. c. It can cause burns. d. It can cause fire. e. It can cause cuts and bleeding. f. It can cause cuts. g. It can cause burns.

4. MEans of TRansPoRT

A. 1. (a) 2. (d) 3. (b) 4. (c) 5. (d)B. 1. helicopter 2. ship 3. tonga 4. autorickshaw 5. bicycleC. 1. No 2. Yes 3. Yes 4. No 5. NoD. 1. Boat 2. Aeroplane 3. train 4. Bicycle 5. BusE. Boat — W, Bicycle —L Aeroplane — A Bus — L Rocket — A Ship — W Train — L Helicopter —AF. 3. Aeroplane - Airports Trains - Railway stations Ships - Sea ports

5. CoMMuniCaTion

A. 1. communication 2. Telephones 3. Mobile phones 4. e-mail 5. televisionB. 1. When we talk or write to someone, it is called

communication. 2. Mobile phones can be carried wherever we go. We

cannot carry a telephone with us. 3. We communicate through mobile phone with

people who are far away. We can also send an e-mail by computer to them.

4. We can communicate with a large number of people through a television.

5. E-mail is a system of sending messages through computer.


6. THE EaRTH

A. 1. plains 2. mountains 3. hills 4. valley 5. plainsB. 1. globe 2. land 3. water 4. plains 5. hillsC. 1.(c) 2. (d) 3. (b) 4. (a)D. 1. A globe is a model of the earth in round shape. 2. Earth is made up of land and water. 3. Flat lands are called plains whereas high lands are

called hills. 4. The land between two hills or two mountains is

called a valley. Valleys look very beautiful with many trees.

5. We find water in lakes, rivers, seas and oceans.

7. THE sky aboVE us

A. 1. (b) 2. (a) 3. (b) 4. (d) 5. (a)B. 1. clouds 2. rainbow 3. stars 4. Dark 5. blueC. 1. (d) 2. (e) 3. (a) 4. (b) 5. (c)D. Stars, Clouds, Moon, SunE. 1. The colour of sky is blue on a sunny day. 2. Dark clouds bring rain. 3. We see the lighting and hear the thunder during the

rainy days. 4. We cannot see the stars and moon during day time

due to the bright sunlight.

lET’s REVisE

A. 1. trees 2. Herbs 3. Insects 4. safety rules 5. GoodsB. 1. (e) 2. (d) 3. (a) 4. (c) 5. (b)C. 1. Stars are very far from us. Therefore, they look

so small. 2. Aeroplane and helicopter 3. We should follow safety rules to avoid accidents. 4. Domestic animals are tamed for their milk,

meat and eggs. Wild animals live in forests. 5. The sky is blue in colour on a clear day.D. 1. Yes 2. No 3. Yes 4. No 5. No.



1. PlanTs aRound usWorksheet 11. Trees: Banyan, Neem, Mango, Coconut, Pine Shrubs: Hibiscus, Sunflower, Cotton, Jasmine, Rose Herbs: Brinjal, Tulsi, Wheat, Mint plant, Coriander, Climbers: Grapevine, Pea, Money plant, Bean Plant Creepers: Pumpkin, Watermelon,

Worksheet 21. a. shapes, sizes b. Trees c. bushes d. plants e. Creepers, climbers f. soft, thin g. Trees h. Mint, wheat i. fruits, vegetables, grains j. clean k. Wood l. food, shelter m. Venus fly trap n. Creepers o. herb

2. aniMals aRound usWorksheet 11. 1. (d) 2. (g) 3. (a) 4. (f) 5. (e) 6. (h) 7. (b) 8. (c)

Worksheet 21. b. Lion – Wild animal c. Tiger – Wild animal d. Rabbit – Pet animal e. Hen – Domestic animal f. Zebra – Wild animal g. Elephant – Wild animal h. Dog – Pet animal i. Fish – Pet animal

3. safETy RulEsWorksheet 11. a. Yes b. Yes c. No d. Yes e. No f. No g. Yes h. No i. No j. Yes

Worksheet 21. a. 3 b. 8 c. 3 d. 3 e. 3

f. 3 g. 8 h. 82. a. Sharp object, Benches b. Vehicles, Animals c. Knife, Gas Stove d. Scissors, Electric Switches

4. MEans of TRansPoRTWorksheet 11. a. W b. L c. A d. L e. A f. W

g. W h. A i. L j. A k. W l. LWorksheet 21. a. Air transport b. Camel cart c. Passenger trains d. Land transport e. Space craft f. Submarine

5. CoMMuniCaTionWorksheet 11. a. Radio b. Letter c. Television d. Computer e. Mobile phone f. Telephone g. Newspaper h. Magazine

Worksheet 22. a. Telephone b. Mobile phone c. pigeons d. letter e. E-mail f. communication g. radio, television h. E-mail i. television, radio, newspaper j. receiving, sending k. telephone

6. THE EaRTHWorksheet 11. a. globe b. water, land c. earth d. valley e. mountains f. plains g. Apples, plums h. Water2. a. Hills b. Valley c. Plains d. Mountains

7. THE sky aboVE usWorksheet 11. 1. (h) 2. (f) 3. (a) 4. (c) 5. (b) 6. (d) 7. (e) 8. (g)2. 1. Violet 2. Indigo 3. Blue 4. Green 5. Yellow 6. Orange 7. Red



1. a. (iii) b. (iii) c. (ii) d. (iii) e. (iii) f. (i) g. (iv)2. 1. (c) 2. (e) 3. (d) 4. (b) 5. (a)3. a.No b. Yes c. No d. No. e. No f. Yes g. Yes4. 1. (b) 2. (d) 3. (a) 4. (e) 5. (c)5. a. Herbs b. Climbers, creepers c. Wood d. Wild e. Blue whale f. air transport g. space craft, rocket h. e-mail i. Mobile phone j. plains k. light, heat6. a. Some animals like cow, horse, rabbit, giraffe and

elephant eat grass and leaves as their food. They are called plant-eating animals.

Some animals like lion, tiger, fox and crocodile eat the flesh of other animals. They are called flesh-eating animals.

b. Mobile phones can be carried wherever we go but telephone cannot be carried from one place to another.

7. a. We can communicate with a large number of people through a television.

b. Earth is made up of land and water. c. We should follow safety rules to avoid accidents. d. Climbers take the support of other plants, sticks or

walls to grow straight where as creepers creep or grow along the ground.

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