Guidelines for teaching Basic English skills

© Akshara Foundation, June 2013
“Guidelines for Teaching Basic English Skills”, developed and designed by Akshara Foundation
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Guidelines for Teaching
Basic English Skills
AKSHARA FOUNDATION
BANGALORE
2013 - 14
Concept developed by:
CONTENTS
Lesson Theme Page No
Let's Count
The Frog and the Rabbit - Story
Friends of the tree
Forest Animals
The Wise Sparrow - Story
Fruits and Vegetables
The Peacock and the Crane - Story
My Village
Games we play
The Fox and the Goat - Story
1
2
3
4
5
6
7
8

9
10
1
5
9
14
18
22
26
30
34
38
ENGLISH EVERY DAY - Guidelines for teaching Basic English Skills
Dear Teacher,
We all know how quickly and easily children pick up their mother tongue. But where do they have a chance to listen
to English in their day-to-day life? This programme is aimed at providing this missing input with your support, in
the classroom. When you speak in short simple sentences, students will start understanding English language very
easily. Learning rhymes alone is not sufficient. Try to include one 40 minute period for English every day in your
time-table. You can create an English language atmosphere, by speaking English regularly in class with the
children.
st th
１． Listening and Speaking – for 1 to 4 std
st th
a）This programme takes up themes of everyday interest for young learners. For all classes (1 to 4 std) you
can use rhymes, conversation, stories, Total Physical Response (TPR) activities, dialogues and role
play scripts. Some of the Rhymes and Stories from the Karnataka Government Teacher's Resource Book
are also included. Let children recite the rhymes every day. Key learning phrases and words are
highlighted in this Manual. These are repeated through the lesson.
b）Please put the Conversation-and-Story Picture Chart that is provided, on the wall so that all students in
the class can see it.

c） TPR is an accepted method of introduction to a language. It consists of giving instructions or directions to
students; in the beginning they will respond by way of action. Teachers will have to ‘model’ the action so
that students can easily follow it.
d）In any language activity, the first requirement is to understand the meaning when someone speaks to us.
Speaking skill comes second. So while speaking or telling a story, use methods such as actions, suitable
voice tone, expression and body language. In the beginning a minimum use of mother tongue would be
helpful to children. Do not ask children to learn the story text by heart.
e） In the beginning children will communicate only through actions; later with one-word replies; and by
rd
2nd and 3 std will use short sentences. When they speak, children may not use correct grammar or
pronunciation. Do not push them to do so till they are ready.
f） CHAT-TIME is an interactive, fun-filled session which has been included at the end of each lesson.
rd th
２. Reading – introduce in 3 and 4 std
a）We use many techniques in learning to read. In English, it is important to know not only the name of letters
of the alphabet, but also to know the sound it represents. For example letter 'c' has a 'ka' sound in some cases,
(e.g. 'cat'); but it also has a ‘sa’ sound, (e.g. ‘city’). Alphabet Flashcards will help you teach the sounds to
st th
students in 1 to 4 std
rd th
b）Help 3 and 4 std students identify the words on the back of the Flashcards. These words show that the
letter may come in the middle or end of the word, yet has the same sound. Give an example of a short
sentence using each word.
c） Another technique is to identify a word directly for which a list of High Frequency Words is provided. As
the name suggests, these words are used very commonly in the English language, but often do not follow
regular rules of pronunciation.
d）A third technique combines the use of the tools mentioned above, in addition allows a student to ‘guess’ the
sentence based on pictures, for which Reading Cards are provided.
e） How to use Reading Cards: Sit with the students around you. Hold up the Reading Card and read it
aloud slowly, pointing to each word. Read the card again. Encourage children to read aloud. The same text

is also given in the student's workbook. Let students help each other in groups to do the exercises in the
workbook. Read out the new words at the bottom of the Reading Card and use each word in a sentence. Do
not insist on children memorizing spellings or writing down the matter ‘by-heart’.
３． Basic Writing – for 1st to 4th Std.
a）Graded workbooks are given for all classes. Workbooks can be given to students two days in a week. But
TPR and conversation activities should be carried out every day. Please check the workbooks and correct
the mistakes; this is an important learning for children.
　　　　　　　　　　Akshara Foundation Swalpa English, thumba fun June 2013
RHYME: Teach the rhyme everyday, with actions; and explain the meaning of the words.
ACTIVITY -1: Conversation and TPR
Lesson 1 : Let’s Count
One little, two little, three little Indians
Four little, five little, six little Indians
Seven little, eight little, nine little Indians
Ten little Indian boys we are.
Ten little Indian girls we are.
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: Good morning children. Students : Good morning Miss.
: How are you all today? You all know how to count in Kannada. Today, we will learn to count in
English. Tell me, Sudha, how many teachers are there in this class? (Raise one finger to indicate
the number). Sudha : One. (May say it aloud, or may show by raising one finger).
: (Point to a student who is in class one), Suman is in class one. In which class is Suman?
Students : Class one.
: Look at this animal. (Point to the cow on the chart). Here is one cow. The colour of this cow is
brown. The cow is eating grass. (Point to the grass). What colour is this cow? Students : Brown.
: Children, point to anything brown, that you can see in this room.
Students : (May point to a door or a table or anything else which is brown).
: Very good. One brown door. One brown table. One brown chair.
: Rohan give me one pencil. Madhu please give me one pencil. Look, now I have two pencils (hold
up the two pencils). Geeta, point to the cats on this chart. How many cats do you see?
Geeta : Two cats.
: Mansur, how many legs do we have? (Point to your legs). Mansur : Two legs.
: Very good Geeta and Mansur. Let us clap for these two children. John, please point to your eyes.
How many eyes do you have? John : Two eyes.
: (Point to your ears). Mohan how many ears do you have. Mohan : Two ears.
: There are two cats in this picture. (Hold up two fingers). Look at this blackboard. (Point to the
blackboard). The colour of this board is black. Shobha, what is the colour of the cats?
Shobha : Black.
: That's correct. The cats are black. A cat is an animal.
: Can you see anything around us that is of the same colour?
Raju : Hair (May say it or may point to his hair).
: Good. Our hair is black. Children, let us all touch our hair.
: (Do Namaste 3 times). How many times did I do namaste? 1, 2, 3. Let us all cough 3 times. Good.
: Kavita, look at the picture and count how many dogs you can see. Kavita : 1,2,3.

: Good. There are 3 dogs. (Hold up 3 fingers). These are white dogs. A dog is an animal. Meera, can
you see anything in this room which is white? Meera : Chalk.
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: Good morning, children. Students : Good morning, Miss.
: (Raise your hands above your head and clap 4 times). Clap, clap, clap, clap. Can you all jump?
Please jump as I count. 1,2,3,4. ( Hold up four fingers and count)
: Now, Sonu, look at these frogs. A frog is an animal. How many frogs do you see ? Sonu : 1 , 2 3, 4.
: Correct. Four green frogs are jumping. (Pick up four notebooks). Here are four notebooks (hold up
four fingers). Sudha, Geeta, Raju, Sonu. Four of you run to the door.
(Four students run to the door.)
: Knock on the door four times. All four of you, come in. Look at the green colour of the frogs. Can
you name anything else which is green? Sudha : Leaves. Rohit : Raw mango. (Encourage
children to think and reply. Some may reply in Kannada).
: John, Salma, Rohit, Renuka and Manja, bring your bags and keep them on the table. (Show 'on' the

table by action). Let us count the bags on the table 1, 2, 3, 4, 5. There are five bags on the table
(hold up 5 fingers). Meera, count the flowers on this chart (point to the lotuses). Meera :1, 2, 3, 4, 5
: There are five lotuses. Are they white lotuses? Students : No.
: These are pink lotuses. Does anyone have a pink ribbon? Or a pink pencil box? Can you see
anything else in this room which is pink? Students : (May point to something pink on any chart).
: Jyothi, run around this table five times. We will all count as you run. 1,2,3,4,5. Look there are
five fingers in a hand (hold up one hand).
: Raju, please come here. Bend down and touch your toes. (Show the action of bending and
touching your toes). Let us all bend and touch our toes six times. I will clap as I count.1, 2, 3, 4, 5, 6.
: Ramya, can you hop six steps and come to the chart? Do you know the name of this animal?
(Point to the rabbits). These are rabbits. A rabbit is an animal. Please count the number of rabbits.
Ramya : 1, 2, 3, 4, 5, 6.
: Good. These are six rabbits. Are they brown rabbits? Ramya : No.
: Are these rabbits the same colour as the dogs? Ramya : Yes. White.
: These are white rabbits. Ashok, which animals have we seen in this chart?
Ashok : Rabbits, cow, dogs, cats, frogs.
: Now we have learnt to count up to six. Tomorrow we will learn some more counting.
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: Good answer. This chalk is white. (Point to blackboard). Is this a white board ?
Gopal : No. The board is black.
: Look up. This ceiling is white. Children, point to any other thing which is white. (Students may
point to the blank page of a notebook, a calendar on the wall, or a white ribbon, etc). Today we
learnt the names of three colours and three animals. Rajesh, name the three colours. (Point to the
cow, cats and dogs)
Rajesh : Brown, black, white.
ACTIVITY - 2: Conversation and TPR
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: Good morning, children. Students : Good morning, Miss.

: Shobha, come to the board. Every time I clap, you must draw a circle. (Clap seven times).
Shobha has drawn seven circles (hold up 7 fingers). Rohan, count the number of
sunflowers in this picture. Rohan : 1, 2, 3, 4, 5, 6, 7.
: These sunflowers are yellow. Can you name anything else which is yellow? (Draw an apple,
grapes and mango on the board). Here are three fruits on the board. One of them is yellow in
colour. Raju, which is the yellow fruit? (Raju may point to the mango).
: Correct. A ripe mango is yellow in colour. An apple is not yellow. Grapes are not yellow.
: Let us stand in two rows, I will begin to count. On each count walk one step forward
(Demonstrate). 1, 2, 3, 4, 5, 6, 7. Shake hands with the student opposite you. Now walk
backwards seven steps.
: (Show flying action). What am I doing? Flying, like a bird. 1, 2, 3, 4, 5, 6, 7, 8 (hold up 8
fingers). Look at these birds on the chart. These are parrots. Sudha, count how many parrots
there are on this branch. Sudha : 8 parrots.
: A parrot is a bird. Parrots fly and sit on the trees. Come, children. Let us all fly like birds. Fly
around the room. (Students follow the instruction).
: What colour is the parrot? Is it the colour of sunflowers? Students : No
: These parrots are green. Look at the grass that this cow is eating. Meena, what is the colour of
the grass? Meena : Green.

: Basava, is there anything else which is green in this picture? Basava : Frogs .
: Can you name some of the colours we have learnt, Anita?
Anita : Green, brown, white (point to the colours on the chart).
: We also know the names pink, brown and yellow (point to the colours in the chart.)
Teacher : (Pick up any other object, like duster or kerchief, which is green). Is this green? Students : Yes
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: Good morning, children. Students : Good morning, Miss

: Govind, do you see anything on this chart which is the colour of your uniform?
Govind : (points to the butterflies)
: Correct. Your uniform is blue. These are blue butterflies. They look so pretty. Let us count how
many blue butterflies there are on this chart. As I count, all of you must tap on the book with your
pencils. (Show ‘tapping’ action). 1, 2, 3, 4, 5, 6, 7, 8, 9 (hold up nine fingers).
: Is this a blue table? Students : No.
: Can you see anything else that is blue in this room? (May point to a ballpoint pen, a blue bag, a blue
pencil box, etc)
: Look at this tree. There are some apples on the tree. Are these blue apples? Students : No.
ACTIVITY - 4: Conversation and TPR
ACTIVITY - 3: Conversation and TPR
4
ACTIVITY - 5: Conversation and TPR
Language game: 1
Language game: 2
Teacher
CHAT-TIME 1:

CHAT TIME 2 :
Students form a circle, and run. Teacher must sing – “Fire in the mountain, run, run, run”. Stop suddenly and call
out a number, for example 3. Then students must group together in 3s. Those who are not in a group of 3, are out
of the game. (If you do not know the song, you can clap continuously. Then stop and call out the number).
: Please form two groups. Meena is the leader of one group. Sachin is the leader of the second
group. One student from Meena’s group must call out a number between 1 and 10. A student
from Sachin’s group has to come and write it on the board. Next, a student from Sachin’s group
calls out a number. And a student from Meena’s group must write it on the board. (Start this
activity with students in 3rd and 4th std. Continue till all students have had a chance).
Form a circle. One student stands in the centre. The students in the circle move and sing “Colour, colour, which
colour do you like?” The student in the centre has to name her favourite colour. After this the student in the
centre goes and joins the circle, and one student from the circle takes her place in the center. The circle moves and
sings. “Colour, colour, which colour do you like?” And the game goes on, till all students get a chance.
Make the students stand in a circle. A student selects any animal and starts counting , “One cat”. The next student
must proceed with “two cats”; the third student must say “three cats” and so on till they reach “ten cats”. Start
again with “One cow” and proceed till the students have counted up to “ten cows”. Similarly this can continue
with counting any of the other animals, from 1 to 10.
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: Rahul, come and count the apples on this tree. We will all clap every time you point to an apple.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10. (Hold up ten fingers). Maya, come and draw ten balls on the board.
Maya : (Draws ten balls).
Teacher : Children let us call out the numbers from 1 to10. (Make the children repeat the numbers a few
times).
: We have ten fingers (hold up both hands). Children, raise both your hands. Wave both your hands.
Ten fingers are waving bye - bye.
Hand out Workbooks two days in a week to students to practice writing skills. While class 1 & 2 students are
writing, distribute Reading Cards to students of classes 3 & 4 to practice reading skills. Older students can
practice writing skills either during class time or do it as home-work.
ACTIVITY - 1: Conversation and TPR

Lesson 2 : The Frog and the Rabbit
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: Good morning, children. Students: Good morning, Miss.
: (Keep a bucket or a basket ready. Also keep a piece of chalk, and an
empty cup or glass on the table.)
: Raghu and Sudha, come here. (As you speak, let a piece of chalk drop
into the bucket.) Oh, look the chalk has fallen into the bucket. Raghu,
peep into the bucket. (Show peeping action). Raghu, can you see the
chalk inside the bucket? Raghu : Yes, Miss
: Help me, pick the chalk out of the bucket. The bucket is deep. (Show
that the whole arm goes into the bucket.).
: Raghu, please wait. Now Sudha, come here. (Drop the chalk into the cup). Oh! The chalk has
fallen into this cup. Sudha. Help me get the chalk out of this cup. Is this cup deep?
Sudha : (Picking up the chalk from the cup). No.
: This bucket is deep. (Keep the cup beside the bucket on the table. You can also draw a bucket next
to a small cup on the board, to explain this idea of 'deep'.)
: Javid, what is this? (On the blackboard, show a ladder leaning against a house).
Javid : Ladder (may say in Kannada).
: This is a ladder. Javid, what do we use a ladder for? Javid : (shows climbing action).
: We climb a ladder to reach the top. You climb the stairs of a building. (Draw stairs next to the
house on the board). I am going to tell you a story. Look at this chart. (Read the ENGLISH

sentences, pointing to each picture as you read. The Kannada translation is for your guidance
only).
1. Once a little frog fell into a deep hole.
And he could not come out of it. He
started shouting for help.
1. Mêẫọ aPè PƠẫAiẫặAz Dẳêz âđzố âÂív.
CzPẫè âđÂAz ẫặgUẫ Đgđ ázsồêUđố.
Cz áAiPèV PặUvẫặqVv.
2. êẫặđêẫầAz ốÊố Dlêqwv. PƠẫAi
PặUÊò PẫẵạPẫặAq, Cz ĐAÂv êv
âđêÊò EtQ Êẫặrv. êẫặđê vẳ, ÊÊ
KtAiÊò vẫUẫzPẫặAq ĐgvẫÊẫ, êv ẫặgUẫ
Đgđ ÔÊUẫ áAi êiqvẫÊẫ JAz êẫặđê
Nr ẫặơv.
3. êẫặđê KtAiẫặqÊẫ ằAÂgVzU, PƠẫAi DUẫ
ẫặgUẫ fVz ĐAÂv.
êẫặđê DẹAiÂAz
ÔÊ ẫUẫ ẫặgUẫ
ĐAzẫ? Jaz Pẫẵv.
4. ÊÊ âđzố êÊò Êẫặrzẫ. ÊÊUẫ Đẳ
ẫzjPẫ Dơv. ÊÊ zặg NqăẫPẫAz CÔạv.
êv ÊÊ âđÂAz ẫặgUẫ fVzẫ! JAz
PƠẫAi ẫẵv.
2. A rabbit was playing in the grass.
Hearing the frog, he came and peeped
into the hole. He said, Wait. I will get a
ladder. And help you get out. And the
rabbit ran off.
3. When the rabbit returned with the
ladder, the frog was already out of the

hole! How did you come out? asked
the rabbit in surprise.
4. I saw a snake in the hole. I was very
afraid. I wanted to run far away. And I
jumped out of the hole! said the frog.
THE FROG AND THE RABBIT
PƠẫ êv êẫặđ
6
Practice alphabet song for ‘A’ holding the flash-card. “ . A says . APPLE starts with .
For students in classes 3 and 4, read out the words “ant, cat, axe, hat” which are on the reverse of
the card. Make a short sentence with each word.
J, J, J J J J,
J, J.
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: (Try to use simple English. You may use Kannada words only if students in class 1 do not
understand.) We saw four green frogs when we were learning to count. A frog is not a big animal.
This is a small animal. (Show ‘small’ by action). Can you name a big animal? Mohan : Elephant.
: Good answer, Mohan. An elephant is a big animal. (Show ‘big’ by action). Geeta, come and point to
the frog in the first picture. Geeta : (points to the frog).

: Good. When you run and play, you also fall sometimes (show the action of running and
falling). One day, a little frog fell into a deep hole. Shobha, can a little frog, a small frog, come out
of a deep hole? (Point to the frog in the hole). Shobha : No.
: The frog was frightened. (Show expression of being frightened). How can the frog come out
now? It started shouting, “Help me. Help me.” Which animal heard the frog? Govind, can you see
any other animal near the hole? Govind : Rabbit.
: Good. Do you remember, we saw six rabbits when we were learning to count in English. A rabbit
was playing in the grass. He came running. And he peeped inside the hole. (Bend and show
‘peeping’ action). John, what did he see? John : A frog.
: Look at the second picture. This is a deep hole. Anita, how can the frog come out? Can you
think of an idea? Anita : (May suggest a rope or ladder).
: Good. The rabbit went to get a ladder. Jyoti, can you tell me which other animal is
entering the hole? Jyoti : A snake. (May say it in Kannada).
: Correct. That is a snake. (Show the movement of a snake with your hand, on a flat surface like
the table or the ground). We have two legs. Shabana, does a snake have legs? Shabana : No.
: The snake moves along the ground. The snake can also climb trees. A snake does not need a ladder.
Who has seen a snake? Raise your hand.
: Snakes like to eat frogs. The little frog got very frightened. (Show expression of being frightened).
And the frog jumped out of the hole. When the rabbit came with the ladder, was the frog inside the
hole? (Point to the third picture). Students : No.
: The frog was out of the hole. The rabbit was surprised. (Show expression of surprise on your
face). “How did you come out?” the rabbit asked. The frog pointed to the snake inside the hole.
He said, “I was very frightened. I tried very hard, and jumped out”. In picture four, what are the
frog and the rabbit doing? Meena : They are peeping.
: The rabbit also saw the snake. Both the rabbit and the frog ran away. They were safe now.
Children, tomorrow we will do a role play of this story.
Practice alphabet song for 'B' holding the flash-card. “ . B says . BUS starts with
For students in classes 3 and 4, read out the words “bat, bed, ball, tub” which are on the reverse of the card. Make a
short sentence with each word.

¨ï, ¨ï, ¨ï ¨ï ¨ï. ¨ï, ¨ï, ¨ï.
ACTIVITY - 2 : Conversation and TPR
7
Help students of classes 3 and 4 practice this role play. It will help all children pick up the language quickly.
Characters: Select students for the roles of frog, rabbit, snake, and 4 or 5 students to hold hands and stand
in a circle, to form a deep hole. (The Frog is singing: “The wheels of the bus go round and
round”, and running around. Suddenly he falls into a hole.)
Frog : (Shouts) Oh! Ooh! Aah! This is a deep hole. How do I get out? (Looks worried. The frog tries to
come out. But the hole is very deep).
Frog : Help ! Help ! (A rabbit is playing nearby.)
Rabbit : (Looks around for the person making the sound). Who is shouting for help? (He comes to the hole
and peeps in).
Frog : It is me, Frog. Please help me to come out.
Rabbit : Wait, I have a plan. I will bring a ladder.
Frog : Please get it quickly.
(The rabbit runs to get the ladder. Meanwhile, a snake quietly comes into the hole.)
Frog : Ohh! A Snake! A snake Oh! Rabbit, Rabbit, where are you? (Looks around for a way to get
out; is very frightened.)
(The frog tries to climb. But slips down. Then says, “1 – 2 -3” and jumps out of the hole).
Rabbit : (Comes running carrying a ladder). I'm coming….Oh! How did you come out? (Is surprised
to see the frog out of the hole).
Frog : I saw a snake. I was very frightened.
Rabbit : Oh ! A snake !
Frog : So I jumped.
Rabbit : (Starts clapping). Very good! You are safe now. (The snake looks angrily at them).
Frog : Look, look. There is the snake. (Both Rabbit and Frog peep inside the hole).
Rabbit : Let us run far away. (The frog and the rabbit hold hands and run away from the snake).
Practice alphabet song for 'C' holding the flash-card. “ . 'C' says . CAT starts with .
For students in classes 3 and 4, read out the words “candle, cup, car, doctor”, which are on the reverse of the
card. Make a short sentence with each word.

Pï, Pï, Pï Pï Pï Pï, Pï, Pï.

Teacher : Who will tell the story by looking at this chart? Come, Subhash, tell the story. (After Subhash,
if any other student wants to tell the story to the class, encourage them).
Now we will do the role-play. (Select eight students to act out the story. Next time, another
group of eight students will get a chance to do the role play).
Practice alphabet song for ‘D’ holding the flash-card. “ . D says . DOG starts with .
For students in classes 3 and 4, read out the words “door, bed, duck, bird”, which are on the
reverse of the card. Make a short sentence with each word.
qï, qï, qï qï qï qï,
qï, qï.
ACTIVITY - 3 : Role Play
ACTIVITY - 4: Story telling
8
Teacher: Sowmya, can you show a big snake? (Stretch your arms).Now show a small snake. Mohan, show a
small frog. Now show a big frog. (Show action of 'small' and 'big').
Children, stand in a circle. Geeta, stand in the centre. Give instructions. See that all students do the correct
action. The one who is not listening and makes a mistake, is out of the game. (The idea is to give instructions
fast, one after the other, and sometimes repeating the same instructions, for some fun).
Big snake.
Small snake.
Big frog.
Small frog
Small frog
Small snake.
(You could add: big dosa - small dosa; big hill – small hill; with matching actions, when students start
understanding and enjoying).
Practice alphabet song for A, B, C, D, holding the flash-cards.
Draw a large circle on the floor. Ask any student to give the instructions. When she says “Frog”, all children
must jump outside the circle. Next when she says “Snake”, the children must jump into the circle. The

instructions must be given faster and faster, to see how quickly the students respond.
Start this activity with 3 std and 4 std students. Help them the first time with the sentences and explain the words,
some of which have been used in this lesson. They can do the action as they say the sentence. They will soon
understand the activity; younger children will also pick it up. New sentences can be added like the samples given
below.
1. I can jump.
2. I can climb.
3. I can laugh.
4. I can play.
5. I can sing.
6. I can dance.
7. I can cry.
8. I can shout.
9. I can run.
10. I can speak English.

CHAT- TIME 1 :
CHAT- TIME 2 :
ACTIVITY - 5: Conversation and TPR
Hand out Workbooks two days in a week to students to practice writing skills. While class 1 & 2 students are
writing, distribute Reading Cards to students of classes 3 & 4 to practice reading skills. Older students can
practice writing skills either during class time or do it as home-work.
RHYME: Teach the rhyme everyday with actions. Explain the meaning of the words.
Lesson 3 : Friends of the tree
Old Mac Donald had a farm, E I E I O
And on that farm he had some ducks,
Here a quack, there a quack, everywhere a quack-quack.


E I E I O

With a quack - quack here, and a quack-quack there
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: Good afternoon, children. Students : Good afternoon, Miss.
: (Place a piece of chalk on the table). There is a chalk on the table. Jeetu, please keep this
duster on the table. (Jeetu keeps the duster on the table). Thank you. Where is the chalk?
Jeetu : On the table.
: Where is the duster? Subhash : On the table.
: Good. The duster is also on the table. Now, all of you please stand in a circle. Keep your note
book on your head. (Demonstrate the action of keeping the book on your head and walk).
Walk slowly. Now place your hand on the book. Now try to walk fast. Can you do it?
Students : Yes, Miss.
: Look at this picture. This is a tree. (Point to the tree on the chart). Madhu, have you seen a
tree? Madhu: Yes, Miss.
: This is a tree. And this is a house. (Draw a house on the board. Next to it draw a tree.) Anita,
do you live on a tree? (Point to the tree) Anita : No Miss.

: Who lives on a tree? Students: Birds. (Students may say it in Kannada).

: Birds have wings. Birds can fly. (Show flying action). Roopa, please count how many birds
there are on this tree. (Point to the chart). Roopa: Four.
: That's right. We see four birds. Ravi, are the birds flying? Ravi: No, Miss.
: The birds are sitting on the tree. You are sitting on the bench (or floor). The birds are sitting
on the tree. Suman, can you see a parrot on this tree? Do you remember we saw green parrots
when we learnt counting? Suman: Yes (points to the parrot).
: Look, the green parrot has a red beak. (Show a beak by gesture). There is also a black bird on
the tree. Shobha, can you point to it? Shobha: (Points to the crow).
: It is a crow. We see crows flying around our home. We see crows around our school.
(Show ‘around us’ by action). A dog makes the sound “bow-bow”. Mohan, what sound does a
crow make? Mohan : Caw, caw.
: Raju what colour is a crow’s beak. Raju : Black.
Teacher : Do you live in a house? (Point to the house on the black board). Anita : Yes Miss.
ACTIVITY - 1: Conversation and TPR
(Continue the rhyme substituting “cats”, or “dogs” or “goats” in place of “ducks”).
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: Good afternoon, children. Students : Good afternoon, Miss.
: We have seen a parrot and a crow in this picture. Renuka, do you see a bird with a long tail? It
is also on the tree. Renuka : There (points to the peacock).
: Correct. That bird is a peacock. A peacock has a long tail. (Point to the peacock’s tail). It
looks beautiful when it dances. (By gesture, show how beautiful it is). Who has seen peacock?

Students : (A few students may raise their hands).
: A peacock is a big bird. (Show ‘big’ by action). Mamata, can you point to a sparrow? It is
small bird which is also on the tree. (Show small by action).
Mamata : This bird. (Points to the sparrow).
: This small bird is a sparrow. We can see sparrows near our homes and near our school.
What is the colour of the sparrow? Students : Brown.
: Who has seen a sparrow? Students : (A few students may raise their hands).
: A bird's home is called a nest. Kumar, can you point to the nest on the tree ?
Kumar : (Points to the nest).
: Yes, the nest is on the tree. I can see something in the nest. What is it, Kavita?
Kavita : 3 Eggs.
: Yes. There are three eggs in the nest. Children, we have seen a crow; we have also seen a
parrot, a peacock and a sparrow on the tree. All birds have beaks. All birds have wings. (Open
out your arms to show wings). Birds can fly. (Show flying action). Some birds fly high in the
sky. Some do not fly very high.
Practice alphabet song for ‘F’ holding the flash-card. “ . F says FAN starts with
For students in classes 3 and 4, read out the words “frock, fish, sofa, shelf” which are on the reverse of
the card. Make a short sentence with each word.
¥sï, ¥sï, ¥sï” ¥sï. ¥sï. ¥sï,
¥sï.
Teacher : Which birds did we talk about today? Students: Parrot; crow.
Practice alphabet song for ‘E’ holding the flash-card. . E says . EGG starts with .
For students in classes 3 and 4, read out the words “elephant, engine, pen, hen” which are on the reverse
of the card. Make a short sentence with each word.
J, J, J J J J, J,
J.
ACTIVITY - 2: Conversation and TPR
ACTIVITY - 3: Conversation and TPR
Teacher
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Teacher
: Good morning, children. Students : Good morning, Miss.
: There are some fruits on the tree. Netra, come and count the fruits. Netra : 1, 2,3 ten fruits.
: Birds like to eat fruits. Birds like to eat seeds. (Show the action of pecking the fruit with the beak).
There is also an animal sitting on a branch of the tree. The animal is eating a fruit. Janet can you
tell me what it is? Janet : (Points to the squirrel.)
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: It is a squirrel. A squirrel is an animal. It likes to eat fruits. A squirrel likes to eat nuts. Who has
seen a squirrel? Students : (Some students may raise their hands).
: Look at the tail of the squirrel. Sohail, is it a big tail? (Indicate 'big' by action).
Sohail : Yes, it is a big tail.
: The squirrel is a small animal, with a big tail. It lives on the tree. Mohan, is there one more
animal sitting on the branch of the tree? Mohan : Yes, a monkey (points to the monkey).
: Very good. A monkey is sitting on a branch. (Point to the branch). Jacob, does a monkey have a
tail? Jacob: Yes. (Points to the monkey's tail).
: A monkey has a tail. ( Place a 12” scale and a 6” scale side by side on the table. Or else
draw one long line and one shorter line, side-by-side on the board). This is a long scale.
Supriya, come here and pick up the short scale. Does the monkey in the picture have a long tail?
Supriya : Yes, Miss.
: A monkey has two legs and two arms. (Point to your legs and arms). It climbs trees. (Show
climbing action; jumping action). It jumps from branch to branch. Vikram, how many legs does a
squirrel have? Vikram : Four.
: A squirrel has four legs. A squirrel jumps from branch to branch. Divya, can you name the

animals we see on this tree? Divya : Monkey; Squirrel.
Practice alphabet song for ‘G’ holding the flash-card. “ . G says . GATE starts with
For students in classes 3 and 4, read out the words “goat, girl, dog, bag” which are on the reverse of the
card. Make a short sentence with each word.
Uï, Uï, Uï Uï Uï. Uï, Uï,
Uï.
Teacher
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: Good morning, children. Students: Good morning, Miss.
: (Draw an umbrella on the blackboard.) Rekha, come and draw a flower on the umbrella.
Rekha : (draws a flower on the umbrella).
: Good. The flower is on the umbrella. Now, Sudhakar draw a cat under the umbrella. (Show
action to denote 'under'). Sudhakar : Draws the cat under the umbrella.
: Let us see what is under this tree. (Point to the picture). Deepa, what is flying under the tree?
Is it a bird? Deepa : No, Miss.
: It is a butterfly. We saw blue butterflies when we were learning to count in English. A butterfly
also sits on the tree. There are two birds under the tree. Ravi, which is the bird that makes the
sound “quack-quack”? Ravi : ( Points to the duck).
: It is a duck. A duck has a beak and wings. It says “quack-quack”. Who has seen a duck? :
(Some may raise their hands).
: There is one more bird under the tree. Anita, point to the hen under the tree.
Anita : (Points to the hen.)
: This is a hen. Those who have hens in your home, raise your hand. What is the colour of your
hens? Student 1: White. Student 2: Black. Student 3: Brown.

ACTIVITY - 4: Conversation and TPR
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: Some hens are white. Some are black. Some are brown. Madhu, does your hen give eggs?
Madhu : Yes, Miss.
: I also see an animal under the tree. Govind, is that a dog? Govind : No. (Points to the goat).
: This is a goat. Who keeps goats in their house? Students : (Some may raise their hand.)
: Who can make a sound like a goat? Students : (Some students may make a sound like a goat ).
: Raju, what does your goat eat? Raju : My goat eats grass.
: Some goats are black. Some goats are brown. Some goats are white. Raju : My goat is black.
: Sudha, please come here. She is a girl. Meena is a girl. All the girls please sit in a row. (Point to
girls in the class). Javed is a boy. Raju is a boy. (Point to boys in the class). All the boys, please
stand in a row.
: Ashok. Is there a girl under the tree? Ashok : No.
: A boy is standing under the tree. A goat, a duck, and a hen are also under the tree. Bye-bye, see you
all tomorrow for another class of English.
Practice alphabet song for ‘H’ holding the flash-card. “ H says . HAT starts with
For students in classes 3 and 4, read out the words “hand, hen, horse, house” which are on the reverse of
the card. Make a short sentence with each word.
ºï, ºï, ºï. ºï ºï. ºï,
ºï, ºï.
ACTIVITY - 5: Conversation and TPR

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: Good morning, children. Students : Good morning Miss.
: Shankar, who is your best friend in the class? Shankar : Madhu.
: Shankar is Madhu’s friend. He likes to play with Madhu; he likes to have lunch with Madhu.
They go home together after school. Priya, which birds are the friends of the tree?
Priya : Parrot, crow, sparrow, peacock.
: Good. Birds have their nests in the tree. Birds and animals get their food from the tree. They
are friends of the tree. Now we will have an activity. Please stand in a circle. Each one of you
must tell the name your best friend. Shankar has told Madhu’s name. Priya, your turn next.
Say : My best friend is ” Give each student a chance to speak.
Form two teams. Leader of team ‘A’ is given a book, duster, school bag, scale. The leader has to place these items,
‘on’ or ‘under’ the table. Leader of team ‘B’ is given a kerchief, a pencil, a piece of chalk, and a pencil-box. The
leader has to place these items ‘on’ or under’ a chair. Each team must describe the position of the item. Every
correct answer gets a point. In the beginning, children may only reply: “On the table” instead of a complete
sentence. This is fine. Children can add to this list of ideas.
CHAT –TIME 1:
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A- Where is the book / duster/bag/scale
The book is on the table
The duster is under the table
The bag is under the table
The scale is on the table
B - Where is the kerchief /pencil/ chalk / box
The kerchief is on the chair
The chalk is on the chair
The pencil is under the chair
The box is on the chair

CHAT –TIME 2: Divide students into teams of three. A student from ‘B’ waits outside the door and
knocks. A student from ‘A’ asks the question, “ Who is it?”. The student who knocked answers: “I am cow”.
A students from ‘C’ says “Come in”. 3rd and 4th std students can add to this list of questions and answers.
Who is it?
Who is it?
Who is it?
Who is it?
A
I am Cow.
I am Crow.
I am Parrot.
I am Duck.
B
Come in.
Come in.
Come in.
Come in.
C
Students in 3 and 4 std, should be encouraged to make their own sentences.
Hand out Workbooks two days in a week to students to practice writing skills. While class 1 & 2 students are
writing, distribute Reading Cards to students of classes 3 & 4 to practice reading skills. Older students can
practice writing skills either during class time or do it as home-work.
Rhyme: Teach children the rhyme daily with action; explain the meaning of the words.
ACTIVITY - 1: Conversation and TPR
Lesson 4 : Forest Animals
Rabbit, Rabbit, 1 - 2 - 3
Will you come and play with me
Tiger, Tiger, 4 - 5 - 6
How did you get stripes like this
Elephant, Elephant start again

Till I count 1 to 10
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: Good afternoon children. Students: Good afternoon, Miss.
: Shobha, come and draw a house on the board. (Shobha draws a house).
: (Draw a girl in the house). Shobha, you live in a house. I live in a house. We all live in a house.
: (Place flashcards of a dog, cat and elephant on the table. These are in the alphabet flashcards
for 'd', 'c', 'e' given by Akshara). Radha, pick up the card with a dog. (Radha picks up the card).
: Now, Sudha, pick up a card with an elephant. (Sudha picks up the card for letter ‘E’ with
the elephant picture on the reverse).

: Cats and dogs are animals. These are pet animals. They live with us in our house. Does an
elephant live in our house? (Draw a 'big' elephant near the drawing of the house).
Students : No.
: That's right. Elephants are not pet animals. An elephant lives in a forest. An elephant is a wild
animal. Ramesh, do you see many trees in this picture? Ramesh: Yes, Miss.
: There are many trees in a forest (point to the trees on the chart). There are animals and birds in
a forest. Look at this picture of a forest. Jeetu, do you see any houses in this picture? Do you
see any roads in this picture? Jeetu: No houses. No roads.

: Madhu, can you point to the elephant in this forest? Madhu : (Points to elephant). Elephant.
: An elephant has a long trunk (hold your arm like an elephant's trunk and move it). There
are two elephants in this forest. Look at the big elephant behind. Asha, is the elephant drinking
water? (Show the action of drinking). Asha : No.
: The elephants are taking a bath. Elephants are big animals. Elephants have big ears. (Move
your hands and show ears flapping). Meena, touch your ears. Do you have big ears like the
elephant? Meena : No, Miss.
: We have small ears. (Draw an elephant on the board. DO NOT draw the ears). Raju, take this
chalk. Draw the big ears of the elephant. (Raju draws the ears of the elephant).
: Many wild animals live in a forest. Some are big. Some are small. Tomorrow we will learn
about some more forest animals.
Practice alphabet song for ‘I’ holding the flash-card. “ . I says . INKPOT starts with
For students in classes 3 and 4, read out the words “India, injection, pin, nib” which are on the
reverse of the card. Make a short sentence with each word.
Teacher
E, E, E E E. E,
E, E.
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: Good afternoon children. Student : Good afternoon Miss.
: Geeta, which animal did we see in the forest yesterday? Geeta : Elephant.
: (Draw straight lines inside a square). Mohan, what do you see in this square? Mohan : Lines.
: We also call them 'stripes'. In this picture, can you point to an animal which has stripes on its
body? Student : (Points to the tiger). This animal.
: This is a tiger. Jaya, what colour are the stripes? Jaya: Black.
: The Tiger has black stripes on its body. Mohan, do you like cats? Mohan: Yes.
: You can pick up a cat and hold it close to you. Can you pick up a tiger? Students : No.
: Correct. You cannot pick up a tiger. Because a tiger is a very big cat. It is a big animal. The
tiger is a wild animal. Gopal, where does the tiger live? Gopal: Forest.
: Correct. Tigers live in the forest. A tiger has a long tail.
: Deepa, run to the table. Raise your hand. Can you reach the top, the ceiling? Deepa : No.
: Stand on your toes, like this (show action of standing on your toes). Now, can you reach the
ceiling? Deepa: No.
: Nobody in this room can reach the ceiling. If you are very, very tall, then you can reach the
ceiling. (Stretch your arms above your head and show “tall”. Draw two trees. One is a tall
coconut tree, another is a short tree). Look, here are two trees. Jayant, come show me the tall
tree. Erase the short tree. (Jayant erases the short tree from the blackboard).
: John, is there a very tall animal in this forest?
John : This animal (points to the giraffe in the picture).
: Good. That is a giraffe. It is a very tall animal. A giraffe has a very long neck. This is my
neck. Maya show me your neck. Do you have a very long neck like the giraffe? Maya : No.
: What is the giraffe doing with its long neck? Sudha : Eating.
: The giraffe is eating the green leaves on the tree. The giraffe does not need a ladder to reach
the leaves.
Practice alphabet song for ‘J’ holding the flash-card. “ . J says . JEEP starts with

For students in classes 3 and 4, read out the words “jug, jacket, juice, joker” which are on the
reverse of the card. Make a short sentence with each word.
eï, eï, eï eï eï. eï,
eï, eï.
ACTIVITY - 2: Conversation and TPR
ACTIVITY - 3: Conversation and TPR
Teacher
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: Good morning, children. Students : Good morning, Miss.
: Yesterday we talked about a giraffe with a long neck. Hari, point to the animal near the giraffe.
(Hari points to the deer) Does it have a long neck? Hari : No.
: This is a deer. It eats something green that grows on the ground. Rohan, can you point to
something which is green and grows on the ground, in this picture?
Rohan : This is green (pointing to the grass in the picture).
: Grass grows on the ground. A deer eats grass. Salma, does a tiger eat grass? Salma: No.
: A deer eats grass. Does a cow eat grass? Hema, does a goat eat grass? Hema: Yes.


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: (Show the action of listening). Can you hear the sound coming from outside the class-room.
Students : Yes, Miss.
: A deer has very sharp ears. It can hear very well. When a deer hears a danger sound, the deer
runs away very fast. Manja, can you run very fast? Manja : Yes. Very fast.
: When a tiger comes to catch the deer, what does the deer do, Savita? Savita : The deer runs.

: Correct. The deer runs away.
Practice alphabet song for ‘K’ holding the flash-card. “ . K says . KEY starts with
For students in classes 3 and 4, read out the words “king, kite, bucket, book” which are on the reverse of the card.
Make a short sentence with each word.
Teacher
Pï, Pï, Pï” Pï Pï. Pï, Pï, Pï.
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: Good morning children. Students : Good morning, Miss.
: Amir which animals have we seen in this chart? Amir : Elephant, tiger, deer, giraffe
: (Draw a cat on the blackboard- DO NOT draw a tail). Soma, do you have a tail? Does
Aishwarya have a tail? Soma : No.
: We do not have tails. Animals have tails. Rita, draw the cat's tail. (Rita draws the cat’s tail).
: Excellent. Anita, can you see an animal with a long, hanging tail?
Anita : (Points to the monkey). Yes.
: Is it sitting on the ground? Anita : No.
: Thank you Anita. That is a monkey. It is sitting on the branch of a tree. (Point to the tree and
branch). Monkeys live on trees. Radha, what is in the monkey's hand? (Point to the monkey in
the picture). Radha : Food (shows eating action).
: Monkeys like to eat fruits and nuts. Chaitra, can you see any other animal up in the tree?
Chaitra : (May point to the snake).

: The snake moves along the ground. The snake also climbs a tree. Who has seen a snake?
(Some students may raise their hands).
: Please show how a snake moves. Do you remember the snake in the story “The Frog and the
Rabbit”? Which animal ran away from the snake in the hole? Madhu : Rabbit.
: Now when I point to any animal in this picture, you must call out the name of that animal.
(Point to each animal on the chart one by one).

Practice alphabet song for ‘L’ holding the flash-card. “ . L says . LOCK starts with
For students in classes 3 and 4, read out the words “leaf, lion, police, ball,” which are on the reverse of the
card. Make a short sentence with each word.
¯ï, ¯ï, ¯ï ¯ï ¯ï. ¯ï, ¯ï,
¯ï.
ACTIVITY - 4: Conversation and TPR
ACTIVITY - 5: Conversation and TPR
Teacher
Teacher
: Look at me. (Walk in a grand style like a king. Then sit in royal style on the chair). Who
walks like this? Who sits like this? A king. A raja. Have you seen a picture of a king? (Show the
back of the flashcard for letter 'K' with the picture of a king). Students: Yes.
: Priya, in this picture of the forest, which animal is sitting like a king? Priya : (Points to the lion).
: This is a lion. He is called the king of the forest. Meera, is this a red lion? Meera: No. Yellow.
: A lion’s skin is yellow. The sound that a lion makes is called roaring. A lion roars very loudly
A tiger also roars. Sonu, does a snake roar? Sonu: No.
: What sound does a snake make? (Students may or may not know).
: A snake makes a ‘hiss, hiss’ sound. A snake does not roar. Who can roar like a lion? (Students
make roaring sounds).
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.
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CHAT – TIME -1:
: (Do flying action with your arms). Is this how a lion or elephant moves? Students: No.
: (Point to the bird on the chart). Manjunath, what is this? Manjunath : A bird.
: We saw some birds in the lesson “Friends of the tree”. Aishwarya, can you name some birds?
Aishwarya: Crow. Parrot. Peacock.
: These are the wings of a bird. (Point to the wings of the bird on the chart). A bird flies
in the sky.
: Please stand in a circle. I will ask questions, you must name the animal, I am talking about.
1. This animal has a long neck. Name the animal.
2. This animal has big ears. Name the animal
3. This animal jumps from tree to tree. Name the animal
4. This animal has black stripes on its body. Name the animal
5. This animal has no legs, but can climb a tree. Name the animal
6. This animal walks like a king, sits like a king. Name the animal
Children must have this conversation in pairs. One student asks a question, the partner replies. (Sample
sentences are given. Encourage children to give new dialogues. Start with students from 3 and 4 Std. Students
in classes 1 and 2 will soon participate.)
How are you Mr. Lion?
How are you Mr. Giraffe?
How are you Mr. Monkey?
How are you Mr. Tiger?
I'm fine. Thank you.
I'm well. Thank you.

I'm fine. Thank you.
I'm well, thank you.
Hand out Workbooks two days in a week to students to practice writing skills. While class 1 & 2 students are
writing, distribute Reading Cards to students of classes 3 & 4 to practice reading skills. Older students can
practice writing skills either during class time or do it as home-work.
CHAT –TIME 2 :
rd th
Students of 3 and 4 Std could form Group A and ask the questions. Group B gives a one word answer -
ideal for 1 Std students. Group C answers are ideal for 2 and 3 Std students.
Is that your cat?
Is that your hen?
Is that your pencil?
Is that your hat?
Is that your dog?
A
Yes.
No.
Yes.
No.
Yes.
B
Yes, it is.
No, it is not my hen.
Yes, it is my pencil.
No it is not.
Yes, it is my dog.
C
Lesson 5 : The Wise Sparrow
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: Good morning, children. Students : Good morning, Miss.
: How old are you Suman? What is your age Prema? What is your
age Prakash? Suman : 7 years, Prema : 8 years, Prakash : 8 years
: Do any of you have a grandfather (tatha or ajja) at home ? Do you
have a grandmother (ajji or amma) at home? How old is your tatha?
How old is your ajji? Do you know?
Students : (Some may guess their age as 60 or 70 years).
: You are young children. Your grandfather and grandmother are old.
They are much older than you. They know many things that you do not know. A grandfather is
also called grandpa. I am going to tell you a story about a grandfather sparrow and some
young sparrows. Are sparrows big birds? Students : No. They are small birds.
: Sparrows are small birds. (Show by hand gesture the small size of sparrows). We have seen a
sparrow in the lesson Friends of the tree. What colour are sparrows, Nalini? Nalini : Brown.
: Sparrows like to eat grain. (Draw some grains of wheat on the black board). These are grains of
wheat. Chapathis are made of wheat. Puris are also made from wheat. (Show action of rolling
out chapathis). Children, what is the favourite thing you like to eat?
Student : Ice-cream. Student : Barfi. Student : Chocolate.
: Your favourite is chocolate or ice-cream or barfi. The favourite of the sparrows is grains of
wheat. Manjunath, point to the Grandpa sparrow in the 1st picture.
Manju : (Points to the sparrow)
: There is a hunter in this story. (Show a hunter using a bow-and-arrow). Meena,
point to the hunter in the last picture. (Meena points to the hunter).

: What does a hunter do? He tries to catch animals and birds. Now listen to the story. (Read slowly
the ENGLISH sentences under each picture, pointing to each picture as you read).
ACTIVITY - 1: Conversation and TPR
1. Some sparrows saw wheat grains on the ground and
wanted to pick them up. Grandpa sparrow warned
them, Dont go. You will get caught. The young
sparrows laughed at the old sparrow.
2. They flew down to pick the grain. But
suddenly, a net dropped down over them. And
they got caught in the net.
3. Oh! We are caught. What shall we do? they cried.
The wise old sparrow advised, Lie down quietly,
dont move. Act as if you are dead, till I shout FLY.
4. When the hunter came, he thought the birds were
dead. So he lifted the net. The old sparrow shouted
FLY. All the sparrows flew off at once. Thank
you, Grandpa, the young sparrows called out. The
hunter did not get even a single bird.
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MAz ĐẫAi Cêg êẫẫ âÂív êv Cê ĐẫAiố ạQè
áẫgẫAiizê.
3. CAiẫặồ! Êê ạQèPẫặAqê. FUẫÊ êiqêz? JAz
CẳvẫặqVzê. vv UâõAi, áêọÊẫ âzíPẫặẵợ, CđUqăẫr.
ÊÊ j JAz PặUêêgẫUặ ávAvẫ Ênạ, JAÂv.
4. ăẫmẫUg ĐAzU, QèUẳ áwêẫ JAzPẫặAqÊ. CzPẫè CêÊ
ĐẫAiÊò êẫẫwzÊ. vv UâõAi j JAz eẫặgV

PặVv. Jố UâõUẳ Mêẫọẫ jzê. zsÊồêzUẳ vv
JAz ẫẵzê. ăẫmẫUgÔUẫ MAz QèAi ạUđố.
et Qè
The wise sparrow
19
Practice alphabet song for ‘M’ holding the flash-card. “ . M says . MANGO
starts with , For students in classes 3 and 4, read out the words “mat, mobile,
monkey, drum” which are on the reverse of the card. Make a short sentence with each word.
ªÀiï, ªÀiï, ªÀiï ªÀiï
ªÀiï. ªÀiï, ªÀiï, ªÀiï
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher
: Good morning, children. Students : Good morning, Miss.
: Does your mother (amma or avva) sometimes tells you, “Don’t eat too many green mangoes”?
Your mother knows that you may become sick, so she is warning you to be careful. Your
amma is wise. She tells you what you should not do. Here, Grandpa sparrow is warning them,
“Danger! Do not go near the grains .” (Convey a tone of warning with a gesture). Harish, did
the young sparrows listen to him? Harish : No.
: Ha, ha, ha ! The young sparrows laughed. Shobha, can you tell what is happening in the
second picture? Shobha : The sparrows are flying down.
: (Hold some small pieces of chalk in your raised hand, as if these are the young sparrows.)
Look, here the young sparrows are on the tree. They do not listen to the warning. They go
down to eat the grains of wheat. (With a swinging action, drop the pieces of chalk on the table.

Immediately drop a kerchief on the chalk pieces). Suddenly, something drops over the
sparrows. What is it, Sudhir? Sudhir : Net.
: Correct. That is the hunter's net. Now the sparrows are caught in the net. They start crying.
What do you think they are saying, Umashree? Umashree : How can we run away, now?
: Shhh! Children can you all sit quietly? Please don’t move at all. (Keep your finger on your lips to
indicate “being quiet”). You can start moving again, only when I say MOVE. Do not move
your hands or legs; do not move your fingers. Close your eyes. Be very, very quiet. (Wait for
10 seconds) MOVE. Now you can MOVE. This is Grandpa's idea. He tells the sparrows to be
very quiet. Do not move at all, says Grandpa. Why did Grandpa sparrow ask them not to move,
Tejaswini?
Tejaswini : To keep very quiet. (If the student replies in Kannada, help her to say it in English).
: Correct. So that the hunter would think that they were dead. Grandpa asks them to wait until he
says FLY. When the hunter comes, the hunter thinks that the sparrows are dead. (Hang out your
tongue, stare with open eyes. Turn your neck to one side - act like a 'dead' person). So the
hunter lifts the net. (Lift the kerchief covering the pieces of chalk). Javid, what did Grandpa
sparrow say when the hunter lifted the net? Javid : FLY.
: Look at the last picture. The sparrows are flying away. Look at the hunter. What is the hunter
thinking, Suman? Suman : Oh, how did the sparrows fly? Were the sparrow dead?
: The hunter was surprised (show surprise in your expression). Look at his face, in the last
picture. Now the young sparrows were safe. Did you like the story? Shall we do a role play
tomorrow? Students : Yes, Miss.
Practice alphabet song for ‘N’ holding the flash-card. “ . N says NUMBERS starts with
For students in classes 3 and 4, read out the words “net, bench, nest, sun” which are on the reverse of
the card. Make a short sentence with each word.
£ï, £ï, £ï £ï. £ï.
£ï, £ï, £ï.
ACTIVITY - 2: Conversation and TPR
20
Help the students of classes 3 and 4 practice this role play. It will help all students to pick up the language quickly.
3 young sparrows- Gubbi, Gubbanna, Gubbakka, Grandpa sparrow, hunter. Grandpa sparrow is

sitting on the tree . Three young sparrows are playing.
Gubbi : Come here. I want to show you something.
Gubbanna: What is it?
Gubbi : Shh ! Look at those grains of wheat on the ground. (Points to the grains of wheat on the ground).
Gubbakka: Looks good. Hmmm. I like wheat grains.
Gubbi : Me too. Let us go and eat them.
Grandpa : Children, be careful. Don't go near those grains.
Gubbi : Oh! Why not, Grandpa?
Grandpa : The hunter will catch you
Gubbanna: (in an angry tone) Grandpa always says “Don't, don't.”
Gubbi : I don't see any hunter. Come, let us go.
(The sparrows fly down to pick up the grains. A hunter is waiting behind a tree. Suddenly a
net falls over the sparrows while they are eating the grains. A table cloth or even two sheets of
newspaper can be used).
Gubbi : Oh! what happened? I can't move my wings.
Gubbanna: Oh! I can't move my feet. Help, help!
Gubbakka: We are caught in the net! Help! (Grandpa has heard them. He gets up, and
peeps down).
Grandpa : Shh! I have a plan, children.
Gubbi : Please ! Free us quickly.
Grandpa : Lie down quietly. Shut your eyes. Do not move at all. As if you are dead. When I shout
“FLY”, you must quickly fly away.
(The hunter slowly comes from his hiding place. He looks at the sparrows fallen on the ground).
Hunter : Good! I have caught many sparrows. Now I can take them home. (He lifts the net)
Grandpa : FLY, children. FLY. (The young sparrows quickly get up and fly away).
Hunter : (Very surprised). What? I thought the sparrows were dead. Now they are flying away!
But…but…how?
Gubbi : Thank you, Grandpa, for helping us.
Gubbakka: Thank you, Grandpa.
Gubbanna: Yes. We are safe now.

Practice alphabet song for ‘O’ holding the flash-card. “ . O says . ORANGE starts with
, For students in classes 3 and 4, read out the words “ox, top, pot, frock” which are on the reverse of the
card. Make a short sentence with each word.
Characters:
M, M, M M M. M,
M, M
Enact the role play with students. Also invite any student to tell the story in her or his own words.
Practice alphabet song for ‘P’ holding the flash-card. “ . P says . PEN starts with
. For students in classes 3 and 4, read out the words “pencil, plate, apple, cup”
which are on the reverse of the card. Make a short sentence with each word.
¥ï, ¥ï, ¥ï ¥ï
¥ï ¥ï, ¥ï, ¥ï.
ACTIVITY - 3: Conversation and TPR
ACTIVITY - 4: Conversation and TPR