2017 English Grade 1 Part 1 (Pupil's Book)

Name:
_____________
_____________

Professor V. NAËCK
- Head Curriculum Implementation,
Textbook Development and Evaluation
The english panel
Mauritius Institute of Education
Dr (Mrs) Aruna Ankiah-Gangadeen
Dr Pascal NADAL
Mrs Reshma KOOMAR
- Panel Coordinator, Associate Professor
- Senior Lecturer
- Lecturer
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mrs Sazia Bibi MULUNG
- Mentor
Acknowledgements
Vetting Team
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mr Nunkishore NEERGHEEN
- School Inspector
Mrs Dineshwaree RUCHCHAN
- School Inspector
Mrs Taramatee NATHOO
- School Inspector
Mr Henrio Douglas POTIÉ
- Supervisor (The Arts)
Mr Dahmiasdeho GOWRY
- School Inspector
Mr Raj-Kumar BEEDASSY
- School Inspector
Mr Doomanlall MOHANGOO
- School Inspector
Mr Krishnaduth OOCHIT
- School Inspector
We also thank Ms Melanie ANNEA and Mrs Raynoo RAMDEEHUL, Primary Educators, for their views
and suggestions
Illustration
Mr Saminaden RAMEN
- Secondary Educator
Layout and colouring of illustrations
Graphic Designer
Mr Isstiac Gooljar
ISBN : 978-99949-37-80-6
© Mauritius Institute of Education (2017)
ii

Foreword
We have the pleasure to offer you a brand new collection of textbooks as from 2016. These
textbooks have been written by a team of experts and supported by experienced Educators,
advised by Inspectors, Mentors and Deputy Head Masters. We have done our best to ensure
that children undergo a pleasant learning experience.
We have taken care to align the textbooks with very clearly defined learning outcomes and
objectives set for the subject. This present textbook provides clear indications of the diverse
skills that children should master at each stage. We would request teachers to use the
techniques and pedagogical approaches suggested in the teacher’s manual so that children
make optimal use of the textbook and materials provided.
We are extremely thankful to all those who have provided us with constructive feedback,
thereby enabling us to make this curriculum development endeavour come to fruition. We are
also thankful to the artists who produced the illustrations, and to our graphic artists, who have
tried their best to create the right layout for the books. The authors and the curriculum team,
under the guidance of Professor Vassen Naeck, also deserve our thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director
Mauritius Institute of Education.
iii

Preface
To Pupils,
The Grade 1 English textbook aims to make your experience of learning English fun and
successful. The textbook consists of six units based on the following themes: home, school,
games, food, transport, and animals.
The textbook opens with Getting started. This will help you consolidate your knowledge of
alphabets and colours through simple activities and games.
This is followed by six units.
Each of the units has the following sections:
Story time: You will listen to a simple story several times. Your teacher will use a big book. You
can read together when you are ready.
Vocabulary building: You will learn simple vocabulary on different themes.
Grammar time: You will learn basic grammar so that you can produce simple utterances.
Little writers: You will learn to write words and simple sentences.
Creative fingers: You will carry out creative activities related to the theme of each unit.
Sound it out: You will learn the sounds that letters produce. This will help you to read
simple words.
ICT activities: You will play ICT games to reinforce language learning.
Cross-curricular themes: You will be taught life skills and values.
Songs/poems: You will learn in a fun way, by singing and reciting poems.
I check what I know: You will assess your learning at the end of every unit.
We hope that you enjoy learning English throughout the year!
The writing team.
iv

To the teacher
The Grade 1 English textbook has been conceived and written with the aim of making the
learning of English pleasant and effective for our young learners. Taking into account the pupils’
current level of proficiency in English, it proposes a set of activities that will develop skills and
knowledge that will serve as foundation for further learning of the language.
The textbook comprises an introductory section entitled “Getting started” that reinforces
pupils’ knowledge of alphabets and colours. This is followed by six units with different sections.
Each section focusses on the development of specific skills and knowledge. Learning is made
meaningful and fun through content that is based on the experiences of the children and
topics of interest to them. A variety of activities have been included to sustain interest
and motivation.
At this level, there is more emphasis on the development of the oral and aural skills, and on
equipping the pupils with basic vocabulary and grammar. However, literacy skills are also
developed through the use of big books and simple writing activities. Teachers’ notes are
interspersed throughout the textbook to assist you in implementing the activities. It is however
understood that you have a key role in adapting the activities and the pace at which teaching
will take place according to the profile and needs of your learners. You will also have to
produce additional resources to support teaching, and devise supplementary activities for
the consolidation of learning or for remedial action.
Further details about the different components and guidelines for their implementation are
given below:
Story time: This component serves to introduce learners to simple narrative texts and develop
budding notions of literacy (cover page, title, author, direction of print, etc.) Use the big book
over several days according to the procedure detailed on the back cover. Make sure that the
pace is adapted to the learners’ level. The vocabulary is basic, sentences are simple and the
texts are short. It is expected that, with appropriate support, pupils will internalise certain
words and language patterns after they have heard the story a few times, and will be willing
to join in as you read. The pupils are NOT expected to be able to read on their own nor to
understand each and every word. To help them understand the storyline and main ideas, point
to the illustrations in the big book, mime actions, refer to their own experiences, draw from
prior knowledge, and use additional resources – such as realia or word and picture cards.
Vocabulary building: The vocabulary taught is derived from the theme of each unit and is
introduced through the story. The activities move from oral to writing, with visual support included
to ease understanding. Additional resources will nevertheless be required. Word walls can be
set up in the classroom to ensure that pupils are continuously exposed to the new vocabulary
as they work on a given unit. You must however draw their attention to these words and
encourage them to recall their meaning and use them. You may teach additional words
related to the theme as per the level of your pupils.
v

Grammar time: Through the teaching of basic grammar points, pupils are empowered to
produce simple oral utterances. As such, provide as many opportunities for them to practise
orally the structures introduced. The written activities are included for practice. The aim is not
to develop mastery of grammar rules but, rather, to develop an awareness of basic rules. As
indicated in the Teacher’s notes, move from oral to written work. Work out the activities orally
with the whole class before asking pupils to carry these out in the textbook.
Little writers: In this section, pupils write words and are initiated into the formation of simple
sentences. They develop an awareness of word and sentence boundaries, and are introduced
to basic writing conventions, namely the use of capital letters and full stops. In line with the
whole language approach, you are however encouraged to draw pupils’ attention to these
aspects of writing in other sections, such as story time.
Creative fingers: As pupils are engaged in a creative activity related to the theme of the unit,
use the opportunity to expose them further to the English language. This section also has scope
for cross-curricular teaching, namely the development of life skills and values. Refer to the
themes indicated on the contents page and address these in your lesson.
Sound it out: Pupils are taught phonics as a precursor to reading and writing. At this level,
pupils learn to associate letters and sounds. The activities are to be conducted orally and
pupils must have the opportunity to hear the sounds repeatedly. Visual support and writing
activities have been included to support learning. Though the phonics section is found at the
end of the units, do not teach the phonemes one after the other. Rather, spread out the
teaching of the different phonemes across the unit. You may decide to teach one phoneme
per week.
ICT activities: The NCF propounds the integration of ICT in all areas. As such, language
learning and the development of ICT skills take place concurrently as pupils are involved in
simple interactive games. It is therefore important to provide learners with the opportunity to
engage in such activities.
Cross-curricular themes: In line with the NCF, a cross-curricular approach has been adopted.
The themes indicated on the contents page give an indication of aspects of life skills and
values that can be taught alongside language. Encourage pupils to reflect and share their views
on issues related to the theme you are dealing with. Pupils may have recourse to their mother
tongue to better express themselves. You will then rephrase the main ideas in English.
Songs/poems: Songs and poems are beneficial to the teaching and learning of young
children as they provide further exposure to the English language. As such, a number of
songs/poems have been included in the textbook. These serve mostly to introduce themerelated
vocabulary but are also an effective way of making language learning enjoyable.
Through songs, pupils internalise vocabulary and language patterns more easily and are more
vi

motivated to participate in the lesson. It is important to note that pupils are NOT expected to
read the lyrics. These have been included to provide a focus for pupils. It is necessary for them
to hear the song/poem a few times and they should be encouraged to echo the singer/teacher
and join in when they feel ready. Adapt songs/poems to suit the local context. Teach over a
number of lessons if deemed necessary.
I check what I know: End of unit exercises have been included to assess pupils’ learning.
Since pupils are not independent readers at this point, read out the words/texts and lead them
through the exercises. An oral exercise has been included because it is important to gauge
the children’s progress with respect to this skill too. Stagger the assessment over a few days if
you are unable to conduct it for all pupils in the course of a single lesson. Do, however, make it
a point to carry out this exercise.
While detailed guidelines regarding the implementation of the activities have been given, the
onus is on you to use an approach that is suitable for your learners. As for all resources, the
textbook also needs to be ADAPTED. The different resources that can be used to supplement
the textbook are indicated but you can use additional materials as deemed necessary. The
mother tongue can also be used as a tool to support learning but do not make it a habit to
systematically translate every utterance. Rather, use the language judiciously so that it is an
effective aid for learners. As far as possible, use actions, realia and visuals to help pupils derive
meaning from oral and written texts. Focus on key words in English rather than on each and
every word. Language learning is a process and, though pupils should be exposed to the target
language as much as possible, it should not be expected that they can make sense of every
word at once. Rather, build a sound foundation with key vocabulary and basic grammar to
enable further language learning as they move on to higher levels of primary schooling.
The writing team.
vii

Table of contents
Getting started
Page 1-26
Learning the
alphabets
Naming colours
Creative fingers
a-z
Red, blue, yellow, green, pink, orange, purple, brown, white, black
Letter stand
Page 27-62 63-98 99-139
Unit 1. Meet Ben 2. At school 3. It’s playtime
Story time ‘Good morning, Ben.’ ‘Ben goes to school.’ ‘Fun at the playground.’
Vocabulary building
• Members of
the Family
• Greetings
• Action verbs
(self-care routine)
• Rooms in the house
• Weather
• Days of the week
• School
• Stationery
• Weather
• Months
• Games
• Directions
• Action
verbs (games)
• Feelings
Grammar time • Yes/no
• Classroom
instructions
• I/You
• Who
Little writers Fill in a name tag Complete words Form simple sentences
Creative Fingers Paper house Little bin Football player
Sound it out
/b/
/m/
/f/
/s/
/d/
/n/
/æ/
/k/
/h/
/e/
/p/
/l/
ICT activities
• Click on the balloon
phonics game
• Listen and match
vocabulary activity
• Clean the garden
phonics game
• Memory phonics game
• Follow the instructions
vocabulary activity
• Score a goal
phonics game
• Take Ben around
the playground
vocabulary game
• Say how Ben is
feeling vocabulary
activity
Cross-curricular
• Politeness
(greeting people)
• Life skills (hygiene)
• Importance
of family
• Friendship
• Abiding by rules
• Keeping the
environment clean
• Politeness
• Life skills
(Keeping fit)
• Team spirit and
fair play
Songs / poems
• Hello, good morning.
• Hello, how are you?
• This is the way we
brush our teeth
• The days of
the week
• How’s the weather?
• Classroom commands
• If you’re happy and
you know it
• How about you?
• Up and down
I check what
I know
• Vocabulary
• Grammar
• Phonics
• Vocabulary
• Grammar
• Phonics
• Vocabulary
• Grammar
• Phonics
viii

Learning Outcomes for
Grade 1 English
Pupils should be able to:
Listening
• Identify familiar sounds from the environment
• Demonstrate understanding of simple instructions, directions and questions
• Show appreciation of a short aural text
• Identify rhyming words in a short aural text
Speaking
• Demonstrate willingness to join in oral activities
• Introduce themselves
• Begin to pronounce words accurately with support
• Use common greetings and polite forms
• Begin to name items related to everyday life
• Begin to name actions and feelings
• Name the days of the week
• Begin to use pronouns
• Begin to use common question words
• Begin to respond to simple ‘yes/no’ questions
• Begin to state position using basic prepositions
• Begin to vary intonation according to purpose
Reading
• Demonstrate understanding that print contains a message
• Show interest in reading activities
• Recognise and name alphabets
• Differentiate between capital and small letters
• Demonstrate awareness of basic conventions of text
• Provide personal response to a story
• Demonstrate phonemic awareness
Writing
• Write the letters of the alphabet
• Begin to recognize word and sentence boundaries
• Copy/complete simple words and sentences with support
• Begin to use basic punctuation marks
ix

Getting started

Getting started
Hop on the
English bus!
Learning English is fun!
Learning English is fun!
We learn to read and
We learn to write.
Learning English is fun!
We play games and
We sing songs.
Learning English is fun!
Let’s start with the alphabets!
2

Activity 1: We sing the alphabet song.
We learn: a, b, c, d, e
Activity 2: I play the letter hunt.
I find: a, b, c, d, e.
a
b
e
d
c
3

Getting started
Activity 3: I match the children with the correct balloons.
b a d e c
A B C D
E
4

Activity 4: I write the alphabets.
5

6
Getting started

That was easy! Stay on
the bus and sing a song:
‘The wheels on the bus
go round and round’.
We learn: f, g, h, i, j
Activity 5: I colour the letters as shown.
g i h j f
h f g f i
j g j i h
h i f i g
f j h g j
7

Getting started
Activity 6: Who is in the English bus? I write the missing letter.
H
I
___ ans
___ sabelle
J
F
G
___ amila
___ arzeen
___ eeta
8

Activity 7: I write letters f, g, h, i, j.
9

10
Getting started

Good job! Take a break
and sing: ‘The more we
get together’.
We learn: k, l, m, n, o
Activity 8: I match the small and capital letters.
k l m n o
M K L O N
11

Getting started
Activity 9: I write the alphabets in the correct order.
p
o
n
m
q
Activity 10: I write letters k, l, m, n, o.
12

13

Getting started
We learn: p, q, r, s, t
Activity 11: I trace along the dotted lines.
q
p
r
t
s
Activity 12: I match the letters.
p
q
r
s
t
Q
S
R
T
P
14

Activity 13: I write letters p, q , r, s, t.
15

Getting started
We’re almost there.
Let’s sing: ‘Twinkle
twinkle little star’.
16

We learn: u, v, w, x, y, z
Activity 14: I connect the dots to guide the rocket.
u
v
w
x
y
z
Activity 15: I circle the letters indicated.
u sun house cup
v vase van cave
w wall seesaw wave
x ox box six
y yoyo play yellow
z zoo zebra pizza
17

Getting started
Activity 16: I write letters u, v, w, x, y, z.
18

19

Getting started
Hooray! We know all our
alphabets. Let’s sing:
‘If you’re happy’!
20

Naming colours
Activity 17: We listen to a song - ‘The colours song’.
Activity 17a: I help the fairy colour the garden.
blue
yellow
green
red
green
red
21

Getting started
Activity 17b: I trace over the words.
Activity 18a: I help the fairy colour the flowers.
pink
orange
purple
22

Activity 18b: I trace over the words.
Activity 19a: I make patches on the puppies as indicated.
black
white
brown
23

Getting started
Activity 19b: I trace over the words.
Creative fingers
Activity 20: Let’s make a letter stand.
Materials
Cardboard of A4 size
Wax crayons/Colouring pencils
Small decorative items
(e.g. filao seeds, glitter)
Scissors
Glue
24

Step 1: Fold the cardboard about 8 cm from the bottom.
8 cm
Step 2: Trace the first letter of your name on the upper part of
the cardboard.
Step 3: Decorate your letter by colouring it. Make drawings or stick
decorative items on it.
Your letter stand is ready. Put it on your desk!
25

26
Getting started

1
Meet Ben!
Unit one

Unit 1: Meet Ben!
Hello. My name is Ben.
I am a boy.
I am 5 years old.
I am in Grade 1.
Activity 1: I introduce myself.
Tell your friend
about yourself!
Hello. My name is _________________________ .
I am a ________________ .
I am ______________ years old.
I am in ____________________________ .
28

Little writers
Activity 2: I make a name tag.
Name ________________
Class ________________
Vocabulary building
Activity 3: We listen and sing along.
‘Hello, good morning’
Hello, good morning,
Hello, good morning,
How is everyone today?
Hello, good morning,
Hello, good morning,
I’m so glad you came to play.
The sun is shining,
The birds are singing,
What a way to start the day.
If we keep singing,
Hello good morning,
We’ll be happy come what may.
(Source: https://www.youtube.com/
watch?v=ctfDBR90-6Q)
29

Unit 1: Meet Ben!
Activity 4: The weather chart: I choose the correct drawing
and I match.
Today, the weather is
sunny
rainy
Storytime
Activity 5: We listen to and read the story: ‘Good morning, Ben’.
30

Activity 6a: I draw Ben’s family. I match the words with the people.
Ben’s family
mother father Ben
brother
31

Unit 1: Meet Ben!
Activity 6b: I draw my family. I label the drawing.
My family
mother sister brother father grandmother grandfather
32

Activity 7: We learn about greetings.
Look at the pictures.
What is Ben doing?
What does he say?
Good morning!
Good night.
Hello.
Good bye.
33

Unit 1: Meet Ben!
Activity 7a: What does Ben say? I match the pictures with
the words.
Good night.
Good morning.
Hello.
Goodbye.
Tell your friends when
you use these words.
34

Activity 7b: We listen and sing along.
‘Hello, how are you?’
Hello, hello, hello,
How are you?
I’m fine, I’m fine,
I hope that you are too.
Hello, hello, hello,
How are you?
I’m fine, I’m fine,
I hope that you are too.
(Source: https://www.youtube.com/
watch?v=hqx2phxn_cM)
Activity 8: Taking care of myself.
Ben, what do you do
when you wake up?
I brush my teeth.
35

Unit 1: Meet Ben!
I wash my face.
I comb my hair.
I know a fun song.
Let’s sing it together.
Activity 8a: We listen and sing along.
‘This is the way we brush our teeth’.
This is the way we brush our teeth,
We brush our teeth,
We brush our teeth,
This is the way we brush our teeth,
So early in the morning.
This is the way we wash our face,
We wash our face,
We wash our face,
This is the way we wash our face,
So early in the morning.
This is the way we comb our hair,
We comb our hair,
We comb our hair,
This is the way we comb our hair,
So early in the morning.
(Source: https://www.youtube.com/
watch?v=lUrYQ_h51XM)
36

Activity 8b: We play a guessing game.
That was fun! Let’s play a
game now! You must guess
what I am doing.
You are brushing
your teeth.
Play with us!
Activity 8c: I draw the appropriate picture.
I brush my teeth.
37

Unit 1: Meet Ben!
I wash my face.
I comb my hair.
38

Activity 9: We learn about the rooms in Ben’s house.
Where does Ben brush
his teeth?
Look at the rooms in
our house and tell us
the answer!
bedroom
bathroom
living room
kitchen
39

40
Unit 1: Meet Ben!

Activity 9a: I cut the labels and I stick them below the
correct picture.
bathroom
kitchen
living room
bedroom
41

42
Unit 1: Meet Ben!

Grammar time
Activity 10: “Yes” or “No”.
Ben and Vick are playing a game.
Is my T-shirt blue?
Yes.
Can I fly?
No.
Activity 10a: Let’s play the “Yes/No” game.
1. Does mother cook in the kitchen?
2. Do we sleep in the bedroom?
3. Do we brush our teeth in the dining room?
4. Is it sunny today?
5. Is Ben a girl?
43

Unit 1: Meet Ben!
Activity 10b: I colour the correct box.
“Kwik, kwik.”
Is Ben brushing
his teeth?
Is it raining?
Does the bird say:
“Vroom, vroom.”
Yes No Yes No Yes No
Sound it out
Activity 11: /b/
“buzz buzz”
Ben is buzzing
like a busy bee...
buzz, buzz, buzz.
44

Activity 11a: I listen and circle the letter that says /b/.
bee ball box
boat
bat
bed
Activity 11b: I complete the words. I write the letter ‘b’.
___ in
___ ook
___ rothers
___ aby
45

Unit 1: Meet Ben!
Activity 12: /f/
Fanny the fox
Finds the fish
Fantastic!
Activity 12a: Let’s play a game. We clap when we hear /f/.
father
box
fox
hat
fan
table
family
foot
46

Activity 12b: I complete the words with the letter that says /f/.
iona
lower
rog
ish
Activity 13: /m/
Mother makes
mango milkshake
on Mondays.
47

Unit 1: Meet Ben!
Activity 13a: I find the bones with /m/ words.
I match them with Max.
mouse
ball
man
Max
moon
fox
mother
boy
Activity 13b: I complete the words with the letter that says /m/.
48

Activity 14: /s/
Hiss, hiss
“Hiss hiss,”
says the snake.
“I can sing a
short song.
Hiss, hiss.”
Activity 14a: I listen to the words. I cut words with /s/ on
page 51 and paste them in the box.
49

50
Unit 1: Meet Ben!

mat
sisters
sofa
foot
socks
sink
51

52
Unit 1: Meet Ben!

Activity 14b: I complete the words with the letter that says /s/.
even
oap
53

Unit 1: Meet Ben!
Creative fingers
Activity 15: Let’s make a house.
Materials
Scissors
Colouring pencils or crayons
Glue
Step 1: Cut out the walls and roof of the house.
Wall
Roof
54

Step 2: Draw the windows and the door. Colour your house.
Step 3: Fold the paper as shown. Apply glue on the flaps.
Glue
Glue
Fold
Fold
Fold
Step 4: Stick the walls and the roof.
Your paper house is ready!
55

56
Unit 1: Meet Ben!

57

58
Unit 1: Meet Ben!

I check what I know
1. I look at the picture and I tick the correct words.
bedroom
bathroom
1
2
living room
kitchen
3
4
1. Ben’s ______________ is in the bedroom (sister, brother).
2. Ben is in the ______________ (bedroom, bathroom).
3. Father is in the ______________ (bathroom, living room).
4. _____________ is in the kitchen (Father, Mother).
59

Unit 1: Meet Ben!
2. I tick the correct sentence.
It is sunny.
It is rainy.
“Good morning, Ben.”
“Good night, Ben.”
I wash my face.
I brush my teeth.
“Hello.”
“Good bye.”
60

4a. I listen and I match words starting with the same sound.
man
sofa
fox
mug
bag
book
sun
fish
4b. I say a word with one of the sounds:
/b/, /m/, /f/, /s/.
61

62
Unit 1: Meet Ben!

2
At school
Unit two

Unit 2: At school
We learn the days of the week.
Hooray! It’s Monday morning.
I’m going to school. We go to
school on five days. Do you
know the days of the week?
Activity 1: We listen and sing along.
‘The days of the week’.
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
7 days a week.
It’s Monday
It’s Tuesday
It’s Wednesday
It’s Thursday
It’s Friday
Here comes the weekend.
It’s Saturday
It’s Sunday
Here comes the weekend.
The weekend’s so much fun!
(Source: https://www.youtube.com/
watch?v=spi77By9-iA)
64

I have a favourite
activity everyday!
Activity 1a: I trace the days of the week.
Story time
65

66
Unit 2: At school

Storytime
Activity 2: We listen to and read the story: ‘Ben goes to school.’
67

Unit 2: At school
Vocabulary building
Activity 3: Let’s visit Ben’s school.
Hello friends. Let’s
visit my school.
68

Activity 3a: I match the pictures with the words.
playground
English class
office
classroom
pupils
teacher
69

Unit 2: At school
Activity 4: Let’s visit Ben’s classroom.
Come in my classroom.
What can you see?
whiteboard
book
bag
desk
chair
eraser
ruler
sharpener
pencil
70

Activity 4a: I cut and stick the correct picture in each box.
desk
sharpener
chair
ruler
pencil
eraser
bag
whiteboard
71

72
Unit 2: At school

73

74
Unit 2: At school

Activity 4: We listen and sing along.
‘How’s the weather?’
How’s the weather?
How’s the weather today?
Is it sunny?
Is it rainy?
Is it cloudy?
Is it snowy?
How’s the weather today?
Let’s look outside
How’s the weather?
Is it sunny today?
Let’s look outside
How’s the weather?
Is it rainy today?
Let’s look outside
How’s the weather?
Is it cloudy today?
Let’s look outside
How’s the weather?
Is it snowy today?
How’s the weather?
How’s the weather?
How’s the weather today?
Is it sunny?
Is it rainy?
Is it cloudy?
Is it snowy?
How’s the weather today?
(Source: https://www.youtube.com/
watch?v=rD6FRDd9Hew)
75

Unit 2: At school
Activity 5: The weather chart.
Hooray! It’s windy today.
We will fly our kites
during the PE class!
Activity 5a: I write the appropriate words in the blanks.
Today is ___________
Monday
Tuesday Wednesday Thursday Friday
The weather is ____________
rainy sunny windy cloudy
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Grammar time
Activity 6: We listen and sing along.
‘Classroom commands’
Be quiet.
Take out your book.
Open your book.
Close your book.
Stand up. Sit down.
Wiggle all around
And do it again.
Pick up your pen.
Put down your pen.
Come here.
Give me your book.
Stand up. Sit down.
Wiggle all around
And do it again.
(Source: https://www.youtube.com/
watch?v=8UAyg4l_AFw)
77

Unit 2: At school
Activity 6a: We learn about classroom instructions.
School is fun but we
must follow instructions!
Line up.
Listen attentively.
Open your book.
Wait for your turn.
Raise your hand.
Stand up.
78

Activity 6b: I match each instruction with the corresponding picture.
I raise my hand.
I open my book.
I line up.
I stand up.
79

80
Unit 2: At school

Activity 6c: I cut and paste the instructions.
Sit down.
Open your book.
Be quiet.
Line up.
81

82
Unit 2: At school

Sound it out
Activity 7: /d/
Dolly rings the
bell… ding dong
ding dong.
Activity 7a: I listen and colour the letter that says /d/.
dog
doll
duck
desk
domino
dolphin
83

Unit 2: At school
Activity 7b: I listen and complete the words. I write the letter ‘d’.
__ esk
__ oll
__ uck
__ og
Activity 8: /æ/
“ah, ah, ah.”
The angry ant bit
Anna. Anna cried:
“ah, ah, ah.”
84

Activity 8a: We listen and circle words with /æ/.
apple
book
animals
avocado
pencil
ant
Activity 8b: I listen and complete the words with the letter ‘a’.
85

Unit 2: At school
Activity 9: /n/
My new neighbour,
Nelly, is a nice nurse.
Activity 9a: Let’s play a game. We clap when we hear /n/.
86

Activity 9b: I complete the words with the letter that says /n/.
Activity 10: /k/
“click click click.”
Kitty the cat is
clicking pictures
of the kite……
click click click.
87

Unit 2: At school
Activity 10a: I listen and I trace the letters to complete the words.
88

Activity 10b: I help Kitty. I cut the pictures on page 91 and
stick words that start with /k/ in her box.
89

90
Unit 2: At school

kite
cap
snake
nose
cake
fan
cup
key
kettle
mat
91

92
Unit 2: At school

Little writers
Activity 11: I add the missing letter and complete the words.
d n a
93

Unit 2: At school
Creative fingers
Activity 12: Let’s make a little bin.
Materials
A paper cup
Paint or wax crayons
Paper
Scissors
Glue
Step 1: Paint the paper cup with your favourite colours.
Step 2: Make drawings on paper.
94

Step 3: Cut and paste them to decorate the bin.
Step 4: Use your bin and keep your classroom clean!
95

Unit 2: At school
I check what I know
1. I tick the correct word.
English class
teacher
pupil
ruler
eraser
office
classroom
sharpener
pencil
chair
desk
whiteboard
bag
96

2. I choose and write the missing days on the beads.
Monday
_______
Wednesday
_______
Friday
_______
Sunday
Tuesday Saturday Thursday
3. I tick the correct instruction for each picture.
Stand up.
Raise your hand.
Open your book.
Line up.
97

Unit 2: At school
4a. I listen and I colour the box indicating the correct sound.
/a/ /d/ /a/ /n/
/n/ /k/ /d/ /k/
4b. I say a word with one of the sounds: /n/, /a/, /k/, /d/.
98

3
It’s playtime
Unit three

Unit 3: It’s playtime!
We learn the months of the year.
Look at my birthday gift.
It’s a ball!
Activity 1: We listen and sing along.
‘The months chart’
January
February
March
April
May
June
July
August
September
October
November
December
(Source: http://supersimplelearning.com/
songs/original-series/three/themonths-chant/)
100

Activity 2: We talk about games.
Do you like to play games?
Storytime
Activity 3: We listen to and read a story - ‘Fun at the playground!’
101

Unit 3: It’s playtime!
Vocabulary building
We had fun at the playground.
Activity 4: We listen and sing along.
‘If you’re happy and you know it’.
If you’re happy and you know it,
Say ‘hooray, hooray’!
If you’re happy and you know it,
Say ‘hooray, hooray’!
If you’re angry and you know it,
Stomp your feet,
Stomp, stomp!
If you’re angry and you know it,
Stomp your feet,
Stomp, stomp!
If you’re tired and you know it,
Go to sleep,
Zzzz, Zzzz.
If you’re tired and you know it,
Go to sleep,
Zzzz, Zzzz.
If you’re sad and you know it,
Here’s a hug:
Hug, hug!
If you’re sad and you know it,
Here’s a hug:
Hug, hug!
102

Activity 4a: We name feelings.
Ben is happy.
Ben is sad.
Ben is bored.
Ben is angry.
Activity 4b: Let’s make smiley faces with playdough.
happy
sad
angry
bored
103

Unit 3: It’s playtime!
Activity 4c: I say and copy the words.
happy
sad
angry
bored
________
________
________
________
Activity 5: We name actions.
We push our friend
on the swing.
We hang from the
monkey bars.
104

We run and kick
the ball.
We jump up
and down.
Activity 5a: We listen and do actions.
It’s more fun with
a song!
105

Unit 3: It’s playtime!
Activity 5b: We listen and sing along.
‘How about you?’
How about you?
How about you?
How about you?
What can you do?
Jump, I can jump.
Jump, I can jump.
Jump, jump, jump, jump,
I can jump.
Swim, I can swim.
Swim, I can swim.
Swim, swim, swim, swim,
I can swim.
Ride a bike, I can ride a bike.
Ride a bike, I can ride a bike.
Ride, ride, ride, ride,
Ride a bike.
How about you?
How about you?
How about you?
What can you do?
(Source: https://www.youtube.com/
watch?v=7MKmbyfhkkE)
106

Activity 5c: I match the words with the pictures.
jump
push
run
kick
hang
107

Unit 3: It’s playtime!
Football is my favourite
game. What about yours?
Activity 6a: I name my favourite game.
108

Activity 6b: I cut and paste the words to label the pictures.
merry-go-round
seesaw
monkey bars swing slide
109

110
Unit 3: It’s playtime!

Activity 6c: Let’s play ‘Guess the game’.
Watch your friends
perform an action and
guess the game.
Activity 7a: We listen and sing along.
‘Up and down’
Up and up and up and up
Things go up and things go down
Up and up, up to the sky
Watch balloons fly and fly
Up up up up
Down down down
Up up up up
And down it comes again.
(Adapted from: https://www.youtube.com/
watch?v=Se618pRAROc)
111

Unit 3: It’s playtime!
Activity 7b: We play a game - We jump left and right,
forward and backward.
Let’s get moving! Listen
to your teacher. Jump
left or right, forward
or backward!
Grammar time
Activity 8a: Let’s play a guessing game - We say ‘who’.
Who is your friend?
Who has a red pencil?
Who has a blue bag?
Who has a big pencil case?
112

Activity 8b: I write ‘who’.
a. ________ is he?
He is Vick.
Water
b. ________ is she?
She is Ben’s mother.
c. ________ is playing?
Ben is playing.
d. ________ is she?
She is Ben’s teacher.
113

Unit 3: It’s playtime!
Activity 9: We learn ‘I’ and ‘you’.
I am Ben.
You are Vick.
114

I am Nikhil.
You are Rishabh.
Activity 9a: I write ‘I’.
____ have a pencil.
____ brush my teeth.
____ swing.
115

Unit 3: It’s playtime!
Activity 9b: I write ‘You’.
____ play football.
_____ have a pen.
____ are a girl.
116

Little writers
Activity 10a: I form sentences. I paste them next to
the correct picture on pg 119.
Ben and Vick
go to the playground.
with their friends.
They play
the ball.
They kick
The seesaw
goes up and down.
117

118
Unit 3: It’s playtime!

119

120
Unit 3: It’s playtime!

Sound it out
Activity 11a: /h/
Happy Harry has a huge hat.
Ha ha ha!
Harry climbs up the hill.
Hurrah! Hurrah! Hurrah!
Activity 11b: I listen and circle the letter that says /h/.
hat hen hill
horse hair hammer
121

Unit 3: It’s playtime!
Activity 11c: I trace the letter ‘h’. I write the words again.
en
________
orse
________
ammer
________
at
________
122

Activity 12a: /e/
Elly the elephant and
his friend Eddy eat
eggs for breakfast.
Elly and Eddy have a
big belly.
Activity 12b: I listen. I colour the item when I hear /e/.
egg
house
elbow
elephant
sun
123

Unit 3: It’s playtime!
Activity 12c: I complete the words with the letter that says /e/.
I draw lines to match.
..... gg
..... lephant
..... lbow
Activity 13a: /p/
“Pip! Pip! Pip!”
Polly plays with her
puppy. Her puppy is
called Pip.
Polly runs after Pip
and calls: “Pip! Pip! Pip!”
124

Activity 13b: Let’s play a game. We hop like a rabbit
when we hear /p/.
pencil
pawpaw
pot
dress
frog
pan
125

Unit 3: It’s playtime!
Activity 14c: I complete the words with the letter that says /p/.
__ encil
__ awpaw
__ ig
__ an
126

Activity 15a: /l/
Lala the lion has a
long tail….la la la
Lala the lion has long
legs….la la la
Activity 15b: I listen and trace the letters to complete the words.
127

Unit 3: It’s playtime!
Activity 15c: I listen and complete only words starting with /l/.
I write the words with /l/ again.
____ izard ____ at ____ ion ____ en ____ eaf
_____________ _____________ _____________ _____________ _____________
128

Creative fingers
Activity 16: Let’s make a football player.
Materials
Tissue roll
Paint or wax crayons
Scissors
Glue
Step 1: Colour the different parts of the player on page 131.
A
B
129

130
Unit 3: It’s playtime!

Step 2: Cut out the pieces.
A
B
131

132
Unit 3: It’s playtime!

Step 3: Stick them on the tissue roll as shown.
A
B
Put your players together to make a football team!
A
A
B
B
133

Unit 3: It’s playtime!
I check what I know
1. I tick the correct word.
sad
happy
bored
angry
seesaw
swing
slide
merry-go-round
134

2. I match the words with the pictures.
jump
kick
run
135

Unit 3: It’s playtime!
3. I listen to the sound at the beginning of the words. I colour
the word yellow when I hear /h/.
hat egg house hen
elbow
elephant
Finish
hill
hand
136

4. I listen to the sound at the beginning of the words. I cut and
paste the pictures on the correct page.
/p/
/l/
pear lizard pen
leaf
137

138
Unit 3: It’s playtime!

5. I say ‘I’ or ‘You’.
_________ am Ben.
_________ are Vick.
139