Name:

_____________
_____________
Professor V. NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation

The english panel

Mauritius Institute of Education

Dr (Mrs) Aruna Ankiah-Gangadeen - Panel Coordinator, Associate Professor
Dr Pascal NADAL - Senior Lecturer
Mrs Reshma KOOMAR - 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 theme-
related 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
a-z
alphabets
Naming colours Red, blue, yellow, green, pink, orange, purple, brown, white, black

Creative fingers 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.’
• Members of • Days of the week • Months
the Family • School • Games
• Greetings • Stationery • Directions
Vocabulary building • Action verbs • Weather • Action
(self-care routine) verbs (games)
• Rooms in the house • Feelings
• Weather
• Classroom • I/You
Grammar time • Yes/no
instructions • Who

Little writers Fill in a name tag Complete words Form simple sentences

Creative Fingers Paper house Little bin Football player

/b/ /d/ /h/

/m/ /n/ /e/
Sound it out
/f/ /æ/ /p/
/s/ /k/ /l/
• Score a goal
phonics game
• Clean the garden
• Click on the balloon • Take Ben around
phonics game
phonics game the playground
ICT activities • Memory phonics game
• Listen and match vocabulary game
• Follow the instructions
vocabulary activity • Say how Ben is
vocabulary activity
feeling vocabulary
activity
• Politeness • Friendship • Politeness
(greeting people) • Abiding by rules • Life skills
Cross-curricular • Life skills (hygiene) • Keeping the (Keeping fit)
• Importance environment clean • Team spirit and
of family fair play

• Hello, good morning. • The days of • If you’re happy and

• Hello, how are you? the week you know it
Songs / poems • This is the way we • How’s the weather? • How about you?
brush our teeth • Classroom commands • Up and down

• Vocabulary • Vocabulary • Vocabulary

I check what
• Grammar • Grammar • Grammar
I know
• Phonics • Phonics • 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 t
he
English b
us!

is fun!
Learning English

is fun!
Learning English
and
We learn to read
.
We learn to write
is fun!
Learning English
d
We play games an
We sing songs.

is fun!
Learning English
e alphabets!
Let’s start with th

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.

e
a
b

c
d
3
 Getting started

Activity 3: I match the children with the correct balloons.

b a d e c

C D E
A B

4
Activity 4: I write the alphabets.

5
 Getting started

6
 That was ea
sy! Stay on
the bus and
sing a song:
‘The wheels
on the bus
go round an
d 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
 Getting started

10
 Good job!
Take a br
and sing: eak
‘The more
get togeth we
er’.

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.

q
o
p n m

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.

p r

t s

Activity 12: I match the letters.

p Q
q S
r R
s T
t P
14
Activity 13: I write letters p, q , r, s, t.

15
 Getting started

ere.
e ’r e a lmost th
W
s i n g : ‘Twinkle
Let ’s
l i t t l e star’.
twink l e

16
 We learn: u, v, w, x, y, z

Activity 14: I connect the dots to guide the rocket.

v
u w

y
x 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

r
a y ! W e k now all ou
Hoor g:
. Let’s sin
alphabets
happy’!
‘If you’re

20
 Naming colours

Activity 17: We listen to a song - ‘The colours song’.

Activity 17a: I help the fairy colour the garden.

ue
bl

low
yel

e en
gr

re
d
een
gr

d
re

21
 Getting started

Activity 17b: I trace over the words.

Activity 18a: I help the fairy colour the flowers.

k ple
ge

n
pi ur
an

p
or

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
 Getting started

26
 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.

sunny
Today, the weather is

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
 Unit 1: Meet Ben!

40
Activity 9a: I cut the labels and I stick them below the
correct picture.

bathroom kitchen

living room bedroom

41
 Unit 1: Meet Ben!

42
 Grammar time

Activity 10: “Yes” or “No”.

Ben and Vick are playing a game.

Yes.
Is my T-shirt blue?

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 Does the bird say:

Is it raining?
his teeth? “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

ish
rog

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

mothe boy
moon fox r
Max

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
 Unit 1: Meet Ben!

50
mat sisters

sofa foot

socks sink

51
 Unit 1: Meet Ben!

52
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
 Unit 1: Meet Ben!

56
57
 Unit 1: Meet Ben!

58
 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
 Unit 1: Meet Ben!

62
 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
 Unit 2: At school

66
 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

desk chair
bag

sharpener
eraser ruler

pencil

70
Activity 4a: I cut and stick the correct picture in each box.

desk sharpener

chair ruler

pencil eraser

bag whiteboard

71
 Unit 2: At school

72
73
 Unit 2: At school

74
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

76
 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
 Unit 2: At school

80
Activity 6c: I cut and paste the instructions.

Sit down. Open your book.

Be quiet. Line up.

81
 Unit 2: At school

82
 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.

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 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
 Unit 2: At school

90
kite cap

snake nose

cake fan

cup key

kettle mat

91
 Unit 2: At school

92
 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 ruler office

pupil eraser classroom

sharpener chair whiteboard

pencil desk 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.

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 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/the-
months-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
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 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
 Unit 3: It’s playtime!

110
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.

Wat
er 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
 Unit 3: It’s playtime!

118
119
 Unit 3: It’s playtime!

120
 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.

129
 Unit 3: It’s playtime!

130
Step 2: Cut out the pieces.

131
 Unit 3: It’s playtime!

132
Step 3: Stick them on the tissue roll as shown.

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 bored

happy angry

seesaw slide

swing 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
 Unit 3: It’s playtime!

138
5. I say ‘I’ or ‘You’.

_________ am Ben.

_________ are Vick.

139