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CONVERSATIONS Achieve Fluency in Verbal Communication

Teacher Manual

NEP 2020 based |

NCF compliant

Teacher led activities

Teacher Manual

CONVERSATIONS Achieve Fluency in Verbal Communication

Expert Opinion Dr Rejaul Karim Barbhuiya Assistant Professor, Central Institute of Educational Technology (CIET), NCERT, Ministry of Education, Government of India

Times have changed. Today is not the time of memorising and copying. Students must be enabled to think for themselves and articulate their thoughts well. They should be able to participate meaningfully and confidently in day-to-day activities – whether they be buying groceries, registering a formal complaint, or voicing opinions freely. A problem-solving attitude, critical outlook, scientific temperament and creativity are non-negotiable skills in the 21st century.

Ms Sonia Kumari Assistant Professor, Kamala Nehru College, University of Delhi

Dr Aakash Chowkase Post-doctoral Research Fellow, University of California, Berkeley, USA, Department of Psychology

NEP 2020 acknowledges the multilingual reality of India and asserts that the bridge of home language or other familiar language is absolutely crucial for children in the foundational years, not only to help them to comprehend basic subjects, but also to acquire additional languages like English. Thus, the needs-based and systematic use of learners' home languages should be encouraged in the classrooms, along with an anxiety-free, purpose-oriented and input-rich environment.

The National Education Policy 2020 talks about technology playing an important role in improving the learning outcomes and learning experiences of children. With the growing penetration of the internet and the easy availability of smartphones and other electronic devices, both parents and teachers can participate in and supervise children's learning through various online apps, quizzes, videos, e-books, educational games and so on. In a nutshell, digital learning has the potential to impact on what children learn and how they learn.

In the post-Covid world, more than ever before, the parents' role is being seen as pivotal to children's growth and learning. The National Education Policy 2020 released by the Government of India, recognises parents as equal partners in their children's education. At home, it is important for caregivers to create a safe, engaging and positive environment for children to learn, apply themselves and have fun. Parents can also engage actively with children around their homework, curricular and co-curricular activities and projects.

Aparna Dixit Head of Content and Research, Centre for Learning Resources

Foreword In the age of globalisation and unprecedented technological advancement, English stands as a universally comprehensible medium of communication. It has evolved into one of the essential tools that learners require to thrive in today's world and secure their future. Studies from across the globe have also shown that English communication skills significantly impact on career prospects and lifelong learning. Functional and fluent communication skills in English, encompassing the crucial facets of LSRW (Listening, Speaking, Reading, and Writing), are pivotal for children's knowledge acquisition, intellectual, social, and emotional development and lifelong learning. In particular, robust listening and speaking skills not only form the bedrock of the language learning process but also pave the way for enhanced reading and writing capabilities. Yet, the majority of educational efforts prioritise teaching reading and writing from the very outset, sometimes neglecting listening and speaking skills. These foundational skills are often overlooked in educational institutions due to high pupil-teacher ratios, lack of opportunities to express themselves in English, and, most significantly, a lack of structured and dedicated class time for honing these skills. It is within this context that Uolo Speak has been introduced as a groundbreaking English program tailored for learners in pre-primary to grade 8, with a special emphasis on English listening and speaking. In alignment with the National Education Policy (NEP) of 2020 and the learning outcomes set forth by the National Council of Educational Research and Training (NCERT). The Conversations book serves as the classroom-based avenue for developing functional speaking skills. The book contains teacher-led English speaking and listening activities that adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR). This approach systematically guides learners in mastering the targeted competencies. Through these activities, learners engage in high-quality, age-appropriate, and experiential tasks that foster confidence and fluency in English. The accompanying Teacher Manual provides in-depth implementation plans for these activities. The mobile interface of this educational product ensures consistent practice of functional English skills. These exercises transcend conventional question types, employing cutting-edge technology to facilitate learning and provide instant feedback. For instance, learners can practise English speaking on the App and receive AI - generated feedback. This allows learners to grow skills over a period of time and gain confidence to express themselves in English in their daily lives. Uolo Speak offers a potent, captivating, and unique learning experience for learners. It embodies a pragmatic, results-oriented approach to cultivating indispensable functional English skills required for the 21st century. We extend our warmest wishes to all educators, parents, and learners as they embark on this exciting journey with Uolo Speak, filled with fun and joyful experiences.

Dr Laraine O'Connell

D. Litt., English, North West University, South Africa I am a veteran English teacher and lecturer, with a great love for English and for teaching.

I have taught English and trained teachers over many years. I live in South Africa and it is a wonderful experience working with a company promoting the learning of English in India.

iii

Instructional Model “In the 21st century, language teaching must go beyond traditional approaches and must aim to enable students to use language skills in real-life contexts for a wide variety of purposes” (NEP, 2020).

According to Vygotsky and Krashen’s theory of second language teaching, language acquisition happens

best when learners are engaged in purposeful and meaningful tasks in an anxiety-free, non-judgmental, communication-oriented, input-rich, supportive and stress-free environment, along with a lot of scaffolding practices. This approach to second-language teaching is also highlighted by the NIPUN Bharat Mission document and NEP, 2020.

In this context, the Conversations series, along with the learning activities designed in it, can play a crucial

role in creating an input-rich environment, employing diverse avenues for speaking practice in a fear-free and non-judgemental setting, coupled with real-time feedback.

The book has been developed based on the ‘Gradual Release of Responsibility’ (GRR) model—a teaching-

and-learning model that has been widely recommended by the NEP, 2020 and the NCF, 2023. The GRR has been promoted by educational researchers and practitioners all over the world for its effectiveness in promoting student engagement and deep understanding of content and skills.

The GRR model includes three steps, each one consecutively shifting the ‘responsibility’ from teachers to learners so that learners become independent users of the language.

I do: The teacher first provides explicit instructions and modelling that initiate the learning process. We Do: As learners begin to grasp the content and skills, the teacher also begins to shift the responsibility to them, facilitating a guided practice where the teacher and the learners participate collaboratively.

You Do: Finally, the learners take full ownership of their learning through independent practice and the application of the skills learnt in the program.

Based on this approach, there are three core instructional models on which the activities work (please refer to lesson plans in the Teachers' Manual for greater clarity). These are: I do

We do

You do

Listen

Echo

Express and Repeat (E&R)

Fully guided; Modelled speaking by

Collaborative: Shared speaking

Independent practice and

the teacher

between the learners and the teacher

application by the learners

To sum it up, this has been created with a view to doing away with the fear of speaking in English among learners and allowing them to express themselves confidently in English in real-life situations.

CONTENTS

1 2 3 4 5 6 7 8 9 10 11 12

Meetings and Greetings

Time to Rhyme

Magic Words

Listen and Do

About Myself

My Family and Friends

My Daily Routine

Let Us Talk

100

Can I Have It?

114

I Ask Questions

128

My Feelings

142

Let Me Tell You!

156

First Day at School

My Pet Friends

Sharing Is Caring

Let’s Get Fit!

Vihaan Welcomes a Guest

Dear Diary

Ready for School

The Painting

Sana Makes Three Wishes

Who Will Win?

My Friend Dino!

A Day at the Zoo v

Chapter Outcomes Chapter No.

Chapter Title

Big Skill

Listening Speaking Competencies

Meetings and Greetings

Greeting others

Greet others Respond to greetings

Time to Rhyme

Singing poems or rhymes

Sing short poems and rhymes Sing poems and rhymes with action

Magic Words

Using polite expressions

Use polite expressions in day-to-day interactions Respond to polite expressions

Listen and Do

Following and giving simple instructions

Understand and follow simple action commands Use simple action words to give clear instructions

About Myself

Talking about oneself

Understand simple questions about oneself Respond to basic questions about oneself using simple words / phrases

My Family and Friends

Talking about family and friends

Understand simple questions about family and friends Respond to basic questions about one’s family and friends using simple words / phrases

7 8 9

10 11

My Daily Routine

Sharing one’s daily routine

Understand simple questions about one’s daily routine Respond to basic questions about one’s daily routine, using simple words / phrases

Let Us Talk

Participating in simple conversations

Understand simple questions during a conversation Respond to simple questions using a few words during a conversation

Can I Have It?

Making polite requests

Make simple requests politely Respond to requests politely

I Ask Questions

Asking simple questions

Ask simple questions using what, who and where Ask simple questions in a conversation

My Feelings

Sharing one’s feelings

Express simple feelings like happy, sad, proud, excited and worried Show emotions while expressing one’s feelings

Let Me Tell You!

Sharing one’s experiences

Understand simple questions about one’s experiences Answer simple questions about one’s experiences

Student Selection Activities In order to ensure participation of the maximum number of learners during the classroom presentations and to keep the surprise element going, you can try the following quick games for inviting learners to participate:

• Randomly pick the learners’ names written on chits / ice cream sticks / playing cards. • Ask the learners to write code names for themselves on a chit. Randomly pick the chit from the jar and ask who it belongs to.

• Call out the roll number randomly. • Say some unique identification markers, e.g. the one who is carrying a blue water bottle, the one who has a red bag, the one who was born in the month of March, the one whose birth date is 15, the one

who has curly hair, the one who has two ponytails, the one who was born on the same date as that on

which the lesson is being taught, the one who has the same roll number as the date when the lesson is being taught.

• Throw a ball of paper or a plastic ball and give an opportunity to the one who catches it. • Throw a ball of paper or a plastic ball and give an opportunity to the person who is sitting next to the one who catches it.

• Sing a song/recite a poem while students swiftly pass an object from one to the other. The one who is holding it when the song/poem ends, has to present.

• After their presentation, each student invites the next presenter. • Open a book randomly at a page. Call out that (roll) number for presentation. • Pick any letter flashcard from a pile of flashcards. Choose the one whose name starts/ends with that letter.

• Pick any learner’s identity card / passport-size photograph / notebook placed upside down on a table. Call that student for a presentation.

• Roll a dice once to call out a single digit (roll) number, or roll a dice twice to call out a double digit (roll) number for presentation.

• At the count of three, the learners as well as the teacher show a number from 1-10 using their fingers. The learner whose number matches the teacher’s will be invited to present.

• Play stone, paper, scissor with the whole class. Invite those students first whose action matches yours. • At the count of three, the teacher as well as the learners will show a colour flashcard. The learners whose colour matches with the teacher’s is invited to present first.

vii

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

viii

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xii

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

xiii

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Student Tracking Sheet Chapter 1

Student Name

Speak on the Spot

xiv

Plan and Speak

Chapter 2 Speak on the Spot

Plan and Speak

Chapter 3 Speak on the Spot

Plan and Speak

Chapter 4 Speak on the Spot

Plan and Speak

Section _ _ _ _ _ Chapter 5 Speak on the Spot

Plan and Speak

Chapter 6 Speak on the Spot

Plan and Speak

Chapter 7 Speak on the Spot

Plan and Speak

Chapter 8 Speak on the Spot

Plan and Speak

Chapter 9 Speak on the Spot

Plan and Speak

Chapter 10 Speak on the Spot

Plan and Speak

Chapter 11 Speak on the Spot

Plan and Speak

Chapter 12 Speak on the Spot

Plan and Speak

Chapter 1

Meetings and Greetings

Big Skill: Greeting others Learning Objectives: Learners will be able to: • greet others. • respond to greetings.

Chapter 1

Meetings and Greetings

Period 1

Greeting others

UE24CB_Grade 1.indb 1

12/13/2023 3:38:38 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 1—Meetings and Greetings. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you see in the picture? (In the picture, we can see four children, a woman, a balloon seller and some shops.) 2. What do you think the two girls are saying in the picture? (One girl may be saying, ‘Hi’. The other girl may be saying, ‘Hello’.) 3. Do the two girls look happy? (Yes, they look happy.) 4. Where are the two girls? (They are at a fair.) Read aloud the model description of the cover page. Say: On the cover page, we can see a fair. We can see a balloon seller with colourful balloons. A girl is standing near him. We can also see a mother and a daughter. The two girls are greeting each other. You may explain the meaning of ‘greeting’ to the learners. Greeting means saying ‘Hi’ or ‘Hello’ when we meet someone.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 2 of your content book. We will read the poem—First Day at School. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What is the girl doing? (She is waking up. / She is yawning.) 2. What time of the day do you think it is in the picture? (In the picture, I think it is early morning.) 3. What do you think the mother is saying? (I think the mother is saying, ‘Wake up!’. / I think that the mother is saying, ‘It is time for school’.) Explain: We are going to read a poem called First Day at School. It is about a little girl called Tia. Her mother wakes her up in the morning. It is Tia’s first day at school. Tia’s mother asks her how she will greet everyone at the school. Now, let us begin reading. Instruct: Pay attention to the words Tia uses to greet her new friends.

Chapter 1 • Meetings and Greetings

Listen

First, I’ll say good morning,

I’ll say I’m fine, thank you.

Hello, and how are you?

2 And when they say the same to me,

UE24CB_Grade 1.indb 2

What will you say?

Go to school, meet new friends.

It’s your first day.

Wake up, Tia. Wake up, Tia!

First Day at School

12/13/2023 3:38:42 PM

Period 1

UE24CB_Grade 1.indb 3

Chapter 1 • Meetings and Greetings

wave (vayv): to move the hand from side to side in the air to say hello or goodbye to someone

wake up (vayk.up): to get up after sleep

meet (meet): to come together face to face with someone

leave (leev): to go away from a place

fine (fyn): good and healthy

Just wave them goodbye!

And in the end, when you leave,

That’s a good try.

Well done, Tia. Well done, Tia!

12/13/2023 3:38:45 PM

Talking Book

Period 1 continued During the Text

Read the poem aloud OR play the Talking Book in the classroom. You may read the poem aloud using proper voice modulation and expression. You may do some actions while reading the poem and ask the learners to follow what you are doing. You may pause at the annotations and ask these suggested questions. After 1 What will Tia say first to her new friends? (Tia will first say, “Good morning”.)

You can use hand gestures to show ‘hello’, ‘how are you?’ and ‘goodbye’. Ask the learners to mirror you when you do these actions.

After 2 What will Tia say after “good morning”? (She will say, “Hello, and how are you?”.)

After 3 What will Tia say when someone asks her, “How are you?” (She will say, “I’m fine, thank you.”) After 4 What will Tia do when she leaves? (She will wave and say, “Goodbye”.)

You can rephrase the learners’ answers in complete sentences based on their responses. For example: She will say, ‘Hello, and how are you?’.

After the Text

You may ask these suggested questions. 1. What should you say when you meet someone in the morning? (I should say ‘Good morning’.) 2. What can you say to greet someone? (I could say, ‘Hello, how are you?’.) 3. What do you say when you are leaving? (When I am leaving, I say ‘Goodbye’.)

Chapter 1 • Meetings and Greetings

Well done, Tia. Well done, Tia! That’s a good try. And in the end, when you leave,

Talking Book

Period 1

Just wave them goodbye!

fine (fyn): good and healthy

leave (leev): to go away from a place

meet (meet): to come together face to face with someone wake up (vayk.up): to get up after sleep

wave (vayv): to move the hand from side to side in the air to say hello or goodbye to someone

Chapter 1 • Meetings and Greetings

UE24CB_Grade 1.indb 3

12/13/2023 3:38:45 PM

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—fine (fyn). Instruct: Repeat the meaning after me—good and healthy. Instruct: Repeat the sentence after me—I am fine. Repeat this process for the other keywords as well.

5 mins

Echo

Word

Pronunciation Meaning

Sentence

leave

leev

to go away from a place

I say goodbye to my friends when I leave school.

meet

to come together, face-to-face, with someone

I meet my friends at school.

wake up

vayk.up

to get up after sleep

I wake up early in the morning.

wave

vayv

to move the hand from side to side in the air to say hello or goodbye to someone

I wave Rakesh hello every day.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I say / goodbye / to my / friends / when I / leave / school.

You may explain the meaning of the words by associating them with actions. For example, to explain ‘wake up’, you may stretch both your arms.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘fine’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. My sister is fine now. 2. I leave home early for school. 3. I meet my cousins every weekend. 4. I wake up late on Sundays. 5. I wave and say goodbye to my friends.

Conclusion

4 mins

Say: We read a poem called First Day at School. In the poem, the mother asks Tia what she will say to her friends when she meets them. We learnt how to greet people. We practised saying ‘good morning’, ‘hello’, ‘hi, how are you’, and ‘goodbye’. We also learnt the words ‘fine’, ‘leave’, ‘meet’, ‘wake up’ and ‘wave’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 4. Learn to greet people and respond to them politely by listening to and repeating the projects given in the app. Chapter 1 • Meetings and Greetings

E&R

E-Speak 1 Practise at Home PROJECT 1A

Good Morning!

Sneha greets her mother after she wakes up. Listen to her and record it.

PROJECT 1B

Period 2

Good Day!

Sneha says something to her father before he goes to the office. Listen and record it.

PROJECT 1C

Goodbye!

Sneha’s grandfather greets her before she leaves for school. Listen to her reply and record it.

UE24CB_Grade 1.indb 4

12/13/2023 3:38:46 PM

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Meetings and Greetings. In the last class, we read a poem called First Day at School. In the poem, Tia tells her mother how she will greet her friends at school. We also learnt the keywords ‘fine’, ‘leave’, ‘meet’, ‘wake up’ and ‘wave’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this poem and the projects, we are learning how to greet people. We are also learning how to reply politely when someone greets us.

Listen

Example from Text: In the poem, Tia tells her mother that in the morning, she will say “good morning” to her friends and ask them, “how are you?”. We ask, “How are you?” to find out about someone’s health and feelings. When her friends ask her, “How are you?”, she will reply, “I’m fine.” She will say “Goodbye” to her friends when she leaves the school. We say “goodbye” when we are leaving from somewhere. Example from E-Speak 1: As a part of your homework project, you heard how Sneha greeted her mother with ‘good morning’ when she woke up. You heard her say ‘goodbye’ to her father when he left for the office. You also listened to Sneha’s reply when her grandfather greeted her.

Echo E-Speak 1

8 mins

Say: Now, I shall say how Sneha greets and responds to greetings. Instruct: Repeat the Project 1A after me—Good morning, Mom! It is a bright day today. Instruct: Repeat the Project 1B after me—Goodbye, Dad! Have a nice day. Instruct: Repeat the Project 1C after me—Goodbye! Take care. I will see you in the afternoon. You may break the sentences into meaningful chunks for the learners to repeat. For example: Good morning, / Mom! / It is / a bright day / today.

Chapter 1 • Meetings and Greetings

Echo

Speak on the Spot Boost Your Speaking

Good to See You! Imagine your teacher is your friend. You meet your friend after a long time. Say the greetings politely.

Hello … ! (name of your friend)

Hi … ! How are you? (your name)

… Thank you for asking. I am fine.

Where were you?

I am good.

I am doing well.

Period 2

I was … Hope you had fun. We missed you at school. on a trip.

at my uncle’s house.

Oh! …

on a vacation.

See you in school tomorrow. Goodbye!

That is so sweet of you.

Thank you so much.

I missed you all too.

See you. … Goodbye!

Bye. Take care.

Have a good day.

Nice to meet you.

Smile and be polite.

Look at the teacher when you speak. 5

Chapter 1 • Meetings and Greetings

UE24CB_Grade 1.indb 5

12/13/2023 3:38:48 PM

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine meeting your friend after a long time. How will you greet him/her and respond to his/her greetings? I will be your friend, and you have to greet me and respond to my greetings.

E&R

Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may read aloud the model responses given below between the learners’ presentations, if needed. These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences. Model Responses: 1. Student 1: Hello, Tina! Teacher: Hi, Varsha! How are you? Student 1: I am fine. Thank you for asking. Teacher: Where were you? Student 1: I was on a trip. Teacher : I hope you had fun. We missed you at school. Student 1: Oh! I missed you all too. Teacher: See you in school tomorrow. Goodbye! Student 1: See you. Goodbye! 2. Student 2: Hello, Raghav! Teacher: Hi, Monal! How are you? Student 2: I am doing well. Thank you for asking. Teacher: Where were you? Student 2: I was on a vacation. Teacher: I hope you had fun. We missed you at school. Student 2: Oh! I missed you all too. Teacher: See you in school tomorrow. Goodbye. Student 2: See you. Have a good day. If the learners present well and conﬁdently, give feedback like ‘Well done!’, ‘Good job!’, or ‘Keep it up!’. In case the learners struggle, you can say, ‘Let us try together’, ‘You can do it’ or ‘You should speak loudly’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app how you will greet the principal of your school when you meet him/her in the corridor. Practise in front of the camera and make several attempts before submitting your final response. The best response will be read out to the class. 2. Plan and Speak: You have to imagine it is your birthday. You have to give sweets to your teachers and greet them. Write down how you will greet them and answer to their greetings. Practise saying the sentences aloud, again and again, in front of your friends or an older family member. Chapter 1 • Meetings and Greetings

E-Speak 2 PROJECT 1D

Practise at Home

Greet the Principal

You meet the principal of your school in the corridor. What will you say? Tell us in 1-2 lines.

Gaming Zone It’s Fun Time

Greetings

Match the pictures with the greetings. One has been done for you.

Period 3

Good evening

Good morning

Good night

Hello

UE24CB_Grade 1.indb 6

12/13/2023 3:38:49 PM

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Greetings. Say: On the left, you have some pictures, and on the right, you have some greetings related to the picture. Match the pictures with the greetings. Show the example given in the book. Instruct: Now, match the remaining pictures on the left with the correct greetings on the right. You may ask these suggested questions. 1. What do you say when you meet someone? (I say, ‘Hello’. / I say ‘Hi’.) 2. What do you say when you meet your friend in the evening? (I say, ‘Good evening’.) 3. What do you say after waking up in the morning? (I say, ‘Good morning’.) 4. What do you say when someone is going to bed? (I say, ‘Good night!’.)

Listen Echo E-Speak 2

8 mins

Say: You did a project called ‘Greet the Principal’, where you greeted the principal when you met him/her in the corridor. Instruct: Listen to my response to the project.

Listen

‘Good morning, ma’am! Have a good day!’ Say: Now, you will listen to another response and repeat after me. ‘Good morning, sir! How are you today?’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Good morning, / sir! / How / are / you / today?

You can also read a few of the best responses submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 1 • Meetings and Greetings

Echo

UE24CB_Grade 1.indb 7

Chapter 1 • Meetings and Greetings

I am doing well

I am fine, thank you Thank you

Good afternoon

12/13/2023 3:38:54 PM

Goodbye

Good morning

Have a good day!

I am good, thanks.

You too ma’am/ sir.

Happy birthday to you!

. It is my birthday today.

(name of the student)

ma’am/sir.

Good morning/ Good afternoon How are you?

1Write: Complete the sentences.

It is your birthday today. You have to give sweets to your teachers. Practise greeting aloud. Then, present it in the classroom.

Welcome Back to School!

The Final Show

Plan and Speak

UE24CB_Grade 1.indb 8

Notes Corner

Smile and look at your teacher when you speak.

You can read from the book.

Speak politely and loudly.

3 Present: Present your lines to the class.

2 Practise: At home, practise saying the greetings with an elder.

Period 3

12/13/2023 3:39:01 PM

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class how you will greet your teachers on your birthday while giving them sweets.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may assist the learners who are not able to ﬁnd the right words. Advise learners to look at you when they reply. Model Responses: 1. Student 1: Good morning, ma’am. Teacher: Good morning, Manoj. How are you? Student 1: I am fine, thank you. It is my birthday today. Teacher: Happy birthday to you! Student 1: Thank you! Teacher: Have a good day! Student: 1 You too ma’am. Goodbye. 2. Student 2: Good afternoon, sir. Teacher: Good afternoon, Meera. How are you? Student 2: I am good, thanks. It is my birthday today. Teacher: Happy birthday to you! Student 2: Thank you! Teacher: Have a good day! Student 2: You too sir. Goodbye.

3. Student 3: Good morning, ma’am. Teacher: Good morning, Raghav. How are you? Student 3: I am doing well, thanks. It is my birthday today. Teacher: Happy birthday to you! Student 3: Thank you! Teacher: Have a good day! Student 3: You too ma’am. Thank you! If the learners present conﬁdently, give feedback like, ‘Well done!’, ‘Good job!’, or ‘Keep it up!’. In case the learners struggle, you can say, ‘Let us try together’ or ‘May I help you?’.

Conclusion

2 mins

Say: In this chapter, we learnt how to greet people and how to respond to their greetings in a polite manner.

Chapter 1 • Meetings and Greetings

Chapter 2

Time to Rhyme

Big Skill: Singing poems or rhymes Learning Objectives: Learners will be able to: • sing short poems and rhymes. • sing poems and rhymes with action.

Chapter 2

Time to Rhyme

Period 1

Singing poems or rhymes

UE24CB_Grade 1.indb 9

12/13/2023 3:39:03 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 2—Time to Rhyme. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. How many children are there in the picture? (There are two children in the picture.) 2. Do you see any animal in the picture? (Yes, there is a cat and a bird in the picture.) 3. What is the cat holding? (The cat is holding a sitar / a guitar.) 4. What are the children doing? (The children are singing. / The children are singing on the stage.) Read aloud the model description of the cover page. Say: On the cover page, there are two children, a cat and a bird. The boy and the cat are holding musical instruments. Everybody is singing a rhyme. It seems that they are performing on a stage. We can also see different musical notes around the stage. You may explain the meaning of ‘rhyme’ to the learners. A rhyme is a short poem which has rhyming words at the end of each line. Rhyming words are words that end with the same sound like, mat-rat, house-mouse, etc.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 10 of your content book. We will read the poem—My Pet Friends. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Who is there in picture 1? (In the picture, there is a boy, a cat, a dog and a mouse.) 2. What is the boy doing in picture 1? (The boy is playing with the animals. / The boy is playing with his pets.) 3. Who is sleeping in picture 2? (The cat is sleeping in picture 2.) 4. What is the dog doing in picture 2? (The dog is playing with a stick.) Explain: We are going to read a poem called My Pet Friends. It is about a boy who has three pet animals—a cat, a dog and a mouse. He and his pets live happily together. They never fight. Now, let us begin reading. Instruct: Pay attention to the rhyming words used in the poem at the end of each line. Chapter 2 • Time to Rhyme

Listen

UE24CB_Grade 1.indb 10

Kiki is a cute little mouse, Who runs all around the house.

Timmy is my dog, Who plays with a log.

Lily is my cat, Who sleeps on the mat.

My Pet Friends

12/13/2023 3:39:07 PM

Period 1

UE24CB_Grade 1.indb 11

Chapter 2 • Time to Rhyme

together (tuh.geh.thuh): with each other

moonlight (moon.lyt): light that comes from the moon

mat (mat): a piece of cloth on which you sit or lie down

little (lit.uhl): something that is small

around (a.round): everywhere

I see them talking in the moonlight, They play together and never fight!

They like to play in the rain, And I like to play with my train.

12/13/2023 3:39:12 PM

Talking Book

Period 1 continued During the Text

Read the poem aloud OR play the Talking Book in the classroom. You may pause after every stanza and emphasise on the rhyming words and their sounds to help the learners understand better, like, cat-mat, dog-log, etc. You may pause at the annotations and ask these suggested questions. After 1 What is the name of the cat? (The name of the cat is Lily.)

For annotation 2, you may ask learners if they know any other word that rhymes with the word ‘log’. For example: fog, jog.

After 2 Which word in the poem sounds like ‘log’? (The word ‘dog’ sounds like ‘log’.) After 3 Where do the pet animals like to play? (The pet animals like to play in the rain.) After 4 What do the pet animals do in the moonlight? (The pet animals talk in the moonlight.)

You can rephrase the learner’s responses into complete sentences and ask them to repeat after you. For example: The pet animals talk in the moonlight.

After the Text

You may ask these suggested questions. 1. Do you have any pet animals at home? (Yes, I have pet animals at home. / No, I don’t have pet animals at home.) 2. What are the names of the boy’s pet animals? (The names of the boy’s pets are Lily, Timmy and Kiki.) 3. Who runs around the house? (The mouse / Kiki runs around the house.) 4. Tell a word that rhymes with the word ‘cat’. (The word that rhymes with ‘cat’ is sat / bat / fat / hat / pat / rat.)

Chapter 2 • Time to Rhyme

They like to play in the rain, And I like to play with my train.

Talking Book

Period 1

I see them talking in the moonlight, They play together and never fight!

around (a.round): everywhere little (lit.uhl): something that is small mat (mat): a piece of cloth on which you sit or lie down moonlight (moon.lyt): light that comes from the moon together (tuh.geh.thuh): with each other

Chapter 2 • Time to Rhyme

UE24CB_Grade 1.indb 11

12/13/2023 3:39:12 PM

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning, and the example sentence. Instruct: Repeat the word after me—around (a.round). Instruct: Repeat the meaning after me—everywhere.

Instruct: Repeat the sentence after me—The mouse ran around the house. Repeat this process for the other keywords as well. Word

Pronunciation Meaning

Sentence

little

lit.uhl

something that is small

I saw a little puppy.

mat

a piece of cloth on which you sit or lie down Rishi sat on the mat.

moonlight

moon.lyt

light that comes from the moon

The moonlight is very bright.

together

tuh.geh.thuh

with each other

We play together in the park.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: We / play / together / in the / park.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘around’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. I ran around in the garden. 2. This is a little house. 3. I will play on the mat. 4. There is no moonlight today. 5. We all sing together at school.

Conclusion

4 mins

Say: Today, we read the poem called My Pet Friends. In this poem, a boy has three pet animals—a cat, a dog, and a mouse. These three pet animals play together and never fight. We learnt rhyming words like cat-mat, house-mouse, train-rain. We also learnt the words ‘around’, ‘little’, ‘mat’, ‘moonlight’ and ‘together’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 12. Learn to sing a poem by listening to and repeating the projects given in the app.

Chapter 2 • Time to Rhyme

E-Speak 1 Practise at Home PROJECT 2A

My Teacher

Leena wrote a poem for her teacher. Listen to her poem and record it.

PROJECT 2B

Period 2

You Teach Me

In her poem, Leena talks about what her teacher teaches her. Listen and record it.

PROJECT 2C

Thank You, Teacher!

Leena thanks her teacher in her poem. Listen and record it.

UE24CB_Grade 1.indb 12

12/13/2023 3:39:13 PM

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Time to Rhyme. In the last class, we read a poem called My Pet Friends. In this poem, a boy has three pet animals, a cat, a dog, and a mouse. These three pet animals play together and never fight. We learnt rhyming words like cat–mat, house–mouse, train–rain, etc. We also learnt a few keywords ‘around’, ‘little’, ‘mat’, ‘moonlight’ and ‘together’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this poem and the projects, we are learning to sing short rhymes and poems with actions.

Listen

Example from Text: My Pet Friends is a short rhyme about three animals, a cat, a mouse and a dog. Through this poem, we are learning to sing rhymes. We read a rhyme by singing in tune. A rhyme becomes interesting with rhyming words and actions. There were rhyming words like, ‘cat’ and ‘mat’, ‘house’ and ‘mouse’, ‘dog’ and ‘log’, ‘rain’ and ‘train’, etc. Example from E-Speak 1: As a part of your homework project, you heard Leena sing a poem about her teacher. The poem uses rhyming words like, ’dear’ and ‘fear’, ‘too’ and ‘do’, and ‘best’ and ‘blessed’.

Echo E-Speak 1

8 mins

Say: Now, I shall sing the poems told by Leena about her teacher. Listen carefully to the rhyming words at the end of each line. Instruct: Repeat the Project 2A after me—To my teacher, / Kind and dear: / You make learning fun, / And without fear. Instruct: Repeat the Project 2B after me—You teach us numbers, / Letters too, / And all the things, / We need to do. Instruct: Repeat the Project 2C after me—Thank you, teacher, / You are the best. / In your class, / I feel blessed. You may read the projects in tune and add some actions to make them interesting for learners to repeat after you.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Thank you, / teacher, / You are / the best.

Chapter 2 • Time to Rhyme

Echo

Speak on the Spot Boost Your Speaking

Let Us Sing Sing the poem The Funny Bunny with your teacher. Then, present the poem to the class.

The Funny Bunny I am a bunny,

Period 2

Cute and funny. I can jump and hop, I never stop. I sleep, I eat, Many animals I meet.

Sing the poem loudly and in tune. Use hand actions and face expressions. You can read from the book.

Chapter 2 • Time to Rhyme

UE24CB_Grade 1.indb 13

12/13/2023 3:39:14 PM

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, we will sing the poem, The Funny Bunny, together. So, repeat after me.

E&R

You may sing the poem in tune and with proper voice modulation. Add some actions to make it interesting and fun. For example: do the actions of ‘funny’, ‘jump’, ‘hop’, ‘sleep’, and ‘eat’ to make it fun for the learners. Say: Now, you will come to the front and sing the poem to the class. Instruct: Practise singing the poem for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to use actions wherever possible during their presentations. Motivate them to sing the poem in tune. Model Response: The Funny Bunny I am a bunny, Cute and funny. I can jump and hop, I never stop. I sleep, I eat, Many animals I meet.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the name of your favourite rhyme and speak about it in 2 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to write about your favourite rhyme on page no. 15 and learn to sing the rhyme in tune. Practise singing it with actions. You may ask your parents to help you.

Chapter 2 • Time to Rhyme

E-Speak 2 PROJECT 2D

Practise at Home

I Like It

It is fun to listen to rhymes! What is the name of your favourite rhyme? What is it about? Tell us in 1-2 lines.

Gaming Zone Oh, I Know This!

It’s Fun Time

Period 3

Circle the rhymes that you know.

Twinkle Twinkle Little Star

Hickory Dickory Dock

Cobbler Cobbler

Humpty Dumpty

Jack and Jill

Hey Diddle Diddle

UE24CB_Grade 1.indb 14

12/13/2023 3:39:18 PM

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Oh, I Know This! Say: Look at the pictures of the rhymes given. Do you know these rhymes? Let us look at the pictures and the names of these rhymes. Instruct: Now, circle the rhymes that you know. You may ask these suggested questions. 1. In which rhyme does the mouse climb up the clock? (In the rhyme Hickory Dickory Dock, the mouse climbs up the clock.) 2. In which rhyme do a boy and a girl, go up the hill? (In the rhyme Jack and Jill, a boy and a girl go up the hill.) 3. In which rhyme does the cow jump over the moon? (In the rhyme Hey Diddle Diddle, the cow jumps over the moon.) 4. In which poem does someone fall from a wall? (In the rhyme Humpty Dumpty, someone falls from a wall.)

You may ask the learners if they remember any of the rhymes mentioned and sing them together.

Listen Echo E-Speak 2

8 mins

Say: You did the digital project called ‘I Like It’, where you told us about your favourite rhyme.

Listen

Instruct: Listen to my response to the project. ‘My favourite rhyme is Jack and Jill. In this rhyme, Jack and Jill went up the hill to get water. Suddenly, Jack fell down. Jill also came tumbling after him.’ Say: Now, you will listen to another response and repeat after me. ‘My favourite rhyme is I Am a Little Teapot. In this rhyme, a little teapot describes itself and says that you can fill it with boiling water.’ You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: My / favourite / rhyme is / I Am / a Little Teapot. / In this rhyme, / a little teapot / describes itself / and says that / you can ﬁll it / with boiling water.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat them.

Chapter 2 • Time to Rhyme

Echo

UE24CB_Grade 1.indb 15

Chapter 2 • Time to Rhyme

(Sing your rhyme)

Listen to my rhyme!

It is about

My favourite rhyme is

Hello!

1Write: Write about your favourite rhyme.

12/13/2023 3:39:22 PM

All of us love to sing rhymes. Practise singing your favourite rhyme with actions. Then, present it in the class.

My Favourite Rhyme

The Final Show

Plan and Speak at home.

UE24CB_Grade 1.indb 16

Notes Corner

Smile and look at your friends when you sing the rhyme.

Sing in tune and with expressions.

Use actions when you sing the rhyme.

3 Present: It’s time for you to present your rhyme to the class!

12/13/2023 3:39:27 PM

2 Practise: Now, practise singing the rhyme in front of your parents,

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, it is your turn to sing your favourite rhyme in the class. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to sing the rhyme with actions and expressions. They can also sing a rhyme in their home language. Model Responses: 1. Hello! My favourite rhyme is Wheels on the Bus. It is about a bus that is going on the road. Listen to my rhyme! The wheels on the bus go Round and round, round and round, round and round. The wheels on the bus go round and round, All through the town. 2. Hello! My favourite rhyme is One, Two, Buckle My Shoe. It is about counting up to 10. Listen to my rhyme! One, two, Buckle my shoe. Three, four, Shut the door. Five, six, Pick up sticks. Seven, eight, Lay them straight. Nine, ten, A big fat hen. If the learners present well, you can give feedback like ‘Keep it up!’, ‘Well done!’ and ‘Good job!’. In case the learners struggle to present, you can say, ‘Let me help you.’, ‘You are doing great, let us try it together.’, etc. to boost their conﬁdence.

Conclusion

2 mins

Say: In this chapter, we learnt to sing rhymes with rhyming words. We also learnt how to sing the rhyme in tune and with actions.

Chapter 2 • Time to Rhyme

Chapter 3

Magic Words

Big Skill: Using polite expressions Learning Objectives: Learners will be able to: • use polite expressions in day-to-day interactions. • respond to polite expressions.

Chapter 3

Magic Words Period 1

Using polite expressions

UE24CB_Grade 1.indb 17

12/13/2023 3:39:28 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 3—Magic Words. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Who do you see in the picture? (I see a girl and a boy in the picture.) 2. Where are the children? (The children are in a park / garden.) 3. What is the girl doing? (The girl is helping the boy.) Read aloud the model description of the cover page. Say: On the cover page, we can see a beautiful park. There is a girl and a boy in the park. They look worried. The boy fell down and the girl helped the boy get up.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 18 of your content book. We will read the story—Sharing Is Caring. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Where are the children? (The children are in a classroom.) 2. What is the teacher doing? (The teacher is teaching.) 3. What are the children doing? (They are studying. / They are listening to the teacher.) 4. Why do you think the girl is standing? (I think the girl is standing because she is looking for a seat. / I think the girl is standing because she is angry with her seat partner.) Explain: We are going to read a story called Sharing Is Caring. It is about Sara’s first day at school. In the story, we will read how Sara and Ruchi become friends by sharing their things. Now, let us begin reading. Instruct: Pay attention to the words and expressions used in the story by Sara and Ruchi when they help each other.

Chapter 3 • Magic Words

Listen

UE24CB_Grade 1.indb 18

“Sure!” says Ruchi. “Thank you so much,” says Sara.

Sara says to Ruchi, “Excuse me! I do not have crayons. Can you please share with me?”

“Please take out your drawing books and crayons,” says the teacher.

It is Sara’s first day at school. She sits with Ruchi.

Sharing Is Caring

12/13/2023 3:39:33 PM

Chapter 3 • Magic Words

welcome (wel.kum): a nice thing to say when someone says thank you

thanks (thanks): a nice thing to say when someone helps you

share (shair): to give something that you have

excuse me (ik.skyooz.me):: you say it if you want someone to listen to you

bring (bring): to take something to a place

This is how Sara makes a new friend.

Ruchi thanks Sara. Sara says, “You are welcome, Ruchi.”

Sara says to Ruchi, “You can share my food.”

It is lunchtime now. Uh-oh! Ruchi did not bring her lunch.

UE24CB_Grade 1.indb 19

Period 1

12/13/2023 3:39:38 PM

Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. You may read the story with proper voice modulation and expression. You may pause at words like ‘excuse me’, ‘thank you so much’ and ‘welcome’ and explain the learners when these words are used. You may pause at the annotations and ask these suggested questions. After 1 Who do you sit with at school? (I sit with Nihal at school.) After 2 How did Sara ask for the crayons? (She asked Ruchi politely for the crayons. / She asked, “Can you please share with me?”)

For annotation 1, you may motivate the learners to give the name of their partner, who is sitting with them on the day of the lesson.

After 3 Who did not bring lunch? (Ruchi did not bring lunch.) After 4 What do you say when someone says ‘thank you’? (We say ‘welcome’ when someone says ‘thank you’.)

You may rephrase the learners’ responses into complete sentences and ask them to repeat after you. For example: Ruchi did not bring lunch.

After the Text

You may ask these suggested questions. 1. Whose first day is it at school? (It is Sara’s first day at school.) 2. How did Sara ask for the crayons? (Sara said, ”Excuse me! I do not have crayons. Can you please share with me?”) 3. What did Sara say to Ruchi when she shared the crayons with her? (Sara said, ”Thank you so much.”) 4. How will you ask a friend to share his/her lunch with you? (Please share your lunch with me. / Can you please share your lunch with me?)

Chapter 3 • Magic Words

Talking Book

Period 1

It is lunchtime now. Uh-oh! Ruchi did not bring her lunch. Sara says to Ruchi, “You can share my food.” Ruchi thanks Sara. Sara says, “You are welcome, Ruchi.” This is how Sara makes a new friend.

bring (bring): to take something to a place

excuse me (ik.skyooz.me):: you say it if you want someone to listen to you share (shair): to give something that you have

thanks (thanks): a nice thing to say when someone helps you

welcome (wel.kum): a nice thing to say when someone says thank you

Chapter 3 • Magic Words

UE24CB_Grade 1.indb 19

12/13/2023 3:39:38 PM

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—bring (bring). Instruct: Repeat the meaning after me—to take something to a place. Instruct: Repeat the sentence after me—Please bring the book. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

excuse me

ik.skyooz.me

you say it if you want someone to listen to you

Excuse me, please pass the salt.

shair

to give something that you have

I share my toys with my sister.

thanks

a nice thing to say when someone helps you

Thanks for the lovely gift.

welcome

wel.kum

a nice thing to say when someone says thank you

You are welcome.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Excuse me, / please / pass / the salt.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘bring’ and tell them to me.

E&R

Repeat this process with all the keywords. Model Responses: 1. Please bring one pencil for me. 2. Excuse me, do you have my book? 3. I share my storybooks with my friends. 4. Thanks for making breakfast. 5. I say ‘welcome’ when someone says ‘thank you’.

Conclusion

4 mins

Say: Today, we read a story called Sharing Is Caring. It was about Sara’s first day at school, and we read how she and Ruchi became friends by sharing crayons and lunch with each other. We learnt the words ‘bring’, ‘excuse me’, ‘thanks’, ‘share’ and ‘welcome’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 20. Learn to say polite words by listening to and repeating the projects given in the app. Chapter 3 • Magic Words

E-Speak 1 Practise at Home PROJECT 3A

Please Tell Me

Arpit is asking his sister, Maya, to tell him a story. Listen and record it.

PROJECT 3B

Let Me Tell You Period 2

Maya replies to Arpit. Listen to her and record it.

PROJECT 3C

Thank You!

Arpit thanks his sister. Listen to him and record it.

UE24CB_Grade 1.indb 20

12/13/2023 3:39:40 PM

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Magic Words. In the last class, we read a story called Sharing Is Caring. In this story, we read how Sara and Ruchi became friends by sharing things with each other. We learnt what to say when someone helps us. We also learnt the keywords ‘bring’, ‘excuse me’, ‘thanks’, ‘share’ and ‘welcome’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to use polite expressions in our day-to-day lives. We are also learning how to respond to polite expressions. We say ‘thank you’ when someone helps us. We say ‘excuse me’ when we want someone to listen to us, and we say ‘welcome’ when someone says thank you to us.

Listen

Example from Text: In the story, we saw that when Sara wanted to call Ruchi she said, “Excuse me”. Sara used “please” to request Ruchi for the crayons. When Sara shared her lunch with Ruchi, Ruchi said ”thank you” and in return, Sara responded by saying ”You are welcome, Ruchi.” Example from E-Speak 1: As a part of your homework project, you heard Arpit requesting his sister Maya to tell him a story. He used polite words like ‘please’ and ‘thank you’.

Echo E-Speak 1

8 mins

Say: Now, I shall speak what Arpit and Maya told each other. Instruct: Repeat the Project 3A after me—Hello! I want to listen to a story. Please tell me a nice story. Instruct: Repeat the Project 3B after me—Alright, Arpit! I will tell you an interesting story. Instruct: Repeat the Project 3C after me—Thank you so much! You are so sweet!

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Hello! / I want / to listen / to a story. / Please / tell me / a nice story.

Chapter 3 • Magic Words

Echo

Speak on the Spot Boost Your Speaking

I Am Hungry You came back from school. You are hungry. Say the lines with your teacher.

... Mom! Good evening, ... (name of the student) I am very hungry. ... make something for me? Sure. What do you want to eat?

Period 2

I want to eat ... Okay. I will make it. Did you wash your hands? ... mom. I forgot it. I will wash them now. Good girl. ... mom! no

good evening

can you please

please

thank you

excuse me

sorry

hello

Speak loudly and politely. You can read from the book. 21

Chapter 3 • Magic Words

UE24CB_Grade 1.indb 21

12/13/2023 3:39:41 PM

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that you came back from school and you are very hungry. You have to ask your mother to give you some food to eat. I will play the role of your mother. You have to present your lines with me.

E&R

Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may complete the entire dialogue with each learner. Guide the learners to say polite words with the correct expressions. Model Responses: 1. Student 1: Hello Mom! Teacher: Good evening, Riya. Student 1: I am very hungry. Can you please make something for me? Teacher: Sure. What do you want to eat? Student 1: I want to eat a sandwich. Teacher: Okay. I will make it. Did you wash your hands? Student 1: No, mom. I forgot it. I will wash them now. Teacher: Good girl. Student 1: Thank you, mom! 2. Student 2: Good evening, Mom! Teacher: Good evening, Rohan. Student 2: I am very hungry. Please make something for me. Teacher: Sure. What do you want to eat? Student 2: I want to eat a bowl of fruit salad. Teacher: Okay. I will make it. Did you wash your hands? Student 2: Sorry, mom. I forgot it. I will wash them now. Teacher: Good boy. Student 2: Thank you, mom! You may change the phrase from ‘Good girl’ to ‘Good boy’, when the learner you are asking the questions to is a boy.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app what you will say to your friend on whom you accidentally spilled some water. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Choose any two sentences from page no. 23 and write a polite response to them. You may ask for help at home to do the work correctly. Practise saying the sentences aloud, again and again, in front of an older family member. Chapter 3 • Magic Words

E-Speak 2 Practise at Home

PROJECT 3D

Oops!

You spilled water on your friend. What will you say? Say it in 1-2 lines.

Gaming Zone It’s Fun Time

Circle the Words

Period 3

Read the words given below. Circle them.

SORRY WELCOME

PLEASE HELLO

UE24CB_Grade 1.indb 22

12/13/2023 3:39:43 PM

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Circle the Words. Say: Let us solve this word puzzle. Read the four polite words written below the balloons. Find them in the puzzle and circle them. Show the example given in the book. Instruct: Now, find the words in the puzzle. You may ask these suggested questions. 1. What is the word written below the pink air balloon? (The word written below the pink air balloon is ‘SORRY’.) 2. What is the word written below the blue air balloon? (The word written below the blue air balloon is ‘WELCOME’.) 3. What is the word written below the yellow air balloon? (The word written below the yellow air balloon is ‘PLEASE’.) 4. What is the word written below the green air balloon? (The word written below the green air balloon is ‘HELLO’.) 5. If you broke someone’s toy, what would you say? (I would say sorry.) 6. If you need some help, what would you say? (I would say please.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Oops!’, where you shared what you would say to your friend if you accidentally spilled water on him or her.

Listen

Instruct: Listen to my response to the project. ‘I am sorry for spilling the water on you. I did not see that you were standing here.’ Say: Now, you will listen to another response and repeat after me. ‘I am so sorry. I spilled water on you by mistake.’ You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I am / so sorry. / I spilled / water / on you / by mistake.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 3 • Magic Words

Echo

42 hello

thank you

UE24CB_Grade 1.indb 23

Chapter 3 • Magic Words

please

goodbye

I want to talk to a new friend. I say

welcome

sorry

I break my friend’s crayon. I say

I want my sister’s colours. I say

I go home from school. I say

My friend thanks me for picking up her notebook. I say

I borrow my friend’s eraser. I say

I give back my teacher’s pencil. I say

I see my friend in the class. I say

1Write: Write the polite expressions.

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excuse me

We should always be polite. Choose any TWO sentences and write what you will say. Then, speak about them in the class.

What Will I Say?

The Final Show

Plan and Speak

UE24CB_Grade 1.indb 24

Notes Corner

Use the help words.

Look at your friends when you speak.

Speak with expressions and hand actions.

Speak politely.

3 Present: Now, say any two sentences in the classroom.

2 Practise: Practise these lines at home with an elder.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: We should always speak politely. Now, you need to present any two sentences from page no. 23, in front of the class. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Ask them to use expressions and hand actions while speaking. Model Responses: 3. Hello friends! I go home from school. I say ‘goodbye’. I break my friend’s crayon. I say ‘sorry’. Thank you. 4. Good afternoon, friends! I want my sister’s colours. I say ‘please’. I want to talk to a new friend. I say ‘excuse me’. Thank you.

1. Hello friends! I see my friend in the class. I say ‘hello’. I borrow my friend’s eraser. I say ‘please’. Thank you. 2. Good morning, everyone! I give back my teacher’s pencil. I say ‘thank you’. My friend thanks me for picking up her notebook. I say ‘welcome’. Thank you.

If the learners present conﬁdently, you can give them feedback like ‘Well done!’, ‘Good work!’ or ‘Keep it up!’. In case the learners struggle, you can say, ‘Let me help you.’, ‘You are doing well, let us try together’. You may motivate them to speak loud and clear during their presentations and not to be shy.

If time permits, you may encourage learners to say the appropriate polite word/s for the given situations. For example: When you meet your teacher in the morning—Good morning / Hello; When you go away from some place—Bye / Goodbye; When you break a friend’s toy—Sorry; When someone gives you water—Thank you; When someone says ‘thank you’—You are welcome. Add as many other situations as possible.

Conclusion

2 mins

Say: In this chapter, we learnt to say polite words and respond to polite expressions in our day-to-day lives. We can now use polite words such as ‘thank you’, ‘excuse me’ and ‘sorry’.

Chapter 3 • Magic Words

Chapter 4

Listen and Do

Big Skill: Following and giving simple instructions Learning Objectives: Learners will be able to: • understand and follow simple action commands. • use simple action words to give clear instructions.

Chapter 4

Listen and Do

Period 1

Following and giving simple instructions

UE24CB_Grade 1.indb 25

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 4—Listen and Do. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What are the four things that the girl is doing in the picture? (The girl is studying, painting, playing and eating in the picture.) 2. Where is the girl studying? (The girl is studying in her room.) 3. What is the girl eating? (The girl is eating vegetables / fruit.) 4. What is the girl painting? (The girl is painting the sky / grass / the sun.) Read aloud the model description of the cover page. Say: On the cover page, we see the pictures of a little girl doing different things. The girl is doing her homework. She is enjoying painting. She is playing tennis. By the end of the day, she is tired and is eating her food.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 26 of your content book. We will read the song—Let’s Get Fit! Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Where do you think the children are in the pictures? (I think the children are in a classroom.) 2. How many children are there in the first picture? (There are four children in the first picture.) 3. What are the children doing in the pictures? (The children are standing / smiling / clapping their hands.) Explain: We are going to read a song. Its name is Let’s Get Fit! We will learn actions to get fit. So, get ready to move! Now, let us begin reading. Instruct: Pay attention to simple action words which are used to give instructions. You may explain the meaning of the word ‘instructions’ to the learners. It means when someone tells you how to do something.

Chapter 4 • Listen and Do

Listen

UE24CB_Grade 1.indb 26

Tap and clap and shake and wave.

Raise your hands, wave, wave, wave.

Shake your body, shake, shake, shake.

Clap both hands, clap, clap, clap.

Tap your left foot, tap, tap, tap.

A B C

Let’s Get Fit!

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Period 1

UE24CB_Grade 1.indb 27

Chapter 4 • Listen and Do

bunny (bun.ee): a rabbit fit (fit): to be healthy quickly (kwik.lee): fast raise (reyz): to lift something up shake (sheyk): to move from side to side or up and down

Quickly stand up, you are so fit!

Sit on the floor, sit, sit, sit.

Don’t move now, stop, stop, stop.

Hop like a bunny, hop, hop, hop.

A B C

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Talking Book

Period 1 continued During the Text

Read the song aloud OR play the Talking Book in the classroom. While reading, you may do the actions and encourage the learners to follow you. You may pause at the annotations and ask these suggested questions. After 1 How do you clap your hands? (I clap my hands by bringing them together.) After 2 How do you wave goodbye to your friends? (I wave goodbye to my friends by raising my hand and shaking it.)

You may encourage the learners to do the actions while responding to the questions.

After 3 Do you know how a bunny hops? (Yes, a bunny takes big jumps to hop.) After 4 Which action do you like the most—hop, clap, wave, sit or standup? (My favourite action is to hop / clap / wave / sit / standup.)

You can rephrase the answers in complete sentences based on your learners’ responses. For example: Yes, a bunny takes big jumps to hop.

You may give a chance to as many learners as possible to respond to the questions.

After the Text

You may ask these suggested questions. 1. How do we tap? (We tap with our feet.) 2. What did we do in this song? (We clapped, waved, hopped and shook in this song.) 3. Did you like the song? Why? (Yes, I liked the song because we learnt to do so many things by listening.)

Chapter 4 • Listen and Do

Talking Book

Hop like a bunny, hop, hop, hop. Don’t move now, stop, stop, stop. Sit on the floor, sit, sit, sit.

Period 1

Quickly stand up, you are so fit!

A B C

bunny (bun.ee): a rabbit fit (fit): to be healthy quickly (kwik.lee): fast raise (reyz): to lift something up shake (sheyk): to move from side to side or up and down

Chapter 4 • Listen and Do

UE24CB_Grade 1.indb 27

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—bunny (bun.ee). Instruct: Repeat the meaning after me—a rabbit.

Instruct: Repeat the sentence after me—I have a white bunny. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

fit

to be healthy

I dance to be fit.

quickly

kwik.lee

fast

I dress up quickly.

raise

reyz

to lift something up

I raise my hand before speaking.

shake

sheyk

to move from side to side or up and You should shake the medicine well. down

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I raise / my hand / before speaking.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘bunny’ and tell them to me. Repeat this process with all the keywords. Model Responses:

1. A bunny has two long ears. 2. I like to be fit and healthy. 3. I eat my food quickly. 4. We should not raise our voices. 5. I like to shake and dance.

Conclusion

4 mins

Say: Today, we read the song called Let’s Get Fit! We learnt to follow the steps that we read in the song. We learnt new words and actions like to tap, clap, shake, wave, hop, stop, sit and stand. Now, we can follow simple steps to do something. We also learnt the words ‘bunny’, ‘fit’, ‘quickly’, ‘raise’ and ‘shake’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 28. Learn to speak about the simple actions by listening to and repeating the projects given in the app.

Chapter 4 • Listen and Do

E-Speak 1 Practise at Home PROJECT 4A

I Jump

Reva sings a poem on what she does to stay fit. Listen and record it.

PROJECT 4B

Period 2

Daily Habit

Reva talks about when she hops. Listen and record it.

PROJECT 4C

I Am Fit

Reva talks about what she enjoys. Listen and record it.

UE24CB_Grade 1.indb 28

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Listen and Do. In the last class, we read a song called Let’s Get Fit! In this text, we learnt to do simple actions by listening to and following someone. For example: we learnt to clap, shake, wave, hop, stop, sit, etc. We also learnt the keywords ‘bunny’, ‘fit’, ‘quickly’, ‘raise’ and ‘shake’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this song and the projects, we are learning to follow simple actions. We also learnt to use simple action words to clearly tell someone what to do.

Listen

Example from Text: In the song, all the students sing a song with their teacher about simple actions. They learn to listen and do the actions on their own. They follow the teachers’ action commands by understanding them. They clap, hop, tap, shake, wave, stop, stand and sit. You may ask the learners to listen to the words clearly and do the actions associated with them. Example from E-Speak 1: As a part of your homework project, you heard Reva share small poems about what actions she does to stay fit, when she hops and what she enjoys.

Echo E-Speak 1

8 mins

Say: Now, I shall sing what Reva shared with us. Instruct: Repeat the Project 4A after me—See me jump, See me hop, On the ground, From the top. Instruct: Repeat the Project 4B after me—I hop, Night and day, With my friends, Every day. Instruct: Repeat the Project 4C after me—In this way, I stay fit, I enjoy exercise, Every bit. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: See me jump, / See me hop, / On the ground, / From the top.

Chapter 4 • Listen and Do

Echo

Speak on the Spot Boost Your Speaking

Teacher Says… Listen to the teacher. Do the action that the teacher says. Then, say TWO action words aloud.

I say...

shake your head

tap your feet

clap your hands

dance

Period 2

Now, say TWO actions aloud. Others will do that action. read

sit

bend

laugh

I say...

walk

jump

Listen carefully.

Do the actions correctly. Speak loudly.

Chapter 4 • Listen and Do

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: In the song Let’s Get Fit! we followed the instructions and did different actions like clapping and hopping. Now, you have to repeat the action word that I say and then, do the action for it. For example: When I say, “Clap your hands”, you will first repeat my words and then do the action of clapping your hands. Let us do it together.

E&R

Say: Now, you also have to say two action words aloud. Everyone else will listen to you and do those actions. Let us have fun and stay active together! Instruct: Practise for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. It would be a great idea if you also performed the actions along with other learners when a learner is presenting or instructing. Also, motivate the learners to start and end their presentations with greetings. Model Responses: 1. Hi friends! I say ‘read a book’. I say ‘bend your back’. Thank you. 2. Hello everyone! I say ‘walk straight’. I say ‘sit down’. Thank you. 3. Hi friends! I say ‘laugh loudly’. I say ‘jump high’. Thank you. If the learners present their sentences conﬁdently, you can praise them by saying ‘Very nice!’ or ‘Excellent!’. In case they struggle, you can say ‘No problem, let me help you’ or ‘You are doing great, let us try it together’ to boost their conﬁdence.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app about all the things your friend should do daily to stay healthy, in 1–2 lines. Look at the images given in the app for your help. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to choose any one healthy habit on page no. 31 and write down the steps for that habit. Ask for help at home to do the work correctly. Practise saying the steps aloud, again and again, in front of your friends or family members. Chapter 4 • Listen and Do

E-Speak 2 PROJECT 4D

Practise at Home

Stay Healthy

We should stay healthy. What can you tell your friend to do daily to stay healthy. Tell us in 1-2 lines.

Gaming Zone Action Words

It’s Fun Time

Match the actions with the words. One has been done for you.

Period 3

swim

walk

run

climb

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Action Words. Say: Let us play a fun game! First, look at the pictures on the left. Then, match them with the correct action words on the right. For example: The boy in the first picture is on a ladder. He is climbing the ladder. So, the action word for it is ‘climb’. Show the example given in the book. Instruct: Now, match the remaining pictures on the left with the action words on the right. You may ask these suggested questions. 1. Look at the girl in the second picture. What is she doing? (She is running.) 2. Who is swimming? (A boy is swimming.) 3. What is the action in the last picture? (The action in the last picture is ‘walk’.) 4. Tell me a sentence with ‘climb’. (I can climb a tree.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Stay Healthy’, where you told your friend two things to do daily, to stay healthy in 1-2 lines. Instruct: Listen to my response to the project.

Listen

‘Hi Riya! We should exercise every day. We should also drink milk daily.’ Say: Now, you will listen to another response and repeat after me. ‘Hello Rohan! We should eat green vegetables. We should also go out to play with our friends.‘ You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: We should / eat green / vegetables. / We should / also go out / to play with / our friends.

You can also read a few best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 4 • Listen and Do

Echo

56 Wash face

wipe your face

use face wash

wash your face

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rinse your mouth

clean your hands with water

brush your teeth

Chapter 4 • Listen and Do

put toothpaste on brush

take soap and rub them

wash your hands

wipe your hands

close the tap

open the tap

Brush teeth

put your hands in water

2Write: Write the steps for that healthy habit.

Wash hands

1Tick (ü) any ONE healthy habit you want to talk about.

Write how you will stay healthy. Practise saying your lines at home. Then, tell your friends in the class.

Let’s Stay Healthy

The Final Show

Plan and Speak

Step 4:

UE24CB_Grade 1.indb 32

Notes Corner

You can add more steps if you want.

You can read from the book.

Speak loudly, using actions.

will listen and follow.

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4Present: Now, talk about the healthy habit with actions. Your friends

your parents.

3Practise: At home, practise saying the steps many times in front of

Thank you.

Step 3:

. .

(write the topic here)

Step 2:

Step 1:

Let us

Hello!

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class how you will stay healthy by talking about one healthy habit given on page no. 31. Tell your class the steps to do it.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to stand straight and look at their friends while presenting.

If the learners struggle to speak in complete sentences, you may rephrase their responses into meaningful sentences and ask them to repeat them after you. Model Responses: 1. Hello! Let us wash our hands. Step 1: Put your hands in water. Step 2: Take some soap and rub them. Step 3: Clean your hands with water. Step 4: Close the tap. Step 5: Wipe your hands. Thank you. 2. Hello! Let us wash our face. Step 1: Open the tap. Step 2: Use a face wash to clean your face. Step 3: Wash your face with water. Step 4: Close the tap. Step 5: Wipe your face with a towel. Thank you. 3. Hello! Let us brush our teeth. Step 1: Put toothpaste on your brush. Step 2: Brush your teeth properly. Step 3: Open the tap. Step 4: Rinse your mouth with water. Step 5: Close the tap. Thank you. If the learners present their sentences conﬁdently, you can praise them by saying ‘Good job!’ or ‘Well done!’. In case they struggle, you can say ‘Let me help you’ or ‘You are doing great, let us try it together’ etc. to boost their conﬁdence.

Conclusion

2 mins

Say: In this chapter, we learnt to understand and follow action commands given to us. We also learnt to say simple action words which others can follow easily. Chapter 4 • Listen and Do

Chapter 5

About Myself

Big Skill: Talking about oneself Learning Objectives: Learners will be able to: • understand simple questions about oneself. • respond to basic questions about oneself using simple words / phrases.

Chapter 5

About Myself Period 1

Talking about oneself

UE24CB_Grade 1.indb 33

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 5—About Myself.

Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions.

1. What do you see in the picture? (I see a boy, a mirror, a cupboard, a shelf and a lamp. I can also see a few paintings.) 2. Where is the boy? (The boy is in his room.) 3. What is the boy doing? (The boy is looking in the mirror.) Read aloud the model description of the cover page. Say: On the cover page, we can see that there is a boy. He is looking in the mirror. The boy is talking to himself while looking in the mirror. There are paintings, a lamp, a cupboard and a plant in the room. You may point at the illustrations of the paintings, the lamp, the cupboard and the plant while reading the cover page description. This will help the learners to understand these words in a better way.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 34 of your content book. We will read the story—Vihaan Welcomes a Guest. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (I see a boy. / I see some drawings.) 2. What is the boy doing in the first picture? (The boy is drawing and colouring. / The boy is talking to a man.) 3. Where are the boy and the man? (They are in a house. / They are in a drawing room.) 4. The title is Vihaan Welcomes a Guest. What do you say when guests come to your home? (I say ‘hello’ / ‘hi’ when guests come to my house.) Explain: We are going to read a story called Vihaan Welcomes a Guest. In this story, Vihaan is talking to Adarsh uncle. Vihaan is answering his uncle’s questions about himself. Now, let us begin reading. Instruct: Pay attention to how Vihaan answers Adarsh uncle’s questions when he asks Vihaan about his class, his school and the thing he likes doing. Chapter 5 • About Myself

Listen

UE24CB_Grade 1.indb 34

Adarsh uncle: Which class are you in?

Vihaan: Yes, Uncle! I love drawing.

Adarsh uncle: Wow! These flowers look lovely lovely.. Do you like drawing?

Vihaan: Colouring! Come, Uncle. I will show you.

Adarsh uncle: Hi, Vihaan! I am well, thank you. What are you doing?

Vihaan: Hello, Uncle! How are you?

Vihaan Welcomes a Guest

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Period 1

UE24CB_Grade 1.indb 35

Chapter 5 • About Myself

wonderful (vuhn.duh.ful): very good

well (wel): in good health

lovely (luhv.lee): beautiful

kitchen (ki.chn): the place where we cook

hear (heeuh): listen to

Vihaan: He is in the kitchen. Come, let’s go.

Adarsh uncle: I am so happy to hear that. Where is your papa?

Vihaan: I go to Peach Kids’ School. I love my school.

Adarsh uncle: Wonderful! Which school do you go to?

Vihaan: I am in class 1C. My class teacher is Tanya ma’am.

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Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on their pronunciation. For example: ‘Hear’ means listen to. It is pronounced as heeuh. You may pause at the annotations and ask these suggested questions. After 1 What did Vihaan say when he saw his uncle? (Vihaan said “Hello, Uncle!”.) After 2 Vihaan loves drawing. What do you love to do in your free time? (In my free time, I love dancing. / In my free time, I love singing.)

For annotations 2 and 3, motivate the learners to talk about the things they like and the name of their class teacher.

After 3 Vihaan’s class teacher is Tanya ma’am. Who is your class teacher? (My class teacher is Vivek sir.) After 4 Where did Vihaan take his uncle? Whom did his uncle meet there? (Vihaan took his uncle to the kitchen. His uncle met his father.)

You can rephrase the learners’ answers in complete sentences and ask them to repeat them. For example: Vihaan took his uncle to the kitchen. His uncle met his father.

After the Text

You may ask these suggested questions. 1. Can you tell me one thing about Vihaan? (Vihaan loves to draw. / Vihaan is in class 1C. / Vihaan’s class teacher is Tanya ma’am. / He goes to Peach Kids’ School.) 2. What is Vihaan’s uncle’s name? (Vihaan’s uncle’s name is Adarsh.) 3. Can you tell me something about yourself? (My name is Raj. I love to dance. I am in class 1E. / My name is Puja. I love to sing. I am in class 1B.)

Chapter 5 • About Myself

Talking Book

Period 1

Vihaan: I am in class 1C. My class teacher is Tanya ma’am. Adarsh uncle: Wonderful! Which school do you go to? Vihaan: I go to Peach Kids’ School. I love my school. Adarsh uncle: I am so happy to hear that. Where is your papa? Vihaan: He is in the kitchen. Come, let’s go.

hear (heeuh): listen to kitchen (ki.chn): the place where we cook lovely (luhv.lee): beautiful well (wel): in good health wonderful (vuhn.duh.ful): very good

Chapter 5 • About Myself

UE24CB_Grade 1.indb 35

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—hear (heeuh). Instruct: Repeat the meaning after me—listen to. Instruct: Repeat the sentence after me—I can hear a dog barking outside. Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

kitchen

ki.chn

the place where we cook

The kitchen is clean.

lovely

luhv.lee

beautiful

It is a lovely day.

well

wel

in good health

I am well now.

wonderful

vuhn.duh.ful

very good

The drawing is wonderful.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: The / kitchen / is / clean.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘hear’ and tell them to me.

E&R

Repeat this process with all the keywords. Model Responses:

1. I hear the birds sing. 2. The food is in the kitchen. 3. The flower looks lovely. 4. Trisha is feeling well. 5. The place is wonderful.

Conclusion

4 mins

Say: Today, we read a story called Vihaan Welcomes a Guest. In the story, we saw how Vihaan welcomed his Adarsh uncle. His uncle asked him questions about what he likes, his class, school and where his father was. Vihaan answered those questions. We learnt to understand simple questions. We also learnt to answer questions about ourselves in simple words and phrases. We learnt the words ‘hear’, ‘kitchen’, ‘lovely’, ‘well’ and ‘wonderful’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 36. Learn to say simple things about oneself by listening to and repeating the projects given in the app.

Chapter 5 • About Myself

E-Speak 1 Practise at Home PROJECT 5A

Hi Nabhya!

Nabhya tells us about herself. Listen and record it.

PROJECT 5B

Period 2

How Old Am I?

Nabhya tells us her age. Listen and record it.

PROJECT 5C

My Birthday

Nabhya talks about her birthday. Listen and record it.

UE24CB_Grade 1.indb 36

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—About Myself. In the last class, we read a story called Vihaan Welcomes a Guest. In the story, Vihaan and Adarsh uncle talk to each other. Vihaan answers the questions that Adarsh Uncle asks him. We learnt to answer simple questions about ourselves. We also learnt the keywords ‘hear’, ‘kitchen’, ‘lovely’, ‘well’ and ‘wonderful’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to understand simple questions about ourselves and answer those questions. When we talk about ourselves, we tell our name, our age, our birthday, the name of our school, our class and the things we like to do.

Listen

Example from Text: In the story, Adarsh Uncle asks simple questions to Vihaan about what Vihaan likes, his class, school and where his father is. Vihaan answers those questions using simple words and phrases. Adarsh Uncle asked, “Which class are you in?”; to which Vihaan replied, “I am in class 1C. My class teacher is Tanya Ma’am.” Another question that Adarsh Uncle asked Vihaan is, “Which school do you go to?”; to which Vihaan answered, “I go to Peach Kid’s School.” Example from E-Speak 1: As a part of your homework project, you heard Nabhya tell us about herself. You heard her tell us her name, age and her birthday.

Echo E-Speak 1

8 mins

Say: Now, I shall say what Nabhya told us about herself. Instruct: Repeat the Project 5A after me—Hello! My name is Nabhya. I am a girl. Instruct: Repeat the Project 5B after me—I am six years old. Instruct: Repeat the Project 5C after me—My birthday is on 8th December. I celebrate it with my family. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: My name / is / Nabhya. / I am / a girl.

Chapter 5 • About Myself

Echo

Speak on the Spot Boost Your Speaking

Myself You have to tell your class all about yourself. Think and say your lines.

Hello! My name is … I am in class … My birthday is on … (date) The name of my teacher is …

Period 2

The name of my school is … I live in …

Look at your friends when you speak. Speak loudly and with a smile.

Chapter 5 • About Myself

UE24CB_Grade 1.indb 37

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to speak about yourself in front of the class. Tell us your name, age, class, birthday, teacher’s name, the name of your school and where you live.

E&R

Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may ask the learners to speak conﬁdently, and with a loud and clear voice. You may help them in between their presentations to form correct and complete sentences. Model Responses: 1. Hello! My name is Preeti. I am in class 1B. My birthday is on 5 March. The name of my teacher is Riya ma’am. The name of my school is Little Buds School. I live in Delhi. Thank you. 2. Hello! My name is Rohan. I am in class 1A. My birthday is on 9 May. The name of my teacher is Maya ma’am. The name of my school is Gems School. I live in Mumbai. Thank you. 3. Hello! My name is Neha. I am in class 1C. My birthday is on 3 June. The name of my teacher is Raj sir. The name of my school is Tulips School. I live in Goa. Thank you. If the learners speak conﬁdently using grammatically correct sentences, you can praise them by saying, ‘Well done!’, ‘It was great to hear about you’ or ‘Good job!’. In case the learners struggle, you can say, ‘You made a good attempt but let us try again together’ and ask them guiding questions like, ‘When is your birthday?’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record 1–2 lines about your favourite food in the app. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to talk about three of your favourite things. Tick the three things that you want to talk about. You may refer to page no. 39 for clues and write about them on page no. 40. Practise saying your lines loudly, again and again, in front of an older family member.

Chapter 5 • About Myself

E-Speak 2 PROJECT 5D

Practise at Home

My Favourite Food

We enjoy eating the food we like. Tell us about your favourite food, in 1-2 lines.

Gaming Zone Everyday Activities

It’s Fun Time

Period 3

Tick (ü) the activities you like to do.

Gardening

Singing

Swimming

reading

Running

Painting

UE24CB_Grade 1.indb 38

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Everyday Activities. Say: There are some pictures given about the activities that you may like to do. Look at the pictures and read the words given below them. Instruct: Tick the activities that you like to do. You may ask these suggested questions. 1. What is the girl doing in the first picture? (The girl is planting a tree.) 2. What is the girl doing in the second picture? (The girl is singing.) 3. Do you like to swim? (Yes, I like to swim. / No, I do not like to swim.) 4. Do you like to read storybooks? (Yes, I like to read storybooks. / Yes, I like to read storybooks with my grandmother.) 5. Do you like to run? (Yes, I run in the park. / No, I do not like to run. I like to sit and play.) 6. What is the girl doing in the sixth picture? (The girl is painting.)

You may ask one or two learners to share which of the following activities they like to do.

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Favourite Food’, where you told us about the food that you like to eat.

Listen

Instruct: Listen to my response to the project. ‘Hello! My name is Piya. I like to eat pasta. My father makes very tasty pasta.’ Say: Now, you will listen to another response and repeat after me. ‘Hello! My name is Rohit. I like to eat cucumber sandwich. I eat it for breakfast.’ You may break the sentences into meaningful chunks for the learners to repeat the sentence without difﬁculty. For example: My name / is Rohit. / I like / to eat / cucumber / sandwich. / I / eat it / for / breakfast.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat them.

Chapter 5 • About Myself

Echo

70 animal

colour

UE24CB_Grade 1.indb 39

Chapter 5 • About Myself

toy

food

game

cartoon

1Tick (ü) any three things you wish to tell the class about.

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Think and choose THREE of your favourite things. Write about them. Practise and present your lines in the class.

My Favourites

The Final Show

Plan and Speak (tell your favourite)

(tell your favourite)

(the thing you chose)

UE24CB_Grade 1.indb 40

Notes Corner

You can read from the book if you want to.

Speak in complete sentences.

4 Present: Now, share your favourite things with the class.

3 Practise: Practise saying these lines with your family.

My favourite ………………………..............…… is ………………………..............…… .

(the thing you chose)

My favourite ………………………..............…… is ………………………..............…… .

(the thing you chose)

My favourite ………………………..............…… is ………………………..............…… .

Hello! I am …………………………… .

2 Write: Complete the sentences.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class about three of your favourite things. You should start with greeting words and tell your name to the class. Remember to end your presentation with ‘thank you’.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may ask the learners to share their answers loudly and conﬁdently. You may encourage the learners to stand straight and maintain eye contact with the audience while presenting. Model Responses: 1. Hello! I am Payal. My favourite food is a burger. My favourite animal is a dog. My favourite toy is a teddy bear. Thank you. 2. Hello! I am Harsh. My favourite cartoon is Chhota Bheem. My favourite festival is Diwali. My favourite game is ludo. Thank you. 3. Hello! I am Riddhi. My favourite animal is a cat. My favourite game is cricket. My favourite colour is red. Thank you. If the learners present well and conﬁdently, you can praise them by saying ‘Well done!’, ‘You spoke well!’ or ‘Thank you for sharing about your favourites’. If the learners are struggling to share about themselves using adequate vocabulary, you may say ‘Let me help you’, ‘You are doing well, let us try together’ or ‘You have a good command of the language, try to speak a bit louder’ etc.

Conclusion

2 mins

Say: In this chapter, we learnt to understand some simple questions about ourselves and answer those using simple words and phrases.

Chapter 5 • About Myself

Chapter 6

My Family and Friends

Big Skill: Talking about family and friends Learning Objectives: Learners will be able to: • understand simple questions about family and friends. • respond to basic questions about one’s family and friends using simple words / phrases.

Chapter 6

My Family and Friends

Period 1

Talking about family and friends

UE24CB_Grade 1.indb 41

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 6—My Family and Friends. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Where is the family in the picture? (The family is sitting at the dining table. / The family is in the dining room.) 2. Look at everyone’s face carefully. How do they look? (Everyone looks very happy.) 3. What are they doing? (They are eating breakfast. / They are eating food. / They are talking to each other.) 4. Do you also eat your meals with your family? (Yes, I eat my meals with my family. / No, my father comes home late from his office, so I do not eat meals with all my family.) Read aloud the model description of the cover page. Say: On the cover page, there is a picture of a family sitting at their dining table. They are happy to spend time together. The family is talking and eating their breakfast together. A cat is sitting on the floor.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 42 of your content book. We will read the story—Dear Diary. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Do the two boys look the same? (Yes, the two boys look the same.) 2. What is the girl doing on the bed? (The girl is sleeping / resting on the bed.) 3. What are the boys doing on the bed? (The boys are jumping / playing on the bed.) Explain: We are going to read a story called Dear Diary. It is about a little girl, Kanan. She writes about her day, and her family, in her diary, every day. Now, let us begin reading. Instruct: Pay attention to what the girl tells us about her family and cousins.

Chapter 6 • My Family and Friends

Listen

UE24CB_Grade 1.indb 42

They keep jumping on the bed.

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They so naughty. They are so are naughty. They They fanI when fanthe when am I am switch switch off the off sleeping. sleeping.

They hide my toys in my parents’ cupboard.

Varun and Tarun are here. They are my twin cousins. They look the same!

11 June 2022, Saturday

Period 1

UE24CB_Grade 1.indb 43

Chapter 6 • My Family and Friends

twins (tvins): two children born to the same mother at the same time

switch off (swich off): to turn off

feed (feed): to give food to

Talking Book

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I also have a lot of fun with them. We ride our cycles in the garden. We love to feed Billo, the street cat.

cupboard (kuh.buhd): a place to keep clothes and books

cousins (kuh.znz): children of one’s uncle or aunt

I love my cousins. I miss them when they go home.

When Papa scolds Varun, he points at Tarun. When Mumma scolds Tarun, he points at Varun.

Period 1 continued During the Text Read the text aloud OR play the Talking Book in the classroom. You may read the text aloud with proper expressions and voice modulation. You may also do some actions to show sleeping, jumping, cycling, etc. while reading the story. You may pause at the annotations and ask these suggested questions. After 1 Who are the twin cousins? (Varun and Tarun are the twin cousins.) After 2 Where do they hide the toys? (They hide the toys in Kanan’s parents’ cupboard.) After 3 What do you do when your parents scold you? (I say sorry. / I cry. / I feel bad.)

For annotation 2, you may ask the learners if they have ever hidden any items that belonged to someone else, just for fun.

After 4 What do the three children do together? (They have fun together. / They ride their cycles in the garden together. / They feed the cat, Billo, together.)

You may rephrase the learners’ answers into complete sentences and ask them to repeat after you For example: I say sorry. After the Text You may ask these suggested questions. 1. Who are Tarun and Varun? (Tarun and Varun are Kanan’s twin cousins.) 2. How do Tarun and Varun look? (Tarun and Varun look the same. They have curly hair.) 3. Do you have cousins? What do you do together? (Yes, I have cousins. We play and eat together. / No, I do not have cousins.)

Chapter 6 • My Family and Friends

When Papa scolds Varun, he points at Tarun. When Mumma scolds Tarun, he points at Varun.

Talking Book

I also have a lot of fun with them. We ride our cycles in the garden. We love to feed Billo, the street cat.

Period 1

They n I am

I love my cousins. I miss them when they go home.

cousins (kuh.znz): children of one’s uncle or aunt

cupboard (kuh.buhd): a place to keep clothes and books feed (feed): to give food to

switch off (swich off): to turn off

twins (tvins): two children born to the same mother at the same time

Chapter 6 • My Family and Friends

UE24CB_Grade 1.indb 43

12/13/2023 3:41:27 PM

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—cousins (kuh.znz). Instruct: Repeat the meaning after me—children of one’s uncle or aunt. Instruct: Repeat the sentence after me—I play with my cousins. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

cupboard

kuh.buhd

a place to keep clothes and books

I have a big cupboard.

feed

to give food to

I feed my pet dog.

switch off

swich off

to turn off

Please switch off the fan.

twins

tvins

two children born to the same mother at the same time

Meera and Sara are twins.

Echo

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Meera / and / Sara / are / twins.

You may point at a cupboard if there is one in the classroom. Also, show pictures of animals or people eating and use the word ‘feed’ in that context. You may use visuals of twin children, and talk about their similarities and differences, to help learners understand the concept of ‘twins’.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘cousins’ and tell them to me. Repeat this process with all the keywords. Model Responses:

E&R

1. My cousins are my best friends. 2. I keep my cupboard clean. 3. I feed my cat every day. 4. Can you please switch off the lights? 5. Alia and Arjun are the twins in our class.

Conclusion

4 mins

Say: Today, we read a story called Dear Diary. In this story, we learnt to talk about our family and friends by responding to simple questions about them. We learnt the words ‘cousins’, ‘cupboard’, ‘feed’, ‘switch off’ and ‘twins’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 44. Learn to speak about your family by listening to and repeating the projects given in the app. Chapter 6 • My Family and Friends

E-Speak 1 Practise at Home PROJECT 6A

Rishabh’s Family

Rishabh talks about his family. Listen and record it.

PROJECT 6B

Period 2

Family Members

Rishabh talks about his family members. Listen and record it.

PROJECT 6C

I Love My Family

Rishabh tells us why he loves his family. Listen and record it.

UE24CB_Grade 1.indb 44

12/13/2023 3:41:28 PM

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—My Family and Friends. In the last class, we read a story called Dear Diary. In the story, we read that Kanan writes about her twin cousins Varun and Tarun in her diary. In this chapter, we learnt to say simple sentences about our family and friends. We also learnt to respond to questions asked about our family. We also learnt the keywords ‘cousins’, ‘cupboard’, ‘feed’, ‘switch off’ and ‘twins’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to understand simple questions about our friends and family. We are also learning to respond to basic questions about our friends and family. When we talk about our family, we say the number of family members, their names, what they do, what they like and why we love them. When we talk about our friend, we say his/her name, age, why we like him/her, and what we play with him/her.

Listen

Example from Text: In the story, Kanan writes about her twin cousins Varun and Tarun. She mentions that they look the same and that they are very naughty. They always switch off the fan when she is sleeping. They keep jumping on the bed and hiding away her toys in the cupboard. She also says that she has lots of fun when riding her cycle with them. She loves them and misses them when they go home. Example from E-Speak 1: As a part of your homework project, you heard Rishabh talk about his family. He talked about his family members and told us why he loves his family.

Echo E-Speak 1

8 mins

Say: Now, I shall say what Rishabh is telling us about his family. Instruct: Repeat the Project 6A after me—Hello! I have a small family. My family has five members. Instruct: Repeat the Project 6B after me—I live with my parents and my sister. We also have a pet cat. Instruct: Repeat the Project 6C after me—I love my family. They take care of me. They also help me. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I love / my family. / They take / care / of me. / They also / help me.

Chapter 6 • My Family and Friends

Echo

Speak on the Spot Boost Your Speaking

My Family Your teacher will ask you questions about your family. Answer them.

How many members are there in your family? There are ... members in my family. What is your father’s name? My father’s name is ... What does your father do?

Period 2

My father is a/an ... What is your mother’s name? My mother’s name is ... What does your mother do? My mother is a/an ... Do you have a sister? ... , I have/do not have a sister. Speak politely. Look at the teacher when you answer. 45

Chapter 6 • My Family and Friends

UE24CB_Grade 1.indb 45

12/13/2023 3:41:31 PM

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Now, I will ask you some questions about your family members, and you have to E&R answer them. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to speak loudly and maintain eye contact with you while speaking. You should complete the conversation cycle with each learner. Model Responses: 1. Teacher: How many members are there in your family? Student 1: There are four members in my family. Teacher: What is your father’s name? Student 1: My father’s name is Rajeev Mishra. Teacher: What does your father do? Student 1: My father is a doctor. Teacher: What is your mother’s name? Student 1: My mother’s name is Meera Mishra. Teacher: What does your mother do? Student 1: My mother is a teacher. Teacher: Do you have a sister? Student 1: Yes, I have a sister. 2. Teacher: How many members are there in your family? Student 2: There are seven members in my family. They are my parents, grandparents, my brother, a cute cat and me. Teacher: What is your father’s name? Student 2: My father’s name is Mohan Tiwari. Teacher: What does your father do? Student 2: My father is an engineer. Teacher: What is your mother’s name? Student 2: My mother’s name is Pooja Tiwari. Teacher: What does your mother do? Student 2: My mother is a lawyer. Teacher: Do you have a sister? Student 2: No, I do not have a sister. But, I have a brother. If the learners answer the questions about their family conﬁdently and by using the correct vocabulary, you can praise them by saying ‘Keep it up!’, ‘Well done! It was good to know about your family’ or ‘Good job!’. In case the learners are struggling to answer, you can help them, by saying ‘Let us try together’ or ‘You made a good attempt. Let us try saying it again together.’

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the name of your best friend and what you like about him/her, in 1–2 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Think about your best friend’s favourite things and write them on page no. 47. You may ask your best friend for help if you do not know about their favourites. Practise saying the lines aloud, again and again, in front of your elders. You can also bring a photo of your best friend to the class.

Chapter 6 • My Family and Friends

E-Speak 2 PROJECT 6D

Practise at Home

My Best Friend

We love our best friends. What is the name of your best friend? What do you like about him/her? Tell us in 1-2 lines.

Gaming Zone It’s Fun Time

Family Members

Period 3

Match the pictures with the family members. One has been done for you. father

sister

grandmother

grandfather

brother

06_U24EN0106.indd 46

12/21/2023 3:40:29 PM

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Family Members. Say: Some pictures are given on the left-hand side and the family members are written on the right-hand side. Show the example given in the book. Instruct: Look at the pictures carefully and match them with the correct family members. You may ask these suggested questions. 1. Who tells you bedtime stories at home? (My grandmother tells me bedtime stories at home. / My mother tells me bedtime stories at home.) 2. Who takes you to the park in the evening? (My grandfather takes me to the park in the evening. / My grandmother takes me to the park in the evening.) 3. Who plays with you at home? (My sister plays with me at home. / My brother plays with me at home.) 4. Who makes dinner at home? (My mother makes dinner at home. / My father makes dinner at home.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘My Best Friend’, where you shared with us, in 1–2 lines, the name of your best friend and what you like about him/her.

Listen

Instruct: Listen to my response to the project. ‘My best friend’s name is Rohit. I like him because he makes me laugh.’ Say: Now, you will listen to another response and repeat after me. ‘Nidhi is my best friend. I like her because she helps me with my homework.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Nidhi / is / my / best friend. / I like her / because / she / helps me / with my / homework.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 6 • My Family and Friends

Echo

06_U24EN0106.indd 47

Chapter 6 • My Family and Friends

badminton

snakes and ladders

hide-and-seek

football

cricket

We play

Her/His favourite food is together.

(name of the school)

(place where he lives)

Her/His favourite colour is

She/He studies in

She/He lives in

The name of my best friend is

1Write: Complete the sentences.

with toys

ludo

hopscotch

12/21/2023 3:40:57 PM

How well do you know your best friend? Think and write about his/her favourite things. Practise and present the lines in the class.

Hey Best Friend!

The Final Show

Plan and Speak

UE24CB_Grade 1.indb 48

Notes Corner

Do not be scared.

Smile and look at your friends when you speak.

Speak loudly.

3 Present: Now, tell the class about your best friend.

2 Practise: Practise your lines in front of your elders.

Period 3

12/13/2023 3:41:42 PM

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will tell the class about your best friend and his/her favourite things. You may show a photo of your best friend, if have it with you.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to speak loudly and clearly. You may ask the learners to start and end their presentations with greeting words.

You may read out some of the model answers between the learners’ presentations to give them some idea about how the sentences can be framed. Model Responses: 1. Hello everyone! The name of my best friend is Rahul. He lives in Pune. He studies at Little Flowers School. His favourite colour is yellow. His favourite food is pizza. We play cricket together. Thank you. 2. Good morning, friends! The name of my best friend is Param. He lives in New Delhi, near my house. He studies at Sparkle School. His favourite colour is blue. His favourite food is sandwich. We play football together. Thank you. 3. Good afternoon, everyone! The name of my best friend is Harshi. She lives in Indore. She studies at Sunflower School. Her favourite colour is red. Her favourite food is idli and sambhar. We play hide-and-seek together. Thank you. If the learners share information about their best friend conﬁdently, using adequate vocabulary, you can praise them by saying, ‘You know your best friend really well’ or ‘That was a lovely presentation!’. In case the learners are struggling, you can tell them, ‘You are speaking loud and clear, so why don’t you look in your book and speak?’ or ‘You can speak loudly for everyone to hear you’.

Conclusion

2 mins

Say: In this chapter, we learnt to understand simple questions about our friends and family and to respond to those basic questions using simple words and phrases.

Chapter 6 • My Family and Friends

Chapter 7

My Daily Routine

Big Skill: Sharing one’s daily routine Learning Objectives: Learners will be able to: • understand simple questions about one’s daily routine. • respond to basic questions about one’s daily routine, using simple words / phrases.

Chapter 7

My Daily Routine

Period 1

Sharing one’s daily routine

UE24CB_Grade 1.indb 49

12/13/2023 3:41:47 PM

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 7—My Daily Routine. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you see in the picture? (I see a boy doing different things. / I see a boy. He is sleeping, eating, playing etc.) 2. How many things is the boy doing? (The boy is doing six things.) 3. What are the six things that the boy is doing? (The boy is waking up, eating breakfast, studying, doing his work, playing and sleeping.) 4. Do you also do these things every day? (Yes, I also do all these things every day. / No, I do not play every day.) Read aloud the model description of the cover page. Say: On the cover page, we can see a little boy. It also shows the boy’s daily routine. He wakes up early in the morning. Then, he eats breakfast. He goes to school. He completes his homework and then goes to play. At last, he goes to bed at night.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 50 of your content book. We will read the poem—Ready for School. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What is the boy doing in the first picture? (The boy is sleeping.) 2. What do you see in his room? (I see a bed, a pillow, a blanket, drawers, an alarm clock, a red bag, a chair, a ball and a toy robot.) 3. Is it morning or night? How do you know? (It is morning. I know this because I can see the sun shining outside the window.) Explain: We are going to read a poem called Ready for School. It is about a boy and what he does in the morning to get ready for school. Now, let us begin reading. Instruct: Pay attention to how the boy talks about what he does every day.

Chapter 7 • My Daily Routine

Listen

1 2

UE24CB_Grade 1.indb 50

It’s time for school. The clock rings in my ear. I rub two sleepy eyes, Now I can see clear.

Ready for School

12/13/2023 3:41:52 PM

3 4

Period 1

UE24CB_Grade 1.indb 51

Chapter 7 • My Daily Routine

sleepy (slee.pee): needing more sleep

see clear (see kleeuh): see easily

scarf (skaaf): a piece of cloth that is worn around the neck

gloves (gluhvz): pieces of clothing for the hands

climb (klime): to go up

I wear my dress, And brush my teeth. Put gloves on my hands, And socks on my feet. A scarf round my neck, Blue hat on my head. Then mom says, “It’s Sunday,” “Climb back into bed.”

12/13/2023 3:41:56 PM

Talking Book

Period 1 continued During the Text

Read the poem aloud OR play the Talking Book in the classroom. You may sing the poem with actions and voice modulation to make a better impact on the learners. You may pause at the annotations and ask these suggested questions. After 1 How does the boy wake up in the morning? (The clock rings in the boy’s ears.) After 2 What do you think the boy will do next after waking up? (I think the boy will brush his teeth. / I think the boy will take a bath and get ready for school.) After 3 Which colour hat did the boy wear on his head? (The boy wore a blue hat on his head.) After 4 What do you do on a Sunday morning? (I sleep late on a Sunday morning. / I wake up early and go out to play with my friends on a Sunday morning.)

For annotation 4, you may encourage the learners to talk about their Sunday morning routine and accept all the answers.

For open-ended questions based on the learners’ realities and experiences, you can rephrase their responses into complete sentences. For example: I sleep late on a Sunday morning.

After the Text

You may ask these suggested questions. 1. Who wakes you up in the morning? (My mother wakes me up in the morning. / My alarm clock wakes me up in the morning.) 2. What do you remember about the boy’s morning routine? (The boy’s morning routine is to get ready for school. First, he wears his dress, then he brushes his teeth. Then, he puts his gloves on his hands and socks on his feet. Finally, he wears a scarf around his neck and a blue hat on his head.) 3. What is the first thing you do in the morning? (The first thing that I do in the morning is stretch and yawn. / The first thing that I do is make my bed. / The first thing that I do in the morning is hug my mother and say, “Good morning.”) You may ask a learner to name one thing the boy did in his morning routine. In this way, a few of them will get the chance to answer the question. Show the learners what stretching and yawning is and then ask them to do it together as a class. Chapter 7 • My Daily Routine

I wear my dress, And brush my teeth. Put gloves on my hands, And socks on my feet. A scarf round my neck, Blue hat on my head. Then mom says, “It’s Sunday,” “Climb back into bed.”

Period 1

Talking Book

climb (klime): to go up

gloves (gluhvz): pieces of clothing for the hands

scarf (skaaf): a piece of cloth that is worn around the neck see clear (see kleeuh): see easily

sleepy (slee.pee): needing more sleep

Chapter 7 • My Daily Routine

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Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—climb (klime). Instruct: Repeat the meaning after me—to go up. Instruct: Repeat the sentence after me—Children love to climb a ladder. Repeat this process for the other keywords and a phrase as well.

5 mins Echo

Word

Pronunciation

Meaning

Sentence

gloves

gluhvz

pieces of clothing for the hands These red gloves are small.

scarf

skaaf

a piece of cloth that is worn around the neck

Piya has a blue scarf.

see clear

see kleeuh

see easily

I can see clear in the morning light.

sleepy

slee.pee

needing more sleep

I am feeling sleepy.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: These / red / gloves / are / small.

You may encourage the learners to act the words ‘climb’ and ‘sleepy.’ You can show a pair of gloves and a scarf to the learners while talking about their meaning. This will help them develop a contextual understanding of the words.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘climb’ and tell them to me. Repeat this process with all the keywords and a phrase. Model Responses: 1. Monkeys climb on the tree. 2. Put on your gloves. 3. I like my white scarf. 4. With my glasses, I can see clear. 5. Ria is not sleepy.

Conclusion

4 mins

Say: Today, we read the poem called Ready for School. It was about a boy’s morning routine. We learnt to understand simple questions about daily routine. We also learnt to answer those questions in simple words, phrases and sentences. We learnt the words ‘climb’, ‘gloves’, ‘scarf’, ‘sleepy’, and the phrase ‘see clear’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 52. Learn to talk about the daily routine by listening to and repeating the projects given in the app. Chapter 7 • My Daily Routine

E&R

E-Speak 1 Practise at Home PROJECT 7A

After I Wake Up

Riku’s friend asks him, ‘What do you do after you wake up?’. Listen to Riku’s reply and record it.

PROJECT 7B

Period 2

For Breakfast

Riku tells his friend what he eats for breakfast. Listen and record it.

PROJECT 7C

In School

Riku’s friend asks him, ‘What do you do at your school?’. Listen to Riku’s reply and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—My Daily Routine. In the last class, we read a poem called Ready for School. In this poem, we learnt to talk about our daily routine. We also learnt to understand simple questions about daily routine, and to answer those questions using simple words and phrases. We learnt the keywords ‘climb’, ‘gloves’, ‘scarf’, ‘sleepy’ and the phrase ‘see clear’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through the poem and the projects, we are learning to talk about our daily routine. We are also learning to understand and answer simple questions about our daily routine. When we talk about our daily routine, we talk about those things that we do every day, such as brushing our teeth, taking a bath, eating food, playing, sleeping and so on.

Listen

Example from Text: In the poem, the boy shares what he does every morning. He hears the alarm and wakes up. Then, he wears his dress and brushes his teeth. He puts on a pair of gloves on his hands and socks on his feet. He also puts on a scarf and a blue hat. All these things are a part of his daily routine. Example from E-Speak 1: As a part of your homework project, you heard Riku tell his friend about his daily routine. He told his friend what he does after he wakes up, what he eats for breakfast, and what he does at school. You may explain to the learners that the routine that we follow on Sundays or holidays may be different from the routine that we follow on a weekday or school day.

Echo E-Speak 1

8 mins

Say: Now, I shall say what Riku told his friend about his routine. Instruct: Repeat the Project 7A after me—Hello! I wake up at 6 a.m. After I wake up, I brush my teeth. Instruct: Repeat the Project 7B after me—For breakfast, I eat poha and drink a glass of hot milk. Instruct: Repeat the Project 7C after me—I study Maths and English in school. I also play with my friends. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Hello! / I / wake up / at / 6 a.m. / After / I / wake up, / I brush / my / teeth.

Chapter 7 • My Daily Routine

Echo

Speak on the Spot Boost Your Speaking

After School

Period 2

We all do different things after school. Say THREE things that you do after school.

ride bicycle

eat food

read story

play with toys

do my homework

exercise

watch TV

take a nap

Hello! I am ... After school, I ... Then, I ... I also ... Speak loudly. You can also give your own answers.

Chapter 7 • My Daily Routine

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to tell the class about any three things that you do after going home from school. You can use the help words / hints given.

E&R

Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to speak loudly and clearly. Guide them to smile and use hand gestures for their presentations. Model Responses: 1. Hello, I am Tanvi. After school, I eat my food. Then, I watch TV. I also take a nap. Thank you. 2. Hello, I am Rajan. After school, I watch TV. Then, I read a story. I also play with my toys. Thank you. 3. Hello, I am Manit. After school, I eat my food. Then, I do my homework. I also ride a bicycle. Thank you. If learners present their after-school routine correctly and conﬁdently, you can praise them by saying, ‘Excellent!’, ‘You spoke about your routine correctly’ or ‘Well done!’. In case they struggle, you can say, ‘Let me help you’, or ‘You are doing great. Let us try it together’ etc. to boost their conﬁdence.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app what you like to do the most in the evening, in 1–2 lines. You may look at the clues given in the app for your help. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Think about what you do at night before going to bed. Write the details on your own or ask an elder for help. Practise saying the sentences loudly, again and again, in front of your family members.

Chapter 7 • My Daily Routine

E-Speak 2 PROJECT 7D

Practise at Home

In the Evening

We do a lot of fun things in the evening. Tell us, in 1-2 lines, what you like to do the most in the evening.

Gaming Zone Daily Activities

It’s Fun Time

Look at the daily activities. Number them in the correct order. One has been done for you.

Period 3

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Daily Activities. Say: Let’s play a fun game! Look at the pictures of daily activities. Instruct: Number these activities in the order that you do them daily. For example, in the morning, the first thing you do is brush your teeth. So that will be number one. Show the example given in the book. You may ask these suggested questions. The order of the activities may vary for each learner. 1. What do you do after brushing your teeth? (I get dressed for school. / I eat breakfast with my family.) 2. What do you do when you go to school? (I study when I go to school.) 3. What do you do before you go to bed? (I eat dinner with my family. / I read storybooks with my grandmother.) 4. Which picture is the last one? (The picture of the boy sleeping at night is the last one.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘In the Evening’, where you told us what you like to do the most in the evening.

Listen

Instruct: Listen to my response to the project. ‘I like to go to the park with my grandmother. I like to run and play in the park.’ Say: Now, you will listen to another response and repeat after me. ‘I like to play with my friends in the evening. I also like to read storybooks.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: I / like to / play / with my / friends / in the / evening. / I / also / like to / read / storybooks.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 7 • My Daily Routine

Echo

UE24CB_Grade 1.indb 55

Chapter 7 • My Daily Routine

I also

Before going to bed, I .

read a story

change my clothes

Hello! My name is

brush my teeth

pack my bag

1Write: Complete the sentences.

. .

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drink some milk

take a bath

Write what you do at night before going to bed. Then, practise and tell your friends in the class.

Before I Sleep

The Final Show

Plan and Speak

UE24CB_Grade 1.indb 56

Notes Corner

You can also give your own answers.

Do not be scared.

Smile and look at your friends when you speak.

Speak loudly.

3 Present: Now, say the sentences in the classroom.

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2 Practise: Read the sentences aloud. Practise many times at home.

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class what you do at night before going to bed. Talk about the things that are a part of your bedtime routine.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to smile and look at their friends as they speak. It is alright if they share even just two sentences. Appreciate them if they share their own responses. Model Responses: 1. Hello! My name is Simran. Before going to bed, I change my clothes. I also brush my teeth. Then, I read a storybook. Thank you. 2. Hello! My name is Anuj. Before going to bed, I pack my bag. I also drink some milk. Then, I say ‘goodnight!’ to my parents. Thank you. 3. Good morning! My name is Megha. Before going to bed, I take a bath. I also drink some milk. Then, I brush my teeth. Thank you. If the learners present their bedtime routine conﬁdently, you can praise them by saying, ‘You presented well!’, or ‘It is good to hear your nighttime routine!’ In case they struggle, you can say, ‘You can look in the book and speak,’ ‘You speak well, you could be louder next time’, etc. to boost their conﬁdence.

Conclusion

2 mins

Say: In this chapter, we learnt to talk about the things we do daily. We learnt to understand simple questions about our daily routine and answer the questions.

Chapter 7 • My Daily Routine

Chapter 8

Let Us Talk

Big Skill: Participating in simple conversations Learning Objectives: Learners will be able to: • understand simple questions during a conversation. • respond to simple questions using a few words during a conversation.

Chapter 8

Let Us Talk

Period 1

Participating in simple conversations

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100

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 8—Let Us Talk. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. How many children do you see in the picture? (I see three children in the picture. / I see two boys and one girl in the picture.) 2. Where are they? (I think they are at school. / They are standing outside their classroom. / They are in the corridor outside their classroom. / They are standing in front of their classroom.) 3. What do you think they are doing? (I think they are talking to each other. / I think they are laughing about something.) Read aloud the model description of the cover page. Say: On the cover page, we can see three children. There are two boys and one girl. They are standing in front of their classroom. They are talking to each other and laughing about something.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 58 of your content book. We will read the story—The Painting. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Who do you see in the first picture? (I see a king and a man in the first picture.) 2. What are they doing? (They are talking to each other.) 3. Look at the title. What do you think they are talking about? (I think they are talking about a painting. / I think they are talking about a painting that the king might want to buy.) 4. What do you like to draw or paint? (I like to draw hills. / I like to paint flowers.) Explain: We are going to read a story called The Painting. It is a funny story. It is about King Akbar and his minister, Birbal. Now, let us begin reading. Instruct: Pay attention to the conversation between King Akbar and his minister, Birbal and how Birbal answers Akbar’s questions. You may explain to the learners the meaning of the word ‘conversation’. Tell them that ‘conversation’ means when two or more people talk to each other. Chapter 8 • Let Us Talk

101

Listen

102

UE24CB_Grade 1.indb 58

And it had some blue, brown and green spots on it!

The next week, Birbal came with a painting.

The King said, “You have to do it.”

Birbal said, “But I can’t draw.”

One day, King Akbar said, “Birbal, make me a painting.”

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The Painting

3 4

Period 1

UE24CB_Grade 1.indb 59

Chapter 8 • Let Us Talk

under (uhn.duh): below something

spots (spots): small marks

prize (pryz): to win something for good work

painting (peyn.ting): a picture made with paints or colours

left (left): went away

King Akbar laughed and gave Birbal a big prize.

Birbal said, “The cows ate the grass and left!”

Akbar asked, “Where are the cows? Where is the grass?”

Birbal said, “Cows eating grass under the blue sky!”

Akbar asked, “What is this, Birbal?”

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Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. You may read aloud the story with lots of actions and expressions. Use voice modulation to read the lines of different characters. You may pause at the annotations and ask these suggested questions. After 1 Do you like to paint? Why? (Yes, I like to paint. It is my favourite hobby. / No, I do not like to paint. I like playing in the park.) After 2 What do you think Birbal has made? (I think Birbal has painted small flowers. / I think Birbal has painted green grass and blue sky.)

For annotations 1 and 4, you may compliment the learners for expressing themselves in their own words while talking about their hobbies and achievements.

After 3 Where are the cows in Birbal’s painting? (In Birbal’s painting, the cows ate the grass and left the painting.) After 4 Have you won a prize for doing something you like? (Yes, I won a prize in a dance competition. / No, I have not won a prize.)

You may rephrase the learners’ answers into complete sentences and ask them to repeat them. For example: In Birbal’s painting, the cows ate the grass and left the painting.

After the Text

You may ask these suggested questions. 1. What do you think about Birbal? (I think Birbal is clever. / I think Birbal is very funny.) 2. Why did Akbar like the painting? (Akbar thought the painting was funny.) 3. What do you use to draw / paint? (I use crayons and sketch pens to draw. / I use watercolours to paint.) 4. What do you like better, drawing or colouring? Why? (I like colouring more than drawing. Colouring is more fun. / I like both drawing and colouring. / I like to draw first and then colour my drawing.)

Chapter 8 • Let Us Talk

103

Period 1

Talking Book

Akbar asked, “What is this, Birbal?” Birbal said, “Cows eating grass under the blue sky!” Akbar asked, “Where are the cows? Where is the grass?” Birbal said, “The cows ate the grass and left!” King Akbar laughed and gave Birbal a big prize.

left (left): went away

painting (peyn.ting): a picture made with paints or colours prize (pryz): to win something for good work spots (spots): small marks

under (uhn.duh): below something

Chapter 8 • Let Us Talk

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104

Period 1 continued Echo Introducing Keywords

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—left (left). Instruct: Repeat the meaning after me—went away. Instruct: Repeat the sentence after me—Riya left the room just now. Repeat this process for the other keywords as well.

5 mins Echo

Word

Pronunciation Meaning

Sentence

painting

peyn.ting

a picture made with paints or colours

Trisha made a beautiful painting.

prize

pryz

to win something for good work

I won a prize in sports.

spots

small marks

There are some spots on my dress.

under

uhn.duh

below something

The cat is under the table.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Trisha / made / a beautiful / painting.

You may draw a few big and small spots, with colourful chalk, on the board and say, ‘There are colourful spots on the board.’ This will help to develop a contextual understanding of the word ‘spot’.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘left’ and tell them to me. Repeat this process with all the keywords.

E&R

Model Responses: 1. Raj left the school late today. 2. I made a painting of the flowers. 3. My sister won a prize for her drawing. 4. The white dog has brown spots on its back. 5. The ball is under the chair.

Conclusion

4 mins

Say: Today, we read a funny story called The Painting. In this story, Akbar and Birbal are talking to each other. Akbar asked Birbal questions about his painting and Birbal gave answers that were clever and funny. In this chapter, we learnt to ask and answer simple questions. We also learnt the words ‘left’, ‘painting’, ‘prize’, ‘spots’ and ‘under’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects given on page no. 60. Learn to answer the questions by listening to and repeating the projects given in the app. Chapter 8 • Let Us Talk

105

E-Speak 1 Practise at Home PROJECT 8A

Tring Tring

Sanju’s grandmother asks him, ‘How are you?’ Listen to his reply and record it.

PROJECT 8B

Period 2

Grandma Calls

Grandma asks Sanju, ‘How is your school going?’ Listen to his reply and record it.

PROJECT 8C

Evening Time

Sanju’s grandmother asks, ‘What do you do in the evening?’ Listen to his reply and record it.

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106

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Let Us Talk. In the last class, we read a funny story called The Painting. In the story, Akbar and Birbal were talking to each other about a painting. Akbar was asking him questions and Birbal was answering them in a clever and funny way. We learnt to ask simple questions and respond to the questions asked. We also learnt the keywords, ‘left’, ‘painting’, ‘prize’, ‘spots’ and ‘under’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to understand simple questions in our day-to-day conversations. We are also learning to answer simple questions. When we have a conversation with someone, we should listen to the other person, and speak in a polite and respectful manner. We should also speak with a smile.

Listen

Example from Text: In the story, Akbar asked Birbal questions about the painting. He asked questions like, “What is this, Birbal?” and “Where are the cows? Where is the grass?” Birbal listened carefully to the questions and gave his answers with a smile, ‘Cows eating grass under the sky.’ and ‘The cows ate the grass and left.’ Example from E-Speak 1: As a part of your homework project, you heard Sanju answering the questions his grandmother was asking about him, his school and what he does in the evening.

Echo E-Speak 1

8 mins

Say: Now, I will tell you the answers Sanju gave to his grandmother’s questions. Instruct: Repeat the Project 8A after me—Hello Grandma. I am good. How are you? Instruct: Repeat the Project 8B after me—It is going well. I like to go to school. I meet my friends. Instruct: Repeat the Project 8C after me—I do my homework in the evening. Then, I go to play in the park. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I do / my homework / in the / evening. / Then, / I go / to play / in the park.

Chapter 8 • Let Us Talk

107

Echo

Speak on the Spot Boost Your Speaking

Favourite Cartoon Show

Imagine your teacher is your cousin Tony. He asks you about your favourite cartoon show. Answer his questions politely.

Hi ... How are you? I am fine.

Hi Tony ...

I am good.

I am doing well.

Which is your favourite cartoon show?

Period 2

I like to watch ... Why do you like this cartoon? I like this cartoon because ... it is funny

it is colourful

it has animals

it has magic

When do you watch this cartoon? I watch this cartoon ... on Sundays

in the afternoon

in the evening

every day

Look at your teacher when you speak. Answer politely. You can give your own answers. 61

Chapter 8 • Let Us Talk

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108

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to imagine that I am your cousin, Tony. I will ask you simple questions about your favourite cartoon show. You have to understand my questions and answer them. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may complete the entire conversation cycle with each learner. If you feel that the learners are responding conﬁdently and correctly, you may choose to extend the conversation by asking the names of the characters in the cartoon, what they like about them and so on. Model Responses: 1. Teacher: Hi Shikha! How are you? Student 1: Hi Tony, I am fine. Teacher: Which is your favourite cartoon show? Student 1: I like to watch Tom and Jerry. Teacher: Why do you like this cartoon? Student 1: I like this cartoon because it is funny. Teacher: When do you watch this cartoon? Student 1: I watch this cartoon in the evening. 2. Teacher: Hi Rohan! How are you? Student 2: Hi Tony, I am good. Teacher: Which is your favourite cartoon show? Student 2: I like to watch Chhota Bheem. Teacher: Why do you like this cartoon? Student 2: I like this cartoon because Chhota Bheem is clever. Teacher: When do you watch this cartoon? Student 2: I watch this cartoon on Sundays. If the learners respond to the questions correctly, you can give them feedback like, ‘I enjoyed my conversation with you!’ or ‘Thank you for sharing your favourite cartoon!’. In case the learners struggle, you can tell them ‘Let us do it again’, ‘You should maintain eye contact.’, or ‘You should be conﬁdent while you speak.’

Conclusion

2 mins

Homework

1. E-Speak 2: Look at the picture carefully on page no. 62 of the book or in the app. You have to record in the app what you see in the picture in 1–2 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model answer will be read out to the class. 2. Plan and Speak: You have to think and complete the conversation about your ride to the school. You can refer to the questions given on page no. 63. You may ask for help at home to do the work correctly. Practise saying them loudly, again and again, in front of an older family member. Chapter 8 • Let Us Talk

109

E-Speak 2 PROJECT 8D

Practise at Home

What I See

Look at the picture carefully. Say the things that you see in the picture, in 1-2 lines.

Gaming Zone It’s Fun Time

Find the Things

Period 3

Look at the picture. Circle and tell Rohan where these things are.

1. Scissors 2. Flower 3. Bookshelf 4. Girl with the pink book 5. Blue ball

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110

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Find the Things. Say: It’s now time to play a fun game. You have to look at the picture and help Rohan find the things that are on the list. Instruct: Now, circle the things that are on the list. Cross out the things on the list once you have circled them in the picture. You may ask these suggested questions. 1. Where is the red vase? (The red vase is on the table.) 2. How many children are reading books? (Two children are reading books.) 3. How many blue balls can you see? (I can see two blue balls.) 4. How many children are in the picture? (There are eight children in the picture.) 5. How many colour pencils can you see? (I can see three colour pencils.)

Listen Echo E-Speak 2

8 mins

Say: You did the digital project called ’What I See’, where you had to look at the picture carefully and record 1–2 lines about what you saw in the picture. Instruct: Listen to my response to the project.

Echo

‘It is a bright sunny day. There are many children in the park.’ Say: Now, you will listen to another response and repeat after me. ‘The children are having fun in the garden. Three children are playing with a ball.‘ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: The children / are / having fun / in the garden. / Three children / are playing / with a ball.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 8 • Let Us Talk

Listen

111

112

by car

I see

shops

cows

buses

houses markets

dogs

Chapter 8 • Let Us Talk

(Yes/No)

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trees

I see/do not see other children.

hospital

parks

on the streets. lights

on a bicycle

on the way to school.

Do you also see other children on your way?

cars

I see

. on foot

What do you see on the streets when going home?

birds

UE24CB_Grade 1.indb 63

by scooter

I come to school

What do you see while coming to school?

by bus

Good morning, ma’am/sir.

(name of student)

How do you come to school?

Good morning,

1Write: Complete the sentences.

Your teacher asks you questions about your ride to school. Complete the lines. Practise saying them at home. Then, answer her questions politely.

On the Way

The Final Show

Plan and Speak

UE24CB_Grade 1.indb 64

Notes Corner

You can give your own answers.

Look at your teacher when you speak.

Answer politely.

3 Present: Present your lines in the class.

2Practise: Practise your lines in front of your elders.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you and I will talk to each other about your ride to school. I will ask you some questions and you have to answer them.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to share their answers loudly and clearly. You may complete the entire conversation cycle with each learner.

You may read aloud the model responses, between the learners’ presentations, if needed. These model responses can help the learners get more ideas, use adequate vocabulary, and frame better sentences. Model Responses: 1. Teacher: Good morning, Natasha. Student 1: Good morning, ma’am. Teacher: How do you come to school? Student 1: I come to school by bus. Teacher: What do you see while coming to school? Student 1: I see a garden on the way to school. Teacher: What do you see on the streets when going home? Student 1: I see cows on the street when going home. Teacher: Do you also see other children on your way? Student 1: Yes, I see other children. 2. Teacher: Good morning, Rohan. Student 2: Good morning, sir. Teacher: How do you come to school? Student 2: I come to school by scooter. Teacher: What do you see while coming to school? Student 2: I see a market on the way to school. Teacher: What do you see on the streets when going home? Student 2: I see trees on the street when going home. Teacher: Do you also see other children on your way? Student 2: No, I do not see other children. If the learners respond to the questions correctly, you can praise them by saying, ‘Keep it up!’, ‘Well done!’, or ‘You responded conﬁdently and loudly!’. In case the learners struggle to answer the questions, you can tell them, ‘You should maintain eye contact’, ‘Do you wish to read from the book?’ or ‘You should speak loudly and clearly.’

Conclusion

2 mins

Say: In this chapter, we learnt to understand questions when talking to someone. We also learnt to respond to simple questions, in words and phrases, during a conversation.

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Chapter 9

Can I Have It?

Big Skill: Making polite requests Learning Objectives: Learners will be able to: • make simple requests politely. • respond to requests politely.

Chapter 9

Can I Have It?

Period 1

Making polite requests

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 9–Can I Have It? Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Who can you see in the picture? (I can see a grandfather, a little girl and another man in the picture.) 2. What is the thing that the man is selling in the picture? (The man is selling pinwheels / paper windmills.) 3. What do you think the girl is telling her grandfather? (I think the girl is telling her grandfather ‘Look at the pinwheel’. / I think the girl is telling her grandfather ‘I want a paper windmill’.)

You may point at the pinwheel directly in the picture to draw the learners’ attention. Describe it as a wheel that is made by folding paper and pasting it on a stick. It moves like a wheel because of the wind. Read aloud the model description of the cover page. Say: On the cover page, a little girl is walking with her grandfather. They see a man selling colourful pinwheels. It seems that the girl wants a pinwheel. She requests her grandfather to buy one for her.

Listen Text Comprehension

15 mins

Before the Text Say: Go to page no. 66 of your content book. We will read the story—Sana Makes Three Wishes. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (I see a girl / a fairy / an angel.) 2. What is the girl doing? (The girl is sitting on the bed and crying.) 3. What can fairies / angels do? (Fairies / Angels can make our wishes come true. They can fly.) Explain: We are going to read a story called Sana Makes Three Wishes. It is about a girl, Sana. She breaks her toy and starts crying. But then, an angel comes and does some magic. Now, let us begin reading. Instruct: Pay attention to how Sana makes her requests to the angel.

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Listen

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“Sure!” says the angel. “Here is your truck, as good as new.”

Sana is so excited when she hears the angel’s voice. She says, “Can you please fix this truck?”

“You have three wishes,” she hears a voice. It is an angel!

Sana is crying. She broke her favourite toy truck.

Sana Makes Three Wishes

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Period 1

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Chapter 9 • Can I Have It?

true (troo) (troo):: to make it real or happen

puppy (puh·pee): a baby dog

promise (praw.muhs):: to say that you will do something for sure

fix (fiks):: to make it work or repair

angel (ayn.juhl): ( .juhl): a kind person with magical powers

Then, the angel hugs Sana and waves her goodbye.

The angel says, “Sana, you are very kind! All your wishes will come true now!”

“I will, I will!” says Sana. “For my last wish, I want my family to always be happy.”

“Yes, my child! Promise me you will take care of it,” says the angel.

“My brother and I want a cute puppy puppy. Please make this come true.”

The angel asks, “What is your next wish?”

Sana picks up the truck and says, “Thank you!”

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Talking Book

Period 1 continued During the Text Read the story aloud OR play the Talking Book in the classroom. While reading the story aloud, pay special attention to the keywords written in red, explain their meaning and stress on their pronunciation. For example: ‘Angel’ means a kind person with magical powers. It is pronounced as ayn.juhl. You may stress on the syllable in bold, like ‘ayn’. You may pause at the annotations and ask these suggested questions. After 1 How do you think Sana feels when she hears the voice? (I think Sana feels afraid / happy / excited / shocked / scared.) After 2 Do you think the angel will fix the truck? (Yes, I think the angel will fix the truck as she has magical powers. / No, I don’t think the angel will fix the truck.) After 3 What do you think Sana will wish for next? (I think Sana will wish for a new friend. / I think Sana will wish for some ice-cream.) After 4 Why does the angel say that Sana is kind? (The angel says that Sana is kind because she asked her wishes nicely. / The angel says that Sana is kind because she wanted her family to be happy.) You may rephrase the learners’ answers into complete sentences and ask them to repeat after you. For example: I think Sana will wish for a new friend. After the Text

You may ask these suggested questions. 1. How many wishes did Sana make? (Sana made three wishes.) 2. Do you think Sana is happy at the end? (Yes, I think Sana is happy at the end because the angel tells her that her wishes will come true.) 3. Do you have a favourite toy? What will you do if your favourite toy is broken? (Yes, I have a favourite toy. It is a car. I will try to fix it if it is broken.) 4. Sana asked the angel for something. Have you ever asked anyone to do anything for you? (Yes, I asked my mother for a new notebook. / Yes, I asked my father to cook my favourite food.)

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Talking Book

Sana picks up the truck and says, “Thank you!” The angel asks, “What is your next wish?”

Period 1

“My brother and I want a cute puppy puppy. Please make this come true.” “Yes, my child! Promise me you will take care of it,” says the angel. “I will, I will!” says Sana. “For my last wish, I want my family to always be happy.” The angel says, “Sana, you are very kind! All your wishes will come true now!” Then, the angel hugs Sana and waves her goodbye.

angel ((ayn.juhl): .juhl): a kind person with magical powers fix (fiks):: to make it work or repair

promise (praw.muhs):: to say that you will do something for sure puppy (puh·pee): a baby dog

true (troo) (troo):: to make it real or happen

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—angel (ayn.juhl). Instruct: Repeat the meaning after me—a kind person with magical powers. Instruct: Repeat the sentence after me—I read a story about an angel. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

fix

fiks

to make it work or repair

My father will fix my toy.

promise

praw.muhs

to say that you will do something for sure

I promise to take care of my little brother.

puppy

puh.pee

a baby dog

The puppy likes to play with me.

true

troo

to make it real or happen

I hope all my wishes come true.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I read / a story / about / an angel.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘angel’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. I saw an angel in my dream. 2. My sister will fix my bag. 3. I promise to keep my room clean. 4. I saw a white puppy today. 5. I prayed for my dream to come true.

Conclusion

4 mins

Say: Today, we read a story called Sana Makes Three Wishes. In the story, an angel came and helped Sana fix her favourite toy truck. She even granted her two more wishes. In this chapter, we learnt how to make requests. We also learnt the words ‘angel’, ‘fix’, ‘promise’, ‘puppy’ and ‘true’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 68. Learn to make requests and respond to them by listening to and repeating the projects given in the app.

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E-Speak 1 Practise at Home PROJECT 9A

The Picnic

Rohan requests something from his father. Listen and record it.

PROJECT 9B

Period 2

My New Bat

Rohan requests something from his mother. Listen and record it.

PROJECT 9C

Help Me, Rohan

Rohan’s brother requests, ‘Can you please help me clean my cupboard?’ Listen to what Rohan says and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Can I Have It? In the last class, we read a story called Sana Makes Three Wishes. At the beginning of the story, Sana was crying because she broke her favourite toy truck. Then, an angel came and granted her three wishes. First, Sana politely requested the angel to fix her toy truck. Then, she wanted a puppy for herself and her brother. Finally, she asked the angel to keep her family happy. In this chapter, we learnt to make requests politely. We learnt to respond to requests. We also learnt the keywords ‘angel’, ‘fix’, ‘promise’, ‘puppy’ and ‘true’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to make polite requests and also to respond to requests politely. We use ‘please’ when we make a polite request.

Listen

Example from Text: In the story, Sana requested the angel politely to make her wishes come true. She asked the angel to fix her toy truck, give her a puppy and always keep her family happy. She used the word ‘please’ when she asked the angel for something. For example: “Can you please fix this truck?”. The angel replied to Sana’s requests by using words and phrases such as “Sure” and “Yes, my child!” At the end of the story, the angel called Sana a kind girl and politely told her that all her wishes would come true. Example from E-Speak 1: As part of your homework project, you heard Rohan asking his father and mother for certain things. He requested his father to go on a picnic and his mother to buy him a new bat. In the end, you heard Rohan’s response to his brother when he requested Rohan to help him clean his cupboard.

Echo E-Speak 1

8 mins

Say: Now I shall speak what Rohan said to his father, mother and brother. Instruct: Repeat the Project 9A after me—Dad, can we please go for a picnic this Sunday? Instruct: Repeat the Project 9B after me—Mom, can you please buy me a new bat? Instruct: Repeat the Project 9C after me—Sure, I will help you clean the cupboard. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Dad, / can we / please go / for a / picnic / this Sunday?

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Echo

Speak on the Spot Boost Your Speaking

Simple Requests Look at the pictures. Tick (ü) the correct requests. Say the requests aloud.

To go to washroom

• May I go to the washroom, please? • I am going to the washroom. To sit with your friend

Period 2

• Can I sit with my friend today? • I will sit with my friend. To enter your classroom

• May I enter the class, please? • I will enter the class. To fill your water bottle

• I need to go and ﬁll my water bottle. • Can I please go and ﬁll my water bottle? Speak politely when you make requests. Smile when you speak.

Look at your teacher and friends. 69

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to look at the pictures given on page no. 69 and share the correct request for each of the pictures.

E&R

Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to read out their responses from the book. Ask them to make their presentations clearly yet politely. Guide the learners to begin and end their presentations with greetings. Model Responses: 1. Hello all! To go to the washroom, I will say, ‘May I go to the washroom, please?’ Thank you. 2. Hello all! To sit with my friend, I will ask, ‘Can I sit with my friend today, please?’ Thank you. 3. Hello all! To enter the class, I will ask, ‘May I enter the class, please?’ Thank you. 4. Hello all! To fill my bottle, I will ask, ‘Can I please go and fill my water bottle?’ Thank you If the learners share the requests correctly, you may give them feedback like ‘Well done!’, ‘Good work! You made your requests politely’ or ‘Good job! You were loud and clear’. In case the learners struggle to present properly, you can say, ‘You are doing good, but let us try together’ or ‘Let me help you with framing the question’.

Conclusion

2 mins

Homework

1. E-Speak 2: Imagine that your friend has asked to borrow your colour pencils. Listen to your friend’s request and record in 1-2 lines what will you tell him/her, in the app. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to request your mother to make your favourite dish after you come back from the park. Write down the lines that you will say to your mother. You may practise saying the lines loudly in front of an older family member.

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E-Speak 2 PROJECT 9D

Practise at Home

Can I Borrow?

Your friend has requested to borrow your colour pencils. What will you say to him/her? Tell us in 1-2 lines.

Gaming Zone Fun with Requests!

It’s Fun Time

Period 3

Circle the requests that you will make in a park.

Can I please ride your bicycle?

May I please play with you?

May I please borrow your pencil?

Can I play on the slide?

Could you please read me a story?

Can you please make my favourite dish?

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Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Fun with Requests! Say: There are some requests given below along with the pictures that you can make in a park. Instruct: Read the requests carefully and circle the requests that you can make in the park. You may ask these suggested questions. 1. How will you make a request when you want to ride someone’s bicycle? (I will say, ‘Can I please ride your bicycle?’) 2. How will you make a request when you want to play with someone? (I will say, ‘May I please play with you?’) 3. How will you make a request when you want to borrow someone’s pencil? (I will say, ‘May I please borrow your pencil?’) 4. How will you make a request when you want to play on the slide? (I will say, ‘Can I please play on the slide?’) 5. How will you request someone to read a story to you? (I will say, ‘Could you please read me a story?’) 6. How will you request someone to make your favourite dish? (I will say, ‘Can you please make my favourite dish?’)

At the end, you may ask a few learners to share the requests that they have circled.

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Can I Borrow?’, in which you had to respond to your friend’s request when he/she wanted to borrow colour pencils from you.

Listen

Instruct: Listen to my response to the project. ‘Sure, you can borrow my colour pencils. Please don’t break them.’ Say: Now, you will listen to another response and repeat after me. ‘I am using my colour pencils right now. Can I please give them to you once I finish colouring?’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: I am / using my / colour pencils / right now. / Can I please / give them / to you / once / I ﬁnish colouring?

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

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Echo

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Chapter 9 • Can I Have It?

. What do you want to eat?

Sure.

(name)

my favourite dish.

Good evening,

Thank you.

. I can wash the vegetables.

Okay! Can You help me?

make a sandwich?

I am very hungry.

Good evening, Mummy!

the next page.

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1Write: Complete the sentences. You may take help from the clues on

Imagine your teacher is your mother. You are back from the park. You request her to make your favourite dish. Complete the lines and present them in the class.

I Am Hungry!

The Final Show

Plan and Speak

Yes Okay

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Notes Corner

Look at your teacher and your friends when you speak.

You can read from the book.

Speak politely.

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Could you please

Could you please cook

3 Present: Now, share your request with the class.

times with expressions.

Can you please make

Sure

2Practise: Read the lines aloud in front of an elder. Practise many

That is so nice of you.

Can you please

Period 3

Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you have to request your mother to make your favourite dish after you come home from the park. I will play the role of your mother and say her lines and you have to share your response.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may ask the learners to share their responses loudly and clearly. You may allow the learners to read out their lines from the book. Guide them to speak politely and with a smile.

You may read aloud the model responses given below between learners’ presentations if needed. These model responses can help the learners get more ideas, use adequate vocabulary and frame better sentences. Model Responses: 1. Student 1: Good evening, Mummy! Teacher: Good evening, Seema. Student 1: I am very hungry. Can you please make my favourite dish? Teacher: Sure. Student 1: That is so nice of you. Teacher: What do you want to eat? Student 1: Can you please make me a sandwich? Teacher: Okay! Can you help me? Student 1: Yes. I can wash the vegetables. Teacher: Thank you. 2. Student 2: Good evening, Mummy! Teacher: Good evening, Rohan. Student 2: I am very hungry. Could you please make my favourite dish? Teacher: Sure. Student 2: That is so sweet of you. Teacher: What do you want to eat? Student 2: Could you please make me a sandwich? Teacher: Okay! Can you help me? Student 2: Sure. I can wash the vegetables. Teacher: Thank you. If the learners present their lines politely and conﬁdently, you can give them feedback like ‘That was great!’, ‘Good work!’ or ‘Good job with making the correct requests!’ In case the learners struggle to present properly, you can say, ‘You should maintain eye contact while speaking’ or ‘You have a good command but speak a bit louder’.

Conclusion

2 mins

Say: In this chapter, we learnt to make requests and respond to requests politely.

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Chapter 10

I Ask Questions

Big Skill: Asking simple questions Learning Objectives: Learners will be able to: • ask simple questions using what, who and where. • ask simple questions in a conversation.

Chapter 10

I Ask Questions Period 1

Asking simple questions

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 10—I Ask Questions. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. What do you see in the picture? (I can see a boy and a girl in the picture. / I can see a blue wall and a yellow door.) 2. Where do you think the boy and the girl are? (I think the boy and the girl are standing in front of a house.) 3. What are the boy and the girl doing? (The boy and the girl are talking.) Read aloud the model description of the cover page. Say: On the cover page, we can see a girl and a boy. They are standing in front of a house. The house has a blue wall and a yellow door. They are talking to each other. They could be talking about school or what games they could play together.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 74 of your content book. We will read the story—Who Will Win? Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Who do you see in the first picture? (I see a boy and a girl in the first picture.) 2. Where do you think they are? (I think they are in a park. / I think they are in a garden.) 3. Do the girl and the boy look happy in the first picture? (Yes, the boy and the girl look happy in the first picture.) 4. What do you think the girl is talking about in the second picture? (I think the girl is talking about a dragon. / I think the girl is talking about a dragon kite.) Explain: We are going to read a story called Who Will Win? In the story, we will read about a boy and a girl named Avni and Jatin. They are talking about what they can play on a breezy day. Then, they come up with the idea of flying their kites and seeing whose kite flies higher. Now, let us begin reading. Instruct: Pay attention to the questions Jatin and Avni ask each other during their conversation.

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Listen

130

Jatin: Great! Let me go and get my butterfly-shaped kite. Which kite will you fly?

Avni: We can fly them from my terrace.

Jatin: Of course! But where can we fly them from?

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Avni: Um… It is a breezy day today. So, how about flying kites?

Jatin: What should we play today?

Avni: Hi Jatin! Good to see you too.

Jatin: Hi Avni! Good to see you.

Who Will Win?

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Chapter 10 • I Ask Questions

today (tu.day): on this day

terrace (ter.us): a flat area at the top of a building or house

shaped (shaypt): to be in a form or outline

breezy day (bree.zee day): a day when wind blows

beautiful (byoo.tuh.ful): very pretty

Avni: Yes! Let us see who wins!

Jatin: This is going to be so much fun! Let us see who wins.

Avni: Yes, let us see. The kite that flies the highest wins.

Jatin: Let us see which kite flies the highest.

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Talking Book

Avni: I will fly my dragon-shaped kite. It is a big and beautiful kite!

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Period 1

Period 1 continued During the Text

After 2 Which kite does Jatin want to fly? (Jatin wants to fly his butterfly-shaped kite.) After 3 Which kite does Avni want to fly? (Avni wants to fly her dragon-shaped kite.) After 4 Who will win in kite flying? (The kite that flies the highest will win.)

You may rephrase the learners’ responses into complete sentences and ask them to repeat after you. For example: The kite that ﬂies the highest will win.

After the Text

You may ask these suggested questions. 1. Where did Avni and Jatin decide to fly their kites? (Avni and Jatin decided to fly their kites on Avni’s terrace.) 2. In the story, we read that Avni and Jatin ask each other questions about what they want to play. How will you ask a friend about what they want to play? (I will ask my friend ‘What should we play? / What will you play?’) 3. How will you ask your friend a question about the place where you both want to play? (I will ask my friend, ‘Where can we play? / Where do you want to play?’)

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Period 1

Talking Book

Avni: I will fly my dragon-shaped kite. It is a big and beautiful kite! Jatin: Let us see which kite flies the highest. Avni: Yes, let us see. The kite that flies the highest wins. Jatin: This is going to be so much fun! Let us see who wins. Avni: Yes! Let us see who wins!

beautiful (byoo.tuh.ful): very pretty breezy day (bree.zee day): a day when wind blows shaped (shaypt): to be in a form or outline terrace (ter.us): a flat area at the top of a building or house today (tu.day): on this day

Chapter 10 • I Ask Questions

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—beautiful (byoo.tuh.ful). Instruct: Repeat the meaning after me—very pretty. Instruct: Repeat the sentence after me—The flowers are beautiful. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

breezy day

bree.zee day

a day when wind blows

I play on a breezy day.

shaped

shaypt

to be in a form or outline

My mother baked a heart-shaped cake.

terrace

ter.us

a flat area at the top of a building or house

I sometimes play on my terrace.

today

tu.day

on this day

I am going to school today.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I / play / on a / breezy / day.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘beautiful’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Mili wears a beautiful dress. 2. I love to fly my kite on a breezy day. 3. Mehak has a leaf-shaped book. 4. The terrace is clean. 5. It is sunny today.

Conclusion

4 mins

Say: The name of the chapter is I Ask Questions. Today, we read a story called Who Will Win? In the story, we read that Avni and Jatin asked each other questions about what they could play. Finally, they decided to fly kites as it was a breezy day. We learnt to ask simple questions. We also learnt the words ‘beautiful’, ‘shaped’, ‘terrace’ and ‘today’ and the phrase ‘breezy day’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects given on page no. 76. Learn to ask simple questions using what, who, and where by listening to and repeating the projects given in the app.

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E-Speak 1 Practise at Home PROJECT 10A

Party Time

Misha’s family is going to a party. Listen to what she asks her father and record it.

Period 2

PROJECT 10B

Birthday Party

Misha asks her brother questions about the party. Listen and record it.

PROJECT 10C

Dress Up

Misha asks her mother about her dress for the party. Listen and record it.

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Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—I Ask Questions. In the last class, we read a story called Who Will Win? In the story, we read about Jatin and Avni who were talking and asking each other questions about what game they wanted to play. They decided to fly kites. Jatin wanted to fly his butterfly-shaped kite and Avni wanted to fly her dragon-shaped kite. We learnt to ask simple questions using ‘what’, ‘who’ and ‘where’. We also learnt the keywords ‘beautiful’, ‘shaped’, ‘terrace’ and ‘today’ and the phrase ‘breezy day’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to ask simple questions using the question words ‘what’, ‘who’ and ‘where’. We use the question word ‘what’ to ask about someone or something. We use the question word ‘where’ to ask about a place. We use the question word ‘who’ to ask about a person.

Listen

Example from Text: In the story, we read that Jatin and Avni asked questions about what they wanted to play. Jatin asked Avni, ‘What should we play today?’ Then he asked her about where they could fly the kites by saying ‘But where can we fly them from?’ Finally he asked her, ‘Which kite will you fly?’ The question word ‘which’ is used to ask about a thing. Example from E-Speak 1: As a part of your homework project, you heard Misha asking her father questions. She also asked her brother about the party. She asked her mother about the dress she should wear to the party.

Echo E-Speak 1

8 mins

Say: Now, I shall say the questions asked by Misha.

Instruct: Repeat the Project 10A after me—Dad, where is the birthday party?

Instruct: Repeat the Project 10B after me—Parth, who all will be there at the party? I am so excited. Instruct: Repeat the Project 10C after me—Mom, what will I wear to the party? I can wear my pink dress. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Dad, / where / is / the / birthday / party?

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Echo

Speak on the Spot Boost Your Speaking

My New Friend Imagine your teacher is a new friend you made at a party. Ask him/her any TWO questions.

… is your name? My name is Rachna. … do you live? I live in Kamlesh Nagar.

Period 2

… is your best friend? Trisha is my best friend. … is the name of your school? The name of my school is Hilltop Public School. … do you go to play? I go to play at the park. Who

What

Where

Speak in complete sentences. You can read from the book. Look at your teacher when you ask the questions. You can ask any other questions, too. 77

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Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that I am your new friend whom you met at the party. You have to ask me any two questions and I will answer them.

E&R

Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to ask the questions loudly and maintain eye contact with you while asking the questions. Model Responses: 1. Student 1: What is your name? Teacher: My name is Rachna. Student 1: Where do you live? Teacher: I live in Kamlesh Nagar. 2. Student 2: Who is your best friend? Teacher: Trisha is my best friend. Student 2: What is the name of your school? Teacher: The name of my school is Hilltop Public School. 3. Student 3: Where do you go to play? Teacher: I go to play at the park. Student 3: Where do you live? Teacher: I live in Kamlesh Nagar. If the learners are able to frame the questions correctly, using the correct question word, you may praise them by saying ‘Well done!’, ‘Good work!’ or ‘You framed your questions correctly’. In case the learners struggle to frame the questions, you can help them by saying ‘Let me help you to frame the questions’, ‘Let us try together’ or ‘You are doing good, just speak a bit louder’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app 1–2 questions about a big box of ice cream that you see in your house. The ice cream box has not yet been opened. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: Imagine you have to ask your friend two questions about any object that he/she has. You may write the questions down first and practise saying them loudly in front of your parents.

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E-Speak 2 PROJECT 10D

Practise at Home

Yummy Ice Cream!

You see a big box of ice cream at home. It is not opened yet. Ask your parents 1-2 questions about it.

Gaming Zone It’s Fun Time

Period 3

What? Where? Who?

Match the question word with the correct sentence. One has been done for you. What

do you live?

Who

is your favourite colour?

Where

is your father’s name?

Which

is your best friend?

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138

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—What? Where? Who? Say: Some question words are given on the left-hand side and incomplete sentences are given on the right-hand side. Show the example given in the book. Instruct: You have to match the correct question words with the correct options to make a complete sentence. You may ask these suggested questions. 1. The question word used to ask someone’s name is _________. (‘What’ is used to ask someone’s name.) 2. The question word used to ask about an object or a thing is _________. (‘Which’ is used to ask about an object or a thing.) 3. The question word used to ask about a place or a location is _________. (‘Where’ is used to ask about a place.) 4. The question word used to ask about a person is _________. (‘Who’ is used to ask about a person.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘Yummy Ice Cream!’, where you had to record two questions that you would ask your parents about the ice-cream box.

Listen

Instruct: Listen to my response to the project. ‘Hello, mother. What is inside the box? Who got it?’ Say: Now, you will listen to another response and repeat after me. ‘Hi, father. What flavour of ice cream is it? Where did you buy it?’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hi, father. / What / ﬂavour of / ice cream / is it? / Where / did you / buy it?

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

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Echo

140 (the object you have chosen)

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Chapter 10 • I Ask Questions

What

Who

Where

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..............................................................................................................................?

I will ask about ………………………................................. .

Hello friends!

1Write: Write your questions here.

Tick (ü) any one object that you saw with your friend. Write TWO questions about it. Practise and ask them in the class.

That Is So Nice!

The Final Show

Plan and Speak

UE24CB_Grade 1.indb 80

Notes Corner

Ask questions politely and with a smile.

Speak in complete sentences.

3 Present: Ask the questions in the class.

2 Practise: Practise by asking your parents the questions.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: You have to ask two questions about any one object that you saw with your friend. Present the questions that you want to ask in front of the class.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to present the questions with proper voice modulation.

You may read out some model answers for the learners. This will give them some idea of how to frame the question and present it. Model Responses: 1. Hello friends! I will ask about the water bottle. Where is your water bottle? What is the colour of your water bottle? Thank you. 2. Hello friends! I will ask about the cap. Who gave you this cap? Where is the cap? Thank you. 3. Hello friends! I will ask about the bag. What is the colour of the bag? Where is your bag? Thank you. If the learners are able to present their questions conﬁdently, you can praise them by saying ‘That was a lovely presentation!’, ‘Well done!’ or ‘I loved the questions you asked’. In case the learners struggle, you can encourage them by saying ‘You should ask your questions politely and with a smile.’, or ‘You have a good command of the language, just try to speak a bit louder’.

Conclusion

2 mins

Say: In this chapter, we learnt to ask simple questions using the question words ‘what’, ‘where’ and ‘who’. We also learnt to ask simple questions during a conversation.

Chapter 10 • I Ask Questions

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Chapter 11

My Feelings

Big Skill: Sharing one’s feelings Learning Objectives: Learners will be able to: • express simple feelings like happy, sad, proud, excited and worried. • show emotions while expressing one’s feelings.

Chapter 11

My Feelings

Period 1

Sharing one’s feelings

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142

Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 11—My Feelings. Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Who do you see in the cover picture? (I see a girl and a boy in the cover picture.) 2. What is the girl doing? (The girl is giving a gift to the boy.) 3. How do the boy and the girl look? (The boy and the girl look happy.) 4. Where are the boy and the girl? (The boy and the girl are in a living room.) Read aloud the model description of the cover page. Say: On the cover page, we can see a boy and a girl. They are in a living room. The girl is giving a gift to the boy. Both of them look happy. They are smiling.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 82 of your content book. We will read the story—My Friend Dino! Instruct: Look at the page for one minute. You may ask these suggested questions. 1. What do you see in the first picture? (I see a boy sleeping on the bed in the first picture. / I see a boy sleeping with a toy in the first picture.) 2. How does the boy look in the first picture? (The boy looks happy in the first picture.) 3. Who do you see in the second picture? (I see the boy with his mother and father in the second picture.) 4. Look at the bubble in the second picture. What do you think is the boy talking about? (I think the boy is talking about his toy.) Explain: We are going to read a story called My Friend Dino! In the story, we will read about a boy and his favourite toy named Dino. We will read about how the boy feels when he is not able to find Dino. Now, let us begin reading. Instruct: Pay attention to the feeling words used by the boy in the story.

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Listen

144

UE24CB_Grade 1.indb 82

“No, I have not seen it,” said Father.

“Father, have you seen Dino?” I asked Father.

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Chapter 11 • My Feelings

worried (wuh.rid): being sad or upset

sniffs (snifs): breathes in quickly to smell

proud (prowd): feeling happy about doing something well

fur (fur): soft hair on animals

behind (buh.hined): at the back of something or someone

I dance around the room with Dino and Rocky. They are my best friends!

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Hurray! It is Dino, my favourite toy! Oh! I am so happy! Rocky always makes me proud.

“Mother, have you seen Dino?” I asked Mother.

Rocky cannot see me sad. He sniffs around the house to find Dino. After a few minutes, Rocky runs towards me! He has something in his mouth.

This morning, I could not find Dino.

“No, I have not seen it,” said Mother.

“Have you seen Dino?” I asked Rocky, my dog.

I look for Dino behind the curtain. I look for Dino under the bed. I look for Dino in the almirah. But it is nowhere to be found. I sit in the garden with a sad face.

Where is Dino? Is it lost? I am so worried! What can I do?

Talking Book

cute white teeth. I love Dino. I always sleep with Dino.

My favourite toy is Dino. Oh! It is so soft. It has green fur. It also has little pink ears. And it has

My Friend Dino!

Period 1

Period 1 continued During the Text

After the Text

You may ask these suggested questions. 1. What was the boy’s favourite toy in the story? (The boy’s favourite toy in the story was Dino.) 2. The boy was feeling worried when he lost Dino, his favourite toy. How do you feel when you lose your favourite toy? (I feel sad when I lose my favourite toy. / I feel like crying when I lose my favourite toy.) 3. Who found Dino? (The boy’s pet dog, Rocky, found Dino.) 4. The boy was happy when he found Dino. What makes you happy? (Playing with my sister makes me happy. / Going to the park makes me happy.)

For open-ended questions based on the learner’s realities and experiences, you may help him/her to reframe the answers into complete sentences. For example: I feel sad when I lose my favourite toy.

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Period 1

Talking Book

Where is Dino? Is it lost? I am so worried! What can I do? I look for Dino behind the curtain. I look for Dino under the bed. I look for Dino in the almirah. But it is nowhere to be found. I sit in the garden with a sad face. “Have you seen Dino?” I asked Rocky, my dog. Rocky cannot see me sad. He sniffs around the house to find Dino. After a few minutes, Rocky runs towards me! He has something in his mouth. Hurray! It is Dino, my favourite toy! Oh! I am so happy! Rocky always makes me proud. I dance around the room with Dino and Rocky. They are my best friends!

behind (buh.hined): at the back of something or someone fur (fur): soft hair on animals proud (prowd): feeling happy about doing something well sniffs (snifs): breathes in quickly to smell worried (wuh.rid): being sad or upset

Chapter 11 • My Feelings

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Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them.

Echo

Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—behind (buh.hined). Instruct: Repeat the meaning after me—at the back of something or someone. Instruct: Repeat the sentence after me—The dog is behind the tree. Repeat this process for the other keywords as well. Word

Pronunciation

Meaning

Sentence

fur

soft hair on animals

My pet cat has white fur.

proud

prowd

feeling happy about doing something well

I feel proud when I clean my room myself.

sniffs

snifs

breathes in quickly to smell

My dog sniffs its food before eating.

worried

wuh.rid

being sad or upset

I am worried because I broke my bottle.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: My / pet cat / has / white fur.

E & R Using Keywords in Sentences

6 mins

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords.

E&R

Instruct: Make some sentences with the word ‘behind’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. The cat is behind the sofa. 2. I saw a dog with brown fur. 3. I feel proud when I complete my work. 4. My pet dog sniffs the fruit basket. 5. Seema is worried because she lost her pencil.

Conclusion

4 mins

Say: Today, we read a story called My Friend Dino! In the story, a boy was worried because he lost his favourite toy, Dino. When Rocky, his pet dog, found the toy for him, he felt happy again. In this chapter, we learnt to talk about simple feelings. We also learnt the words ‘behind’, ‘fur’, ‘proud’, ‘sniffs’ and ‘worried’; and how to use them in sentences. Homework Say: Practice the E-Speak 1 projects on page no. 84. Learn to talk about feelings by listening to and repeating the projects given in the app.

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E-Speak 1 Practise at Home PROJECT 11A

My Favourite Candy

Harish eats his favourite candy. Listen to how he feels and record it.

PROJECT 11B

Period 2

Oops… My Bottle

Harish broke his water bottle. Listen to how he is feeling and record it.

PROJECT 11C

What a Surprise!

Harish got a gift from his father. Listen to his feelings and record it.

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148

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—My Feelings. In the last class, we read a story called My Friend Dino! In the story, we read about a boy who lost his favourite toy, Dino. He was worried. But when his pet dog, Rocky, found the toy for him, he was happy again. We learnt to talk about our feelings. We also learnt to show emotions when we talk about our feelings. We also learnt the keywords ‘behind’, ‘fur’, ‘proud’, ‘sniffs’ and ‘worried’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to show emotions on our face while expressing our feelings. We are learning to share simple feelings like being happy, sad, proud, excited and worried.

Listen

When we feel happy, sad or angry, we need to show it. It helps us tell others how we feel. When we feel happy, we smile or laugh to show our emotions. You may change your expressions according to the feelings so that the learners can associate the feeling words with the correct expressions. Example from Text: In the story, the boy was worried when he could not find his favourite toy, Dino. He searched everywhere for it. He was sad and told his father and mother about his feelings. When his pet dog, Rocky, found the toy for him, he felt happy. He also felt proud of Rocky. He danced around the room happily with Dino and Rocky to show that he felt happy and proud. Example from E-Speak 1: As a part of your homework project, you heard Harish share how he felt when he ate his favourite candy, broke his water bottle and got a surprise gift from his father.

Echo E-Speak 1

8 mins

Say: Now, I shall read out to you the feelings that Harish shares with us. Instruct: Repeat the Project 11A after me—I am so happy to eat my favourite candy. It is very tasty. Instruct: Repeat the Project 11B after me—I broke my new water bottle. It fell from my hand. I am so sad. Instruct: Repeat the Project 11C after me—I am so excited to open my gift. I want to know what is in the box. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: I am / so happy / to eat / my favourite / candy. / It is / very tasty.

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Echo

Speak on the Spot Boost Your Speaking

How I Feel Tell your class about when you feel these emotions.

I feel happy when … I eat tasty food

I play with my friends I watch cartoons

my teacher gives me a star I get a prize

Period 2

I feel sad when …

my friend is absent

I break my things

my mother scolds me

I lose my things

my brother does not play with me

I feel angry when … someone breaks my toys

someone loses my things

my friend breaks my coloured pencils

someone tears my page

my uniform gets dirty

Speak in complete sentences. You can give your own answers. Speak with expressions. 85

Chapter 11 • My Feelings

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150

Period 2 continued E & R Speak on the Spot

15 mins

Explain: You have to present in front of the class about the times when you feel happy, sad and angry.

E&R

Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to show their feelings like being happy, sad and angry through their expressions. Model Responses: 1. Good morning, everyone! I feel happy when I eat tasty food. I feel sad when my best friend is absent. I feel angry when someone breaks my toys. Thank you. 2. Good morning, everyone! I feel happy when I play with my friends. I feel sad when I break my things. I feel angry when someone tears a page from my notebook. Thank you. 3. Good morning, everyone! I feel happy when I get a prize. I feel sad when I lose my things. I feel angry when someone loses my things. Thank you. If the learners are able to share their feelings conﬁdently using adequate vocabulary, you can praise them by saying, ‘Well done!’, ‘You expressed your emotions well!’ or ‘Good work!’ In case the learners struggle while presenting, you can help them by saying, ‘Let us try together’, ‘Let me help you’ or You should try to speak a bit louder’.

Conclusion

2 mins

Homework

1. E-Speak 2: Imagine that you are going on a picnic with your family. You have to record in the app how you feel about it, in 1–2 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to think and write down a few lines about how you feel when you play in the park. Practise saying the sentences aloud, again and again, in front of your friends or an older family member.

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E-Speak 2 PROJECT 11D

Practise at Home

It’s Picnic Day

You are going on a picnic with your family. Tell us how you are feeling, in 1-2 lines.

Gaming Zone Guess the Feeling

It’s Fun Time

Match the sentences with the correct feeling.

Period 3

Riya is meeting her friend today. worried

Riya’s brother is sick today. happy

It is Riya’s birthday today. sad

Riya is not able to find her notebook. excited

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152

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Guess the Feeling. Say: On the left-hand side, there are some sentences about Riya. On the right-hand side, there are pictures that show her feelings. Instruct: Read the sentences carefully and match them correctly with the pictures that show Riya’s feelings. You may ask these suggested questions. 1. How do you feel when you meet your friend? (I feel happy when I meet my friend.) 2. How do you feel when your brother is sick? (I feel sad when my brother is sick.) 3. How do you feel on your birthday? (I feel excited on my birthday.) 4. How do you feel when you are not able to find your notebook? (I feel worried when I am not able to find my notebook.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘It’s Picnic Day’, where you told us your feelings when you were going on a picnic with your family.

Listen

Instruct: Listen to my response to the project. ‘Hello! I am so excited to go on a picnic with my family. I will enjoy it very much.’ Say: Now, you will listen to another response and repeat after me. ‘Hello! I am very happy that I am going on a picnic with my family. I will play with my cousins.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: Hello! / I am / very happy / that / I am going / on a picnic / with my family. / I will play / with my cousins.

You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 11 • My Feelings

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Echo

154

UE24CB_Grade 1.indb 87

Chapter 11 • My Feelings

happy

worried

sad scared

excited upset

I am very …………………. when I meet my friends at the park.

I feel ………………. when I push someone by mistake.

When my friend gets hurt, I feel ……………….. .

angry

I feel ……………… when I see a lot of packets thrown on the ground.

I feel ……………… when I play in the park.

Hello friends.

1Write: Complete the sentences.

Write how you feel when you play in the park. Then, practise and say THREE lines about it to your class.

A Day at the Park

The Final Show

Plan and Speak

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UE24CB_Grade 1.indb 88

Notes Corner

Do not be scared.

Smile and look at your friends when you speak.

Speak with expressions.

3 Present: Present three lines in the class.

2 Practise: At home, practise with an elder.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: Now, you will present to the class how you feel when you play in the park, in three lines. You may use the feeling words given in the help box to make your sentences.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may encourage the learners to stand straight and maintain eye contact with the audience while presenting.

You may guide the learners to show some actions or expressions to describe their feelings during the presentation. Model Responses: 1. Hello friends. I feel happy when I play in the park. I feel upset when I see a lot of packets thrown on the ground. When my friend gets hurt, I feel sad. I feel worried when I push someone by mistake. I am very excited when I meet my friends at the park. Thank you. 2. Hello friends. I feel excited when I play in the park. I feel angry when I see a lot of packets thrown on the ground. When my friend gets hurt, I feel upset. I feel scared when I push someone by mistake. I am very happy when I meet my friends at the park. Thank you. 3. Hello friends. I feel happy when I play in the park. I feel worried when I see a lot of packets thrown on the ground. When my friend gets hurt, I feel scared. I feel upset when I push someone by mistake. I am very excited when I meet my friends at the park. Thank you. If the learners are able to share their feelings conﬁdently using adequate vocabulary, you can praise them by saying, ‘Well done!’, ‘You shared your feelings conﬁdently!’ or ‘You expressed your feelings very well!’ In case the learners struggle while presenting, you can help them by saying, ‘You can read your sentences from the book’ or ‘You can just speak a bit louder and clearer’.

Conclusion

2 mins

Say: In this chapter, we learnt to share simple feelings like being happy, sad, proud, excited and worried. We also learnt to show emotions while expressing our feelings.

Chapter 11 • My Feelings

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Chapter 12

Let Me Tell You!

Big Skill: Sharing one’s experiences Learning Objectives: Learners will be able to: • understand simple questions about one’s experiences. • answer simple questions about one’s experiences.

Chapter 12

Let Me Tell You!

Period 1

Sharing one’s experiences

UE24CB_Grade 1.indb 89

156

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Period 1 Warm Up

5 mins

Cover Page Discussion Say: Welcome to the Speak class. Today, we will read Chapter 12—Let Me Tell You! Instruct: Look at the cover picture for one minute. Observe the things that you see in the picture. You may ask these suggested questions. 1. Where are the children? (The children are in a park. / The children are in a garden.) 2. What are they doing? (They are talking to each other. / They are laughing together.) 3. Look at the cloud above the children. What do you see? (I see a boy riding a blue bicycle. / I see a small brown puppy.) 4. How does the boy, who is riding the bicycle, look? (The boy looks scared.) Read aloud the model description of the cover page. Say: On the cover page, there is a girl and a boy. They are in a clean and green garden. The boy is telling the girl a story. It is about a little puppy that he saw when he was cycling. The girl is laughing while listening to the boy.

Listen Text Comprehension

15 mins

Before the Text

Say: Go to page no. 90 of your content book. We will read the story—A Day at the Zoo. Instruct: Look at the page for one minute. You may ask these suggested questions. 1. Where is the family in the picture? (The family is at the zoo.) 2. How do you think the family is feeling? (I think the family is feeling happy. / I think they are very excited.) 3. What do the father and the mother have in their hands? (The father has a basket and the mother has a water bottle.) 4. How does the zoo look? (The zoo looks clean and green.) Explain: We are going to read a story called A Day at the Zoo. It is about a girl, Juhi who is telling us about her day at the zoo. Listen carefully to her experience at the zoo. Now, let us begin reading. Instruct: Pay attention to how Juhi shares her experience at the zoo.

Chapter 12 • Let Me Tell You!

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Listen

158

UE24CB_Grade 1.indb 90

Then, we saw the angry lion. I thought, “What joke can make him laugh?”

We first saw two giraffes. I looked at their long necks. I wondered how many necklaces they can wear!

I wore my favourite black dress and red shoes. I also took my sunglasses.

It was a sunny morning. I was so excited. Mumma, Papa, and I were going to the zoo.

Let me tell you about my day at the zoo.

Good morning, everyone.

A Day at the Zoo

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Period 1

UE24CB_Grade 1.indb 91

Chapter 12 • Let Me Tell You!

wondered (wuhn.duhd): thought

sunny (sun.ee): bright, full of sunlight

silly (si.lee): funny

necklaces (nek.lesses): pieces of jewellery worn around the neck

excited (ik.sai.tid): very happy

-Juhi

12/13/2023 3:44:04 PM

We saw many more animals. But the funniest was the gorilla. She made silly faces at me. She also tried to take my sunglasses. I loved my zoo visit. Now, I want to hear about yours.

Talking Book

Period 1 continued During the Text

Read the story aloud OR play the Talking Book in the classroom. While reading the text aloud, pay special attention to the keywords written in red, explain their meanings and stress on the pronunciation. For example: ‘Necklaces’ means pieces of jewellery worn around the neck. It is pronounced as nek.lesses. You may stress on the syllable in bold, like ‘nek’. You may pause at the annotations and ask these suggested questions. After 1 Have you ever visited a zoo? Which animals did you see? (Yes, I have visited a zoo. I saw a tiger and a lion. / No, I have not visited a zoo.) After 2 What did the girl wear? (The girl wore her favourite black dress and red shoes. She also wore her sunglasses.) After 3 How many necklaces do you think a giraffe can wear? (I think that a giraffe can wear more than eight necklaces / twenty-five necklaces.) After 4 Why do you think Juhi found the gorilla to be the funniest? (I think Juhi found the gorilla to be the funniest because she was copying her. / The gorilla made funny sounds and faces at Juhi, so she found her to be the funniest animal.)

You can rephrase your learners’ responses in complete sentences and make them repeat those sentences. For example: The gorilla made funny sounds and faces at Juhi, so she found her to be the funniest animal.

After the Text

You may ask these suggested questions. 1. Can you name the animals that Juhi saw at the zoo? (Juhi saw two giraffes, a lion and a gorilla.) 2. Which animal looked angry? What did Juhi wonder about that animal? (The lion looked angry. Juhi wondered what joke would make him laugh.) 3. If you visited the zoo, which animal would you want to see the most? (If I visited the zoo, I would like to see the zebra the most. / I would like to see all the animals in the zoo.)

Chapter 12 • Let Me Tell You!

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Talking Book

We saw many more animals. But the funniest was the gorilla. She made silly faces at me. She also tried to take my sunglasses. I loved my zoo visit. Now, I want to hear about yours.

Period 1

-Juhi

excited (ik.sai.tid): very happy

necklaces (nek.lesses): pieces of jewellery worn around the neck silly (si.lee): funny

sunny (sun.ee): bright, full of sunlight wondered (wuhn.duhd): thought

Chapter 12 • Let Me Tell You!

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160

Period 1 continued Echo Introducing Keywords

5 mins

Say: Now, we will understand the meaning of some words and learn to make sentences with them. Read aloud the first keyword, its meaning and the example sentence. Instruct: Repeat the word after me—excited (ik.sai.tid). Instruct: Repeat the meaning after me—very happy. Instruct: Repeat the sentence after me—Minal was excited to visit the water park. Repeat this process for the other keywords as well.

Echo

Word

Pronunciation

Meaning

Sentence

necklaces

nek.lesses

pieces of jewellery worn around the neck

My mother gave me two necklaces for my birthday.

silly

si.lee

funny

The clowns in the circus made silly faces.

sunny

sun.ee

bright, full of sunlight

I love to eat ice cream on a sunny day.

wondered

wuhn.duhd

thought

Jatin wondered how birds could fly.

You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: My mother / gave me / two necklaces / for my / birthday. You may show the learners picture cards or images of the given words. For example: The picture card of the word ‘silly’ can have different funny expressions by a clown. The picture card of ‘wondered’ could be of a child thinking.

E & R Using Keywords in Sentences

Say: Now, I will call you, one by one, so that you can present your sentences for the keywords. Instruct: Make some sentences with the word ‘excited’ and tell them to me. Repeat this process with all the keywords. Model Responses: 1. Shweta was excited to receive her birthday gifts. 2. I liked the pearl necklaces in the shop. 3. Tina told us a silly story. 4. Seema went for a picnic on a sunny day. 5. I wondered what I would wear for my birthday.

Conclusion

E&R

4 mins

Say: The name of the chapter is—Let Me Tell You! We read a story called A Day at the Zoo. In this story, we read about Juhi and her family’s visit to a zoo. We learnt to understand experiences shared by others. We also learnt to answer simple questions about others’ experiences. We also learnt the words ‘excited’, ‘necklaces’, ‘silly’, ‘sunny’ and ‘wondered’; and how to use them in sentences. Homework Say: Practise the E-Speak 1 projects on page no. 92. Learn to share experiences by listening to and repeating the projects given in the app. Chapter 12 • Let Me Tell You!

6 mins

161

E-Speak 1 Practise at Home PROJECT 12A

Fun Time!

Mina went to a new cinema hall. Listen to what she says and record it.

PROJECT 12B

Period 2

How Was It?

Mina talks about what the film was like. Listen to her and record it.

PROJECT 12C

What I Ate?

Mina talks about what she ate at the cinema hall. Listen and record it.

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162

Period 2 Warm Up

5 mins

Text Recall Say: The name of the chapter is—Let Me Tell You! In the last class, we read a story called A Day at the Zoo, Zoo where a girl called Juhi shared her experience at the zoo. We learnt to understand others’ experiences. We also learnt to answer simple questions about others’ experiences. We also learnt the keywords ‘excited’, ‘necklaces’, ‘silly’, ‘sunny’ and ‘wondered’; and how to use them in sentences.

Listen Theme-based Explanation

5 mins

Say: Through this story and the projects, we are learning to understand the experiences shared by others. We are also learning to share our experiences. When we share our experience, we talk about what happened, when it happened, who were there with us, what we did and how we felt.

Listen

Example from Text: In the story, we read about Juhi’s experience at the zoo. She shared that she went to the zoo with her father and her mother on a sunny day. She wore her favourite black dress and her red shoes. She also took her sunglasses. At the zoo, she saw two giraffes, an angry lion and a gorilla who made silly faces. She asked herself simple questions that were based on her experiences. For example, when she saw the angry lion at the zoo, she thought to herself “What joke can make him laugh?” Juhi loved her zoo visit and described her experience nicely. Example from E-Speak 1: As a part of your homework project, you heard Mina talk about her visit to a new cinema hall and her experience over there.

Echo E-Speak 1

8 mins

Say: Now, I shall speak the lines shared by Mina. Instruct: Repeat the Project 12A after me—Hello! I went to watch a film yesterday. The hall was very big. It had red chairs. Instruct: Repeat the Project 12B after me—Yesterday, I went with my parents. The film was very funny. Instruct: Repeat the Project 12C after me—Yesterday, I ate popcorn at the cinema hall. I also drank some juice. You may break the sentences into meaningful chunks for the learners to repeat them without difﬁculty. For example: Hello! / I went / to watch / a ﬁlm / yesterday. / The hall / was very big. / It had / red chairs.

Chapter 12 • Let Me Tell You!

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Echo

Speak on the Spot Boost Your Speaking

I Love to Play! A new park has opened in your neighbourhood. You went to the park with your family. Tell the class what you did there.

There is a new park near my house. It is very … I went with my …

(who you went with)

I took … to the park.

Period 2

I saw … at the park. I played … The day was … beautiful food grass

big

pretty

handkerchief plants

catch the ball sunny

green

small

cap trees

who you went with

sunglasses butterflies

dog-and-the-bone rainy

mat children

ice-water

bright

cricket cool

slide

bottle swing

hide-and-seek badminton hot

Speak loudly. You can give your own answers. 93

Chapter 12 • Let Me Tell You!

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164

Period 2 continued E & R Speak on the Spot

15 mins

Explain: Imagine that a new park opened in your neighbourhood and you went there with your family. Tell the class what you did there. Instruct: Think for 2–3 minutes and then make your presentation. Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation.

E&R

You may guide the learners to talk about what they took, saw, played and who they went to the park with. Motivate them to speak loudly and clearly. Model Responses:

1. Good morning, friends. There is a new park near my house. It is very big. I went with my sister. I took food to the park. I saw butterflies in the park. I played hide-and-seek. The day was sunny. Thank you. 2. Hello friends! There is a new park near my house. It is very beautiful. I went with my brother. I took my sunglasses to the park. I saw birds in the park. I played on the swings. The day was bright. Thank you. 3. Hi friends! There is a new park near my house. It is very pretty. I went with my cousins. I took a water bottle to the park. I saw flowers in the park. I played catch with my cousins. The day was beautiful. Thank you.

You may praise the learners who attempt to share their own experiences by saying, ‘That was a lovely presentation’, ‘Well done with the presentation’ or ‘Good job’. In case they struggle, you can help them by saying, ‘Let us try together’, ‘Let me help you to frame complete sentences’ or ‘Just try to speak a bit louder and clearer’.

Conclusion

2 mins

Homework

1. E-Speak 2: You have to record in the app the things that you did today, in 1-2 lines. Practise in front of the camera and make several attempts before submitting your final response. The best model response will be read out to the class. 2. Plan and Speak: You have to share what you did yesterday. Think and write down the lines. You may ask for help at home to do the work correctly. Practise saying the sentences aloud, again and again, in front of your friends or an older family member.

Chapter 12 • Let Me Tell You!

165

E-Speak 2 Practise at Home

PROJECT 12D

What I Did Today

We do so many things in a day. Say the things that you did today, in 1-2 lines.

Gaming Zone Sometimes, Always

It’s Fun Time

Period 3

Look at the pictures. Colour the box green if you always do it. Colour it blue if you do it sometimes.

ﬂy kite

eat ice cream

read books

exercise

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166

Period 3 Warm Up

5 mins

Introduce the Gaming Zone activity to the learners—Sometimes, Always Say: There are four pictures of different activities. Some, you can always do. But the other activities can be done only sometimes. Instruct: Look at the pictures carefully. Colour the box green if you always do that activity. Colour the box blue if you sometimes do that activity. You may ask these suggested questions. 1. Do you like to fly kites? (Yes, I like to fly kites. / No, I do not like to fly kites.) 2. When do you eat ice cream? (I eat ice cream in summer. / I do not eat ice cream.) 3. When do you read books? (I read books before going to bed. / I read books on holiday. / I read books at home.) 4. When do you exercise? (I exercise in the morning. / I exercise in the evening.)

Listen Echo E-Speak 2

8 mins

Say: You did a digital project called ‘What I Did Today’, where you told us what you did today in 1-2 lines.

Listen

Instruct: Listen to my response to the project. ‘Hello friends! I went to the market with my mother today. I helped my mother buy fruits and vegetables.’ Say: Now, you will listen to another response and repeat after me. ‘Hello friends! I went to the fair with my father today. I sat on the rides and ate ice cream.’ You may break the sentences into meaningful chunks for the learners to repeat them easily. For example: I / went / to the / fair / with my / father today. / I sat / on the / rides and / ate ice cream. You can also read a few of the best responses, submitted on the app by the learners, to the class and ask the learners to repeat those responses.

Chapter 12 • Let Me Tell You!

167

Echo

168 .

I talked to my

film

UE24CB_Grade 1.indb 95

Chapter 12 • Let Me Tell You!

show

football

sandwich

father

market

run-and-catch

I went

friend’s

grandma

mall

hide-and-seek

cousin

house

park

paratha

I watched a

Thank you.

I played

dal and rice

Yesterday, I ate

dosa

Hi! My name is

1Write: Complete the sentences.

school

cartoon

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mother

space

snakes and ladders

Write about what you did yesterday. Practise saying it aloud. Then, say the lines in the class.

What I Did Yesterday

The Final Show

Plan and Speak

UE24CB_Grade 1.indb 96

Notes Corner

Smile when you speak.

Look at your friends when you speak.

Speak loudly.

3 Present: Now, say the sentences in the classroom.

2Practise: Practise saying your lines with an elder.

Period 3

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Period 3 continued E & R Plan and Speak

20 mins

Say: You have to present in front of the class about what you did yesterday. When you share your experience, talk about what you ate, played, watched and where you went.

E&R

Invite as many learners as possible for their presentations. Follow the E&R cycle for each presentation. You may guide the learners to speak loudly and clearly. Encourage them to smile and maintain eye contact with the audience when they speak. Model Responses: 1. Hi! My name is Kiran. Yesterday, I ate dal and rice. I played run-and-catch. I watched a cartoon. I went to the market. I talked to my mother. Thank you. 2. Hi! My name is Diya. Yesterday, I ate dosa. I played snakes and ladders. I watched a film. I went to the mall. I talked to my cousin. Thank you. 3. Hi! My name is Rishabh. Yesterday, I ate a sandwich. I played hide-and-seek. I watched a music show. I went to the park. I talked to my grandma. Thank you. If the learners share their experience conﬁdently, you can praise them by saying, ‘You shared your experience quite well’, ‘It was good to hear about your experience’ or ‘Good job with sharing your experience.’ In case the learners struggle, you can help them by saying, ‘You may look at the book and read with expressions.’ ‘You are doing well, just try to speak a bit louder’ or ‘You can use the help words.’

Conclusion

2 mins

Say: In this chapter, we learnt to understand simple questions about one’s experiences. We also learnt to answer simple questions about one’s experiences.

Chapter 12 • Let Me Tell You!

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About the Book This Conversations book aims to systematically build English language skills in learners and enable them to verbally express themselves in real-world situations. Each chapter focuses on building specific English language competencies and weaves together activities that are research-based, age-appropriate, contextual, experiential and joyful. The activities adhere to the highly recommended and research-based teaching-learning method known as the Gradual Release of Responsibility (GRR), which has been endorsed by the NEP, 2020 and the NCF, 2023. Through the series, learners receive dedicated time and space within the classroom to express themselves in English which helps them in becoming confident speakers of the language.

Special Features • Activity-based Learning: The book offers joyful experiential activities that build English communication competencies. • Texts per the NEP 2020 Themes: The book has exciting and stimulating texts that pave the way for English communication activities. • Tech Integration: The book works in sync with the digital world, where various other activities and projects are undertaken. Learner outputs are evaluated through an AI-based speech recognition engine. • Teachers’ Manual: The book is complemented by the Teachers’ Manual that enables teachers to conduct each session effectively.

About Uolo Uolo partners with K-12 schools to provide technology-based learning programs. We believe pedagogy and technology must come together to deliver scalable learning experiences that generate measurable outcomes. Uolo is trusted by over 10,000 schools across India, South East Asia and the Middle East.

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