English

This is an activity-based interactive learning module for foundational English language learning for beginner-level students. This module additionally focuses on socio-emotional learning (SEL) and uses Theatre of the oppressed as a tool for teaching.

This module is collaboratively prepared by iLAB fellows Hiba, Shahana and Agna with the support of the Circle India foundation.

Session 1: Vowel

Session Title 

Vowel Adventure

Objective

  • Identify vowels and their sounds to strengthen phonemic awareness and categorization skills.

  • Practice self-management by independently sorting words and setting personal goals for improvement.

  • Self-Regulation: Encourages focus and attention during the task.

Topics

Exploring Vowels: Identifying and Sorting Vowel Sounds

Material Required

 

  1. Flashcards - For showing Picture

  2. whiteboard / Board 

  3. chalk or Marker

  4. Worksheet

Methodology

Teaching Through Games and Song

Session Duration

 90 minutes

Introduction Activity (10 minutes)

Greeting

Teacher: Good morning, everyone! Before we get started, I’d love to know—how’s everyone feeling today? Can you share one word to describe your mood today?

Main Activity (60 minutes)

Vowel Songs (40 minutes)

Introduction 

Sing the Song 

Verse 1: 
A says “ah,” “ah,” “ah,”
A says “ah,” “ah,” “ah,”
Every time you see an A,
It says “ah,” “ah,” “ah,”
A says “ah,” “ah,” “ah.” 

Repeat

Verse 2:
E says “eh,” “eh,” “eh,”
E says “eh,” “eh,” “eh,”
Every time you see an E,
It says “eh,” “eh,” “eh,”
E says “eh,” “eh,” “eh.” 

Repeat

Verse 3:
I says “ih,” “ih,” “ih,”
I says “ih,” “ ih,” “ih,”
Every time you see an I,
It says “ih,” “ih,” “ih,”
I says “ih,” “ih,” “ih.” 

Repeat

Verse 4:
O says “ah,” “ah,” “ah,”
O says “ah,” “ah,” “ah,”
Every time you see an O,
It says “ah,” “ah,” “ah,”
O says “ah,” “ah,” “ah.”        

Repeat

Verse 5: 
U says “uh,” “uh,” “uh,”
U says “uh,” “uh,” “uh,”
Every time you see a U,
It says “uh,” “uh,” “uh,”
U says “uh,” “uh,” “uh.” 

Practice and Repeat 

Vowel/non vowel sorting game (20 minutes)

How to play 

  4. Example Flashcards : Apple,Dog,Ice cream,Book,Elephant,Car 

Word Name

Vowels Column

Non-Vowels Column

Apple

✅ (Vowel)

Elephant

 ✅ (Vowel)


Ice Cream

✅ (Vowel)

Book

✅ (Non-Vowel)

Dog

   ✅(Non-Vowel)

Car

✅ (Non-Vowel)

Scan the QR code to access the printable sheet to distribute to students.

Flash Cards.png

Follow-Up Activity (10 minutes) 

Vowel Writing Practice 

Objective: Practice writing words that begin with vowels and non-vowels.

Instructions:

Extension:   

Review Questions (10 minutes)

Expected Learning Outcome

  Knowledge Building
 Skill Building

Session 2 : Blending Vowel - Part 1

Session Tittle

Mastering  Vowels : A Fun and Engaging Phonics Journey

Topic

Vowel Blend - Part 1

Objective

  • Identify and recognize vowels  (ai, ee, oa, ie, ue) in words.

  • Pronounce words with vowel blends correctly.

  • SEL - Communication skill, Critical thinking

Methodology

Teaching through Activities 

Materials 

  1. Flash Cards

  2. chart paper

  3. Picture cards 

  4. worksheet 

  5. Board and chalk

Session Duration 

 90 minutes 

Introduction Activity (10 minutes) 

Step 1: Greeting the Students

Teacher: Good morning, everyone! How are you all today?

Wait for students to respond and encourage them to greet back.  

Step 2: Expressing Feelings

Step 3: Encouraging Student Responses

Step 4: Connecting to the Lesson

Main Activity (50 minutes)

Introduction (15 minutes)  

Vowels are essential for reading, writing, spelling, and speaking. They help us understand words correctly and make communication clearer.

That is -  (ai, ee, oa, ie, ue) 

  1. ai → rain, train, sail [3 min]

  2. ee → tree, feet, see [ 3 min ]

  3. oa → boat, coat, road [same]

  4. ie → pie, tie, cries [ Same ]

  5. ue → blue, glue, true [same ]

Scan the QR code to print the flashcards

vowels flashcards .png

Emphasize that the first vowel says its name, and the second one is silent.

Vowel Blend Relay  (30 minutes) 

Materials Needed:  

Game Steps (Step-by-Step Guide)  

Setup:  

Start the Game:  

Pick and Stick:  

Corrections if Needed:  

 Who Wins?  

Example cards of vowel .png

 [ 5 min Break Time ] 

Follow-Up Activity (25 minutes)

Independent Practise (10 minutes) 

  1. Ask students to create words using the vowel blends written on the board.

  2. This will help them recognise the sounds of letters and form new words independently.

Fill in the Blanks (15 minutes) 

  • B_ _ t (Boat)

  • Tr_ _ (Tree)

  • H_ _ r (Hair)

  • Fl_ _ ncy (Fluency)

  • S_ _ p (Soap)

  • L_ _ (Lie)

  • F _ _ t (Feet)

  • Sh_ _ p (Sheep)

  • R _ _ d (Road)

  • B _ _ (Bee)

Students will identify the missing letter by showing their pictures.

Ask students to fill in the missing letters from the given vowel teams.

Conclusion 

Teacher: Great job today, everyone! You did an awesome job learning about vowel teams like ai, ee, oa, ie, and ue. These help us read, write, and spell better.

Can anyone share a word they created today using vowel blends?

Keep practising these blends, and you’ll become experts! Thumbs up if you feel more confident with vowel teams today!

Thanks for your hard work, and I’m excited to see you next time

Review Questions (5 minutes)

Expected Learning Outcome

Skill-Based Outcomes:
Knowledge-Based Outcomes:

Session 3 : Blending Vowel - Part 2

Session Tittle 

Melody of Vowel Blends

Topic 

Vowel Blends - Part 2

Objective 

  • To help students recognize and pronounce vowel blends correctly.

  • To enhance phonemic awareness through rhythm and repetition.

  • To encourage teamwork and creativity by making their own rhythm patterns.

  • To improve listening and speaking skills in an interactive way.

  • To make learning fun, engaging, and memorable through music and movement.

Methodology 
  • Multi-Sensory Learning – Uses listening, speaking, movement, and rhythm to reinforce learning.
  •  Collaborative Learning – Encourages teamwork, creativity, and peer interaction.
  •  Experiential Learning – Students actively create and perform, making learning more engaging and memorable.

Material 
  1. Chart Paper / Whiteboard – To display vowel blends and rhythm patterns.
  2.  Flashcards – Words with vowel blends (with or without pictures).
  3.  Markers – For writing vowel blends and team rhythm patterns.
  4. Open Space – For team performances.

Session Duration

90 minutes

Introduction Activity (10 minutes)

Pass the Clap 

How to Play:

Stand in a Circle

Start with a Clap

Pass It On

Speed It Up

Main Activity (60 minutes)

Echo the Blend (15 minutes) 

How to Do It:

Teacher as the Leader

Students Echo It Back

Vowel Blend Rhythm Game (45 minutes) 

 How to Do It:

Divide into Teams:

Create a Rhythm Pattern:

Team Performances:

  Team Rotation:

Final Round:

Follow-Up Activity (15 minutes) 

Teacher: “Let’s tell a story to the children”

“Owl’s Day of Kindness – A Vowel Blend Adventure”

Once in a forest, there lived a wise owl.
One day, it saw a kitten saying "meow".
She was lost near a house and didn’t know where to go.

The owl felt sorry for her and took her to his tree house.
He gave her a soft couch to rest and shared some warm meat.
Then, he gave her a book to read and even fixed her broken toy.
The kitten smiled and found a shiny coin lying under the table.

Later, it began to rain, and they sat near the window watching the clouds.
The kitten looked at the owl and said,
“You are my true friend.”

From that day on, they played together, shared stories, and helped anyone who needed a friend.

Follow-up Suggestion:

Ask students to listen carefully and identify the vowel blend words they heard. After , please ask the students to “write it down on your notebook “  Then, let each student pick a word and say it aloud with the blend sound emphasized.

Review Questions (5 minutes)

Expected Learning Outcome

Skill-Based Outcomes:
Knowledge-Based Outcomes:

Session 4 : Blending With Consonants - Part 1

Session Tittle

Blending with Consonants  - Part 1

Objective

  • Students develop phonetic awareness of consonant-vowel combinations.

  • Students learn to blend consonants (D,B,F,N,K,H ) with vowels (A-E-I-O-U).

  • Students develop their collaboration ,communication skills and teamwork skills.

Topic

phonics instruction: Blending consonants and vowel sounds.

Methodology

Experiential Learning

Materials 
  1. Flashcards with letters(D,B,F,N,K,H ), and the vowels A, E, I, O, U.
  2. White Board 

Session Duration 

90 minutes 

Introduction Activity (7 minutes)

Sound Scavenger Hunt

7-minute warm-up activities where students find objects starting with specific consonant sounds.

Door, Board, Fan, Nail, Hand, 

Main Activity (65 minutes)

Blending Practise ( 20 minutes ) 
Letters-Vowels.png
Blending  Relay Race  (45 minutes ) 

1. Team Setup

2. Relay Race Setup

3. How to Play

   4. Switch Teams

5. Winning Team

Follow-Up Activity (15 minutes)

Blend It Up 

Objective: Reinforce consonant-vowel blends and encourage creative thinking.

Materials Needed:

Instructions:

  1. Pair Up: Have students pair up with a partner.

  2. Create Words: Give each pair a set of consonant and vowel flashcards. Students will take turns picking a consonant card and a vowel card to create a new blend (e.g., "D" + "a" = "Da").

  3. Draw & Write: Once they have formed a word, they should write it down and draw a picture that represents the word (e.g., for "Ba" they can draw a "ball").

  4. Share: After 10 minutes, invite each pair to share their words with the class and display their pictures on the board.

  5. Review: As a group, review the words formed and ensure that students pronounce the blends clearly.

Review Assessment (3 minutes)

Quick Blend Quiz

Materials: Whiteboard or chart

Instructions:

Step 1: Rapid Fire Blending (1 minute)
Call out a consonant (e.g., "D"), and point randomly to a vowel (e.g., "e").
Ask the whole class:

“What blend do we get?”
Expected response: "De"
Repeat with other consonant-vowel pairs (e.g., B + o, F + a, etc.)

Step 2: Thumbs Up or Down (1 minute)
Say a blend out loud (e.g., “Na”) and ask:
“Does this start with the consonant ‘K’?”
Students respond with 👍 if correct, 👎 if not.
Do 5–6 examples mixing correct and incorrect blends.

Expected learning Outcome

Knowledge Building 

1. Students will be able to blend consonant-vowel sounds accurately.

2. Students will improve their reading accuracy and fluency.

Skill Building 

1. Students will develop teamwork and communication skills.


Session 5 : Blending With Consonants - Part 2

Session Title

Blending with Consonants - Part 2 

Objective
  • Students develop phonetic awareness of consonant-vowel combinations.
  • Students learn to blend consonants (S,M,P,L,R,T) with vowels (A-E-I-O-U).
  •  Students develop their collaboration, communication skill and teamwork

Topics
  • Blending consonants(S,M,P,L,R,T)  and vowel sounds

Material Required
  • Bingo cards
  • Board and chalk

Methodology
  • Teaching through games and song 

Session Duration

      90 minutes

Introduction Activity (10 minutes) 

Main Activity (50 minutes)

Sounds Of Letter - Song  (25 minutes) 

S is for smile, laugh and laugh 

 T  is for Tiger , big and bright 

 M is for Mango , yellow and  sweet

 P  is for Parrot , green and red lip

 L  is for Light ,bright and shine 

 R is for Rose, Rose for you

This song is easy to remember and covers all the letters (S,M,P,L,R,T)  

Blending Bingo   (25 minutes)

1. Prepare Bingo Cards:


































[In this each sounds can write in random Order]

2. Calling Out Blends:

3. Matching Blends:

4. Winning the Game:

Follow-Up Activity (25 minutes)

Reading Assessment  

Children read this paragraph

The quick brown fox jumps over the lazy dog. Packing my box with five dozen liquor jugs, I carefully handled the precious items. Meanwhile, the five boxing wizards jump quickly, their energetic movements mesmerizing the crowd .

Review Question (5 minutes)

Expected  Learning Outcomes

Skill Building:

1. Phonological awareness

2. Pronunciation

3. Listening and attention

4. Teamwork and communication

Knowledge Building:

1. Consonant-vowel blends (S,M,P,L,R,T).

2. Alphabet recognition (S,M,P,L,R,T).

3. Vocabulary expansion

4. Phonics patterns


Session 6 : Blending With Consonants - Part 3

Session Title

Blending Sounds, Building Words-Part 3

Objective 

  • Identify and pronounce consonant-vowel blends formed by C, G, V, and J with the vowels a, e, i, o, u.

  • Recognize and read simple words and phrases that utilize these blends.

  • Apply their knowledge by constructing new words and sentences using the learned blends.

  • Engage in interactive activities to build listening, speaking, and collaborative skills through games, group tasks, and creative storytelling.

Topic 

Consonant-Vowel blends with C, G, V, and J

(Blending Consonants with a, e, i, o, u)

Methodology 

Interactive Learning 

Materials 

  • Sound Detective Badges
    Printable badges for students to wear during the session.

  • Blend Cards
    Cards with consonant-vowel blends (ca, go, va, ju, etc.) to introduce and practice sounds.

  • Letter Tiles
    Plastic or paper tiles with individual letters for word-building activities.

  • Word Cards
    Cards with simple C, G, V, J blend words (e.g., cat, goat, vet, jug) for the Reading Race and practice.

  • Flashcards
    Visual aids showing blends (ca, ce, ci, etc.) for pronunciation practice.

Session Duration

 90 minutes 

Introduction Activity (20 minutes) 

Sound Detective

 Teacher: Welcome, Sound Detectives. Today, each of you is becoming a Sound Detective — your mission is to find secret sounds in words! You’ll be listening closely for special blends like ca, go, va, ju and more.
But before we begin, every great detective needs a badge!

Here is your Sound Detective Badge — wear it proudly!
Now let’s get ready to listen, learn, and crack the code of sounds!"

 Step 1: Say the Words

Say one word at a time, clearly. After each word, pause and let students respond.

For example:

Important: Only say one word at a time and give them time to think.

 Step 2: Add Some Trick Words

Throw in a few words that don’t start with the focus blends (to keep it fun and challenging):

Examples:

This helps develop discrimination skills — they learn to tell what fits and what doesn’t.

Main Activity (35 minutes)

Blend Introduction & Pronunciation  (15 minutes) 
Blend & Build Challenge (20 minutes) 

 Step-by-Step Instructions

 1. Group Setup 

 2. Build with Letter Tiles

 3. Create a Word Wall 

 Wrap-Up:

Follow-Up Activity (25 minutes)

Reading Race  

Prepare Word Cards:

Celebrate Learning:

Review Question(10 minutes)

  1. What blend do you hear in the word "van"?

  2. Can you say a word with the "ca" blend?

  3. Which blend is in the word "goat"?

Recap & Reflect:

  • Ask students:
    “What new blends did we learn today?”
    “Can you give me one word with ‘ju’? With ‘ca’? With ‘vi’?”

  • Quickly review a few blend cards on the board as a group.

Expected Learning Outcomes:

 Knowledge Building:
  1. Students will identify and pronounce consonant-vowel blends formed by C, G, V, and J with vowels (a, e, i, o, u).
  2. Students will recognize and read simple words that include these blends.
  3. Students will understand the concept of blending consonants and vowels to create words.
 Skill Building:
  1. Students will improve their phonemic awareness by accurately identifying and pronouncing consonant-vowel blends.
  2. Students will develop word-building skills by constructing words with letter tiles and practicing blends.
  3. Students will enhance listening, speaking, and communication skills by actively participating in group activities and games.
  4. Students will build teamwork and collaboration through group tasks such as the “Blend & Build Challenge” and “Reading Race.”

Session 7 : Blending With Consonants - Part 4

Session Tittle

The Sound Quest: Adventures with Q, W, X, Y, and Z - Part 4

Objective 

  • Recognize and pronounce blends with Q, W, X, Y, Z.

  • Identify beginning sounds in words.

  • Build phonemic awareness through storytelling.

  • Respond to and apply sounds in interactive games.

  • Practice listening and speaking with confidence.

Topic 

Exploring Beginning Sounds with Q, W, X, Y, and Z through Storytelling and Play 

Methodology 

Story-Based Phonics Approach

Materials 

  • Story props or visual cards (for Quinn, Wendy, Xeno, Yara, Zane)

  • Flashcards with blends (qa, qe, qi, qo, qu... etc.)

  • Spinner or dice labeled with character names or colors

  • Blend cards (wa, we, wi, etc.)

  • Board and markers

  • Stickers or small rewards (optional)

Session Duration

 90 minutes

Introduction Activity (20 minutes)

Guess the Sound Friend 

Step-by-Step:

  1. Say to the Class:
    “Today, you will meet five fun Sound Friends! Each one has a favorite sound. Can you guess who it is from the clues?

  2. Clue Time (One by One):

Q – Quinn

Clue: “This friend lives in a quiet village and is searching for a quilt. Who could it be?”
 Answer: “Quinn starts with Q – /kw/ sound!”

W – Wendy

Clue: “This friend loves getting wet and playing with water balloons. Who is it?”
 Answer: “Wendy starts with W – /w/ sound!”

 X – Xeno

Clue: “This friend opened a box and found a fax machine and a xylophone. Who is it?”
 Answer: “Xeno starts with X – often heard in the middle or end like in ‘box’ – /ks/ sound!”

 Y – Yara

Clue: “This friend loves playing with her yellow yo-yo and has a yak. Who do you think it is?”
Answer: “Yara starts with Y – /y/ sound!”

 Z – Zane

Clue: “This friend has a zebra who loves riding the zipline. Who is this zippy friend?”
 Answer: “Zane starts with Z – /z/ sound!”

Wrap-Up:

Main Activity (45 minutes)

The Quest for the Missing Sounds 

 [Begin with excitement]
“Boys and girls, today we are going on a sound adventure with five special friends! They are not just ordinary kids—they’re Sound Seekers! Each one is looking for something that starts with their special sound. Let’s see who we meet…”

1.  Quinn and the Queen’s Quilt

Quinn lived in a quiet village. One day, the Queen called him:
“Quinn! My quilt is missing!”
Quinn jumped up and grabbed his quill and quick shoes.
He searched near the quack of ducks, and under the quiet tree.
Finally—"There it is!" The colorful quilt was stuck in a quicksand patch!

 Ask: “What sound do you hear in quilt, quack, quicksand?”
(Write: qa, qe, qi, qo, qu on board.)

2. Wendy and the Wet Water Balloon

Wendy was having a splashy day. She lost her favorite wet water balloon.
“Oh no!” she cried. “Where’s my balloon?”
She looked in the wagon, under a web, and behind the wiggly worm.
Splash!  She found it! Right next to a woozy walrus!

 Ask: “What sound starts wet, web, wagon?”
(Write: wa, we, wi, wo, wu on board.)

3.  Xeno and the Magic Box

Xeno loved puzzles. One day he found a magic box that went zap!
Inside, he found an ax, a fax, and a shiny xylophone!
He shouted, “X marks the spot!”
The box zipped shut with an x-ray light!

 Ask: “Where did we hear the ‘x’ sound? Beginning? Middle? End?”
(Write: Words with x in middle/end: ax, box, fox, six.)

4.  Yara and the Yellow Yo-Yo

Yara loved her yellow yo-yo. But today, it was missing!
She looked near her yak, behind the yogurt cup, and under her yucky umbrella.
“Yippee!” she yelled. “I found it in the yarn basket!”

 Ask: “What sound do we hear in yo-yo, yak, yarn?”
(Write: ya, ye, yi, yo, yu on board.)

5.  Zane and the Zebra’s Zipline

Zane’s pet zebra loved zooming on a zipline!
But today, the zipline was gone! Zane searched the zoo, peeked under a zucchini plant, and spotted some zigzag tracks.
“Zowie!” he shouted. The zebra was already zooming across the sky!

 Ask: “What sound starts zebra, zipline, zoo?”
(Write: za, ze, zi, zo, zu on board.)

 Closing the Story
Teacher: All five friends found their favorite things! And do you know what helped them? Their ears! They listened carefully for the beginning sounds of each word. You are now ready to go on your own sound quest!

Follow-Up Activity (20 minutes) 

Spin & Say the Sound

 Step-by-Step Instructions:

Step 1: Set up the Spinner or Dice

Label each section with a color or character name:

Step 2: Take Turns

One student comes up and spins the spinner (or rolls the dice).

Step 3: Identify the Character and Their Sound

Based on the spinner result, say:
 “It’s Wendy's turn! What letter does Wendy start with?”
Student answers: W
 “Great! What sound can W make with a vowel?”
The student says a blend: wa, we, etc.

Step 4: Say a Word with the Blend

The student picks the correct blend card (like we) and says a word that starts with it.
 For example: “Wet” or “Web”

 Optional bonus: Act it out or draw it on the board!

Step 5: Keep Playing

Give everyone a turn. Celebrate correct answers with claps or stickers.

Conclusion 

 “Great job, Sound Stars! Today you listened carefully, said your sounds clearly, and helped our story friends! I’m so proud of you!”

“Give yourself a big clap — you are all amazing learners!”

 “You’re now official Sound Stars! Keep listening, keep learning, and keep having fun with sounds!”

Review Question (5 minutes)

  1. List 5 words with the blends (Q, W, X, Y, Z).

  2. Peer Sharing: Share your list with a classmate and practice saying the blends.

  3. Blend Review:

    • What blend is in "wet"?

    • Give a word with the "zo" blend.

Expected Learning Outcomes

Knowledge-Based

  1. Recognize and identify consonant-vowel blends (qa, we, etc.) and their sounds (e.g., /kw/, /w/).

  2. Understand how to construct words using these blends (e.g., wet, web).

  3. Associate specific characters with their sounds (e.g., Quinn = /kw/).

Skill-Based

  1. Improve pronunciation and fluency of blends.

  2. Develop listening skills and sound discrimination.

  3. Engage in interactive participation through games and group activities.

  4. Build words using letter tiles and practice writing and speaking.

  5. Enhance critical thinking through phonemic problem-solving.

  6. Gain confidence in using new sounds and words in class.

Session 8 : Blends

Session Tittle

Let’s Play with Sounds

Objective 

  • Identify common digraphs and blends: sh, ch, th, ph, wh, ck, ng, gh, fl, gr

  • Pronounce each sound clearly and accurately

  • Recognize and match sounds to example words

  • Work cooperatively in movement-based phonics games

  • Recall and apply sounds in oral and written activities

  • Build listening, speaking, and social skills through interactive tasks

Topic 

Exploring Digraphs and Blends: Sh, Ch, Th, Ph, Wh, Ck, Ng, Gh, Fl, Gr

Methodology 

Collaborative Learning ,Interactive Learning 

Materials 

  • Word Cards: Cards with words and pictures for each digraph/blend (sh, ch, th, ph, wh, ck, ng, gh, fl, gr).

  • Sound Labels: Pre-written labels for digraphs/blends (sh, ch, th, etc.) on chart paper or the whiteboard.

  • Recording Sheets: For students to write words during the Sound Circle Scoot activity.

  • Chart Paper/Whiteboard: For displaying sound labels and example words.

Session Duration  

 90 minutes

Introduction Activity (30 minutes)

Sound Match & Mingle

Steps:

  1. Pass Out Cards
    Give each student one word card. Make sure the card clearly shows the word and a picture.

  2. Find Your Sound Partner
    Say:
    “Your job is to look at your card, say your word out loud, and listen to the beginning or ending sound. Then, go around the room and find someone else whose word has the same beginning or ending sound as yours!”
    Example pairs:

Word Card Set:


sh

  • ship

  • fish

  • brush

ch

  • chair

  • cheese

  • lunch

th

  • thumb

  • bath

  • three

ph

  • phone

  • photo

  • dolphin


wh

  • whale

  • wheel

  • whistle

ck

  • duck

  • rock

  • sock

ng

  • ring

  • king

  • sing

gh

  • laugh

  • cough

  • high


fl

  • flag

  • flower

  • flip

gr 

  • grapes

  • green

  • grow

Main Activity (30 minutes)

Sound Circle Scoot

Set-Up:

  1. Hang or place the Word Cards in a circle around the classroom.

  2. Each Word Card should have only the sound (e.g., "sh" inside a circle or fun design).

  3. Students each stand near one card, forming a circle.

How to Play:

  1. Start the Activity:

Follow-Up Activity (25 minutes)

Think & Clap Bingo  

Step-by-Step Instructions

1. Prepare Students

2. Set the Goal

3. Begin the Game 

4. Celebrate Bingos 

Conclusion 

“Great job today, everyone! We learned and practiced some important sounds that help us read and spell words better — like sh, ch, th, ph, wh, ck, ng, gh, fl, and gr. We listened carefully, played games, moved around, and even thought of our own example words. That’s amazing teamwork and learning!”

Review Questions/Assessment/Task (5 minutes)

Expected Learning Outcomes:

Knowledge-Based:

Skill-Based:

Session 9 : Opposite words

Session Title

Opposite Words

Objective

  • Understand the concept of opposite words.

  • Identify and use opposite words in everyday contexts.

  • Enhance teamwork, communication, and creativity through interactive games and activities.

Topics/Concept

Opposite Words – Opposite words are words that have opposite meanings, such as "big" and "small," "fast" and "slow," "happy" and "sad." These words help expand vocabulary, enhance understanding of language, and are used in various contexts.

Material Required

  • Flashcards with opposite words (or write opposite pairs on the board)

  • A timer or clock

  • Open space for physical activities

Methodology

 Activity-based learning

Session Duration 

 90 minutes 

Introduction Activity (35 minutes)

Objective:
To introduce opposite words and build foundational knowledge through writing, reading, and discussing them.

Discussion & Explanation
Start by asking the students if they know what opposite words are.
Explain that opposite words are pairs of words with opposite meanings, and they are used to compare things or describe differences.

Write Opposite Word Pairs on the Board:
Write 10 opposite word pairs on the board, making sure each pair is familiar and simple for the students to understand.

Example Words on the Board:

Read and Explain the Words:
Read each pair aloud, and explain the meaning of each word. For example

Ask the students to repeat each word after you and share examples of things around them that are big or small.

Group Activity

 Identifying Opposites in the Room:
After the explanation, ask the students to look around the room and try to find something that fits each opposite pair. 

For example, "Can anyone point to something big in the room?"

"Where do you see something small?"

Expected Outcome:
Students will understand the concept of opposites, and they will have learned the meanings of the words with real-life examples.

Main Activity (30 minutes)

Opposite Word Charades 

Objective:
To engage students physically and reinforce their understanding of opposite words through actions.

Instructions

Form teams: Divide the class into two teams.

Explain the Rules: One student from each team will act out a word, and the rest of the class will guess the opposite word.

For example, if a student acts out "big" by stretching their arms wide, the class must guess "small."

The acting student should not speak, only act using their body.

Give the Words: Use words from the opposite pairs on the board (Big, Small, Happy, Sad, etc.) to act out.

Take Turns: Rotate the acting student every time a word is guessed correctly. Teams will score a point for each correct guess.

Expected Outcome:
Students will actively participate in physical activities while reinforcing their understanding of opposite words.

Follow-Up Activity (20 minutes)

Opposite Word Matching 

Objective:
To enhance students' skills in identifying and matching opposite words in an interactive way.

Instructions:

Flashcards (Optional): If you have flashcards, you can use them for this activity. If not, you can write the words on small pieces of paper.

Pair the Students: Divide students into pairs and give each pair a set of opposite word cards (or you can have them come up to the board to match words written on the board).

Task: Each pair will work together to match opposite word pairs from the cards or from the board.

For example, they need to match "big" with "small," "hot" with "cold," and so on.

Check for Understanding: Walk around the room and assist if needed. After the activity, ask the students to read the pairs aloud and use them in simple sentences.

Review Question's/Assessment/Task (5 minutes)

Expected Learning Outcome:

  Knowledge Building:  

 Skill Building:

Session 10 : Nouns

Session title   

Exploring Nouns: A Fun Adventure Through Words

Topic 

"Exploring Nouns: Understanding People, Places, Things, and Ideas"

Methodology 

"Interactive and Engaging Noun Exploration"

Materials required

  • Sticky Notes – Noun Labels

  • Pens/Pencils – Writing Tools

  • Chart Paper – Noun Categorization Charts

  • Markers – Chart Writing Markers

  • Noun Labels/Picture Cards – Noun Clues

  • Worksheets/Notebooks – Noun Spotting Sheets

Session Duration

 90 minutes

Introduction Activity (25 minutes)

step-by-Step Guide:

  1. Engage the Class with a Simple Question
    Ask:
    “Can you name five things you see around you right now?”
    Encourage students to look around the classroom and say out loud what they notice.

  2. Write Their Responses on the Board
    As students answer, start listing their words on the board. You might hear things like:

  1. Introduce the Concept of a Noun
    After collecting 5–7 responses, say something like:
    “All these words you just gave me are nouns. That’s because they are names of people, places, things, or even ideas.”
  2. Write the Definition Clearly
    On the board, write:
    “A noun is a word that names a person, place, thing, animal, or idea.”
    Read it aloud together and repeat if needed.

Main Activity (30 minutes)

Noun Treasure Hunt  

Prepare the Classroom (Before the Class)

How to Play:

Step 1: Divide the Class into Teams

Step 2: Begin the Noun Hunt

Example Sticky Note:

                     School  

          Team Tigers

Step 3: Review & Discussion 

Follow-Up Activity  (25 minutes)

Noun Spotting Challenge  

Step-by-Step Explanation

1. Short 

"Rani went to the market with her mother. She bought mangoes and books. After shopping, they sat in the park and enjoyed the cool breeze. Rani felt very happy."

This short passage includes several nouns: Rani, market, mother, mangoes, books, shopping, park, breeze, happiness.

2. Explain the Rules to Students

Tell them:

3. Read the Story Aloud

4. Writing Time (After Listening)

     5. Quick Sharing & Discussion

Review question's/ Assessment/Task  (10 minutes)

 Noun Reflection Circle (5 minutes)

Steps:

  1. Gather students in a circle or keep them seated.

  2. Go around and ask:

Noun Recap Game – “Noun or Not?” (5 minutes)

Steps:

Example words:

Make it fun and fast-paced!

Expected Learning Outcome 

Knowledge-Based:

Skill-Based:

Session 11 : Singular and plural Part 1


Session Title

Understanding & Introduction of Singular and Plural

Objective

  • Understand the difference between singular and plural nouns.

  • Identify singular and plural forms of words.

  • Use singular and plural nouns correctly in sentences.

Topics/Concept

  • Singular: A word that refers to one person, thing, or idea.

  • Plural: A word that refers to more than one person, thing, or idea. 

Material Required
  1. Whiteboard & marker
  2. Clay (for activity
  3. Flashcards with pictures of objects

Methodology
  • Activity-based learning: The session will use physical activities (such as clay modeling and flashcards) to help children connect theory with practical examples.

 

  •  Experiential learning: The lesson will involve students engaging in hands-on activities like creating singular and plural objects with clay and identifying singular and plural nouns in flashcards.

 

  • Interactive Learning: Students will participate in group discussions and play games to reinforce the concepts of singular and plural forms

Session Duration 

 90 minutes

Introduction Activity  (20 minutes)

Objective: Introduce the concepts of singular and plural, and provide clear definitions and examples.

Activity: Write "Singular" and "Plural" on the board.

Provide additional examples:

Singular: apple, dog, chair, cat, book, tree, child, car, house, pencil

Plural: apples, dogs, chairs, cats, books, trees, children, cars, houses, pencils.

Ask the children to give their own examples of singular and plural words.

Main Activity - (50 minutes)

"Singular and Plural with Clay" (25 minutes)

Objective: Help children physically engage with the concept of singular and plural.

Instructions:

       

  "Singular or Plural Flashcard Game" (25 minutes)

Objective: Reinforce the concept of singular and plural in a fun, engaging way.

Instructions:

Review Questions/Assessment/Tasks (15 minutes)

→At the end of the session conduct a brief quiz or ask questions to reinforce understanding, like:

Follow up Tasks (5 minutes)

Homework: Ask students to write 5 sentences using singular nouns and 5 sentences using plural nouns.

Expected Learning  Outcome:

Knowledge building-

Understanding of the singular and plural concepts, and how to convert singular nouns into plural.

Skill Building-

Ability to identify singular and plural nouns in various contexts, and to correctly use them in sentences.

Session 12 : Singular and Plural Part 2

Session Title

Singular and Plural – Adding “s” and “es” to Make Plural

Objective

  • Understand the difference between singular and plural nouns.

  • Learn how to form plurals by adding "s" and "es".

  • Engage in interactive activities to reinforce the learning through social-emotional learning (SEL) elements.

Topics

  • Singular: A word that refers to one person, thing, or idea. Example: cat, dog, apple

  • Plural: A word that refers to more than one person, thing, or idea. Example: cats, dogs, apples

Rules for Pluralization:

  • Add “s” for most words (e.g., dog → dogs, book → books).

Material Required

  1. Whiteboard & markers

  2. Flashcards with images of singular and plural objects

  3. Clay for the “Singular and Plural with Clay” activity

  4. Chart with pluralization rules

  5. Printed worksheets with singular and plural exercises

  6. Props for the theater activity (toy animals, boxes, etc.)

Methodology
  • Activity-Based Learning: Hands-on activities like clay modeling and flashcard games.
  • Experiential Learning: Engaging students with creative role-playing.
  • Interactive Learning: Group discussions and games to reinforce the concept.
  • SEL Integration: Activities designed to promote self-awareness, relationship skills, and social awareness.

Session Duration

 90 minutes

Introduction Activity  (10 minutes)

Objective: Introduce the rules of pluralization (adding “s” and “es”) with clear examples.

Activity

Whiteboard Example (5 minutes)

Write Singular and Plural on the board.

Provide examples:

Engage Students: Ask students to give their own examples for singular and plural words (5 minutes).

Main Activity (55 minutes)

 "Singular and Plural with Clay" (20 minutes)

Objective: Help students physically engage with the concept of singular and plural.

Instructions:

Give each student a small piece of clay.

Encourage them to say the word out loud as they create:

Wrap-up (5 minutes): Ask students to share their clay creations and explain if they are singular or plural.

 "Singular and Plural Flashcard Game" (15 minutes)

Objective: Reinforce the concept of singular and plural in an interactive and fun way.

Instructions:

Show flashcards with images (e.g., one apple, two apples).Ask students whether the card shows a singular or plural noun.Discuss why the word is plural (i.e., the rules for adding s or es).

Example flashcards:

This keeps the activity fast-paced, encouraging student interaction and quick thinking.

 "Plurals Through Theater" (20 minutes)

Objective: Use role-play and acting to reinforce the concepts of singular and plural.

Instructions:

Group Work (5 minutes): Divide the class into small groups and assign them a noun (e.g., dog, cat, box, bus).

Acting Out (10 minutes): Each group will act out their noun in the singular form first (e.g., one dog walking), then change to the plural (e.g., many dogs walking).

Example: Singular: “I am a dog. ”Plural: “We are dogs.”

Wrap-up (5 minutes): Groups will share their performances, explaining the singular and plural forms they used.

Follow up task  (15 minutes)

Objective: Review key concepts and ensure understanding.

Instructions:Ask the class to recall the rules for pluralizing words.

Quick Quiz (5 minutes)

Write some words on the board and ask students to come up and change them to plural (e.g., dog → dogs, box → boxes, church → churches).

Review Questions/Assessment/Tasks (10 minutes)

Ask students to list 5 singular and 5 plural words.

Create a worksheet where students match singular and plural nouns or fill in the blanks to make words plural.

Expected Learning  Outcome:

Knowledge building-

Students will understand the rules for making nouns plural by adding "s" and "es".

Skill Building-

Students will be able to identify singular and plural nouns.They will practice using these nouns correctly in sentences 

Session 13: Singular and Plural Part 3

Session Title

  Singular and Plural 3 
 

  • Understand the meaning and purpose of adjectives.

  • Identify adjectives in everyday language.

  • Use adjectives to describe people, objects, and emotions.

  • Encourage self-expression, creativity, and emotional awareness.

  • Reinforce the rule through an engaging group

Concept

  • Singular: A word that refers to one person, thing, or idea.

  • Examples: baby, puppy, story

  • Plural: A word that refers to more than one person, thing, or idea.

  • Examples: babies, puppies, stories

Material Required

  1. Whiteboard & markers

  2. Flashcards (singular/plural word pairs)

  3. Chart showing the “y → ies” rule

  4. Word cards for group sorting activity

  5. Worksheets (fill-in-the-blanks, matching)

  6. Emotion/emoji cards for reflection

  7. Props for drama (optional soft toys, puppets, etc.)

Methodology

  • Activity-Based Learning

  • Experiential Role-play

  • Visual Aids & Games

  • SEL Integration: Promotes empathy, expression, and social skills

Session Duration 

 90 Minutes

Introduction  Activity (15 minutes)

Objective: Recall the previous session and connect with the new rule.

Activity – “Quick Recap & Feeling Check”

Ask: “What did we learn last time?” (Adding “s” and “es”)

Ask students to share how they feel about learning this – use emoji cards.


Main Topic/ Activity (60 minutes)

 “Word Sorting Game” (20 minutes)

Objective: Help students differentiate between words that follow “y → ies” and “just add s” rules.

Instructions:

Examples Used:

Change y to ies: baby → babies, puppy → puppies, story → stories, cherry → cherries

Just add s: toy → toys, key → keys, boy → boys, monkey → monkeys

Rules for Pluralization

If a word ends in consonant + y, remove “y” and add “ies”

Examples:

baby → babies

story → stories

lady → ladies

puppy → puppies

cherry → cherries

If a word ends in vowel + y, just add “s”

Examples:

toy → toys

key → keys

boy → boys

monkey → monkeys

 “Singular to Plural Flashcards” (15 minutes)

Objective: Reinforce the rule with fast-paced visual cues.

Instructions:

Flashcard Examples:

 “Role Play – Word to World” (25 minutes)

Objective: Act out real-life scenes using singular and plural nouns.

Instructions:

  1.  Singular (e.g., “This is a baby.”)
  2. Plural (e.g., “These are babies.”)

Use actions and simple props if available

Examples for Role Play:

Follow up Task (10 minutes)

Objective: Review key concepts and reflect on learning.

Quick Quiz on Board 

Write:

story → ______

key → ______

lady → ______

toy → ______

puppy → ______

Review Questions/Assessment/Tasks (10 minutes)

Expected Learning  Outcome: 

Knowledge building-

Skill Building

Session 14: Adjectives

Session Title

Adjectives – Words That Describe

Objective

  • Understand the meaning and purpose of adjectives.

  • Identify adjectives in everyday language.

  • Use adjectives to describe people, objects, and emotions.

  • Encourage self-expression, creativity, and emotional awareness.

Concept
  • Adjective: A word that describes a noun.

Types:

Colour – red, green

Size – big, small

Feelings – happy, sad

Shape – round, square

Number two, five

Material Required

  1. Whiteboard & markers

  2. Flashcards with adjectives and pictures

  3. Emotion/emoji cards

  4. Chart paper with definitions

  5. Printed worksheet for practice

  6. Crayons or color pencils

Methodology

  • Interactive visual-based learning

  • Group-based collaboration

  • SEL elements through emotion cards and teamwork

  • Expression through drawing and speaking

Session Duration 

 90 Minutes

Introduction  Activity (10 minutes)

Objective: Introduce the idea of adjectives with simple examples.

Activity:

         “This is a ball. It is red.”

       “This is a boy. He is happy.”

Explain: Adjective is the word that tells more about a noun.

Write on board:

Adjective = Describing Word

Examples:

red apple, tall tree, happy face, three dogs

Main Topic/ Activity (50 minutes)

“Adjective Hunt” (25 minutes)

Objective: Spot and say adjectives from surroundings

Instructions:

  1.     “Blue pencil”
  2.      “Heavy bag”
  3.      “Round table”

Discussion:

“Draw and Describe” (25 minutes)

Objective: Use creativity to describe their own drawings

Instructions:

  1.   “This is a big, blue house.”
  2. “This is a cute, happy cat.”

Sharing Time (10 mins):

Follow Up Task (15 minutes)

Emoji Emotions + Adjectives” 

Objective: Connect emotions with adjectives (SEL)

Instructions:

  1.   “She is sad.
  2.   “I am excited.”

Optional: Students make the facial expression and act it out 

Examples of Emotion Adjectives:

Happy, sad, excited, scared, angry, tired, proud

Review Questions/Assessment/Tasks (15 minutes)

Expected Learning  Outcome: 

Knowledge building

Skill Building

Session 15: Exploring Pronouns: He, She, This, That, and More!

Session Title

Exploring Pronouns: He, She, This, That, and More!

Objective

  • Be able to use he, she, this, that, I, you, we, it, they, these, those correctly in sentences.

  • Understand the concept of replacing nouns with pronouns based on context (gender, number, proximity).

  • Practice creating sentences using pronouns in real-life situations.

Concepts

  • Pronouns: He, She, This, That, I, You, We, It, They, These, Those

  • How pronouns replace nouns: Understanding when and how to use pronouns to avoid repetition and make sentences smoother.

  • Contextual usage: Understanding when to use specific pronouns based on proximity (near or far), number (singular or plural), and gender (male or female).

Material Required

  1. Flashcards: Pictures of people, objects, and animals for visual references.

  2. Whiteboard/Markers: For demonstrations and writing examples.

  3. Pronoun Chart: A visual chart displaying the pronouns and examples.

  4. Paper/Pens: For student writing tasks.

Methodology
  • The session will employ interactive learning through direct instruction, active participation, and collaborative tasks.
  •  Students will engage in activities like Pronoun Charades, group story creation, and scavenger hunts to practice using pronouns in real-life contexts, with feedback provided throughout to reinforce understanding.

Session Duration

90 Minutes

Introduction Activity(20 Minutes):

 “Pronoun Introduction Game” 

Objective: Get students to introduce themselves using a pronoun.

Instructions:

Example:

This exercise helps students understand how pronouns replace specific nouns like names and objects.

Concept Explanation: Pronouns Chart 

Objective: Introduce the various pronouns and their usage in sentences.

Instructions:Write pronouns on the board: He, She, This, That, I, You, We, It, They, These, Those.

Explain each one with examples:

Real-Life Context 

Objective: Use the room’s objects and students’ personal items to show how pronouns work.

Instructions:

Example: Pointing to a dress, “This is a red dress.”

Main Activity (55 Minutes)

 Pronoun play : Act & Guess (20 Minutes)

  1. If a student acts out reading a book, and the second student guesses, “She is reading a book,” then take a moment to talk about the use of "she" and why it’s appropriate in this case. Discuss when and why we use certain pronouns.

  2. For a student pretending to play soccer, the second student might guess, “They are playing soccer,” and then you can briefly explain why "they" works in this context and the different uses of "they" (for groups or unspecified people).

“Group Story with Pronouns” (20 minutes)

Objective: Practice using multiple pronouns in a story.

Instructions:

Example:

“Pronoun Scavenger Hunt” (15 minutes)

Objective: Use pronouns to describe objects around the classroom.

Instructions:

Example:

Follow up Tasks (5 minutes)

Homework:

Review Questions/Assessment/Tasks (10 minutes)

Questions:

 Task:

Expected Learning  Outcome:

Knowledge building-

Skill Building-

Session 16: Verbs and Adverbs – Actions and How They Happen

Session Title

Verbs and Adverbs – Actions and How They Happen

Objective

  • Understand verbs (action words) and adverbs (how the action is done).

  • Use verbs and adverbs in real-life and creative expressions.

  • Enhance emotional expression, teamwork, and vocabulary through drama and SEL.

Topics

  • Verb: A word that shows what someone does. (e.g., jump, talk, eat)

  • Adverb: A word that tells how, when, or where the action is done. (e.g., quickly, slowly, happily)

  • Examples:

  • She runs fast.

  • They sing beautifully.

  • I eat quickly.

  • The baby sleeps peacefully.

  • He talks loudly.

  • The dog barks angrily.

  • She dances gracefully.

Material Required

  • Verb and adverb flashcards

  • Emotion/mood cards

  • Theatre props (scarves, hats, signs)

  • Whiteboard and markers

  • Chart with examples

  • Worksheets

  • Emoji SEL cards or mirrors

Methodology

  • Theatre-based learning


  • Movement + expression


  • SEL-based group interactions


  • Multi-sensory learning (visual, auditory, kinesthetic)

Session Duration 

 90 Minutes

Intro  Activity 

“Watch, Feel, and Tell” (25 minutes)


Objective: Help students grasp the concept of verbs and adverbs in a fun, interactive way.

Step-by-step:


Teacher silently acts out actions with different adverbs.

Example:


Pretend to eat slowly → Ask: What am I doing? How am I doing it?


Pretend to walk angrily, clap happily, yawn sleepily


Discussion Prompts:



Group Mimic Game (15 mins):

Students form pairs or small groups

Each group picks an action and a mood

They perform it, others guess:

“Is it jump happily? Or walk sadly?”


Board examples built together:


Main Topic/ Activity

Activity 1: “Verb & Adverb Walk” (25 minutes)

Objective:

To help students physically and verbally understand how adverbs describe actions.


Method:

Prepare flashcards with verbs (run, jump, eat, talk) and adverbs (slowly, happily, loudly, sadly).


A student picks one verb + one adverb and performs the action while saying it aloud:


Others guess the adverb used and the feeling it shows.


Example Pairings:


Activity 2: “Adverb Acting – Mini Skits” (30 minutes)


Objective:

To creatively use verbs and adverbs in real-life contexts through group theatre.


Method:



After each skit:

The audience identifies the verb and adverb.

Discuss how the adverb changed the action.


Wrap-Up & Reflection (10 minutes)


Objective:

Reinforce the day’s learning and connect it to students’ thoughts and emotions.


Instructions:

Review key points:

What is a verb? What is an adverb?

How do adverbs describe the action?


Expected Learning  Outcome:

Knowledge building-


Skill Building-


Review Questions/Assessment/Tasks 

Written exercise (worksheet):


Fill in the blanks with suitable adverbs:


He speaks ____.


They play ____.


Follow up Tasks

Session 17: Subject in a Sentence

Session Title

Understanding the Subject in a Sentence

Objective

  • Help students identify the subject in simple sentences.

  • Understand that the subject tells who or what the sentence is about.

  • Practice recognizing and using subjects through interactive and theatrical activities.

  • Promote confidence and teamwork through SEL-based learning.

Concept

Subject: The person, place, thing, or idea that the sentence is about. It usually comes before the verb.

Examples:


  • He plays football.

  • The book is on the table.

  • My friends are laughing.

  • The dog barked loudly.

  • We are going to school.

Material Required

  • Whiteboard and markers

  • Sentence flashcards

  • Word cards (subjects, verbs, objects)

  • Emotion/character props (hat, scarf, glasses)

  • Chart with sample sentences and subjects highlighted

  • Worksheet for practice

Methodology

  • Activity-based learning

  • Theatre and roleplay

  • SEL integration through character-based expression

  • Peer collaboration and reflection

Session Duration

 90 Minutes

Intro  Activity (25 minutes)

Objective:

Introduce the concept of the subject with examples, visuals, and student interaction.

Activity: “Who or What?” Game


Write simple sentences on the board one at a time. Ask:

“Who or what is this sentence about?”


The dog is barking. → Subject: The dog

She is singing. → Subject: She


Underline the subject in each sentence.

Let students come up and identify subjects using flashcards.

Use images to match to sentences:

(Picture of a cat) → “The cat is sleeping.” → Subject: The cat


SEL Element:

Use student names in sentences to make it personal:

“Aisha is reading.”

“Rahul is jumping.”

Encourage smiles and confidence when they see themselves in the learning.


Main Topic/ Activity


Activity 1: “Subject Detective” (25 minutes)

Objective:

Students work in teams to find the subject in mystery sentences.


Method:

Examples:


Each group presents a few sentences, explaining their subject choice.


Activity 2: “Subject Theatre” (30 minutes)

Objective:

Use acting to bring subjects to life and show who the sentence is about.


Method:


Examples for Skits:



Wrap-Up & Reflection (10 minutes)


Instructions:

Ask students to explain what a subject is in their own words.

Give 3 new sentences and ask students to identify the subject aloud.



Reflection Questions:

How did it feel to act out a subject?

Did working with your group help you understand better?

Which sentence or subject was the funniest or most fun?


Expected Learning  Outcome:

Knowledge building-

Students will understand the role of the subject in a sentence.

Skill Building-


Review Questions/Assessment/Tasks 


Follow up Tasks

Write 5 simple sentences at home and underline the subject.


Ask them to write one sentence about each family member as a subject:


“My sister is dancing.”


“My father is cooking.”

Session 18: Articles: a, an, the

Session Title

Discovering Articles: a, an, the

Objective

  • Understand what articles are and when to use a, an, the.

  • Recognize that articles come before naming words (nouns).

  • Begin forming short sentences using articles correctly.

Concept

  • Articles are small words used before nouns.

  • a – used before words starting with consonant sounds (e.g., a ball)

  • an – used before words starting with vowel sounds (e.g., an apple)

  • The – used when talking about specific things (e.g., the sun)

Material Required

  • Picture cards (apple, egg, sun, tree, car, umbrella, etc.)

  • Word strips with blanks

  • Chart paper with 3 columns (a / an / the)

  • Mini sorting mats (for groups)

  • Article labels (a, an, the)

  • Props (optional: small toys or realia)

Methodology

  • Activity-Based Learning: Hands-on sorting and games

  • Interactive Learning: Group relay and sentence building

  • Visual Learning: Picture-word associations

  • SEL Integration: Pair/group work, praise, encouragement, and reflection

Session Duration

 90 Minutes

Introduction Activity (20 minutes)

Guess the Word

Mini Speaking Turn
Each child says a sentence:

Explain the sound rule:

Main Activity (50 minutes)

Article Relay (25 minutes)

Objective: Match articles to nouns in an active group game.

Instructions:

Set up two tables: one with pictures, one with articles.

In teams, students:

1. Pick a picture (e.g., elephant).

2. Run to article cards, pick the correct one (an).

3. Say a full sentence: “This is an elephant.”

Points for correct answers!

Examples to Use:

a ball, a dog, a pencil, a pen , a car 

an apple, an owl, an umbrella, an elephant , an egg

the sun, the book, the moon, the man, the river 

Article Sorting Table (25 minutes)

Objective: Categorize and use articles correctly.

Instructions:

Examples to Include:

a tree, a car, a fan

an egg, an ice-cream, an orange

the sky, the moon, the book

Follow-Up Activity (10 minutes) 

Fill in the blanks:

Review Questions/Assessment/Tasks (10 minutes)

Expected Learning  Outcome

Knowledge building

Skill Building

Session 20: Prefixes

Session Title

Prefixes – Understanding and Implementation

Objective

  • Understand what a prefix is and how it changes the meaning of a word.

  • Learn and identify common prefixes: un-, re-, dis-, mis-, pre-, non-, over-

  • Practice using prefix-based words in speech, writing, and performance.

  • Encourage communication, creativity, and confidence through interactive activities.

Topics/Concept

  • A prefix is a group of letters added to the beginning of a word to change its meaning.

  • Common Prefixes and Examples:

  • un-: unhappy, unfair, untidy

  • re-: redo, replay, rewrite

  • dis-: dislike, disconnect, disappear

  • mis-: misbehave, misplace, misunderstand

  • pre-: preview, preheat, preschool

  • non-: nonfiction, nonstop, nonliving

  • over-: overeat, overcook, overuse

Material Required

  • Whiteboard and markers

  • Flashcards with prefixes and root/base words

  • Prefix rule chart

  • Worksheet with fill-in-the-blanks and sentence-writing

  • Props (optional) for theater skits (like books, food pics, toys)

Methodology

  • Interactive, activity-based learning

  • Group work and peer interaction

  • SEL integration: collaboration, empathy, self-confidence

  • Use of language in real-life context through drama and writing

Session Duration 

 90 Minutes

Introduction  Activity (20 minutes)

Concept Building 

Objective:

To introduce the meaning and function of prefixes.

Steps:

Begin with a question: “What does unhappy mean? Can you find the smaller word inside it?”

Use the whiteboard to break down words:

Highlight how the meaning changes when a prefix is added.

Ask students to suggest more examples they’ve heard or read.

Main Activity (30 minutes)

Prefix Skit Time 

Objective:

To use roleplay and drama to help students grasp the meaning of prefix-based words.

Instructions:

Examples for skits:

Wrap-Up Discussion:

Follow up task (30 minutes)

Prefix Practice Worksheet 

Objective:

To reinforce prefix usage in writing and comprehension.

Part A: Fill in the blanks with correct prefixes

Examples:

1. ___kind → unkind

2. ___play → replay

3. ___connect → disconnect

4. ___place → misplace

5. ___heat → preheat

6. ___behave → misbehave

7. ___stop → nonstop

8. ___cook → overcook

Part B: Write 3 sentences using new words

Examples:

Peer Sharing:

Review Questions/Assessment/Tasks (10 minutes)

Expected Learning  Outcome

Knowledge building

Skill Building

Session 19: Articles

Session Title

Articles – Implementation with Examples

Objective

  • Reinforce article usage through real-life examples

  • Develop confidence in sentence construction using articles

  • Improve peer interaction and self-expression through interactive activities

  • Strengthen speaking, listening, and grammar application skills

Topics/Concept

  • Review of article usage rules

  • a – before words that begin with a consonant sound (a dog, a cat)

  • an – before words that begin with a vowel sound (an apple, an owl)

  • the – for specific or known nouns (the sun, the book)

  • Focus on sound, not spelling

  • Application of articles in storytelling and structured sentences

Material Required

  • Word and picture flashcards

  • Sentence strips with missing articles

  • Printed worksheets with fill-in-the-blank exercises

  • Short story strips (2–3 sentences each)

  • Chalkboard or whiteboard

  • Pencils and erasers

Methodology

  • Activity-Based Learning: Games and worksheet practice

  • Collaborative Learning: Pair and group work

  • Experiential Learning: Sentence building through storytelling

  • SEL Integration: Peer support, communication, confidence-building

Session Duration

 90 Minutes

Introduction  Activity (20 minutes)

Objective: Refresh previous knowledge using visuals and questioning.

Show flashcards and ask questions:

“Is it a or an apple?”

“Do we say a owl or an owl?”

Oral responses with reasons from students

Use pictures (e.g., umbrella, sun, pencil)

Main Activity (30 minutes)

Mini Story Completion 

Objective: Use articles meaningfully in short narrative contexts.

Instructions:

Examples:

Answer: an, the, a

Answer: an, the, the

Follow up task (30 minutes)

Article Practice Worksheet 

Objective: Strengthen article use through guided repetition.

Instructions:

Part 1 – Choose the correct umbrella

1. ___ apple.

2. ___ sun.

3. ___ orange.

4. ___ book.

5. ___ owl.

6. ___ egg.

7. ___ moon.

8. ___ tree.

9. ___ umbrella.

10. ___ insect.

Part 2 – Fill in the blanks:

1. He found ___ pencil.

2. I saw ___ eagle in the sky.

3. ___ cat was sitting on the mat.

4. She picked up ___ ice cream.

5. ___ moon is bright tonight.

6. We bought ___ orange.

7. ___ teacher gave us homework.

Review Questions/Assessment/Tasks (10 minutes)

Quick Oral Questions:

Expected Learning  Outcome:

Knowledge building

Skill Building

Session 21: Suffixes

Session Title

Suffixes – Extending Word Power

Objective

  • Understand what a suffix is and how it changes the form or meaning of a word.

  • Learn common suffixes such as -ing, -ed, -ly, -ful, -ness, -er, -less.

  • Practice identifying and using suffix words in real-life contexts.

  • Encourage creativity and self-expression through interactive group activities.

Topics/Concept

  • A suffix is a group of letters added at the end of a word to change its form or meaning.

  • Common Suffixes and Examples:

  • -ing → play → playing

  • -ed → jump → jumped

  • -ly → quick → quickly

  • -ful → help → helpful

  • -ness → happy → happiness

  • -er → teach → teacher

  • -less → hope → hopeless

Material Required

  • Whiteboard and markers

  • Flashcards with base words and suffixes

  • Chart showing suffix rules and examples

  • Printed worksheets

  • Props or image cards (optional for activities)

Methodology

  • Activity-based and experiential learning

  • Group-based collaboration

  • Language in use through speaking, writing, and acting

  • SEL Integration: confidence, empathy, cooperation

Session Duration

 90 Minutes

Introduction Activity (25 minutes)

Concept Building 

Objective:

Introduce the concept of suffixes with simple, relatable examples.

Steps:

1. Start by asking: “What happens when we say play and playing? Are they the same?”

2. Write words on the board and break them down:

play + ing = playing

help + ful = helpful

jump + ed = jumped

quick + ly = quickly

3. Highlight that the base word stays the same but the suffix changes its meaning or function.

Interactive Element:

Give students 5 base words (e.g., run, happy, use, teach, quick). Ask them what happens if we add -ing, -ful, -ly etc.

Main Activity (30 minutes)

Suffix Skit Challenge 

Objective:

Use theater and expression to understand suffix meanings.

Instructions:

1. Divide students into small groups.

2. Assign each group a suffix and give 1–2 base words.

e.g., Group 1: -ing (jump, cook), Group 2: -ful (help, care), etc.

3. Each group creates a mini skit (1–2 minutes) showing how the suffix word is used.

4. Perform for the class. Others guess the suffix and say the new word.

Example Ideas:

Wrap-up Discussion:

Follow up task (25 minutes)

Suffix Sorting & Sentence Writing 

Objective:

To practice word formation and sentence creation using suffixes.

Part A: Suffix Sorting Game (10 minutes)

Examples:

Part B: Sentence Writing Practice (15 minutes)

Examples:

Peer Review:

Review Questions/Assessment/Tasks (10 minutes)

Quick Quiz:

Expected Learning  Outcome

Knowledge building

Skill Building

Session 22: Preposition

Session Title

Introduction to preposition

Objective

By the end of this session students will able to :


  •   Define what is preposition 
  •      Identify basic preposition in simple tense's
  •       Students will learn to identify and use common preposition in various contexts

Topics/Concept
  • Definition of preposition
  •  Preposition as a word showing relationships
  •  Common prepositions:[in,on,at,under over,near,etc]

Material Required

1.Board & Chalk

 

2.Simple objects(e.g.,a box,a toy,a book)

 

3.Draw pictures of simple scenes with object in different locations

Methodology

Interactive discussion:

  • SEL based teaching

  • Simple,hands on activities

Session Duration

90 Minutes   

 Introduction Activity (10 minutes)

Preposition Action 

 Main Activity (50 minutes)

Preposition definition and examples (20 minutes)

1.Explain prepositions are words that show the relationship between a noun or pronoun and another word in a sentence

 “She works at the hospital”

“The bird is on the tree”

“Pen is in the box”

“The cat is under the table”

  2 . Discuss how the preposition tells us where the noun (hospital,tree,box.etc)    

  3.    Ask the students to identify the preposition in other simple sentences.

 Preposition Charades (30 minutes)

 How to Play

 Examples:

Follow-Up Activity  (15 minutes)

Review Questions/Assessment/Tasks (15 minutes)

Expected Learning  Outcome

Knowledge building


1. Definition & Function – Students learn that prepositions show relationships between nouns/pronouns and other words 

(e.g., place : "on the table,"

           time: "at 5 PM,"

           direction :  "to school").  

2. Common Prepositions – Exposure to basic prepositions (in, on, at, under, over, near) and their usage in sentences.  

3.Contextual Recognition – Identifying prepositions in written/oral examples (e.g., underlining "at" in "She works at the

Skill Building


1. Active Listening & Comprehension – Following commands in Preposition Action(e.g., "Stand beside the desk") develops auditory processing.  

2.Speaking & Sentence Formation – Creating original sentences during review (e.g., "The lamp is on my desk") boosts verbal expression.  

3. Kinesthetics Learning – Charades reinforces spatial awareness by acting out prepositions (e.g., crouching to demonstrate "under").

Session 23: Preposition of place

Session Title

Preposition of place

Objective

•To helps students understand the concept of preposition of places (in,on,at,under,between)


•To enable students to form sentences using these preepositions


•To apply prepositions to real world situations

Topics/Concept

•Preposition of place (in,on,at,under,between)


•Spatial relationships and describing locations


•Location and positioning of objects

Material Required

•White board and markers


•Small objects like (book,pencil,cup,box,etc)

Methodology

•Activity based learning:Physical games and group works


•Experimental learning

Session Duration

 90 Minutes

Introduction  Activity (20 minutes)

Guess the Word

 How to Play

For example:

  1. Clue: "This is used to describe the position of a book that is placed on a table." (Answer: On)
  2. Clue: "This describes the position of a cat that is beneath the chair." (Answer: Under)

 Main Activity (50 minutes)

Idea about preposition of place (20 minutes)                            
  1. In- Used when something is inside a space (e.g., "The book is in the box.")
  2. On - Used when something is resting on a surface (e.g., "The cup is on the table.")
  3. At - Used to show a specific point or place (e.g., "I am at the door.")
  4. Under - Used when something is beneath something else (e.g., "The cat is under the table.")
  5. Between - Used when something is in the middle of two things (e.g., "The ball is between the shoes.")
Prepositional treasure hunt (30 minutes)

How to play :

  1. Hiding the Treasure

  1. Finding the Treasure:

  Example clues:

  1. "The treasure is under the book."
  2.  "It is inside the box."
  3.  "Look beside the pen."
  4.  "It's on top of the table."
  5.  ”The treasure is between the chair and the desk."
  6.  "It is behind the notebook”

Follow-Up Activity (10 minutes)

Tell them to write down the sentences they saw while walking to school from home, tell them to focus the words we learn today

Review Questions/Assessment/Tasks(10 minutes) 

 Ask the students which is the easiest preposition to understand and which is the hardest.Then gave each student a partner and discuss that with their peer.

Expected learning outcome 

Skill building

1. Listening & Comprehension – Following verbal clues in the  Treasure Hunt sharpens their ability to interpret instructions.  
2. Sentence Formation– Practicing prepositional phrases in peer discussions builds confidence in constructing accurate sentences.  
3. Observation & Description– The follow-up task (writing sentences about their commute) trains them to observe and articulate real-world spatial relationships.

Knowledge building

1.Definition & Usage – Students will learn the meaning and correct application of prepositions of place (in, on, at, under, between) in sentences.  
2.Spatial Relationships– They will understand how prepositions describe an object’s position relative to another (e.g., "The ball is between the shoes").


Session 24: Preposition of time

Session Title

Preposition of time

Objective

By the end of this session studdnts will able to:


•Define and understand the use of preposition of time(at,on,in,before,after,to,into out,of)


•Apply these prepositions correctly in sentences related fo time


•Develop communication and collabrative skills through intractive games 

Topics/Concept

•Preposition of time (at,in,on,into,out of,after,before)


•Using prepositions to specify when events occur

Material Required

•Board and Chalk


•News paper


•Pen&book

Methodology

•Activity-based learning through games


•Interactive learning:Group work and peer teaching

Session Duration

  90 Minutes

Introduction Activity (15 minutes) 

Time flash game 

               We have class at 7 Am etc

                I will reach my house before 6 PM

Main Activity (55 minutes)

Teaching the topic (30 minutes)

 Prepositions of Time

  1. At: For specific times (e.g., at 5 o'clock).
  2. On: For days and dates (e.g., on Monday, on January 1st).
  3. In: For months, years, seasons (e.g., in December, in 2023, in summer).
  4. Before: Refers to an earlier time (e.g., before lunch).
  5. After: Refers to a later time (e.g., after school).
  6. To: Expresses the direction or point of arrival (e.g., to the party).
  7. Into: To show movement from outside to inside (e.g., into the room).
  8. Out of: To express movement from inside to outside (e.g., out of the house).
  Events in Newspaper (25 minutes)

Follow-Up Activity (10 minutes)

Tell them to write a short paragraph about their daily routine ,using at least five preposition of time

Review Questions/Assessment/Tasks (10 minutes)

 Fill in the blanks

Example: •The meeting is _____ 2pm

                  •We go to the  park _____Sunday

                   •The flowers bloom _____ Spring

Expected learning outcome 

Knowledge Building

1. Definition & Rules– Students learn how prepositions of time (at, on, in, before, after, to, into, out of) specify when actions occur (e.g., "at 5 PM," "on Monday," "in summer").  

2. Contextual Usage– Recognize how prepositions link events to time (e.g., "The meeting is before lunch," "We leave after school").  

3. Real-World Application – Analyse newspaper sentences to identify prepositions of time in authentic contexts.  

Skill Building

1. Speaking & Collaboration– Group work in "Events in Newspaper" hones teamwork and oral presentation skills.  
2. Critical Thinking – Deciphering time-related prepositions in fill-in-the-blank tasks reinforces logical reasoning.  
3. Writing & Creativity – Crafting a daily routine paragraph using prepositions (e.g., "I wake up at 7 AM, study until noon") improves structured expression.  
4. Active Listening– Participating in the "Time Flash Game" sharpens quick comprehension and response.


   


      



             

     

Session 25: Introduction to WH questions

Session 

Introduction to WH questions

Objective

By the end of the session, students will:


  • Understand the usage of WH questions (What, Where, When, Who, Why)
  • Be able to form and answer simple WH questions.
  • Enhance their speaking and listening skills by practicing with peers.

Topics/Concept
  • Learning WH question like What,Where,When,Who,Why,and forming questions by this.

Material Required

1.Whiteboard and markers.

 

 2.A few simple objects or pictures to show and form questions

Methodology
  • Example based learning
  • Peer interactions
  • Interactive method

Session Duration

 90 Minutes

Introduction Activity (20 minutes)

WH question Warm-UP                     

 For example:

Main Activity (50 minutes)

Giving idea about topic (20 minutes)
  1.  What: Used to ask about things or information (Example: What is your name? What is this?)
  2.  Where: Used to ask about places or locations (Example: Where is the school? Where do you live?)
  3. When: Used to ask about time (Example: When is your birthday? When do we eat lunch?)
  4. Who: Used to ask about people (Example: Who is your teacher? Who is that?)
  5. Why: Used to ask for reasons (Example: Why is the sky blue? Why are you sad?)
  1. What: "What is your favourite colour?"
  2. Where: "Where do you go to school?"
  3. When: "When do we have lunch?"
  4. Who: "Who is your best friend?"
  5. Why: "Why do you like school?"
WH-Relay (30 minutes)

For example:

  1. Object: A book.
  2. Question: "What is this?" or "Where is the book?"

Follow-Up Activity (15 minutes)

Students will write five WH questions about their daily routine and ask a classmate the same questions. They will record their classmate's answers and bring them back to share in the next session.


Review Questions/Assessment/Tasks (5 minutes)

Divide students into 2 pair in each , they want to ask their pair a question like , 

where is your house?

What is your nickname ?

Expected learning outcome 

Knowledge Building

1. WH Question Types– Students learn the purpose and structure of each WH word:  
   
2. Question Formation– Understand how to construct grammatically correct WH questions (e.g., "Where is the book?" vs. "The book is where?").  

3. Contextual Usage – Recognize when to use specific WH words (e.g., "Why" for explanations, "When" for time-related queries).  

Skill Building

1 Critical Thinking – Deciding which WH word fits a context (e.g., choosing "Who" for people vs. "What" for objects).  

2 Collaboration – Group activities (WH Relay) foster teamwork and active participation.

Session 26: WH questions

Session Title

Advanced WH questions

Objective

By the end of the session, students will:

  •  Be able to form more complex WH questions.
  •  Improve their understanding of question structure.
  •  Practice asking and answering WH questions in full sentences.
  •  Build confidence in using WH words to inquire and share information.

Topics/Concept
  • In this session students will learn how to structure questions with WH words (eg  ,Who is, Where is ,Why do)
  • Learn to handle complex WH questions.
  • Application of WH Question in daily life

Material Required

1. Whiteboard and markers.


2. Pictures of different situations like, children playing, people working, family eating dinner, a person traveling, a student studying etc. (You can get the pictures from newspapers or any other sources)


3. Objects or images for interactive questioning.

Methodology

•Interactive learning


•Collaborative learning


•Hands-on Activity

Session Duration
90 Minutes

Introduction  Activity- (10 minutes)

                           “Who Am I?” 
  1. "Who is your teacher?"
  2. "Where do you live?"
  3.  "What time is it?"

Main Topic/Activity (60 minutes)

 Review of Previous Session:"Quick Recap of WH Questions" (15 minutes)
  1.       "Who is your teacher?"
  2.       "Where do you live?"
  3.      - "What time is it?"
Introduction to Complex Question structures (20 minutes)
  1.       "Who is your friend?"
  2.      "Why are you happy?"
  3.      "Where do you go after school?"
  "Question Creation Challenge"(25 minutes)

 Objective: This activity provide students with the opportunity to apply their knowledge of complex question structures in a group setting, reinforcing their understanding through peer interaction.

  1.       "What are they eating?"
  2.       "Why is the person traveling?"
  3.       "Who is studying?"

 Follow up Tasks (5 minutes)

    Ask them to prepare 5 WH questions to their friend like what they want to know about their friend like “What is your favorite colour ?,” “Where did you buy this bag ?”etc

Review Questions/Assessment Task (10 minutes)

                   "WH Questions in Action"
  1.       "Why do you like your favorite subject?"
  2.       "Who is your favorite teacher?"
  3.       "What is your favorite hobby?"

 Expected Learning  Outcome:

Skill Building

Knowledge Building

Session 27: Auxiliary Verbs

Session

Introduction to Auxiliary Verbs

Objective
  • To introduce students to auxiliary verbs (be, do, have) and their functions.
  • To help students identify and use auxiliary verbs in sentences.
  • To engage students in fun and interactive activities to reinforce their learning.

Topics/Concept
  • Understanding Auxiliary Verbs
  • Forming Sentences using Auxiliary Verbs
  • Importance of Auxiliary verbs in sentence structure

Material Required
  1.  Flashcards with auxiliary verbs written on them (e.g., is, am, are, have, has, do, does, did).
  2. A set of cards or slips of paper with main verbs (e.g., eating, go, running, sleep, playing, finished).
  3. A large space for students to run (or simply a classroom with enough space for students to move around).

Methodology
  • Interactive learning through games
  • Teamwork, Collaboration, Cooperative learning
  • Kinesthetic Learning

Session Duration

 90 Minutes

 Intro  Activity (15 minutes)

                   “Action Verb Charades"

Objective: This activity engages students and introduces the concept of action verbs and how auxiliary verbs help them in forming complete sentences

Instructions:

 Main Topic/ Activity (60 minutes)

       “What are Auxiliary Verbs"

                  (20 minutes)

  1. Be: (am,is,are,was,were,being,been) I am playing.        (Continuous tense) 
  2.  Do: (Did,does,doing)Do you like chocolate?. (For making questions/negatives)
  3. Have: (Had,has,having)They have completed their work. (Perfect tense)
       ”Auxiliary Verb Relay Race” 

                       (40 minutes)

  1. Start the relay

     2.  Form a Sentence:  

    Example: If they picked "is" and "eating," the student should say, "He is eating

  If they picked "do" and "play," they should say, "They do play."

   3.  Correctness Check:

    4. Winning the game:

Follow up Tasks ( 5 minutes)

Review Questions/Assessment/Tasks :(10 minutes)

  1.    "Which auxiliary verb is used for negatives with action verbs?”
  2. "Can you give me a sentence with ‘have’ as the auxiliary verb?"

Expected Learning  Outcome:

Knowledge building-

Skill building

Session 28: Auxiliary Verbs Be form

Session Title

Auxiliary Verbs Be form {am,is,are,was,were}

Objective
  • To understand the auxiliary verb “be” in its different forms (am, is, was, are, were, been, being).
  • To help students understand and practice forming simple sentences using these verbs.
  •  To enable students to differentiate between present and past forms of “be” in basic 
Concept/ Topic
  •  Understanding auxiliary verbs: The students will learn about the different forms of the verb "to be" and how they are used to form different tenses or states of being.
  • Application of the "be" verb forms: The session will include activities where students practice using these forms in sentences, both in affirmative and negative contexts.
  • Building foundational grammar skills: The goal is to help students grasp the importance of auxiliary verbs in sentence construction and to enable them to use these verbs correctly in both spoken and written English.

Material Required

1. Whiteboard and markers


2. Flashcards with different actions


4. A ball.

Methodology
  •  Kinesthetic Learning: The activities focus on learning through movement, which helps to engage students physically while reinforcing the grammar concepts.
  • Task-based Learning: By playing games and completing tasks, students learn by doing, which enhances their understanding and retention of auxiliary verbs.
  • Collaborative Learning: Group work and pair work encourage peer interaction, helping students learn from one another.

Session Duration

 90 Minutes

Intro  Activity (15 minutes)

                      "Verb charades"

Objective: This activity activates prior knowledge, warms up students' speaking abilities, and introduces the concept of using auxiliary verbs to describe ongoing or past actions.

  1.     "I am running."  
  2.     "He is eating."  
  3.     "They were swimming.”

Main Topic/ Activity (60 minutes)

    Introducing Be form of Auxiliary verb   

                            (20 minutes) 

   Introducing Forms of “Be”:

Present Tense: 

  1.        Am: Used with I (e.g., I am happy.)
  2.        Is: Used with he, she, it(e.g., She is reading.)
  3.       Are: Used with we, you, they (e.g., They are playing.

Past Tense: 

  1.      Was: Used with I, he, she, it (e.g., I was tired.)
  2.      Were: Used with we, you, they (e.g., They were at school.)
                 Verb Action Toss

                           (20 minutes)

  1.     “I was tired yesterday.”
  2.     “She is happy today.”
  3.     “We were at the park.”
           Verb Movement Freeze Game

                             (20 minutes)

Objective: To engage students physically while reinforcing the concept of auxiliary verbs in sentences.

  1.      “Am”: “I am jumping.”
  2.      “Is”: “He is running.”
  3.      “Are”: “They are walking.”

Follow up Tasks (5 minutes)

Review Questions/Assessment/Tasks: (10 minutes)                           

Q&A: Allow students to ask any questions they may have doubt about the auxiliary verbs.

Expected Learning  Outcome:

Knowledge building

Skill building

Session 29: Auxiliary verbs(Have Forms,Do forms, modal verbs)

Session Title

Auxiliary verbs(Have Forms,Do forms, modal verbs)

Objective

By the end of the session,Students will:


  •  Understand and correctly use have, do, will/shall, may/might, and can/could auxiliary verbs.
  •  Use have, do, and modal verbs in different contexts (e.g., have for possession or experience, do for questions and negatives, and modal verbs for possibility or ability).
  • Build confidence in using these auxiliary verbs in speaking and writing.

Topics/Concept
  •  Understanding Auxiliary Verbs and their role in forming questions, negatives, and tenses.
  • Introduction to Have/Has/ Had, Do/Did/Does, Use of models
  •  Application of auxiliary verbs in real life conversations

Material Required
  1. Sentence strip

     2. Board to Chalk

 

     3. Space for students to               move around

Methodology
  • Interactive learning
  • Game-based approach
  •  Peer learning and team collaboration

Session Duration

90 Minutes

Intro  Activity (10 minutes)

                         Simon says

   Example: “Simon says touch your nose.”

Main Topic/ Activity (65 minutes)

Explaining the Auxiliary verbs(35 minutes)                                 
        Verb treasure hunt (30 minutes)

Setup:

How to Play:

Why It Works: Combines movement with grammar, making auxiliary verb usage feel natural and fun.


Follow up Tasks (5 minutes)

 Ask students to write 1 sentences for each auxiliary verbs they've learned in class (have, do, will/shall, may/might, can/could). The sentences should reflect correct usage and should be shared in the next class.

Review Questions/Assessment/Tasks  (10 minutes)

Expected Learning  Outcome:

Knowledge building-

    Skill building-

 


Session 30: Tenses Introduction

Session Title

Tenses Introduction

Objective

By the end of this session, students will be able to:


  •  Understand that tenses show time of action – past, present, or future.
  •  Identify actions related to yesterday, today, and
  •  Use basic tenses in simple spoken 

Topics/Concept
  • Tense = Time of action
  • Three types of time: Past, Present, Future
  • Simple usage of verbs in each tense

Material Required

1. Verb cards


2. Board and chalk


3. Open space for movement

Methodology
  • Active learning
  • Collaborative learning
  • Contextualization

Session Duration

 90 Minutes

Intro  Activity (15 minutes)

                 Action statues 
  1.     "Jump!" (Children jump)
  2.    "Freeze!" (Children stop in their jumping pose)
  3.    "Run!" (Children run)
  4.    "Freeze!" (Children stop clapping)

Main Topic/ Activity (50 minutes)

              What is "When" (30 minutes)
                 Tenses Area(20 minutes)
  1.     "Yesterday, I jumped." (Past)
  2.     "Today, I am jumping." (Present)
  3.     "Tomorrow, I will jump." (Future)

Follow up Task (5 minutes)

Ask students to write the things :

  1.    One thing that they did yesterday
  2.    One thing they are doing today
  3.    One thing they will do tomorrow

Review Questions/Assessment/Tasks (20 minutes)

Expected Learning  Outcome:

Knowledge building-

Skill building-



    

Session 31: Past tense

Session Title

Past tense

Objective

By the end of the session, students will be able to:


  • Understand what Simple Past Tense is.
  • Identify regular and a few irregular past tense verbs.
  • Form and use simple past tense sentences.

Topics/Concept
  • Understanding simple past tense
  • Identifying regular and irregular Verbs
  • Forming and using past tense sentences

Material Required
  1. Slips of paper with regular and irregular verbs
  2. Small box or bowl
  3. Board and chalk

Methodology
  • Activity-based learning
  • Constructive approach
  • Collaborative learning

Session Duration

 90 Minutes

Intro  Activity (15 minutes)

             “Yesterday,I….”! 

   Example:  

  1.    “Yesterday, I played football.”
  2.    “Yesterday, I ate mangoes.”

    Example:  

   “Yesterday, I played football, and I watched TV.”

Main Topic/ Activity (60 minutes)

     What is Past Tense? (20 minutes)                                  

 Types of Past Tense Verbs:

1. Regular Verbs – We just add -ed- at the end.

   walk → walked  

    jump → jumped  

   clean → cleaned  

2. Irregular Verbs – The spelling changes completely or doesn't follow a rule.

    go → went  

   eat → ate  

   buy → bought  

               Story Time (20 minutes)                        

 Story = “Raju’s Busy Day”

  Yesterday, Raju woke up early. He brushed his teeth and ate a banana. Then, he packed his bag and ran to school. At school, he wrote a test and drew a picture in art class. After school, he played with his friends and came home tired. He watched TV, read a book, and finally, he slept.

Purpose: Children connect deeply with stories. When a story is told in the past tense, it provides a natural, engaging way to introduce and reinforce past tense verb forms without a heavy grammar focus.

Charades: Past Tense Edition (20 minutes)                                  

Example Verbs to Include:

Regular: walked, cooked, cleaned, smiled, jumped, clapped 

Irregular: ate, went, ran, drank, sang, wrote, slept, drove  

Follow up Tasks (5 minutes)

Quickly review:

For homework: Ask students to write 5 sentences using simple past tense (3 regular + 2 irregular)

Review Questions/Assessment/Tasks (10 minutes)

Fill in the Blanks” board activity:

  1.  I ___ (go) to school yesterday. → went  
  2. She ___ (play) football. → played  
  3. They ___ (eat) ice cream. → ate  
  4. We ___ (watch) a movie. → watched

Expected Learning  Outcome:

Knowledge building-

Skill building-

Session 32: Present Tense

Session Title

Present Tense

Objective

By the end of the session, students will be able to:

  • Understand the structure and use of the simple present tense.
  • Form affirmative and negative sentences using simple present tense.
  •  Speak and write about daily routines, habits, and general truths using the correct tense.
  • Engage in fun and meaningful activities that reinforce the use of present tense.

Topics/Concept
  • Understanding simple present tense
  •  Verb recognition in context
  •  Applying subject verb Agreement

Material Required
  1.  Bingo cards (homemade or drawn on paper)
  2.  Marker board and markers
  3.  Sentence strips

Methodology
  •   Kinesthetic learning
  • Collaborative learning 
  •  Visual aids (charts and sentence frames)
  • Reinforcement through repetition and fun

Session Duration

 90 Minutes

Introduction Activity (10 minutes)

                      Act it out

        “She reads a book.” / “He sleeps in the bed.

Main Topic/ Activity (60 minutes)

      Concept introduction (30 minutes)

  Examples:  

Structure:

Subject

Verb Form

Example

I/You/We/They

Base verb

I walk to school.

He/She/It

Verb + s/es

She walks to school.

Negative Form:

I/You/We/They = Do not + base form

Eg = I do not (don’t) eat fish.

 He/She/It = Does not + base verb

Eg = She does not (doesn’t) like carrots.

- Base verb always follows don’t/doesn’t." 

         Sentence Relay (30 minutes)

Example

  1. “She eats.” ,"They play," "We dance," "You study."  
  2.   Students must identify the verb ("eat") on their card.

  Follow up Tasks (5 minutes)

Review Questions/Assessment/Tasks (15 minutes)

    Correct or incorrect

  1.  “He eat mangoes.” (Incorrect)
  2.  “They play football.” (Correct)

Expected Learning  Outcome:

Knowledge building-

Skill building-

Session 33: Future tense

Session Title

Future tense

Objective

By the end of the session, students will able to:


  •  Understand the structure and use of simple future tense.
  • Form affirmative and negative future tense sentences using "will".
  • Talk about future plans, predictions, and promises.

Topics/Concept
  • Understand the concept of future tense (actions that are going to happen).
  • Use "will" and "going to" correctly in simple sentences.
  • Compare past, present, and future tenses in a simple          summary.

Material Required
  1. White board and marker
  2. Reward sticker 
  3.  Name Tags or Chits (optional)   to randomly select who speaks next (helps shy students feel included).

Methodology
  • Student - Centered learning
  •  Kinesthetic and Auditory Learning
  • Task based learning

Session Duration

 90 Minutes

Intro Activity (10 minutes)

                   The whisper chain

Example: “My cat wears sunglasses on rainy days.”

Main Topic/ Activity (65 minutes)

          Starter Talk: "What Will You Do?"

                           (25 minutes)

 Ask students fun questions like

  1. What will you do after school?
  2.  What will you eat for dinner ?
  3. Will you go to the moon one day?

   We often use:

  1.  will + base verb → I will eat  
  2.  going to + base verb → I am going to play

 Negative form: Subject + will not + base verb

Example: He will not play today.

  1. I will dance.
  2.  He is going to study.
  3.  Anna will not come today
              “Job jukebox”(30 minutes)

Rules:

  1.    What their ambition is (e.g., “I want to be a doctor.”)
  2.    What they will do in that role (e.g., “I will help people get better when they are sick.”)

Encourage Creativity:  

                Time Machine Travel Game

                                (10 minutes)

  1.     “Past” (yesterday)
  2.     “Present” (now)
  3.     “Future” (tomorrow)

   Example Sentences:

  1.   “I brushed my teeth.” → run to Past
  2.   “She is reading a book.” → run to Present
  3.   “They will go to the zoo.” → run to Future

Follow up Tasks (5 minutes)

Remember them :

Review Questions/Assessment/Tasks (10 minutes):

              Mini-Worksheet or Quiz 
  1.  I ____ watch TV tonight.
  2. She ____ visit her grandmother.
  3. We ____ play a game after class.

    The 3 Tenses Recap (5 min)

| Tense   | Example             |

|---------|---------------------|

| Past    | I played.           |

| Present | I play.             |

| Future  | I will play.        |

  1. What did you do yesterday?
  2. What are you doing now?
  3. What will you do tomorrow?

Expected Learning  Outcome:

Knowledge building

Skill building

Session 34: Rhyming Words

Tittle 

Rhyming Words

Objective

  • To recognize and produce rhyming words

  • strengthen their phonemic awareness 

  • improve listening and speaking skills. 

Additionally, through group activities, they will develop social emotional skills such as turn taking, collaboration, and positive communication,critical thinking.

Topic

Rhyming Fun: Exploring Words That Sound Alike 

Methodology

 Interactive Learning (Stories & Songs)

  • Engage with rhyming books and songs, encouraging active participation.

  • SEL: Foster emotional connection and empathy through characters and lyrics.

  HandsOn Activities   (Games & Puzzles)

  • Use flashcards and rhyming puzzles, incorporating movement.

  • SEL: Promote teamwork, turn taking, and cooperation.

Reflection & Discussion

  • Discuss kindness and empathy after activities.

  • SEL: Encourage emotional reflection and social awareness

Materials 

  • Book: Green Eggs and Ham by Dr. Seuss

  • Bingo cards with rhyming words (5x5 grids)

  • Markers or chips to cover Bingo spaces

  • Word list for Bingo calling words

  • Notebooks or sheets for group rhyme writing

  • Pencils or crayons for writing

  • Whiteboard or chart paper (optional for sharing group answers)

Session Duration


  90 minutes

Intro Activity: “Rhyme Freeze” ( 10 min )

 
Instructions

  1. Ask all students to stand up and get ready to move.

  2. Say two words out loud (e.g., “cat – hat” or “cat – ball”).

Rhyming Pairs

 (Students should FREEZE):

  • Cat / Hat

  • Dog / Log

  • Bee / Tree

  • Mug / Rug

  • Fan / Man

  • Rock / Sock

  • Boat / Coat

  • Fox / Box

  • Bug / Hug

  • Mouse / House

Non-Rhyming Pairs (Students should KEEP MOVING):

  • Cat / Ball

  • Tree / Cup

  • Dog / Chair

  • Sun / Spoon

  • Fox / Bed

  • Hat / Book

  • Bee / Star

  • Log / Car

  • Fan / Shoe

  • Mug / Pen

Main Activity (40 minutes)

Read Aloud – Green Eggs and Ham ( 20 min )   

Focus: Identifying rhyming words and exploring character feelings

Set the Purpose  

Begin by saying:  

 Interactive Reading Tips  

  1.  Sam / ham 
  2.  box / fox  
  3.  goat / boat  
  4.  house / mouse  
  5.  train / rain

Ask questions like: 

  1.  “Can you say those words with me?”  
  2.  “Do ‘mouse’ and ‘house’ sound the same at the end?”  
  3.  “Can you think of another word that rhymes with ‘box’?”

You can also have them clap when they hear rhyming words to make it active.

4. Wrap Up Question  

Let a few kids share and repeat their words together.

 Rhyming Word Bingo  ( 20  min ) 

 How to Play:

  1.     Say “log” → kids cover “dog”  
  2.     Say “fun” → kids cover “sun”  
  3.     Say “tree” → kids cover “bee”  

 Sample Word List for Bingo Cards:

 Cat, Dog, Bee, Car, Log, Box, Sun, Hat, Frog, Tree, Fan, Bug, Star, Run, Rock

  1.  Hat     (rhymes with cat)  
  2.  Fog     (rhymes with dog)  
  3.  Knee  (rhymes with bee)  
  4.  Bar     (rhymes with car)  
  5.  Jog     (rhymes with log)  
  6.  Fox     (rhymes with box)  
  7.  Fun     (rhymes with sun)  
  8.  Bog     (rhymes with frog)  
  9.  See      (rhymes with tree)  
  10.  Man    (rhymes with fan)  
  11.  Rug     (rhymes with bug)

 Follow Up Task ( 20 min ) 

       Rhyme Word Challenge!

Focus: Teamwork, vocabulary building

Instructions:

       (e.g., cat, sun, log, bee, spoon, mug ).

Review or Assesment Task (20 minutes)

        Rhyme, Clap & Jump!  

How to Play:

                 “Cat  > Hat!”

  1. Dog → ?  
  2.  Bee → ?   
  3.  Log → ?    
  4.  Fan → ?    
  5.  Run → ?     
  6.  Box → ?    
  7.  Spoon  → ?

Tips: If children get stuck, give a sound clue (e.g., “It ends with og!” for dog).  Use positive reinforcement for all guesses to build confidence 

Expected Learning Outcomes

Knowledge-Building:

Skill-Building:

Session 35:  Self Introduction

Tittle

“All About Me – A Journey into Myself”

Objective 

  • Help students introduce themselves using basic self-description sentences.

  • Build confidence in speaking through interactive activities.

  • Enhance writing skills by practicing sentence formation.

  • Encourage creativity through drawing and personal expression in the "Myself Booklet."

  • Foster peer interaction and collaboration through group and pair activities.

Topic 

"Myself" 

Methodology 
  • Intractive teaching
  • Activity based teaching

Materials 

  1. A4 sheets (for booklets and notebook writing)

  2. Crayons, sketch pens, and markers

  3. Stickers (smiling face, stars, hearts, etc.)

  4. Pencils, erasers, and sharpeners

  5. Chart paper for "Myself Booklet" cover page

  6. Format chart for the "Talk, Touch, and Write" activity

  7. Sample booklet (for demonstration)

  8. Printed stickers (optional)

  9. Stapler (to bind the booklet)

  10. Board and markers for writing sentences

Session Duration

90 Minutes

Introduction Activity  (5 minutes)

Circle of Greetings

Steps:

Main Activity (50 minutes)

Talk, Touch, and Write – Myself (20 minutes) 

Steps:

  1. My name is ___________.
  2. I am ___________ years old.
  3. I live in ___________.
  4. My favourite colour is ___________.
  5. I like to ___________.
 Myself Booklet ( 30 minutes ) 

Step 1: Introduce the Activity 

Step 2: Fold and Make the Booklet 

Booklet Pages – With Stickers & Writing

Page 1: Cover Page – “Myself Book”

Sticker/Icon: Smiling face or star
Task:

Page 2: My Basic Info

Sticker/Icon: Name tag
Sentences to Write:

Page 3: My Favourites

Sticker/Icon: Heart or rainbow
Sentences to Write:

Page 4: My Hobbies

Sticker/Icon: Paintbrush, book, or football
Sentences to Write:

Page 5: My Family

Sticker/Icon: House with heart
Sentences to Write:

Step 3: Colour and Decorate 

Step 4: Sharing 

Step 5: Display 

Follow up task (15 minutes) 

                  Myself Interview

Instructions for Students:

  1. What is your name?

  2. How old are you?

  3. Where do you live?

  4. What is your favourite food?

  5. What do you like to do?

  6. Then switch roles – let them ask you and write your answers.

Notebook Format Example:

  1. My Friend’s Name: Ayaan
  2. He is: 8 years old
  3. He lives in: Kochi
  4. His favourite food is: Dosa
  5. He likes to: play cricket

Teacher Tip:

Next day, pick a few students to come up and introduce their partner to the class

Expected Learning Outcome 

Knowledge-Based:

Skill-Based:

Session 36: Conversations

Session Title

"Let’s Talk! – Starting Conversations in English"

Objective 

  • To introduce common English greetings and expressions.

  • To enable students to introduce themselves using simple sentences.

  • To build vocabulary related to basic conversation.

  • To encourage peer interaction through speaking activities.

  • To develop confidence in using English in real-life situations.

Topic 

Basic English Conversation – Greetings and Self-Introduction

Methodology 

Activity-Based Learning

Materials 

  • Flashcards (words and pictures)

  • Sticky notes or small cards

  • Chart paper

  • Markers and pens

  • Printed dialogue strips or cue cards

  • Drawing sheets or notebooks

  • Crayons or color pencils

Session Duration

90 Minutes

Introduction Activity

 Hello Around the World ( 20 min ) 

Mini Task:
Students walk around and greet 3 classmates in English using: “Hi, I’m ___. What’s your name?”
(This helps break the ice and gets everyone talking!)

Main Activity

Vocabulary & Expression Building ( 30 min )
How to Do It:

Dialogue Practice with Actions ( 20 min ) 

How to Do It:

Follow-Up Activity

Talk & Draw ( 10 min ) 

How to Do It:

Conclusion 

 Reflection Circle ( 10 min ) 

How to Do It:

🗂️ Flashcards – Greetings & Self-Introduction

1. Card Front:
👋 Hello!
Back: A friendly person waving.

2. Card Front:
🌞 Good Morning!
Back: A sunrise with a smiling face.

3. Card Front:
🌤️ Good Afternoon!
Back: A bright afternoon sun and a clock showing 2 PM.

4. Card Front:
🧍‍♂️🧍‍♀️ What’s your name?
Back: Two kids talking with a speech bubble.

5. Card Front:
🧒 _My name is __.
Back: A child pointing to a name tag.

6. Card Front:
😊 How are you?
Back: A person with 3 face options: happy, okay, sad.

7. Card Front:
😄 I’m fine, thank you.
Back: A happy face and a thumbs-up.

8. Card Front:
🤝 Nice to meet you!
Back: Two hands shaking.

Expected Learning Outcomes:

Knowledge-Based:

Skill-Based:

Session 37: Conversations 2

Tittle

Hello! Let's Talk – Mastering Basic Conversations in English

Objective 

  • To help students understand and practice basic English greetings and self-introduction phrases.

  • To encourage students to engage in simple conversations with peers.

  • To build confidence in speaking English in real-life situations.

  • To develop students' ability to ask and answer questions in English.

  • To enhance listening and speaking skills through interactive activities.

Topic 

Basic English Conversation – Greetings and Self-Introductions

Methodology 

Role-Play

Materials 

  • Flashcards (with words and pictures)

  • Task cards (for conversation prompts)

  • Chart paper and markers

  • Sticky notes

  • Printed dialogue strips or cue cards

  • Stickers or stars

  • Drawing sheets or notebooks

  • Crayons or color pencils

Session Duration

 90 Minutes

Introduction Activity (20  min)

Quick Recap Match up .

How to Do It:

Main Activity

Role-Play Zones ( 30 min )

How to Do It:

Conversation Quest ( 25 min )
How to do it : 

Give each student a task card:

Follow-Up Activity ( 10 min)

Self-Intro Spotlight

How to Do It:

Conclusion

Confidence Clap ( 5 min )
Purpose: To end with positivity.

How to Do It:

Task cards 

🔶 Task Card 1
🗣️ Find someone who likes mangoes. Ask their name.

🔶 Task Card 2
🗣️ Ask two friends how they are today.

🔶 Task Card 3
🗣️ Greet three friends using:
“Hi! How are you?”

🔶 Task Card 4
🗣️ Find a classmate wearing blue. Ask their name.

🔶 Task Card 5
🗣️ Say:
“Nice to meet you” to two classmates.

🔶 Task Card 6
🗣️ Greet someone and ask:
“What’s your name?”
Then say:
“I’m ___.”

🔶 Task Card 7
🗣️ Say hello to four friends in different ways:
Hello, Hi, Good morning, Good afternoon.

🔶 Task Card 8
🗣️ Ask a friend:
“How are you?”
Then tell the teacher what they said.

Paper strips :

  1. 🗯️ “What’s your name?”

  2. 🧒 “My name is Ravi.”

  3. 🗯️ “How are you?”

  4. 😄 “I’m fine, thank you.”

  5. 👋 “Hello!”

  6. 👋 “Hi!”

  7. 🗯️ “Nice to meet you.”

  8. 🤝 “Nice to meet you too.”

  9. 🗯️ “Good morning!”

  10. 🌞 “Good morning! How are you?”

  11. 🗯️ “I’m Riya.”

  12. 🗯️ “I’m Arjun.”

Expected Learning Outcomes:

Knowledge-Based:

Skill-Based:



Session 38: Descriptions

Session Tittle

Descriptions

Objective

By the end of this session,students will able to understand:


  • Students will learn how to describe person,object or event using simple words. 
  • They will understand how to organize thoughts and observations into a clear description.
  • They will practice speaking and writing descriptively.

Topics/Concept
  • Descriptive Language– Learn how to describe people, objects, places, or events using detailed and relevant words.
  • Speaking & Listening Practice – Enhance verbal 
  • communication and active listening by giving and interpreting clues.
  • Creative Thinking & Guesswork – Use imagination and logical reasoning to guess what is being described based on clues.

Material Required

- Board and chalk


- Flashcards or pictures of common items, animals, places, or people

Methodology
  • Peer learning
  •  Inquiry based learning
  •  Activity based teaching

Session Duration

 90 Minutes

Intro  Activity 


                         Describe About Meee

                              (10 miniutes)


  -  Greet the students and welcome them to the class


  -  Then talk to them about how their days were going 


  -  When they get into the flow ask them to decribe about u (the teacher)


  -  About your personality,Apperance etc…


  -  Take their opinion in a friendly way and praise them


     


Main Topic/ Activity (55 minutes)


                           Introduction to the Topic

                                    (30 minutes)



 - Description is a way of explaining something clearly and in detail, so the reader or listener can imagine it in their mind


   It answers questions like:

  - What does it look like?

  - How does it feel?

  - What color is it?

  - How big is it?

  - What happens in it?

  - How does it sound or smell?



 -  We describe about People,Animals,Objects,Events:


  1. People – appearance, personality, clothes, behavion  

  2. Objects – size, shape, color, use, material 

  3. Places – weather, look, atmosphere, surroundings  

  4. Events – what happened, who was there, how you felt  

  5. Animals – looks, sounds, movement, behavior


Add a 2-minute demo: Describe a classroom object for the children to get an accurate idea about what description is


                       Describe and guess

                             (25 minutes)


   1. Place a set of flashcards of (animals, objects, famous people, places, etc.).


  2.  Students want to picks card secretly.(Individual activity)


  3. They must describe what’s on the card using 3–5 sentences (without saying the name!).


  4. The others listen and try to guess what the object/person/place is.


  5. The person who guesses correctly gets a point and can choose next the flashcard and describe!




Expected Learning  Outcome:

Knowledge building-

    

  1. Use appropriate descriptive vocabulary to express characteristics of people, places, objects, or events.


2. Improve oral communication skills through speaking and listening.


3. Demonstrate creativity in forming clues and interpreting descriptions.


Skill building


 Speaking Skills:  - Describe the teacher using adjectives ("You wear glasses and have a loud voice!).  

  - Formulate 3–5 descriptive sentences for flashcards 


Listening Skills:  - Interpret peers’ descriptions to guess objects/people in the "Describe and Guess" game.  

   - Identify key details in picture descriptions (e.g., "The park has green trees and laughing children").  


Writing Skills:  - Structure a descriptive paragraph about a memorable event (follow-up task).       

   

Knowledge building


   - Learn that description is a detailed explanation of people, objects, places, or events using sensory and factual details.  


    Identify key aspects to describe:  

     - People: Appearance, personality, behavior.  

     - Objects: Size, shape, color, material.  

     - Places: Atmosphere, surroundings, weather.  

     - Events: Actions, emotions, participants.  


Review Questions/Assessment/Tasks 

             (15 minutes)


   - Show students the pictute of colourful detailed picture of a (park,festival scene,classroom or a market)


   - Ask students to look at the picture for 1–2 minutes and to describe about: 

   - What do you see in the picture?

   - What are the people doing?

   - What colors can you see?

   - How do you feel when you look at this picture?



Follow up Tasks (5 minutes)


 Tell them to recall a memorable event (e.g., a birthday party, a school trip). Describe its setting like:

                   Where/when the event happened.  

                   Who was there.  

                   What you saw/heard.  

                   How you felt.  

                   One memorable detail.

                            

Session 39: Sentence Making – Part 1

Session Title

Sentence Making – Part 1

Objective

  • Understand the structure of a simple sentence (subject + verb + object).

  • Identify parts of a sentence through guided practice.

  • Begin forming basic sentences using familiar vocabulary.

  • Encourage confidence and clarity in communication.

Topics/Concept

  • A sentence is a group of words that expresses a complete idea.

  • Basic structure: Subject + Verb + Object

Examples:

  • She eats rice.

  • The dog runs.

  • I like apples.

  • Capital letter at the beginning and full stop at the end.

Material Required

  • Word cards (nouns, verbs, objects)

  • Whiteboard and markers

  • Sentence strips

  • Flashcards with pictures

  • Chart of sentence structure

  • Printed worksheets

Methodology

  • Activity-based learning

  • Visual and verbal participation

  • Group and peer learning

  • SEL Integration: cooperation, expression, and confidence-building

Session Duration 

 90 Minutes

Introduction  Activity (25 minutes)

Objective:

Introduce the idea of a sentence and its basic structure.

Steps:

1. Begin with a quick brain-teaser: Write “dog eats” and ask, “Is this a full sentence?”

2. Write “The dog eats food.”

Highlight parts:

3. Explain sentence rules:

Interactive Exercise:

Show word cards  (boy, runs, cake, eats, she). Let children form simple sentences verbally:

“The boy runs.”

“She eats cake.”

Main Activity (55 minutes)

Sentence Puzzle (30 minutes)

Objective:

Help students recognize and build correct sentence structure.

Instructions:

1. Give students word cards (subjects, verbs, objects).

2. In pairs, they arrange cards to form proper sentences.

3. Read aloud their sentences and write them on the board.

Examples:

Extension:

My First Sentence Worksheet (25 minutes)

Objective:Practice sentence writing individually.

Instructions:

 worksheet:

Peer Review 

Students pair up to read each other’s sentences.

Follow up task (5 minutes)

Quick Oral Recap:

“What comes first in a sentence?”

“What ends a sentence?”

"Can you give a sentence using 'you learn today'?"

 Review Questions/Assessment/Tasks (5 minutes)

“What new sentence did you create today?”

“Was it easy or hard? Why?”

“How did your partner help you?”

Expected Learning  Outcome:

Knowledge building

Skill Building

Session 40: Sentence Making

Session Title

Sentence Making – Part 2 - Making Meaningful Sentences

Objective

  • Expand from basic to descriptive sentences.

  • Use adjectives and adverbs to make sentences richer.

  • Apply sentence rules in written and spoken form.

  • Foster creativity, self-expression, and collaboration.

Topics

  • Sentence structure: Subject + Verb + Object + Details

  • Adding adjectives and adverbs to make sentences interesting

  • Using proper punctuation and capital letters

    Examples:

  • Basic: The boy runs.

  • Expanded: The tall boy runs fast.

  • Basic: She eats mangoes.

  • Expanded: She happily eats sweet mangoes.

Material Required

  • Word cards (nouns, verbs, adjectives, adverbs)

  • Whiteboard and markers

  • Picture cards or prompt cards

  • Simple props (optional: scarf, toy, chair)

Methodology

  • Visual and verbal learning.

  • Group-based creative expression.

  • Theatre integration for active learning.

  • SEL focus: building confidence, empathy, teamwork.

Session Duration 

   90 Minutes

Introduction Activity (20 minutes)

Objective: Review the previous session and introduce the concept of expanding sentences using descriptive words.

Show examples on the board:

Group Activity:

Main Activity (65 minutes)

Sentence Building Cards (35 minutes)

Objective:

Support students in constructing detailed sentences using word prompts.

Instructions:

  1. Divide the class into small groups.
  2. Distribute colour-coded word cards:
    • Green = Subjects
    • Red = Verbs
    • Blue = Objects
    • Yellow = Adjectives / Adverbs
  4. Each group builds sentences by combining different cards.
  5. Groups read out their best sentences.

Examples:

Sentence Skit(30 minutes)

Objective:
Encourage students to perform and express their own sentences in short dramatised acts.

Instructions:
Provide each group with a picture or a prompt (e.g., “A boy is flying a kite”, “She is painting a picture”).
Groups must:

Example Prompt:

Reflection Questions:

Teacher: “Was it fun to act your sentence?”

Teacher: “What did you like about your team’s sentence?”

Follow-up task (2 minutes)

Ask each student to say or write one expanded sentence using an adjective or adverb.

Review Questions (3 minutes)

Quick Recap:

Expected Learning  Outcome:

Knowledge building

Skill Building