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
Listen to the audio 🎧 version of this class in മലയാളം or in हिंदी . 

 

 

 

 

 

 

 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 

   

 

 

 

 

 Flashcards - For showing Picture 

 

 

 whiteboard / Board  

 

 

 chalk or Marker 

 

 

 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  

 

 Begin by explaining to the students that vowels are special letters in the alphabet: A, E, I, O, U. These letters make unique sounds that help form words. 

 

 Tell the students they will learn the vowel sounds through a fun song. Sing the Song  

 

 

 Sing the song slowly and clearly for each verse (A, E, I, O, U). 

 

 

 Encourage the students to sing along. You can clap or add some simple hand motions to make it more engaging. 

 

 

 After singing each verse, repeat it a few times so that students can memorize the pattern.  

 

 

 Your browser does not support the audio element.

 

 

 

 

 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  

 

 

 

 Have the students take turns singing the verses. 

 

 

 They can practice alone or in small groups to reinforce their understanding of vowel sounds. 

 

 

 Vowel/non vowel sorting game (20 minutes) 

 How to play  

 1.Prepare the Flashcards (Pictures): 

 

 

 Collect pictures of objects or things that have names starting with vowels (A, E, I, O, U) and others that don't. 

 

 

 You can take your own pictures or find images online. For example, pictures of an apple (vowel), dog (non-vowel), ice cream (vowel), elephant (vowel ), Car ( non-vowel ), book (non-vowel) 

 

 

  2.Create the Sheet for Students: 

 

 

 Draw a table with three columns on a sheet of paper. Label the columns: 

 

 

 Column 1: Name  

 

 

 Column 2: Vowels 

 

 

 Column 3: Non-vowels 

 

 

 

 

 Leave space under each column for students to write their answers. 

 

 

 3.How the Game Works (With Flashcards ): 

 Show a Flashcard to the students. You can either show the full image or just describe it first. 

 

 

 

 Students will say the name of the object aloud. 

 

 

 Then, they need to identify if the first letter in the word is a vowel (A, E, I, O, U) or not a vowel (meaning it’s a consonant). 

 

 

 They should write the name of the object in the appropriate column (either Vowels or Non-Vowels). 

 

 

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

 

 Printable sheet to distribute to students. 

 Example Flashcards: 

 

 

 

 Follow-Up Activity (10 minutes):  

 Vowel Writing Practice 

 

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

 Instructions: 

 

 

 Provide each student with a worksheet that has a list of words with missing letters. 

 

 

 For each word, students should fill in the missing vowel to complete the word. Example: 

 

 

 

 S m _ l e → Smile 

 

 

 B r _ t h _ r → Brother 

 

 

 b _ _ k → Book 

 

 

 _ c e c r _ a m → Ice cream  

 

 

 _ m b r _ l l _ → Umbrella 

 

 

 

 Have students focus on identifying the missing vowel and writing it in the correct spot. 

 

 

 Extension: 

 

 

 Ask the students to create their own 2 words with missing vowels, then exchange worksheets with a classmate to solve. 

 

 

 Review Questions (10 minutes): 

 

 

 What are the five vowel letters? → A, E, I, O, U 

 

 

 Which vowel sound do you hear at the beginning of the word “elephant”? → /e/ 

 

 

 Is the word “dog” a vowel word or a non-vowel word? Why? → Non-vowel word, because it starts with D, a consonant. 

 

 

 Fill in the missing vowel: _ p p l e → A → Apple 

 

 

 Name two words that start with a vowel. → Example: Ice cream, Umbrella 

 

 

 Expected Learning Outcome: 

 Knowledge Building: 

 

 

 Students will identify the five vowels: A, E, I, O, U. 

 

 

 Students will recognize the sounds each vowel makes. 

 

 

 Students will enhance phonemic awareness by connecting letters to their vowel sounds. 

 

 

 Students will understand the difference between vowel and non-vowel sounds in words. 

 

 

 Skill Building: 

 

 

 Students will improve auditory discrimination by listening for vowel sounds at the beginning of words. 

 

 

 Students will practice organizing and sorting words into vowel and non-vowel categories. 

 

 

 Students will strengthen writing skills by completing and creating words with missing vowels. 

 

 

 Students will demonstrate self-management by completing tasks independently and staying focused during games and writing activities.

Session 2 : Blending Vowel - Part 1
Session Title 

 

 

 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  

 

 

 

 

 Flash Cards 

 

 

 chart paper 

 

 

 Picture cards  

 

 

 worksheet  

 

 

 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 

 Teacher: I am so excited to be here with you today because we are going to learn something really fun about vowels! 

 Teacher: Can you show me with your thumbs how you are feeling today? Thumbs up if you're happy, sideways if you're okay, and down if you're a little tired. 

 Step 3: Encouraging Student Responses 

 Teacher: Can anyone tell me one thing that made you happy today? 

 Let a few students share their thoughts. 

 Step 4: Connecting to the Lesson 

 Teacher: Just like we are talking and sharing our feelings, words also have sounds that work together. Today, we will explore special vowels that work together in words! 

 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) 

   

 Show flashcards of (ai, ee, oa, ie, ue). 

 Teach one at a time: 

 

 

 

 

 

 

 

 ai → rain, train, sail [3 min] 

 

 

 ee → tree, feet, see [3 min] 

 

 

 oa → boat, coat, road [same] 

 

 

 ie → pie, tie, cries [same] 

 

 

 ue → blue, glue, true [same] 

 

 

 

 

 

 

 

 Flashcards to print: 

 

 

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

 

 Vowel Blend Relay (30 minutes) 

 

 Materials Needed: 

 

 

 Chart Paper – Draw columns labeled ai, ee, oa, ie, ue like a table. 

 

 

 Flashcards – Each word should have 3 copies. 

 

 

 Double-sided tape – To stick the flashcards on the chart.  

 

 

 Game Steps (Step-by-Step Guide) 

 Setup: 

 

 

 Place the Chart Paper and Flashcards in the same location (at the front of the class, on a board, or on a table). 

 

 

 Spread out the flashcards face down (so students cannot see the words). 

 

 

 Start the Game: 

 

 

 The teacher calls out a word aloud. 

 

 

 All students must quickly listen and identify the vowel blend in the word. 

 

 

 Pick and Stick: 

 

 

 Students rush to find the correct flashcard with the word the teacher called out. 

 

 

 They pick the flashcard and stick it under the correct Vowel Blend column. 

 

 

 Since each word has 3 flashcards, up to 3 students can participate at the same time. 

 

 

 Corrections if Needed:  

 

 

 If a student sticks a word in the wrong column, others can help correct it.  

 

 

   Who Wins?   

 

 The students who place the most words correctly and quickly are the winners!  

 Everyone gets a chance to play, making it both fun and educational. 

 

 

 Words: 

 

  [5 min Break Time]  

 Follow-Up Activity (25 minutes): 

 

 Independent Practice (10 minutes)  

 

 

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

 

 

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

 

 

 Fill in the Blanks (15 minutes)  

 

 

 Provide worksheets with missing letters. 

 

 

 Write the vowel teams (ai, ee, oa, ie, ue) on the board. 

 

 

 Give students a worksheet to complete. 

 

 

  Example: 

 

 

 

 

 

 

 

 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): 

 

 

 Which vowel team do you hear in the word "boat"? (Answer: oa) 

 

 

 What sound do the letters "ee" make in the word "feet"? (Answer: Long e sound) 

 

 

 Can you name one word with the vowel team "ai"? (Examples: rain, train, sail) 

 

 

 In vowel teams, what happens to the second vowel? (Answer: It is silent) 

 

 

 Which vowel team do you hear in the word "blue"? (Answer: ue) 

 

 

 Expected Learning Outcome: 

 Skill-Based Outcomes: 

 

 

 Identify and pronounce words with vowel teams (ai, ee, oa, ie, ue). 

 

 

 Create and spell words using vowel teams independently. 

 

 

 Knowledge-Based Outcomes: 

 

 

 Recognize the pattern where the first vowel in a vowel team says its name, and the second is silent. 

 

 

 Apply their knowledge of vowel teams to improve reading fluency and spelling accuracy.

Session 3 : Blending Vowel - Part 2
  

 

 

 

 

 

 Session Title  

 

 

 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  

 

 

 

 Chart Paper / Whiteboard – To display vowel blends and rhythm patterns. 

  Flashcards – Words with vowel blends (with or without pictures). 

  Markers – For writing vowel blends and team rhythm patterns. 

 Open Space – For team performances. 

 

 

 

 

 

 Session Duration 

 

 

 90 minutes 

 

 

 

 

 

 Introduction Activity (10 minutes): 

 Pass the Clap  

 How to Play: 

 Stand in a Circle 

 

 

 Have all the students stand in a circle with you. 

 

 

 Start with a Clap 

 

 

 The teacher starts by clapping once while making eye contact with a student to their left or right. 

 

 

 Pass It On 

 

 

 That student claps once and passes it to the next person in the circle by making eye contact and clapping. 

 

 

 Speed It Up 

 

 

 After one round, try to make it go faster and faster without breaking the rhythm! 

 

 

 Main Activity (60 minutes): 

 Echo the Blend (15 minutes)  

 How to Do It: 

 Teacher as the Leader 

 

 

 Stand in front of the class and say a vowel blend sound out loud, like: 

 

 

 

 “ea says /ee/” 

 

 

 “ou says /ow/” 

 

 

 “oi says /oy/” 

 

 

 “ay says /ay/” 

 

 

 

 Students Echo It Back 

 

 

 The whole class repeats the vowel blend sound and action back to you. 

 

 

 

 Teacher: “ea says /ee/!” 

 

 

 Students: “ea says /ee/!” 

 

 

 

 Vowel Blend Rhythm Game (45 minutes)  

  How to Do It: 

 Divide into Teams: 

 

 

 Split the students into 6 teams and name them after the vowel blends (ea team, ou team, oi team, etc.). 

 

 

 Each team is responsible for one vowel blend. 

 

 

 Create a Rhythm Pattern: 

 

 

 Each team must create a simple rhythm pattern using their vowel blend. 

 

 

 For example: 

 

 

 

 ea team → "Leaf, Read, Meat – Clap, Clap, Tap!" 

 

 

 ou team → "Cloud, House, Mouse – Stomp, Clap, Stomp!" 

 

 

 

 They can use claps, taps, stomps, or even small drums to make it fun. 

 

 

 Team Performances: 

 

 

 All students sit in a circle. 

 

 

 Each team performs their rhythm while saying their vowel blend words. 

 

 

 Other teams listen and repeat. 

 

 

   Team Rotation: 

 

 

 After all teams perform, switch team names so each group gets a new vowel blend. 

 

 

 Repeat the process, allowing each team to create new rhythms with their new blend. 

 

 

 Final Round: 

 

 

 All teams perform together, blending all the vowel sounds into a fun class rhythm performance 

 

 

 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): 

 

 

 Which vowel blend is in the word "cloud"? (Answer: ou) 

 

 

 Can you name a word with the vowel blend "ea"? (Answer: leaf, meat, read) 

 

 

 What sound does the "oi" blend make? (Answer: /oy/) 

 

 

 Which vowel blend do you hear in the word "day"? (Answer: ay) 

 

 

 What is the rhythm pattern for the "ou" team? (Answer: "Cloud, House, Mouse – Stomp, Clap, Stomp!") 

 

 

 Expected Learning Outcome: 

 Skill-Based Outcomes: 

 

 

 Identify and Pronounce vowel blends such as ea, ou, oi, ow, ay, ew correctly. 

 

 

 Create and Perform rhythmic patterns using vowel blend words, demonstrating creativity and teamwork. 

 

 

 Build Confidence in speaking and performing in front of peers, enhancing public speaking skills. 

 

 

 Knowledge-Based Outcomes: 

 

 

 Demonstrate Understanding of vowel blends through creative performances like songs, rhythms, or actions. 

 

 

 Enhance Listening and Observation Skills by providing peer feedback during team rotations and performances.

Session 4 : Blending With Consonants - Part 1
  

 

 

 

 

 

 Session Title 

 

 

 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  

 

 

 

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

 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 Practice (20 minutes)  

 

 

 Use flashcard to show students how to blends each consonants with the vowels A,E,I,O,U eg- ba, be, bi, bo , bu 

 

 

 Have students repeat each blend after you. 

 

 

 Encourage students to take turns practicing the blends with a partner. 

 

 

 Vowels and Consonants: 

 

 Blending Relay Race (45 minutes)  

 1. Team Setup 

 

 

 Divide the students into 6 teams:(D,B,F,N,K,H ) Encourage teamwork and communication among team members. 

 

 

 2. Relay Race Setup 

 

 

 Set up a relay course with flashcards at each station. 

 

 

 Team D and Team B will go first. 

 

 

 3. How to Play 

 

 

 The first student in Team D starts by saying "Da" and then runs to the station where Team B is waiting. 

 

 

 When they reach Team B’s station, they say “Ba” and run back to their team. 

 

 

 Then, the next student in Team D will say "De" and run to Team B, and so on (De,Di,Do,Du ). 

 

 

 Team B will do the same, starting with "Ba", then "Be", "Bi", "Bo", and "Bu". 

 

 

 

 4. Switch Teams 

 

 

 After both Team D and Team B finish, the next two teams (F and N) will start the same process. 

 

 

 5. Winning Team 

 

 

 The first team to finish all their blends correctly and quickly will win. The team that completes the task with clear pronunciation and the fastest time wins. 

 

 

 Follow-Up Activity (15 minutes): 

 Blend It Up  

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

 Materials Needed: 

 

 

 Paper and markers 

 

 

 Flashcards with consonants and vowels written on them 

 

 

 Chart or whiteboard 

 

 

 Instructions: 

 

 

 Pair Up: Have students pair up with a partner. 

 

 

 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"). 

 

 

 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"). 

 

 

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

 

 

 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:   

 

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

 Students will improve their reading accuracy and fluency. 

 

 Skill Building: 

 

  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):  

 

 Welcome and ask the class to sit in a circle. 

 Conduct a breathing Exercise. 

 

 Main Activity (50 minutes): 

 Sounds Of Letter - Song  (25 minutes)  

 

 Sing a song with an action

 

 Simple song to teach letters (S,M,P,L,R,T) 

 Tune: "Twinkle, Twinkle, Little Star" 

 

 

 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: 

 Create bingo cards with various consonant-vowel combinations from(S,M,P,L,R,T) for example: 

 

 

 Ma, Me, Mi, Mo, Mu (for M) 

 

 

 Sa,  Se,  Si,  So,  Su ( For S )  

 

 

 And others same as S and M  

 

 

 Each child will receive a bingo card with a mix of these consonant-vowel combinations. The bingo card should have 6 rows and 6 columns, and each square should contain a different consonant-vowel blend. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 [In this each sounds can write in random Order] 

 2. Calling Out Blends: 

 

 

  The teacher will randomly call out consonant-vowel blends, such as "Si," "Mu," "Ro," and so on. 

 

 

  Students must listen carefully and find the corresponding blend on their bingo cards. They can mark it with a pen, pencil, or small sticker. 

 

 

 3. Matching Blends: 

 

 

  When a student finds a match for the blend called out, they say the word aloud using the correct consonant-vowel blend (e.g., “Me” for M, “Sa” for S) 

 

 

  This encourages the children to reinforce their pronunciation as they go along. 

 

 

 4. Winning the Game: 

 

 

 

The first student to complete a row, column, or diagonal on their bingo card calls out “Bingo!” and wins the round. 

 

 

 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): 

 

 

 Which consonant-vowel blend is in the word "Mango"? (Answer: "Ma") 

 

 

 What blend do you hear in the word "Rose"? (Answer: "Ro") 

 

 

 Can you think of a word with the blend "Ti"? (Answer: "Tiger") 

 

 

 Expected Learning Outcomes: 

 Skill Building: 

 

 Phonological awareness 

 Pronunciation 

 Listening and attention 

 Teamwork and communication 

 

 Knowledge Building: 

 

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

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

  Vocabulary expansion 

 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: 

 

 

 

 Teacher says: “Cat” Students say: “ca!” 

 

 

 Teacher says: “Goat” Students say: “go!” 

 

 

 Teacher says: “Van” Students say: “va!” 

 

 

 Teacher says: “Jug” Students say: “ju!” 

 

 

 

 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: 

 

 

 You say: “Ball” → Students say: “Not our sound!” 

 

 

 You say: “Sun” → Students say: “Not our sound!” 

 

 

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

 Main Activity (35 minutes): 

 Blend Introduction & Pronunciation  (15 minutes)  

 

 

 Introduce blends using flashcards: 

 

 

 

 C: ca, ce, ci, co, cu 

 

 

 G: ga, ge, gi, go, gu 

 

 

 V: va, ve, vi, vo, vu 

 

 

 J: ja, je, ji, jo, ju 

 

 

 

 Practice repeat-after-me pronunciation. 

 

 

 Blend & Build Challenge (20 minutes)  

  Step-by-Step Instructions 

  1. Group Setup  

 

 

 Divide the class into small groups of 3–4. 

 

 

 Give each group: 

 

 

 

 

 A set of blend cards 

 

 

 A tray or bag of letter tiles (plastic or paper cutouts) 

 

 

 

 

 

 

  2. Build with Letter Tiles 

 

 

 Students choose a blend card (e.g., vi) and use the letter tiles to build as many real words as they can with that blend (e.g., van, vet, vibe). 

 

 

 They arrange the tiles on the table to physically see and touch the sounds. 

 

 

 For each correctly built word, the group earns a point or sticker. 

 

 

  3. Create a Word Wall  

 

 

 Each group picks their top 3–5 words and writes or pastes them on the class “Blend Word Wall”. 

 

 

 One student from each group reads the words aloud to the class. 

 

 

  Wrap-Up: 

 

 

 Applaud participation with a “Great Word Builder!” cheer. 

 

 

 Follow-Up Activity (25 minutes): 

 Reading Race

 

 Prepare Word Cards: 

 

 

 Use simple words with blends like cat, gap, vet, jug, van, goat, jam, etc. 

 

 

 You can use cards from the previous activity or create new ones. 

 

 

 Divide into Teams: 

 

 

 Split the class into two or three teams. 

 

 

 Each team forms a line. 

 

 

 The Race: 

 

 

 Place the word cards at the front of the classroom (on a table, board, or wall). 

 

 

 One student from each team runs up, picks a word card, reads it aloud, and runs back. 

 

 

 If they read it correctly, the team earns 1 point. 

 

 

 If the word includes a target blend (e.g., ga, ju, va), they earn 2 points. 

 

 

 Continue until everyone has had a turn. 

 

 

 The team with the most points wins a small prize or gets a cheer! 

 

 

 Celebrate Learning: 

 Congratulate the class: Teacher: Today you became Sound Detectives, Word Builders, and Reading Racers — and you did amazing! 

 Review Question (10 minutes): 

 

 

 

 

 

 

 

 

 

 

 

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

 

 

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

 

 

 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: 

 

 Students will identify and pronounce consonant-vowel blends formed by C, G, V, and J with vowels (a, e, i, o, u). 

 Students will recognize and read simple words that include these blends. 

 Students will understand the concept of blending consonants and vowels to create words. 

 

   Skill Building: 

 

 Students will improve their phonemic awareness by accurately identifying and pronouncing consonant-vowel blends. 

 Students will develop word-building skills by constructing words with letter tiles and practicing blends. 

 Students will enhance listening, speaking, and communication skills by actively participating in group activities and games. 

 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 Title 

 

 

 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: 

 

 

 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? 

 

 

 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: 

 

 

 Review each letter and sound briefly: “Let’s say the sounds together — Q is /kw/, W is /w/, X is /ks/, Y is /y/, Z is /z/” 

 

 

 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: 

 

 

 🔵 Blue = Quinn (Q) 

 

 

 🟢 Green = Wendy (W) 

 

 

 🔴 Red = Xeno (X) 

 

 

 🟡 Yellow = Yara (Y) 

 

 

 🟣 Purple = Zane (Z) 

 

 

 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): 

 

 

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

 

 

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

 

 

 Blend Review: 

 

 

 What blend is in "wet"? 

 

 

 Give a word with the "zo" blend. 

 

 

 

 

 Expected Learning Outcomes: 

 Knowledge-Based: 

 

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

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

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

 

 Skill-Based: 

 

 Improve pronunciation and fluency of blends. 

 Develop listening skills and sound discrimination. 

 Engage in interactive participation through games and group activities. 

 Build words using letter tiles and practice writing and speaking. 

 Enhance critical thinking through phonemic problem-solving. 

 Gain confidence in using new sounds and words in class.

Session 8 : Blends
Session Title 

 

 

 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 : 

 

 

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

 

 

 Find Your Sound Partne r 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: 

 

 

 

 

 sh: fish – shoe 

 

 

 ch: chair – cheese 

 

 

 th: thumb – bath 

 

 

 fl: flag – flower 

 

 

 gr: grapes – green 

 

 

 Group & Share After students pair up or group by sound, they come to the front and stick their cards under the matching digraph/blend label (pre-written on the board or chart paper). 

 

 

 

 

 Each group says their words out loud to the class. 

 

 

 The teacher highlights the sound and how it's spelled. 

 

 

 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 : 

 

 

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

 

 

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

 

 

 Students each stand near one card, forming a circle. 

 

 

 How to Play: 

 

 

 Start the Activity: 

 

 

 

 

 Each student reads the sound aloud at their station (e.g., “sh”). 

 

 

 Then they write one example word that contains that sound on their recording sheet. 

 

 

 

 Example: Standing at "sh", a student writes “ship” or “fish”. 

 

 

 

 Scoot Time! 

 

 

 

 

 The teacher calls “Scoot!”. 

 

 

 Each student moves clockwise to the next sound station. 

 

 

 Repeat: 

 

 

 

 

 At the new card, students read the sound aloud and write a new word on their sheet. 

 

 

 Continue until students have visited all sound cards. 

 

 

 Follow-Up Activity (25 minutes): 

 Think & Clap Bingo

 

 Step-by-Step Instructions 

 1. Prepare Students 

 

 

 Have students sit in rows, on the floor, or at their desks. 

 

 

 Explain: “We’re going to play a listening Bingo game. I’ll say a sound like ‘sh’ or ‘ch’, and you’ll tell me a word that has that sound. When you get five correct, shout ‘Bingo!’” 

 

 

 2. Set the Goal 

 

 

 Each student will keep track of their own correct answers using fingers (1 finger per word). 

 

 

 Once they have 5 correct, they can shout “Bingo!” 

 

 

 3. Begin the Game  

 

 

 Say a sound (e.g., “sh”). 

 

 

 Ask students: “Who can tell me a word with the ‘sh’ sound?” 

 

 

 Students raise hands to answer. 

 

 

 Choose one student to respond (e.g., “ship”). 

 

 

 If it’s correct, everyone who hasn’t already used that sound can hold up one finger. 

 

 

 Keep going with new sounds (like ch, th, ph, wh, ck, ng, gh, fl, gr). 

 

 

 4. Celebrate Bingos  

 

 

 When a student gets 5 fingers (5 correct answers), they shout “Bingo!” 

 

 

 Ask them to say their 5 words aloud to the class. 

 

 

 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): 

 

 

 “What was your favorite sound today?” 

 

 

 “Can anyone tell me one new word they learned?” 

 

 

 Expected Learning Outcomes: 

 Knowledge-Based: 

 

 

 Recognize and identify common digraphs and blends (sh, ch, th, ph, wh, ck, ng, gh, fl, gr). 

 

 

 Match words to corresponding sounds. 

 

 

 Skill-Based: 

 

 

 Pronounce digraphs and blends correctly. 

 

 

 Write and generate example words with the targeted sounds. 

 

 

 Improve listening, speaking, and collaborative skills through interactive activities.

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: 

 

 

 Big / Small 

 

 

 Fast / Slow 

 

 

 Tall / Short 

 

 

 Hot / Cold 

 

 

 Up / Down 

 

 

 Heavy / Light 

 

 

 Left / Right 

 

 

 Open / Closed 

 

 

 Day / Night 

 

 

 Happy /Sad 

 

 

 High / Low 

 

 

 Long / Small 

 

 

 Above / Below 

 

 

 Higher / Lower 

 

 

 Large / Tiny 

 

 

 Huge / Little 

 

 

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

 

 

 Big" means large in size, and "Small" means tiny or not large 

 

 

 Fast" means quick, and "Slow" means taking time. 

 

 

 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): 

 

 

 Write down 5 opposite word pairs from daily life and use them in sentences. 

 

 

 Expected Learning Outcome: 

 

Knowledge Building:

 

 

 

 Students will understand the concept of opposite words and be able to identify common opposite pairs. 

 

 

  Skill Building: 

 

 

 Language Skills: Use opposite words in sentences. 

 

 

 Social Skills: Engage in teamwork through group activities. 

 

 

 Physical Engagement: Actively participate in activities that reinforce learning through movement.

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: 

 

 

 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. 

 

 

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

 

 

 

 

 Chair 

 

 

 Teacher 

 

 

 Fan 

 

 

 Bag 

 

 

 Friend 

 

 

 Book 

 

 

 Make sure to include a mix of people, objects, and maybe even places if mentioned (like “school” or “classroom”). 

 

 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.” 

 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) 

 

 

 Place a few noun labels or picture cards  around the room—on walls, chairs, books, or desks. 

 

 

 Names (e.g., teacher, Ramu, cat, doctor) 

 

 

 Places (e.g., school, Kerala, park, library) 

 

 

 Objects (e.g., book, chair, pen, bottle) 

 

 

 Ideas (e.g., happiness, honesty, freedom, love) 

 

 

 How to Play: 

 Step 1: Divide the Class into Teams 

 

 

 Divide students into 3–5 teams depending on class size. 

 

 

 Give each team a name (or let them choose one like “Team Stars” or “Team Tigers”). 

 

 

 Give each team a set of sticky notes and pens. 

 

 

 Tell them to write their team name under every noun they write. 

 

 

 Step 2: Begin the Noun Hunt 

 

 

 Students look around the room or think creatively to find: 

 

 

 

 Names (e.g., Ramu, teacher, cat) 

 

 

 Places (e.g., park, classroom, Kerala) 

 

 

 Things (e.g., pen, book, table) 

 

 

 Ideas (e.g., love, honesty, freedom) 

 

 

 

 For each noun, they: 

 

 

 

 Write it on a sticky note 

 

 

 Add their team name below the word 

 

 

 Walk to the correct chart and stick the note under the matching category 

 

 

 

 Example Sticky Note: 

           School

 

 

Team Tigers 

 Step 3: Review & Discussion  

 

 

 Read each chart aloud, discuss: 

 

 

 

 Which words are correct? 

 

 

 Any words in the wrong place? 

 

 

 Any unique or creative nouns? 

 

 

 

 Give points or appreciation: 

 

 

 

 1 point for correct nouns 

 

 

 Bonus for new or creative answers 

 

 

 

 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: 

 

 

 “I’m going to read a short story aloud.” 

 

 

 “Every time you hear a noun—a name of a person, place, thing, animal, or idea—raise your hand quietly.” 

 

 

 “Don’t shout out the word—just listen carefully!” 

 

 

 3. Read the Story Aloud 

 

 

 Read slowly and clearly. 

 

 

 You may repeat it once if needed, especially for younger students. 

 

 

 Keep an eye on who raises their hands and when. This helps you see who is getting it. 

 

 

 4. Writing Time (After Listening) 

 

 

 Ask students to take out their notebooks or use a worksheet. 

 

 

 Instruct: “Write down at least 5 nouns you heard in the story.” Then, next to each noun, ask them to label it as: 

 

 

 

 Person - Rani  

 

 

 Place  - Market  

 

 

 Thing - Mangoes , Books  

 

 

 Idea   - Happiness  

 

 

 

      5. Quick Sharing & Discussion 

 

 

 Let 2–3 students read their lists aloud. 

 

 

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

   Noun Reflection Circle (5 minutes) 

 Steps: 

 

 

 Gather students in a circle or keep them seated. 

 

 

 Go around and ask: 

 

 

 

 

 “Can you share one noun that is important to you?”  ( Encourage personal responses like: mother, home, drawing, honesty) 

 

 

 Optional: Ask them to say what type of noun it is (place, idea, etc.) 

 

 

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

 Steps: 

 

 

 You say a word aloud. 

 

 

 If it’s a noun, students clap. 

 

 

 If it’s not a noun, they stay silent or cross their arms. 

 

 

 Example words: 

 

 

 Chair (clap) 

 

 

 Quickly (stay still) 

 

 

 School (clap) 

 

 

 Happy (stay still) 

 

 

 Honesty (clap) 

 

 

 Make it fun and fast-paced! 

 Expected Learning Outcome: 

 Knowledge-Based: 

 

 

 Understand what nouns are. 

 

 

 Know the four types of nouns: person, place, thing, and idea. 

 

 

 Skill-Based: 

 

 

 Identify and classify nouns correctly. 

 

 

 Work together in teams and participate actively. 

 

 

 Listen, observe, and express ideas clearly.

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 

 

 

 

 Whiteboard & marker 

 Clay (for activity 

 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. 

 

 

 Explain that singular refers to one (e.g., "apple," "dog," "chair"). 

 

 

 Explain that plural refers to more than one (e.g., "apples," "dogs," "chairs"). 

 

 

 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: 

 

 

 Provide each child a small piece of clay. 

 

 

 Ask them to create a model of a singular object (e.g., one apple, one dog, one chair). 

 

 

 Then, ask them to make a plural version by creating multiple objects (e.g., apples, dogs, chairs). 

 

 

 As they do this, encourage them to say the word out loud while shaping the clay. 

 

 

 After completing their clay models, ask the children to share their creations with the class and explain whether they made a singular or plural object.        

 

 

 "Singular or Plural Flashcard Game" (25 minutes) 

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

 Instructions : 

 

 

 Prepare flashcards with pictures of objects (e.g., one apple, two apples, one dog, two dogs). 

 

 

 Hold up a flashcard and ask the children whether it represents a singular or plural object 

 

 

 Encourage the students to shout out their answers and explain why. 

 

 

 After the group answers, discuss how we change the word from singular to plural (e.g., "apple" becomes "apples"). 

 

 

 Do this activity with various pictures (e.g., singular and plural forms of animals, fruits, and objects). 

 

 

 Review Questions/Assessment/Tasks (15 minutes): 

 

 Ask students to recall some examples of singular and plural words. 

 Encourage them to make sentences using both singular and plural forms. 

 

 Review any questions or confusions about the rules for forming plurals.

 

 

 

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

 

 "What is the plural of 'dog'?"  

 "Is 'cats' singular or plural?"  

 "How do we change a word to plural?"  

 

 Ask students to make a list of 5 singular and 5 plural words. 

 

 Encourage peer sharing: "Tell a classmate your singular and plural word examples." 

 Review any questions or confusions about the rules for forming plurals.

 

 

 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). 

 Add “es” for words ending in s, x, z, ch, sh (e.g., bus → buses, box → boxes). 

 

 

 

 

 

 Material Required 

 

 

 

 

 Whiteboard & markers 

 

 

 Flashcards with images of singular and plural objects 

 

 

 Clay for the “Singular and Plural with Clay” activity 

 

 

 Chart with pluralization rules 

 

 

 Printed worksheets with singular and plural exercises 

 

 

 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: 

 

 

 Singular: cat, dog, apple 

 

 

 Plural: cats, dogs, apples 

 

 

 Rule for "s": dog → dogs, apple → apples 

 

 

 Rule for "es": bus → buses, box → boxes 

 

 

 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. 

 

 

 Singular Task: Have them create one object (e.g., one apple, one dog, one pencil). 

 

 

 Plural Task: Ask them to create multiple objects (e.g., apples, dogs, pencils). 

 

 

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

 

 

 Singular: “I made one dog.” 

 

 

 Plural: “I made two dogs.” 

 

 

 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: 

 

 

 One apple → Two apples 

 

 

 One dog → Two dogs 

 

 

 One bus → Two buses 

 

 

 One box → Two boxes 

 

 

 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. 

 

 

 What do we add to most words to make them plural? Answer: “s” (e.g., cat → cats) 

 

 

 What do we add to words ending in s, x, z, ch, or sh? Answer: “es” (e.g., bus → buses, box → boxes) 

 

 

 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  

 

 

 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. 

 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 

 

 

 

 

 Whiteboard & markers 

 

 

 Flashcards (singular/plural word pairs) 

 

 

 Chart showing the “y → ies” rule 

 

 

 Word cards for group sorting activity 

 

 

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

 

 

 Emotion/emoji cards for reflection 

 

 

 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”) 

 

 Show two words: cat → cats, bus → buses 

 Show new word: baby → ? 

 Introduce the new rule: “When a word ends in consonant + y, we change y to ies.” 

 

 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 : 

 

 Divide class into 2 groups. 

 Give word cards (e.g., baby, toy, cherry, boy, story, key, puppy, lady, monkey). 

 One basket labeled “Change to ies”, another “Add s” 

 

 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 : 

 

 

 Show flashcards with singular words ending in “y” 

 

 

 Students shout out the plural 

 

 

 Bonus: Ask one student each round to explain the rule they used 

 

 

 Flashcard Examples: 

 

 

 lady → ladies 

 

 

 puppy → puppies 

 

 

 toy → toys 

 

 

 story → stories 

 

 

 key → keys 

 

 

 cherry → cherries 

 

 

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

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

 Instructions : 

 

 Form small groups and assign each a word 

 Groups create two mini-scenes: 

 

 

  Singular (e.g., “This is a baby.”) 

 Plural (e.g., “These are babies.”) 

 

 Use actions and simple props if available 

 Examples for Role Play: 

 

 

 puppy → puppies 

 

 

 story → stories 

 

 

 cherry → cherries 

 

 

 toy → toys 

 

 

 lady → ladies 

 

 

 Follow up Task (5 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): 

 

 

 Write 5 singular nouns ending in “y” and their plurals 

 

 

 Worksheet: Match singular to plural, fill in blanks 

 

 

 Peer sharing of answers in pairs 

 

 

 Expected Learning  Outcome:  

 Knowledge building- 

 

 Students understand the rule for changing “y” to “ies” 

 Recognize vowel vs consonant before “y” 

 

 Skill Building 

 

 Apply rules correctly in speech and writing 

 Build communication and social skills through collaboration

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: 

   

 Color – red, green 

 Size – big, small 

 Feelings – happy, sad 

 Shape – round, square 

 Number two, five 

 

 

 

 

 Material Required 

 

 

 

 

 Whiteboard & markers 

 

 

 Flashcards with adjectives and pictures 

 

 

 Emotion/emoji cards 

 

 

 Chart paper with definitions 

 

 

 Printed worksheet for practice 

 

 

 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 : 

 

 Show objects or pictures: 

 

          “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 : 

 

 Students walk around the class or look at their desk 

 Say what they see and describe it, like: 

 

 

     “Blue pencil” 

      “Heavy bag” 

      “Round table” 

 

 

 Teacher writes all adjectives on board 

 

 Discussion : 

 

 What do all these describing words do? 

 They tell us how something looks or feels 

 

 “Draw and Describe” (25 minutes) 

 Objective : Use creativity to describe their own drawings 

 Instructions : 

 

 Students draw an object or a simple scene (e.g., a house, animal, or family) 

 Write 2–3 adjectives to describe it 

 

 

   “This is a big, blue house.” 

 “This is a cute, happy cat.” 

 

 Sharing Time (10 mins): 

 

 Volunteers show and read their descriptions aloud 

 Applause and kind feedback encouraged 

 

 Follow Up Task (15 minutes): 

 Emoji Emotions + Adjectives”  

 Objective : Connect emotions with adjectives (SEL) 

 Instructions : 

 

 Show an emoji/emotion card Ask students to say: 

 

 

   “She is sad. 

   “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): 

 

 Match adjectives with nouns 

 Fill-in-the-blanks with suitable adjectives 

 Write 3 sentences using adjectives 

 Circle the adjectives in the given sentences 

 

 Expected Learning Outcome:  

 Knowledge building: 

 

 Students understand what adjectives are 

 Recognize and use adjectives in daily language 

 

 Skill Building: 

 

 Improve vocabulary and sentence formation 

 Express feelings and characteristics clearly

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 

 

 

 

 

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

 

 

 Whiteboard/Markers: For demonstrations and writing examples. 

 

 

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

 

 

 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 : 

 

 Each student introduces themselves by saying, “My name is [name], and I am wearing a [color] dress.” 

 After the introduction, the teacher will repeat what the student said and replace nouns with pronouns. 

 

 Example : 

 

 

 Student says, “My name is Haza,, and 

 

 

 I am wearing a red dress.” 

 

 

 Teacher repeats, “She is Haza, and she is wearing a red dress.” 

 

 

 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: 

 

 

 He: For a male person (Example: “He is my friend.”). 

 

 

 She: For a female person (Example: “She is my teacher.”). 

 

 

 This: For something near (Example: “This is my pen.”). 

 

 

 That: For something farther away (Example: “That is my book.”). 

 

 

 I: Used for the speaker (Example: “I am happy.”). 

 

 

 You: Used when talking to someone (Example: “You are my friend.”). 

 

 

 We: Used when talking about a group that includes the speaker (Example: “We are going to the park.”). 

 

 

 It: Used for things or animals (Example: “It is a pencil.”). 

 

 

 They: Used for multiple people or things (Example: “They are playing football.”). 

 

 

 These: Used for plural things near (Example: “These are my books.”). 

 

 

 Those: Used for plural things far away (Example: “Those are your shoes.”). 

 

 

 Real-Life Context  

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

 Instructions: 

 

 Point to an item in the classroom (e.g., a dress, a pencil) and ask students to describe it using a pronoun. 

 

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

 

 Now, ask a student: “What pronoun would you use for the dress?” 

 The student responds, “This is a red dress.” 

 Repeat this activity with different objects in the room, allowing students to use pronouns like this, that, these, those in context. 

 

 Main Activity (55 Minutes): 

   Pronoun play : Act & Guess (20 Minutes) 

 

 Prepare flashcards with different pronoun-based sentences, such as “She is reading a book,” “They are playing soccer,” or “This is a pencil.” 

 Ask a student to choose a flashcard, and then act out the sentence without speaking—only using gestures, body language, and facial expressions. 

 Instead of the class immediately guessing, have the next student come forward, observe the action, and guess the pronoun and sentence based on the actions. 

 After the guess, briefly discuss the sentence and the correct pronoun with the whole class. For example: 

 

 

 

 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. 

 

 

 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). 

 

 

 

 To make the activity more fun and engaging, you can encourage the acting student to exaggerate their actions and expressions, which will help the guessing student come up with the right answer and get everyone involved in the discussion. 

 

 “Group Story with Pronouns” (20 minutes) 

 Objective : Practice using multiple pronouns in a story. 

 Instructions: 

 

 Divide the class into small groups and give each group a set of flashcards with different pronouns written on them. 

 Ask each group to create a short story (2-3 sentences) using at least five different pronouns. 

 

 Example : 

 

 “She went to the store. It was closed, so we decided to go to the park. They were playing there.” 

 After the groups write their stories, they will present them in front of the class, allowing everyone to hear different examples and correct any mistakes. 

 

 “Pronoun Scavenger Hunt” (15 minutes) 

 Objective : Use pronouns to describe objects around the classroom. 

 Instructions : 

 

 

 Scatter a few objects around the room (e.g., a pencil, a book, a chair). 

 

 

 Ask students to find an object and describe it using two pronouns. 

 

 

 Example : 

 

 

 Find a pencil and say, “This is a pencil. It is green.” 

 

 

 Find a book and say, “That is a book. It is red.” 

 

 

 After finding and describing objects, students will present their sentences to the class. 

 

 

 Follow up Tasks (5 minutes): 

 Homework : 

 

 Ask students to write two short paragraphs about their family or a group of friends, using at least five pronouns from today’s lesson. Example: “We are a happy family. He loves to play soccer, and she loves to read. These are my cousins, and they are visiting us today.” 

 

 Review Questions/Assessment/Tasks (10 minutes): 

 Questions : 

 

 “What pronoun would you use for a group of people that includes you?” 

 “If I’m talking about a cat, which pronoun would I use?” 

 “How would you describe something far from you?” 

 “Which pronoun do we use for a single object near us?” 

 

   Task : 

 

 Ask students to create three sentences using at least three different pronouns (e.g., “I am here,” “She is my friend,” “This is my pencil”). 

 

 Expected Learning Outcome: 

 Knowledge building: 

 

 

  Students will understand the function and usage of various pronouns in sentences. 

 

 

 They will learn how to identify which pronouns to use depending on the context, such as gender, number, and proximity. 

 

 

  By the end of the session, students will have a clear understanding of how pronouns replace nouns and make sentences more concise. 

 

 

 Skill Building: 

 

 

 Students will develop the ability to create sentences using a variety of pronouns in real-life contexts. 

 

 

 Through interactive activities like acting, story creation, and scavenger hunts, students will practice correct pronunciation and sentence structure. 

 

 

  The session will encourage students to use pronouns confidently in conversations, writing, and group discussions.

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 

 

 

 

 

 

 Introduction Activity (40 minutes): 

 “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: 

 

 What is the verb? → The action 

 What is the adverb? → How the action is done 

 Write both words on the board after each round 

 

 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: 

 

 

 

 The boy jumps high. 

 

 

 I read quietly. 

 

 

 We play noisily. 

 

 

 She smiles sweetly. 

 

 

 Main Topic/ Activity (65 minutes): 

 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: 

 

 

 “I am running quickly.” 

 

 

 “I am speaking softly.” 

 

 

 Others guess the adverb used and the feeling it shows. 

 Example Pairings: 

 

 

 Jump joyfully 

 

 

 Write neatly 

 

 

 Cry quietly 

 

 

 Sing loudly 

 

 

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

 Objective: 

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

 Method: 

 

 Divide students into small groups. 

 Each group gets a situation card (e.g., classroom, playground, home) and selects or is given a verb and adverb. 

 They create and perform a mini skit using those words. 

 Example Scenes: 

 

 

 

 “In the kitchen” → “Mom cooks quickly.” 

 

 

 “At school” → “She reads quietly.” 

 

 

 “In the park” → “They play happily.” 

 

 

 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? 

 

 

 Review Questions/Assessment/Tasks  

 Written exercise (worksheet): 

 Fill in the blanks with suitable adverbs: 

 He speaks ____. 

 They play ____. 

 Follow up Tasks: 

 Expected Learning  Outcome: 

 Knowledge building: 

 

 

 Students will understand the role of adverbs in describing verbs. 

 

 

 They will be able to identify and use both parts of speech correctly. 

 

 

 Skill Building: 

 

 

 Improved sentence construction 

 

 

 Better emotional vocabulary 

 

 

 Increased confidence through group activities and performance

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 

 

 

 

 

 

 Introduction Activity (25 minutes): 

 Objective: 

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

 Who or What? 

 

 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 

 

     3.Underline the subject in each sentence. 

     4. Let students come up and identify subjects using flashcards. 

     5.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 Activity (65 minutes):  

 Activity 1: Subject Detective (25 minutes) 

 Objective: 

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

 

 

 Divide students into small groups. 

 

 

 Give each group a set of “mystery sentences” (some short, some long). 

 

 

 Students underline or circle the subject in each sentence. 

 

 

 Examples: 

 

 

 The girl is dancing. 

 

 

 The sun is shining. 

 

 

 They are playing cricket. 

 

 

 My mother cooks dinner. 

 

 

 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: 

 

 One student plays the subject, another acts out the verb or complements the sentence. 

 The class guesses the full sentence based on the roleplay. 

 

 Example: 

 

 

 One student walks in like a cat, another says “is sleeping” → sentence: The cat is sleeping. 

 

 

 One acts like a teacher, another pretends to talk → The teacher is talking. 

 

 

 Examples for Skits: 

 

 

 The baby is crying. 

 

 

 The birds are flying. 

 

 

 The children are running. 

 

 

 The book is open. 

 

 

 My father is driving. 

 

 

 

 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. 

 

 

 

 The stars are shining. 

 

 

 We are singing. 

 

 

 The car is moving. 

 

 

 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? 

 

 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.” 

 

 Expected Learning Outcome: 

 Knowledge building: 

 

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

 

 Skill Building: 

 

 

 Identifying subjects correctly in spoken and written sentences. 

 

 

 Working in teams and using body language and expressions for communication.

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 

 

 

 Show a picture (e.g., apple) and ask, 

 

 

 “Is it a apple or an apple?” 

 

 

 Guide children to discover vowel/consonant sound rules. 

 

 

 Use a simple article rule chart for reference. 

 

 

 Use real objects or toys to increase engagement. 

 

 

 Mini Speaking Turn Each child says a sentence: 

 

 

 “I see a tree.” 

 

 

 “He has an umbrella.” 

 

 

 “Look at the sun!” 

 

 

 Explain the sound rule: 

 

 

 Vowel sound = an 

 

 

 Consonant sound = a 

 

 

 Known or one specific = the 

 

 

 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: 

 

 

 In pairs/groups, give students cards and a 3-column mat (a, an, the). 

 

 

 Sort each word under the right article. 

 

 

 Form short sentences using sorted cards. 

 

 

 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: 

 

 

 ___ pencil 

 

 

 ___ owl 

 

 

 ___ sun 

 

 ___ egg 

 ___ uniform  

 ___ book  

 

 Review Questions/Assessment/Tasks (10 minutes) 

 

 

 What are the three articles we learned today? 

 

 

 When do we use a? 

 

 

 When do we use an? 

 

 

 When do we use the? 

 

 

 Expected Learning  Outcome 

 Knowledge building 

 

 

 Understand that articles are words used before nouns. 

 

 

 Know the rules for using a, an, and the. 

 

 

 Skill Building 

 

 

 Use articles correctly in simple spoken sentences. 

 

 

 Identify which article fits with which word. 

 

 

 Practice teamwork, speaking confidently, and listening respectfully.

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: 

 

 

 un + happy = unhappy 

 

 

 re + play = replay 

 

 

 dis + like = dislike 

 

 

 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: 

 

 

 Divide the class into groups of 3–4 

 

 

 Assign each group a prefix and give them 2–3 base/root words 

 

 

 Groups create a short skit (1–2 minutes) showing the meaning of the new word 

 

 

 They perform the skit without saying the actual word 

 

 

 The rest of the class guesses the word 

 

 

 After guessing, the group says the word and uses it in a sentence 

 

 

 Examples for skits: 

 

 

 A child looking sad: “She’s unhappy.” 

 

 

 Someone writing again after making a mistake: “He had to rewrite it.” 

 

 

 A student misplacing a toy: “He misplaced his ball.” 

 

 

 A person eating too much food: “He overeats every day!” 

 

 

 Wrap-Up Discussion: 

 

 

 Ask, “Which word did you like the most?” 

 

 

 “Was it easy to act the meaning?” 

 

 

 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: 

 

 

 “We had to rewrite the homework.” 

 

 

 “He misbehaved during lunch.” 

 

 

 “They preheated the oven.” 

 

 

 Peer Sharing: 

 

 

 Students pair up and read their sentences to each other 

 

 

 Encourage giving one positive feedback to their partner 

 

 

 Review Questions/Assessment/Tasks (10 minutes): 

 

 

 “What is a prefix?” 

 

 

 “Can you give an example of a word with dis-?” 

 

 

 “What does re- mean?” 

 

 

 Expected Learning Outcome: 

 Knowledge building: 

 

 

 Understand and identify prefixes and how they change word meanings. 

 

 

 Recognize common prefixes in everyday language. 

 

 

 Skill Building: 

 

 

 Confidently use prefix words in writing and speaking. 

 

 

 Work collaboratively in groups. 

 

 

 Improve sentence construction and vocabulary application.

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: 

 

 

 Group students and give a short story with 3–4 article blanks. 

 

 

 Let them read aloud and insert a, an, the. 

 

 

 Each group reads the corrected story aloud. 

 

 

 Examples: 

 

 I saw ___ elephant. ___ elephant was near ___ tree. 

 

 Answer: an, the, a 

 

 She found ___ apple under ___ chair. ___ apple was red. 

 

 Answer: an, the, the 

 Follow up task (30 minutes): 

 Article Practice Worksheet  

 Objective: Strengthen article use through guided repetition. 

 Instructions: 

 

 

 Distribute worksheets with a mix of: 

 

 

 Word-only tasks. 

 

 

 Fill-in-the-blank sentences. 

 

 

 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 : 

 

 

 “Which article do we use before ‘owl’?” 

 

 

 “When do we use the?” 

 

 

 “Give one sentence with an.” 

 

 

 Expected Learning Outcome: 

 Knowledge building: 

 

 

 Correctly identify and apply a, an, and the in context. 

 

 

 Understand sound-based rules clearly. 

 

 

 Skill Building: 

 

 

 Build complete sentences using appropriate articles. 

 

 

 Gain confidence in speaking and peer interaction.

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: 

 

 

 A student is jumping repeatedly: “She is jumping!” 

 

 

 Someone helps a friend pick up books: “That was helpful!” 

 

 

 Someone speaks politely: “He spoke kindly.” 

 

 

 Wrap-up Discussion: 

 

 

 “What word did your group show?” 

 

 

 “How did the suffix change the meaning?” 

 

 

 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) 

 

 Mix base word cards and suffix cards. 

 In pairs/groups, students match them to make correct words. 

 

 Examples: 

 

 

 care + ful = careful 

 

 

 teach + er = teacher 

 

 

 run + ning = running 

 

 

 Part B: Sentence Writing Practice (15 minutes) 

 

 Provide a worksheet with 6–8 newly formed words. 

 Students write sentences using each. 

 

 Examples: 

 

 

 “I am running to the park.” 

 

 

 “She is a great teacher.” 

 

 

 “We were happy about the news.” → “We felt happiness.” 

 

 

 Peer Review: 

 

 Let students share 1–2 sentences with a partner. 

 Give one compliment for their sentence. 

 

 Review Questions/Assessment/Tasks (10 minutes): 

 Quick Quiz: 

 

 

 “What is a suffix?” 

 

 

 “What word do we get if we add -ly to slow?” 

 

 

 “Give me a word with -less!” 

 

 

 Expected Learning Outcome: 

 Knowledge building 

 

 

 Students will understand how suffixes modify base words. 

 

 

 Recognize common suffixes in speech and writing. 

 

 

 Skill Building 

 

 

 Create new words using suffixes. 

 

 

 Use suffix words correctly in sentences. 

 

 

 Work collaboratively and build confidence in communication.

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  

 

 Greet the students and introduce that today we are going to learn a new topic that is preposition    

 As a part of intro activity give simple command's, and have the students act them out 

 “Put your hands in the pocket” 

 “Walk to the chair” 

 “Stand beside the desk”  

 This incorporate movements and reinforces the meaning of prepositions. 

 

  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 

 

 Focus on  the basic preposition of direction, time and place 

 Write simple sentences on the board and tell the students to come and try to find and underline the preposition in that sentences 

 

  “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 

 

  Write down various prepositions (such as on, under, behind, in front of, between, etc.) on small pieces of paper. 

  Have the children take turns picking a paper and acting out a preposition without speaking, using their body to show the action. 

  The rest of the class guesses which preposition the child is acting out. 

 

  Examples: 

 

  Acting out the preposition on could involve pretending to place an object on a table. 

  Acting out under could mean crouching or hiding under a chair. 

  Acting out between could involve standing between two objects. 

 

 Review Questions/Assessment/Tasks (15 minutes): 

 

 Ask students to give their own examples of sentences using the prepositions they learned. 

 Simple oral questions like "Where is the book if it is on the desk? 

 

 Follow-Up Activity (15 minutes): 

 

 Ask students to draw a simple picture of their room and write sentences of three objects in their room using prepositions. 

 Have them write 3 sentences that use the prepositions: in, on, under , at) 

 

 

 Expected Learning Outcome: 

 Knowledge building 

 

 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").   

 

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

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

 

 Skill Building 

 

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

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

 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 

 

  Start by giving clues related to prepositions that describe where something is placed or its relationship with another object.  

 

 For example: 

 

 Clue: "This is used to describe the position of a book that is placed on a table." (Answer: On) 

 Clue: "This describes the position of a cat that is beneath the chair." (Answer: Under) 

 

 

 

 Ask the children to guess the correct preposition. 

 

 This activity  helps children begin thinking about where objects are located and links the concept of prepositions to real-world objects. It also warms them up to the topic. 

 

  Main Activity (50 minutes): 

 Idea about preposition of place (20 minutes)                             

 

  Start by asking students if they know what prepositions are and how they help in understanding the position of things. 

  Ask them whether they remember the previous class tell them to recap some examples of prepositions. 

 Then  Introduce the prepositions of place (in, on, at, under, and between) 

 

 

 In- Used when something is inside a space (e.g., "The book is in the box.") 

 On - Used when something is resting on a surface (e.g., "The cup is on the table.") 

 At - Used to show a specific point or place (e.g., "I am at the door.") 

 Under - Used when something is beneath something else (e.g., "The cat is under the table.") 

 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 : 

 

 Hiding the Treasure 

 

 

    One student is designated as the "hider." 

    The hider secretly places the treasure object somewhere in the classroom, using one of the designated classroom items as a reference point. 

 The hider then gives a verbal clue using preposition of places or riddle clues that leads to the locations. 

 

 

 

 Finding the Treasure: 

 

 

 

    The rest of the class becomes the "finders." 

 The finder(s) listen to the clue and try to locate the treasure. 

 

   Example clues: 

 

 "The treasure is under the book." 

  "It is inside the box." 

  "Look beside the pen." 

  "It's on top of the table." 

  ”The treasure is between the chair and the desk." 

  "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 

 

 Listening & Comprehension – Following verbal clues in the  Treasure Hunt sharpens their ability to interpret instructions. 

  Sentence Formation– Practicing prepositional phrases in peer discussions builds confidence in constructing accurate sentences.   

  Observation & Description– The follow-up task (writing sentences about their commute) trains them to observe and articulate real-world spatial relationships. 

 

 Knowledge building 

 

 Definition & Usage – Students will learn the meaning and correct application of prepositions of place (in, on, at, under, between) in sentences.   

 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 students 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 to time 

 Develop communication and collaborative skills through interactive 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  

 

 The teacher will ask the students to close their eyes and count to 10 

 At that time write different time like 12:30,7:00am,6:00 pm etc 

 Then ask the students what they will do at this specific times 

 Eg:I will eat my food at 12:30 

 

                We have class at 7 Am etc 

                 I will reach my house before 6 PM 

 

  Repeat the game a couple of times to get students comfortable with using different preposition of time. 

 

 Main Activity (55 minutes): 

 Teaching the topic (30 minutes) 

   Prepositions of Time 

 

  Explain the importance of prepositions of time in daily life: describing time and events, planning activities, etc. 

  Write the list of prepositions on the board: (at, on, in, before, after, to, into, out of) 

  Briefly explain the usage of each preposition: 

 

 

 At: For specific times (e.g., at 5 o'clock). 

 On: For days and dates (e.g., on Monday, on January 1st). 

 In: For months, years, seasons (e.g., in December, in 2023, in summer). 

 Before: Refers to an earlier time (e.g., before lunch). 

 After: Refers to a later time (e.g., after school). 

 To: Expresses the direction or point of arrival (e.g., to the party). 

 Into: To show movement from outside to inside (e.g., into the room). 

 Out of: To express movement from inside to outside (e.g., out of the house). 

 

   Events in Newspaper (25 minutes) 

 

 Divide the class into 3 or 4 groups each group need 5 students depending upon the strength. 

 Provide  each group a english newspaper and tell them to find out the sentences in newspaper related to preposition of time 

 Each  group wants to find minimum 5 sentences. 

 After they find out tell them to read it out,  each member of the group should atleast read one sentence for the whole class room and explain the sentence, and tell what preposition is used to indicate the time . 

 

 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 

 

 Write some sentences on board like missing preposition of time 

 

 Example: •The meeting is _____ 2pm 

                   •We go to the  park _____Sunday 

                    •The flowers bloom _____ Spring 

 Expected Learning Outcome: 

 Knowledge Building: 

 

 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").   

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

 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 

 

 

 

 Whiteboard and markers. 

 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                       

 

 The teacher will write the five WH question words on the board (What, Where, When, Who, Why) 

 Students will be asked to stand in a circle. 

 The teacher will point to an object or picture in the room, and students will take turns asking WH questions about it. 

 

  For example: 

 

 Teacher shows a pencil and she needs to tell this is a pencil or this pencil is on the table . 

 Children want to form questions of what the teacher was showing or saying, by the words written in the board as the way know . 

 The teacher encourages and helps the children in an interactive way. 

 

 Main Activity (50 minutes): 

 Giving idea about topic (20 minutes) 

 

 The teacher explains the usage of different WH question words: 

 

 

  What: Used to ask about things or information (Example: What is your name? What is this?) 

  Where: Used to ask about places or locations (Example: Where is the school? Where do you live?) 

 When: Used to ask about time (Example: When is your birthday? When do we eat lunch?) 

 Who: Used to ask about people (Example: Who is your teacher? Who is that?) 

 Why: Used to ask for reasons (Example: Why is the sky blue? Why are you sad?) 

 

 

 The teacher ask questions like 

 

 

 What: "What is your favorite color?" 

 Where: "Where do you go to school?" 

 When: "When do we have lunch?" 

 Who: "Who is your best friend?" 

 Why: "Why do you like school?" 

 

 WH-Relay (30 minutes) 

 

 The teacher divides the class into two groups. Each group will be given a set of simple objects or pictures. 

 One student from each group will come forward and pick an object/picture. 

 They will then ask a WH question related to it to the opposite group 

 

 For example: 

 

 Object: A book. 

 Question: "What is this?" or "Where is the book?" 

 

 

 The opposing group answers, and the next student comes forward to ask another question. 

 This process will continue until each student has had a chance to ask and answer questions. 

 

 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 

 

 WH Question Types– Students learn the purpose and structure of each WH word:   

  Question Formation– Understand how to construct grammatically correct WH questions (e.g., "Where is the book?" vs. "The book is where?").  

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

 

 

 Skill Building 

 

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

 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?”  

 

 The teacher will describe a person or an object without naming it. For example: "I am a place where you can see many animals. (I am a zoo.) 

  Students will guess the object/person by asking questions like "What is it?" or "Where is it?" 

 

 

 "Who is your teacher?" 

 "Where do you live?" 

  "What time is it?" 

 

 

  The teacher will encourage students to form full questions, guiding them to include the WH words in their sentences. 

 

 Main Topic/Activity (60 minutes): 

   Review of Previous Session: " Quick Recap of WH Questions" (15 minutes) 

 

   The teacher briefly reviews the basic WH questions (What, Where, When, Who, Why) with simple examples. 

   The teacher writes the question words on the board and asks students to form questions using them. For example: 

 

 

       "Who is your teacher?" 

       "Where do you live?" 

 

- "What time is it?" 

 

 

 This activity will refresh the students' understanding of WH questions before moving to more complex sentence structures. 

 

 Introduction to Complex Question structures   (20 minutes) 

 

  Explanation: The teacher introduces the structure of more complex WH questions like "Why are you happy?" vs. "Why is the sky blue?" 

  Explain that more complex questions may involve different subjects (e.g., person, animal, place) and verbs (e.g., am, are, is, do, did, etc.). 

 The teacher writes a few complex questions on the board and asks students to identify the structure: 

 

 

       "Who is your friend?" 

      "Why are you happy?" 

      "Where do you go after school?" 

 

 

   Tell them verbs like am, is, are, do, did, etc are some auxiliary verbs and these are used in most of WH question structures 

 

   "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. 

 

    Provide the students pictures of various situations like a family eating dinner, a person traveling, a student studying). 

     Divide students into small groups and tell them to form complex WH questions about the pictures. For example: 

 

 

       "What are they eating?" 

       "Why is the person traveling?" 

       "Who is studying?" 

 

 

 After forming the questions, students will take turns asking and answering their questions within their groups. 

 

  Follow up Tasks (10 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" 

 

  The teacher will call on students randomly to answer a question about themselves. For example 

 

 

       "Why do you like your favorite subject?" 

       "Who is your favorite teacher?" 

       "What is your favorite hobby?" 

 

 

 Students will answer the questions in full sentences. The teacher will correct any mistakes in question formation or response structure. 

 

  Expected Learning  Outcome: 

 Skill Building 

 

 Students craft complex WH questions from visual prompts, enhancing analytical skills.

 

  Real-life Q&A builds confidence in spontaneous communicatio 

 

 Knowledge Building 

 

 Complex Question Structures – Students learn to form advanced WH questions using auxiliary verbs (e.g., "Why are you happy?" vs. "Why is the sky blue?").

 

 Subject-Verb Agreement – Understand how to match WH words with correct verbs (e.g., "Who is..." for singular, "Where are..." for plural).



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 

 

 

 

  Flashcards with auxiliary verbs written on them (e.g., is, am, are, have, has, do, does, did). 

 A set of cards or slips of paper with main verbs (e.g., eating, go, running, sleep, playing, finished). 

 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: 

 

    The teacher will pick a few students and give them a simple action like "eat," "run," or "sleep." 

   The student will act out the action, and the rest of the class has to guess the verb. 

  Afterward, the teacher will ask students, "What helps us to form a sentence with this action?" (Answer: Auxiliary verbs such as "I am eating," "She runs," "He has slept"). 

   Discuss how auxiliary verbs support the main verbs in making a complete sentence. 

 

  Main Topic/Activity (60 minutes): 

        “ What are Auxiliary Verbs" 

                   (20 minutes) 

 

    Begin by explaining that Auxiliary verbs are helping verbs that assist the main verb in a sentence. They are used to indicate tense, mood, or voice. 

   Write the three main forms of auxiliary verbs on the board: be, do, have. 

    Provide examples of each: 

 

 

 Be: (am,is,are,was,were,being,been) I am playing.        (Continuous tense)  

  Do: (Did,does,doing)Do you like chocolate?. (For making questions/negatives) 

 Have: (Had,has,having)They have completed their work. (Perfect tense) 

 

 

    Explain how these verbs are used alongside action verbs to form various sentence structures. 

 

        ”Auxiliary Verb Relay Race”  

                         (40 minutes) 

 

 

 Split the class into teams of 4-5 students each.

 

 

  Arrange them in a line so they can race one after the other. 

 Place 2 of them as station masters who represent the stations, then give auxiliary verb card to one station master and main verb card to the other station master 

 

 

 

 Start the relay 

 

 

 

 

 The first player from each team runs to Station 1 and picks an auxiliary verb card (for example, is or do). 

 

 

  Then, they run to Station 2, where they pick a card with a main verb (e.g., eating or play). 

 

 

 

2.  Form a Sentence :

 

 

 

 Once the student has both the auxiliary verb and the main verb, they return to their team and form a complete sentence using the auxiliary and main verb. 

 

 

     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: 

 

 

  The next student in the team repeats the process (run to Station 1, pick an auxiliary verb, run to Station 2, pick a main verb, return to the team, form a sentence). 

 

 

 The relay continues until all team members have had a turn. 

 

 

     4. Winning the game: 

 

 The first team to finish their relay race and successfully form all sentences with correct auxiliary verbs wins the game. 

  After the game, gather the students together and go over the sentences formed during the relay race. Discuss any errors or challenges they faced and provide feedback on how they can improve. 

 

 Follow Up Tasks (5 minutes): 

 

 Ask students to write 3 events from their day using auxiliary verb in the sentence like ‘i do my homework everyday, ‘I am going home’ etc.  

 

 Review Questions/Assessment/Tasks (10 minutes): 

 

 Ask students quick questions to check their understanding of auxiliary verbs. Example questions: 

 

 

    "Which auxiliary verb is used for negatives with action verbs?” 

 "Can you give me a sentence with ‘have’ as the auxiliary verb?" 

 

 

   Provide immediate feedback to clarify any confusion. 

 

 Expected Learning Outcome: 

 Knowledge building: 

 

  Students will understand the role of auxiliary verbs (be, do, have) in sentence formation. 

  Students will be able to recognize and correctly use auxiliary verbs in sentences. 

  Students will engage in group activities to reinforce their learning and improve sentence formation skills. 

 

 Skill building: 

 

 Match auxiliary verbs with main verbs logically (e.g.,"is" + "eating" = "He is eating") develop critical thinking 

 Work in teams during the "Auxiliary Verb Relay Race" to construct sentences.  

 Peer feedback during correctness checks.

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 

 

 

 

 Whiteboard and markers 

 Flashcards with different actions 

 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. 

 

 The teacher writes down a list of action verbs (e.g., running, jumping, swimming, eating) on flashcards. 

  One student selects a flashcard and acts out the verb, while the class guesses the action 

   After the action is guessed, the class will form a sentence using an auxiliary verb:

 

 

 

     "I am running."

 

     "He is eating."

 

     "They were swimming.” 

 

 Main Topic/ Activity (60 minutes): 

     Introducing Be form of Auxiliary verb    

                             (20 minutes)  

 

 Explain that auxiliary verbs help us create sentences that describe actions, conditions, or states. They assist in forming questions, negatives, and continuous actions. 

 

    Introducing Forms of “Be”: 

 Present Tense:  

 

        Am: Used with I (e.g., I am happy.) 

        Is: Used with he, she, it(e.g., She is reading.) 

       Are: Used with we, you, they (e.g., They are playing. 

 

 Past Tense:  

 

      Was: Used with I, he, she, it (e.g., I was tired.) 

      Were: Used with we, you, they (e.g., They were at school.) 

 

 

    Ask the students to write it in their note.Make sure that they get the topic because this is the basics. 

 

                   Verb Action Toss 

                            (20 minutes) 

 

     Students will stand in a circle. 

    A ball will be tossed between students. 

    The student receiving the ball will create a sentence using an auxiliary verb such as: 

 

 

     “I was tired yesterday.” 

     “She is happy today.” 

     “We were at the park.” 

 

 

   The student must pass the ball to another student after completing their sentence. 

   If the student does not say the correct sentence, the group must help them by providing suggestions. 

 

             Verb Movement Freeze Game 

                              (20 minutes) 

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

 

    Students are asked to walk, run, or hop around the room while the teacher plays music.  

    When the music stops, the teacher will call out an auxiliary verb, such as "am," "is," or "are."  

   Students must freeze and make a sentence using that verb. For example: 

 

 

      “Am”: “I am jumping.” 

      “Is”: “He is running.” 

      “Are”: “They are walking.” 

 

 

   This will help them associate the verb with an action. 

 

 Follow up Tasks (5 minutes): 

 

   Students can write five sentences at home using the auxiliary verbs am, is, are, was, and were, based on their day-to-day activities.  

   Write two sentences in present tense (am/is/are) and three in past tense (was/were). 

 

 Review Questions/Assessment/Tasks: (10 minutes)            

 

 Go over the key points learned: auxiliary verbs am, is, are, was, and were. 

   Write a few sentences on the board with missing auxiliary verbs and ask students to fill in the correct one. 

 

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

 

 Praise and encouragement for active participation. 

 

 Expected Learning  Outcome: 

 Knowledge building 

 

 Students will be able to identify and use the auxiliary verbs "am," "is," "are," "was," and "were" in simple sentences. 

 Students will be able to ask and answer simple questions using the auxiliary verbs “be.” 

 Apply "be" verbs in affirmative, negative, and continuous contexts (implied in activities).

 

 

 Skill building 

 

  By the activity Verb Charades: Students guess actions and verbalize sentences ("I am running").

 

    Verb Action Toss: Create sentences aloud 

   Peer feedback in Verb Action Toss and Freeze Game

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 

 

 

 

 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 

 

 

The teacher acts as Simon and gives commands. 

  Start each command with “Simon says…”

 

 

 

Example: “Simon says touch your nose.” 

 

 Students must only follow the action if you say “Simon says.” 

  If you say just “Touch your nose” (without “Simon says”), they shouldn’t move. 

  Anyone who moves on a wrong command is playfully "out" or gets a gentle reminder. 

 

 Main Topic/ Activity (65 minutes): 

 Explaining the Auxiliary verbs(35 minutes)                                   

 

 Have Forms (have, has, had): Show how these are used for possession, experiences, and forming perfect tenses. 

 Do Forms (do, does, did): Explain how these are used for questions, negatives, and emphatic statements. 

 Will/Shall: Discuss how these are used for future actions or requests. 

 May/Might: Explain the use of these verbs for permission, possibility, and likelihood. 

 Can/Could: Teach the difference between ability (can), requests, and possibility (could). 

 

         Verb treasure hunt (30 minutes) 

 Setup : 

 

 Prepare 10–15 sentence strips with missing auxiliary verbs (e.g., “I __ a pencil,” “__ you like mangoes?”). 

 Hide them around the classroom (under desks, behind books, on the door, etc.). 

 

 How to Play : 

 

  Split the class into small teams. 

 Each group hunts for a sentence strip. 

  When they find one, they return to their seat and fill in the correct auxiliary verb. 

  Once all strips are found and completed, students read them aloud. 

 Discuss the answers as a group and correct any mistakes together. 

 

 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): 

 

   Write several scrambled sentences on the board or large chart (e.g., "I / swim / can" or "they / will / go / school / tomorrow"). 

  Call random students and tell them to unscramble the sentence, and write it correctly(e.g., “I can swim” or “They will go school tomorrow) 

  If one didn't get the answer encourage other children to help  

 

 Expected Learning  Outcome: 

 Knowledge building: 

 

  Students will be able to identify and use auxiliary verbs (have, do, will/shall, may/might, can/could) in context. 

 Apply auxiliary verbs with correct subject - verb agreement 

 The physical activities will engage students actively, making the learning process more enjoyable and memorable. 

 

     Skill building: 

 

 Participate in "Simon Says" to reinforce action verbs and commands.

 

  Verbally construct sentences with auxiliary verbs during the treasure hunt.

 

  Engage in peer discussions while unscrambling sentences.



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  

 

 Tell the children that you will call out different actions. When you say an action, they need to start doing it. 

  Explain that when you shout "Freeze!", they must stop immediately and hold their pose like a statue. 

  Start with a few simple actions and practice freezing. For example: 

 

 

 

"Jump!" (Children jump) 

 

"Freeze!" (Children stop in their jumping pose) 

 

"Run!" (Children run) 

 

"Freeze!" (Children stop clapping) 

 

 

 Continue these Action statues for a few minutes just to warm up the children. 

 

 Main Topic/ Activity (50 minutes) 

               What is "When" (30 minutes) 

 

  Draw a clock on board or pointing to the classroom clock tell children to "Look at this clock. What does it tell us?" (Encourage answers like "time," "what time it is," etc.) 

  Tell them today we are going to study a new topic that is very essential in English, we are going to talk about how we know when things happen in our sentences. We call this 'tenses'. It's like having a special way to show if something is happening now, if it already happened, or if it will happen later." 

  Teacher: "Imagine you are telling a story. It's important to know when each part of the story took place, right?" (Give a simple example: "I ate breakfast this morning." vs. "I will eat lunch soon.") 

 

                   Tenses Area(20 minutes) 

 

 Divide three corners of class as past area, present area, and future area. 

 Then briefly introduce the idea that verbs change based on when the action happens—before now (past), now (present), or after now (future). 

 Demonstrate with Examples: Show a verb card (e.g., "jump") and say: 

 

 

     "Yesterday, I jumped." (Past) 

     "Today, I am jumping." (Present) 

     "Tomorrow, I will jump." (Future) 

 

 

 Student Participation:  Ask students to form a circle and call on students to pick 2 verb cards each and place it in the correct section of the area, saying a sentence for each tense form 

 

 Follow up Task (5 minutes) 

 Ask students to write the things : 

 

     One thing that they did yesterday 

    One thing they are doing today 

     One thing they will do tomorrow 

 

 Review Questions/Assessment/Tasks (20 minutes) 

 

   Tell them to think about their day - today, something you did yesterday, and something you are looking forward to do tomorrow. 

   For each of these three times (yesterday, today, tomorrow), draw a simple picture representing an action you did or will do. 

   Below each picture, write a very short sentence describing the action and include a word that tells us when it happened or will happen . 

 

 Expected Learning Outcome: 

 Knowledge building- 

 

  Understand that "tense" relates to when an action takes place in a sentence. 

   Differentiate between actions happening now, actions that already happened, and actions that will happen. 

 Recognize simple time-related words (like "yesterday," "today," "tomorrow," "ago," "soon") as indicators of when an action occurs. 

 

 Skill building- 

 

 Work in groups to categorize verbs into past, present, and future areas.

 

  Engage in peer discussions while forming sentences.

 

  Participate in "Action Statues" to associate verbs physically 

 

 

 



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 

 

 

 

 Slips of paper with regular and irregular verbs 

 Small box or bowl 

 Board and chalk 

 

 

 

 

 

 Methodology 

 

 

 

 Activity-based learning 

 Constructive approach 

 Collaborative learning 

 

 

 

 

 

 Session Duration 

 

 

  90 Minutes 

 

 

 

 

 

 Intro Activity (15 minutes): 

 

         “Yesterday,I….”!  

 

   Students want to sit in a circle  

  The first student starts by saying a sentence beginning with:

 

 

“Yesterday, I…” and completes it with an activity using a past tense verb.

 

 

 

Example:

 

 

    “Yesterday, I played football.” 

    “Yesterday, I ate mangoes.” 

 

 

 The next student must repeat the previous sentence(s) and add their own.

 

 

 

Example:

 

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

 

  Continue around the circle. Each student adds one more sentence to the chain, using a new past tense verb. 

  If someone forgets or makes a mistake, offer support and gently correct the tense if needed. 

 

 Main Topic/ Activity (60 minutes): 

       What is Past Tense? (20 minutes)                                 

 

 

 The past tense is used to talk about something that already happened. It tells us about actions or events that took place before now — yesterday, last week, or even just a minute ago! 

 

   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

 

 

  Give them more examples of irregular verbs 

 

                 Story Time (20 minutes)                       

 

 

 Tell the students that the story you are telling about is something that happened yesterday. 

 

   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. 

 

 Write this story on the board and call students to underline past tense verbs on the board."  

 

 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)                                 

 

 

  Write a mix of regular and irregular past tense verbs on small pieces of paper. 

  Fold and place them in a bowl or container. 

  Divide the class into two teams. 

  One student from Team A comes up and picks a slip from the bowl. 

 The student then has 30 seconds to act out the verb without speaking. 

  Their team tries to guess the verb in past tense (e.g., “danced”, not “dance”). 

  If the team guesses correctly within the time, they score a point. 

  If not, the other team gets one chance to guess and steal the point! 

  Then it’s Team B’s turn, and the game continues. 

 

 Example Verbs to Include: 

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

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

 

 

 The team with the most correct guesses at the end of the game wins! 

 

 Follow up Tasks (5 minutes): 

 Quickly review: 

 

   What are regular verbs? 

   What are irregular verbs? 

 

 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: 

 

  I ___ (go) to school yesterday. → went

 

 She ___ (play) football. → played

 

 They ___ (eat) ice cream. → ate

 

 We ___ (watch) a movie. → watched 

 

 Expected Learning  Outcome: 

 Knowledge building: 

 

 Identify the concept of past tense and recognize when to use it in everyday situations.

 

 Use regular and irregular verbs in simple past tense form while speaking and writing short sentences.

 

 Differentiate between regular and irregular past tense verb forms (e.g., played vs ate).

 

 

 Skill building: 

 

 Charades: past tense edition helps students verbally guess past tense verbs ("You danced!").

 

 Peer interaction and group problem-solving.  

 By story time activity students collectively identify the past tense verbs.



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 

 

 

 

  Bingo cards (homemade or drawn on paper) 

  Marker board and markers 

  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 

 

 Ask for 5–6 volunteers to come forward. 

  Give each a flashcard with a simple daily action: brush, read, jump, sleep, etc. 

 They silently act out the action. 

  The rest of the class guesses the action like 

 

 

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

 Main Topic/ Activity (60 minutes): 

       Concept introduction (30 minutes) 

 

    Explain the simple present tense is used to talk about habits, routines, and general truths 

 

 

 Examples:

 

 

    I brush my teeth.

 

   The sun rises in the east.

 

   She drinks milk every day. 

 

 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) 

 

  Divide the class into groups (4 students in each) 

  Distribute one Bingo card to each group.Each Bingo card has 9 verbs (e.g., eat, play, sleep) in random order."

 

  Give each group a pencil to mark 

  The teacher calls out a sentence in the simple present tense using a subject and a verb.

 

 

 Example 

 

 “She eats.” ,"They play," "We dance," "You study."

 

   Students must identify the verb ("eat") on their card. 

 

 

 If the verb matches one on their card, they mark it. 

  The first group to mark a complete row (horizontal, vertical, or diagonal) shouts “Bingo!” 

 The group who wins reads out their marked verbs in full present tense sentences to confirm accuracy. 

 

   Follow up Tasks (5 minutes): 

 

 Ask students to "Write 5 sentences about your daily routine. Use at least:

 

   3 singular subjects (He/She).

 

   2 plural subjects (I/We/They)."

 

 

 Review Questions/Assessment/Tasks (15 minutes): 

 

  Ask questions like “What do we use present tense for?” 

 Get a few students to share a sentence using “I” and “He/She”. 

 

     Correct or incorrect 

 

 Teacher says a sentence like  

 

 

  “He eat mangoes.” (Incorrect) 

  “They play football.” (Correct) 

 

 

 Students show thumbs up or down. 

 

 Expected Learning  Outcome: 

 Knowledge building: 

 

 Students understand the usage and structure of the present tense. 

 They can identify and correctly use simple present verbs. 

 They show improved participation and understanding through physical and interactive activities. 

 

 Skill building: 

 

  "Act It Out": Verbalize actions ("She reads a book").

 

 By bingo card activity students listen for verbs and construct sentences aloud.

 

 Sentence Relay activity include teamwork to identify verbs and form sentences. 

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 

 

 

 

 White board and marker 

 Reward sticker  

  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 

 

  The teacher whispers a simple sentence to the first student in the line/circle 

 

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

 

 That student whispers the sentence to the next person, and so on, without repeating. 

 The last student says the sentence out loud for the whole class to hear. 

 Everyone laughs comparing the original sentence with the final version—usually it changes a lot along the way! 

 Can go for 3 or 4 rounds 

 

 Main Topic/ Activity (65 minutes): 

           Starter Talk: "What Will You Do?" 

                            (25 minutes) 

  Ask students fun questions like 

 

 What will you do after school? 

  What will you eat for dinner ? 

 Will you go to the moon one day? 

 

 

  Explain, Future tense =  is used to talk about something that has not happened yet, but will happen. 

 

 

We often use: 

 

  will + base verb → I will eat

 

  going to + base verb → I am going to play 

 

 

 Also mention: 

 

  Negative form: Subject + will not + base verb 

 Example : He will not play today. 

 

 Write a few examples on the board: 

 

 

 I will dance. 

  He is going to study. 

  Anna will not come today 

 

               “Job jukebox” (30 minutes) 

 

 Tell students that they’re going to become mini speakers today and share their dream ambition/job and what they will do when they become that. 

 

 Rules : 

 

     Each student gets 30 seconds to speak. 

    They must say: 

 

 

    What their ambition is (e.g., “I want to be a doctor.”) 

    What they will do in that role (e.g., “I will help people get better when they are sick.”) 

 

 Encourage Creativity:

 

 

 

If someone has a unique dream, encourage them to be expressive (e.g., astronaut, baker, YouTuber, etc.) 

 Gift the students small stickers on their notebook may that small reward gives them confidence 

 

                 Time Machine Travel Game 

                                 (10 minutes) 

 

 

Use three corners of the room as: 

 

 

     “Past” (yesterday) 

     “Present” (now) 

     “Future” (tomorrow) 

 

 

 The teacher calls out sentences, and students run to the correct area. 

 

 

 Example Sentences: 

 

   “I brushed my teeth.” → run to Past 

   “She is reading a book.” → run to Present 

   “They will go to the zoo.” → run to Future 

 

 Follow up Tasks (5 minutes): 

 

   Ask them to write 3 sentences: 1 with 'will', 1 with 'going to', and 1 negative future sentence."

 

 

 Remember them : 

 

     " Knowing your tenses is like having a time machine in your words! You can go to the past, stay in the present, or fly into the future!"  

 

 Review Questions/Assessment/Tasks (10 minutes): 

               Mini-Worksheet or Quiz  

 

   Fill in the blanks using “will” or “going to”: 

 

 

   I ____ watch TV tonight. 

 She ____ visit her grandmother. 

 We ____ play a game after class. 

 

 

   Go over the answers quickly and give positive feedback. 

 

     The 3 Tenses Recap (5 min) 

 

 Create a simple chart together on the board: 

 

 | Tense   | Example             | 

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

 | Past    | I played.           | 

 | Present | I play.             | 

 | Future  | I will play.        | 

 

 Ask them 

 

 

 What did you do yesterday? 

 What are you doing now? 

 What will you do tomorrow? 

 

 Expected Learning  Outcome: 

 Knowledge building: 

 

 Identify and use simple future tense with “will.” 

 Form affirmative and negative future sentences. 

 Confidently talk about tomorrow and what will happen. 

  Differentiate between past, present, and future tenses. 

 Engage in fun, energetic, and collaborative learning activities. 

 

 Skill building: 

 

 "Whisper Chain": Enhances listening and repetition skills.

 

  "Job Jukebox": Encourages expressive speaking about future ambitions.

 

  "Time Machine Travel": Team-based movement to reinforce tense identification. 

Session 34: Rhyming Words
Title  

 

 

 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. 

 

 

   Hands On 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 

 

 

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

 

 

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

 

 

 

 

 If the words rhyme, students must freeze like a statue. 

 

 

 If the words do not rhyme, students should walk or dance in place. 

 

 

 Continue with new word pairs every few seconds to keep them listening and moving. 

 

 

 

 

 

 

 

 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 

 

 

 Step by Step Guide 

 

 

 Set the Purpose    

 Begin by saying:

 

 

 “ Today , we’re reading a silly story called Green Eggs and Ham! While we read, let’s listen closely for words that rhyme – that means they sound the same at the end!” 

 

   Interactive Reading Tips

 

 

 As you read the story, pause occasionally and highlight rhyming word pairs like: 

 

 

  Sam / ham  

  box / fox

 

  goat / boat

 

  house / mouse

 

  train / rain 

 

 Ask questions like:  

 

  “Can you say those words with me?”

 

  “Do ‘mouse’ and ‘house’ sound the same at the end?”

 

  “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

 

 

 Ask: “What was your favorite rhyming word from the story?”

 

 

 Let a few kids share and repeat their words together. 

  Rhyming Word Bingo (20 min)  

   How to Play: 

 

  Give each child a Bingo card with randomly arranged words. 

 Call out a rhyming word (not the exact word on the card).

 

 Example: Say “hat”  children look for and cover “cat” if it’s on their card. 

 Call more words like:

 

 

 

 

Say “log” → kids cover “dog”

 

 

Say “fun” → kids cover “sun”

 

 

Say “tree” → kids cover “bee”

 

 

 

 Kids shout “Bingo!” when they cover a full row, column, or diagonal. 

 Review the winning words and their rhymes as a group. 

 

   Sample Word List for Bingo Cards: 

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

 

  Sample Calling Words: 

 

 

  Hat     (rhymes with cat)

 

  Fog     (rhymes with dog)

 

  Knee  (rhymes with bee)

 

  Bar     (rhymes with car)

 

  Jog     (rhymes with log)

 

  Fox     (rhymes with box)

 

  Fun     (rhymes with sun)

 

  Bog     (rhymes with frog)

 

  See      (rhymes with tree)

 

  Man    (rhymes with fan)

 

  Rug     (rhymes with bug) 

 

  Follow Up Task (20 min):  

        Rhyme Word Challenge! 

 Focus:  Teamwork, vocabulary building 

 Instructions: 

 

  Divide the class into  6 small groups (4 children per group). 

 Assign one rhyming word to each group as their target word 

 

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

 

  Each group will think of and write rhyming words that match their assigned word on their notebook  

  After writing, each group presents their rhyming list aloud.

 

  The class claps for each group's effort.

 

  You can turn it into a fun challenge:

“Let’s see which group can come up with the most rhymes!” 

 

 Review or Assessment Task (20 minutes): 

         Rhyme, Clap & Jump!

 

 How to Play: 

 

 Teacher says a word out loud (e.g., "cat").  Students think of a word that rhymes with it (e.g., "hat"). 

 When a child guesses a rhyming word: That student  claps once, jumps once, and says the rhyme out loud together:  

 

                  “Cat  > Hat!” 

 

 Repeat with more base words: 

 

 

 

 Dog → ?   

  Bee → ? 

 

  Log → ? 

 

  Fan → ? 

 

  Run → ? 

 

  Box → ? 

 

  Spoon  → ? 

 

 

   Wait for 3 or 4 students answer each rhymes . 

   Celebrate all rhyming answers, even  silly ones! (e.g., “cat  splat”) 

 

 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: 

 

 

 Children will learn to find and say words that rhyme. 

 

 

 They will understand that rhyming words have the same ending sounds. 

 

 

 They will learn new words by listening to stories and playing games. 

 

 

 Skill-Building: 

 

 

 Children will practice hearing and saying rhyming words. 

 

 

 They will listen carefully, follow instructions, and speak clearly. 

 

 

 They will work together, take turns, and share ideas kindly. 

 

 

 They will move, clap, and jump to learn through play. 

 

 

 They will think creatively and talk about feelings in stories.

Session 35:  Self Introduction
  

 

 

 

 

 

 Title 

 

 

 “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  

 

 

 

 Intra active teaching 

 Activity based teaching 

 

 

 

 

 

 Materials  

 

 

 

 

 A4 sheets (for booklets and notebook writing) 

 

 

 Crayons, sketch pens, and markers 

 

 

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

 

 

 Pencils, erasers, and sharpeners 

 

 

 Chart paper for "Myself Booklet" cover page 

 

 

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

 

 

 Sample booklet (for demonstration) 

 

 

 Printed stickers (optional) 

 

 

 Stapler (to bind the booklet) 

 

 

 Board and markers for writing sentences 

 

 

 

 

 

 

 Session Duration 

 

 

 90 Minutes 

 

 

 

 

 

 Introduction Activity (25 minutes): 

 Circle of Greetings 

 Steps : 

 

 Form a Circle: Ask all students to stand in a circle. 

 

 Introduction: 

 

 

 Begin by saying, "I’m happy to see you all!" and introduce yourself using simple sentences: "My name is ______. I am ______ years old. I like ______." 

 

 

 Main Activity (50 minutes) 

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

 Steps : 

 

 Prepare a Format Chart : 

 

 

 My name is ___________. 

 I am ___________ years old. 

 I live in ___________. 

 My favorite color is ___________. 

 I like to ___________. 

 

 Read Together : 

 

 

 Begin by reading the format aloud with the whole class 2–3 times. Student Participation One by One: Call each student one by one to the front. 

 

 

 Help them say each sentence by pointing to the blanks. 

 

 

 If needed, prompt them gently or let them repeat after you. 

 

 

 After each student completes, give a clap or cheer to encourage. 

 

 

 After all students have spoken: 

 

 

 Now ask the whole class to open their notebooks. 

 

 

 Instruct them to copy the same format and fill in their own details. 

 

 

   Myself Booklet ( 30 minutes )  

 Step 1: Introduce the Activity   

 

 

 Show a sample booklet and explain: “We are going to make a small book about YOU! It’s called ‘Myself Booklet’.” 

 

 

 Write the 5-page plan on the board. 

 

 

 Step 2: Fold and Make the Booklet   

 

 

 Give each student 2 A4 sheets. 

 

 

 Help them fold and staple in the middle to make a small booklet. 

 

 

 Booklet Pages – With Stickers & Writing 

 Page 1: Cover Page – “Myself Book” 

 Sticker/Icon: Smiling face or star Task: 

 

 

 Write: “Myself Book” 

 

 

 Draw their face or  

 

 

 Write: By: _______ 

 

 

 Page 2: My Basic Info 

 Sticker/Icon: Name tag Sentences to Write: 

 

 

 My name is ___________. 

 

 

 I am ___________ years old. 

 

 

 I live in ___________. Draw: A house  

 

 

 Page 3: My Favorites 

 Sticker/Icon: Heart or rainbow Sentences to Write: 

 

 

 My favorite color is ___________. 

 

 

 My favorite food is ___________. 

 

 

 My favorite animal is ___________. Draw: Any one favorite thing 

 

 

 Page 4: My Hobbies 

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

 

 

 I like to ___________. 

 

 

 I love ___________. Draw: Picture of their hobby (e.g., drawing, dancing, playing) 

 

 

 Page 5: My Family 

 Sticker/Icon: House with heart Sentences to Write: 

 

 

 I live with my ___________. 

 

 

 I have _____ brothers/sisters. Draw: Family picture 

 

 

 Step 3: Colour and Decorate  

 

 

 Allow students to colour and decorate each page. 

 

 

 Provide cute stickers (or draw smileys, stars, animals) if available. 

 

 

 Step 4: Sharing  

 

 

 Students can come up and read one or two pages to the class. 

 

 

 Or pair them up to share with a friend. 

 

 

 Step 5: Display  

 

 

 You can pin some on the board under “All About Us” 

 

 

 Follow up task (15 minutes):  

                   Myself Interview 

 Instructions for Students : 

 

 

 Pair up with a classmate (or sibling/parent if done at home). 

 

 

 Ask them the following questions and write their answers in your notebook: 

 

 

 

 

 What is your name? 

 

 

 How old are you? 

 

 

 Where do you live? 

 

 

 What is your favourite food? 

 

 

 What do you like to do? 

 

 

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

 

 

 Notebook Format Example: 

 

 My Friend’s Name: Ayaan 

 He is: 8 years old 

 He lives in: Kochi 

 His favourite food is: Dosa 

 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: 

 

 Learn to form simple self-introduction sentences. 

 

 Understand basic sentence structure and vocabulary related to self-description. 

 

 

 Skill-Based: 

 

 

 Improve speaking and writing through guided self-expression. 

 

 

 Build confidence in sharing personal information with others. 

 

 

 Develop creativity by drawing and decorating the “Myself Booklet.” 

 

 

 Strengthen social and communication skills through pair and group activities.

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 )  

 

 

 Use visuals or flashcards to show how to greet people in different countries. 

 

 

 Ask students how they greet friends at school or neighbours at home. 

 

 

 Connect it to English greetings like: 

 

 

 

 Hello / Hi 

 

 

 Good morning / Good afternoon 

 

 

 How are you? 

 

 

 

 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: 

 

 

 Show flashcards with words + pictures (e.g., a happy face for “How are you?”). 

 

 

 Teach these key phrases: 

 

 

 

 Hello! 

 

 

 What’s your name? 

 

 

 My name is ___. 

 

 

 How are you? 

 

 

 I’m fine, thank you. 

 

 

 Nice to meet you. 

 

 

 

 Students repeat after you. Practice in groups. 

 

 

 Play a game: Give word cards and picture cards to the class. Ask them to match. 

 

 

 Dialogue Practice with Actions ( 20 min )  

 How to Do It: 

 

 

 Act out a short conversation with one student (e.g., pretend you're meeting for the first time). 

 

 

 Break the conversation into lines and teach it line-by-line. 

 

 

 Provide printed or written clue cards to pairs of students. 

 

 

 Let them act the conversation in pairs, first reading, then trying without the cards. 

 

 

 Encourage expression—smile, wave, handshake. 

 

 

 Follow-Up Activity 

 Talk & Draw ( 10 min )  

 How to Do It: 

 

 

 Ask students to draw themselves on a paper or notebook. 

 

 

 Below the drawing, they write: 

 

 

 

 My name is ___. 

 

 

 I am ___ years old. 

 

 

 I like ___. 

 

 

 

 Pair up and share drawings and sentences with a partner. 

 

 

 Conclusion  

  Reflection Circle (10 min)  

 How to Do It: 

 

 

 Students sit in a circle. 

 

 

 Ask: 

 

 

 

 “What did you learn today?” 

 

 

 “How did you feel while speaking?” 

 

 

 “What sentence did you like the most?” 

 

 

 

 Accept all answers kindly to encourage participation. 

 

 

 🗂️ 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: 

 

 

 Students will recognize and recall basic English greetings and self-introduction phrases. 

 

 

 Students will identify the structure of simple conversational sentences. 

 

 

 Skill-Based: 

 

 

 Students will confidently greet others and introduce themselves in English. 

 

 

 Students will listen, respond, and engage in short dialogues with peers. 

 

 

 Students will apply learned vocabulary in practical speaking situations.

Session 37: Conversations 2
  

 

 

 

 

 

 Title 

 

 

 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: 

 

 

 Give each student a strip of paper with half a sentence: 

 

 

 

 “What’s your name?” 

 

 

 “My name is Ravi.” 

 

 

 “How are you?” 

 

 

 “I’m fine, thank you.” 

 

 

 

 Students move around and find the matching pair. 

 

 

 Once matched, they read it aloud together. 

 

 

 Main Activity 

 Role-Play Zones ( 30 min ) 

 How to Do It: 

 

 

 Set up 4 areas in the classroom with simple signs: 

 

 

 

 School (students meet a new classmate) 

 

 

 Park (students greet a friend) 

 

 

 Bus Stop (students wait and talk) 

 

 

 Playground (students meet while playing) 

 

 

 

 In each area, 2–3 students act out a simple conversation: 

 

 

 

 Greet 

 

 

 Ask name 

 

 

 Ask how they are 

 

 

 Say goodbye 

 

 

 

 Rotate every 10 minutes. 

 

 

 Conversation Quest ( 25 min ) How to do it :  

 Give each student a task card: 

 

 

 “Find someone who likes mangoes. Ask their name.” 

 

 

 “Ask 2 friends how they are today.” 

 

 

 “Greet 3 friends using ‘Hi, how are you?’” 

 

 

 

 

 Students walk around the class, talk to friends, and complete their tasks. 

 

 

 Tick the card when done. 

 

 

 Follow-Up Activity (10 min) 

 Self-Intro Spotlight 

 How to Do It: 

 

 

 Ask 4–5 volunteers to come forward. 

 

 

 They say: 

 

 

 

 “Hi! My name is ___. I’m ___ years old. I like ___.” 

 

 

 

 Applaud each speaker. Give stickers or stars for encouragement. 

 

 

 Conclusion 

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

 How to Do It: 

 

 

 Students say one thing they learned or enjoyed. 

 

 

 After each answer, the whole class claps and says: “Well done!” 

 

 

 Finish with: “I can speak in English!  

 

 

 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 : 

 

 

 🗯️ “What’s your name?” 

 

 

 🧒 “My name is Ravi.” 

 

 

 🗯️ “How are you?” 

 

 

 😄 “I’m fine, thank you.” 

 

 

 👋 “Hello!” 

 

 

 👋 “Hi!” 

 

 

 🗯️ “Nice to meet you.” 

 

 

 🤝 “Nice to meet you too.” 

 

 

 🗯️ “Good morning!” 

 

 

 🌞 “Good morning! How are you?” 

 

 

 🗯️ “I’m Riya.” 

 

 

 🗯️ “I’m Arjun.” 

 

 

 Expected Learning Outcomes: 

 Knowledge-Based: 

 

 

 Understand common English greetings and self-introduction phrases. 

 

 

 Identify basic conversational sentence structures. 

 

 

 Skill-Based: 

 

 

 Use English greetings and self-introductions confidently in conversations. 

 

 

 Practice speaking and listening skills through interactive activities and role-play.

Session 38: Descriptions
  

 

 

 

 

 

 Session Title 

 

 

 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 Me 

 

(10 minutes) 

 

 

-  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! 

 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 

 Expected Learning Outcome: 

 Knowledge building: 

 

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

 Improve oral communication skills through speaking and listening. 

 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.



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: 

 

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

 Write “The dog eats food.” 

 Highlight parts: 

 

 

 

 Subject: The dog 

 

 

 Verb: eats 

 

 

 Object: food 

 

 

 3. Explain sentence rules: 

 

 

 Starts with a capital letter 

 

 

 Ends with a full stop 

 

 

 Makes complete sense 

 

 

 

 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: 

 

 

 I / play / football → I play football. 

 

 

 The cat / drinks / milk → The cat drinks milk. 

 

 They / are / eating → They are eating. 

 She / sings / well → She sings well. 

 They / are/ studying → They are studying 

 

 Extension : 

 

 Encourage students to add 'a' or 'the' where needed. 

 

 My First Sentence Worksheet (25 minutes) 

 Objective :Practice sentence writing individually. 

 Instructions : 

 

 Distribute worksheets with jumbled words or word banks. 

 Students form simple sentences and write them down. 

 

   worksheet : 

 

 

 milk / drinks / the boy → The boy drinks milk. 

 

 

 eats / cake / she → She eats cake. 

 

 

 cat / the / jumps → The cat jumps. 

 

 Crying / is / Tiya → Tiya is crying. 

 Rice / cooks / she → She cooks rice. 

 

 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: 

 

 

 Students will understand the parts of a simple sentence 

 

 

 Know the basic rule of sentence construction 

 

 

 Skill Building: 

 

 

 Form basic subject-verb-object sentences 

 

 

 Improve spoken and written communication 

 

 

 Practice teamwork and sharing

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. 

 

 Steps: Ask students to recall how to make a basic sentence (Subject + Verbs + Object). 

 Introduce how to add details using adjectives and adverbs. 

 

 Show examples on the board: 

 

 “The dog barks.” → The small dog barks loudly. 

 “She sings.” → She sings beautifully on stage. 

 

 Group Activity: 

 

 

 Show a picture (e.g., a girl running in a park). Ask guiding questions: 

 

 

 Who? What doing? Where? How? 

 

 

 Create a descriptive sentence together: 

 

 

 “The little girl runs happily in the green park.” 

 

 

 Main Activity (65 minutes): 

 Sentence Building Cards (35 minutes) 

 Objective: 

 Support students in constructing detailed sentences using word prompts. 

 Instructions: 

 

 Divide the class into small groups. 

 Distribute colour-coded word cards: 

 

 

 Green = Subjects 

 Red = Verbs 

 Blue = Objects 

 Yellow = Adjectives / Adverbs 

 

 

 Each group builds sentences by combining different cards. 

 Groups read out their best sentences. 

 

 Examples: 

 

 “The big elephant walks slowly.” 

 “A happy boy eats a sweet apple.” 

 “The fast train moves quickly.” 

 

 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: 

 

 

 Form a descriptive sentence 

 

 

 Create a short act around it 

 

 

 Speak their sentence clearly during the skit 

 

 

 Example Prompt: 

 

 Picture: A girl eating ice cream 

 Sentence: “The happy girl eats an ice cream quickly.” 

 Skit: One student acts as the girl, others as family or friends 

 Time Limit per Group: 1–2 minutes 

 Simple Props: Toy, scarf, paper, etc. 

 

 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 : 

 

 What new words did you learn today? 

 How did you make your sentence more interesting? 

 

 Expected Learning Outcome: 

 Knowledge building: 

 

 

 Understand how to create longer, meaningful sentences 

 

 

 Learn the role of describing words in adding detail 

 

 

 Skill Building: 

 

 

 Practice forming and speaking descriptive sentences 

 

 

 Collaborate creatively in groups 

 

 

 Gain confidence in public expression