�What do you call ‘Grandfather’ in your language? �Do you know any old people? Can you name them? �How can you make them happy? Discuss with your class. �Have you ever gone out with your grandparents? �Sometimes we replace the names of people with another word, instead of repeating sentences using a word from the box. It, I, He, She, My, You 1. Meena is playing with a doll. _____ is a girl. 2. Ram is climbing a tree. _____ is a boy. 3. Do not eat that mango. _____ is not ripe. like to take with you for them. Do not forget to put a, an or the before each thing. A Picnic This is a family picnic scene. Give names to all the people. Look at the picture and make sentences using phrases given in the box. eating food together, picking up wrappers or waste papers, serving food, playing football, talking to elderly people, fishing with grandfather �What did the magic pot cook? �Who said, “Do not cook Pot”? �Why was there so much porridge on the road? Let’s talk �What do you eat for your breakfast? �Would you like to eat wheat porridge? �Have you seen any magic? Tell us about it. �What do you call magic in your own language? Say aloud pot caught cook boon dot bought soon cot taught book moon hot fought took spoon ____ giant used to eat _____ fruit every day from _____ garden. But he did not share these with ____________ k _____________ _____________ _____________ p _____________ _____________ _____________ j _____________ _____________ _____________ t _____________ _____________ _____________ m _____________ _____________ _____________ Let’s eat �Your mother makes delicious porridge. Would you also like to learn how to make it? �Ask your mother or an older person to help you. You need – Milk, porridge, sugar 1. Take hot milk. 2. Add cooked porridge. 3. Add sugar and eat it. Repeat this recipe in your language to the class. �Would you like to tell the class a story about any one of these balloons? Reading is fun ��Tick ( ) the right answer. 1. Grandfather sprained his (a) leg (b) back (c) arm 2. Grandfather loved (a) eating(b) walking (c) sleeping 3. Grandfather missed his (a) food (b) books (c) exercise Before Grandfather fell After he fell Grandfather used to go Now he ______________. for walks. Grandfather used to talk. Now he is ____________. Grandfather met many Now he does not _____ friends. _____________. Teacher's Pages Unit-9 The main emphasis of Unit 9 is to further sensitise children to their home environment. Unit -1 began with 'myself' and 'my own feelings for the world.' A gradual shift to the child's engagement with experiences, thoughts, feelings and relationships with her/his immediate family and friends have been subtly built in from Unit to Unit. Love for elders and sharing and caring for the old is a feeling which when • generated at this young age will go a long way to give children a feeling of interdependence with their world. It is when this true feeling is expressed that language will flow (so the emphasis is on language building and not translation). Motivate the children to read short stories and speak/narrate in their • own words. Encourage them to look at pictures and talk about them. • Read the story/poem aloud with proper stress, punctuation, rhythm and • intonation, as the children repeat after you. Most teachers will recognise that one child’s speech is different from that of • other children. Perhaps a child hesitates, strutters, or blocks when attempting to communicate. The rhymes and stories in this book will give the child many successful speech experiences through choric speaking. In Say aloud put stress on the underlined syllables. • By this Unit children should be able to do independent reading and • comprehend the story. Use of repetitive sounds or words like ‘cook-pot-cook’ is a source of joy for • the child, who may overcome timidity and speech difficulties easily and gradually. Put a word-chart of spellings from the lesson on the wall/board. • Ask children to think of a time when they were sick and who looked • after them. �The chart paper used for the Thank you card in Fun time should be9x12 inches thick. A few classroom suggestions �Ask the children to share their feelings about any incident/story they know where an animal has helped old and sick people. �Cards should be made and given to grandparents or older people whom they like. �Vocabulary games must be encouraged and played, e.g., teachers will write four capital letters on the board. Each student chooses one and copies it down. Now write 3-4 lower case letters on the board. Again, let each child will choose one. Continue writing 3-4 letters at a time. Let students complete the words. Each time they complete one word, they may start a new word (using a capital letter). �The teacher can act out the picture story along with the students in a group. Then students can enact it independently. This can be done following the red, blue, green, yellow group method. Dramatisation can bring a story or poem to life. Raising awareness Invite grandparents to the school. Ask them to talk about their school days with the children.

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