�Complete the story As One little white cloud floated in the sky one day, As Two little clouds danced in the sky so blue, Another little cloud asked, “Can I join you?” As Three little clouds held hands in the sky, T R Fish tank Look at this fish tank. Write three sentences on what But not upon me. The words • , , are rhyming words. away day play Now colour the words that rhyme with – The ship is sailing on the The _______________flows _______________ . from the mountain. Outside, the sky grew dark and the crows flew past. Kaa! Kaa! Kaa! Kaa! Oh, but where were the ants? Sunu-sunu stuck out his feelers and looked for them. They were hiding under a flower pot. Go home Sunu-sunu, the ants cried out. Hurry, hurry, your mother will worry. Sunu-sunu went to his mother where she sat under a stone near the well. Amma, said Sunu-sunu, there’s a storm in the garden. I heard the wind blow blow blow. Ooo! Ooo! Ooo! Ooo! I saw trees sway sway sway. Shay! Shay! Shay! Shay! I saw lightning flash flash flash. Zzzak! Zzzak! Zzzak! Zzzak! in on under behind over The cat is jumping __________ the wall. The cat is _______ the box. The cat is _______ the stool.The cat is __________ the door. The cat is _______ the suitcase. Teacher's Pages Unit-4 The idea in Unit 4, is to further assist children to build their imagination by listening carefully, reading, speaking and writing sentences. Developing listening skills If the breathing exercises have been introduced as suggested in Unit 2, the children would gradually have learnt to stay calm. Now is the time to show them how to sit with their eyes closed as if in a thinking pose. Read the poem slowly and loudly two or three times so that they can take in the beauty of nature and also be a part of it. Then ask them to open their eyes and read the text with proper voice modulation. Now encourage them to recite it with proper actions and gestures. For listening skills Play the recorded sounds/use class facility ? Jingling of bells can be brought to class. ? Gurgling of river water – pour water and make swishing sounds. ? Make sound boxes by using material like salt, pulses and pebbles. Put them in a box or cans which you can shake. Children can be asked to listen to the — honking of horn — banging of a door — ticking of a clock If you cannot record the sounds, then think of common sounds that you can create in the classroom. Ask the students to close their eyes while you make the sounds. Ask them which sound it is. Introduce the English word for that sound like soft, hard, low, loud. Let the children say what they feel the ‘sound’ sounds like. Develop correct pronunciation ? Ensure that the text is read aloud with expression. The difficult words are then discussed. If there is a doubt regarding correct pronunciation of the word refer to the dictionary. Let each child be given a chance to read. The more confident she/he feels in reading, the more motivated she/he will be. ? Don’t forget to put up a word-chart of spellings that you want the children to learn. Give the concept of Big Books through ‘Counting Clouds’. Shared reading of Big Books which are large sized high interest books with text and illustrations can be encouraged. As the teacher reads, pupils become familiar first with the story in spoken language and the illustration, gradually an acquaintance develops with the print code. Ask children if they have seen clouds in the sky and the colours they see in them. Ask them to make sentences. Develop speaking skills ? Try to build up the vocabulary of the children on the different sources of water. ? Other than earthworms and snails discuss with them all the creatures that crawl e.g. snakes, lizards, crocodiles etc. What are their eating habits? ? Frogs have webbed feet – their feet are their gumboots. Name a few water birds that have webbed feet. ? Discuss with them the need for drinking clean water. What are the different methods used to conserve and clean dirty water. Guide them to describe the uses of water. ? In the poem ‘The Rain’ green grass is used. This word ‘green’ says more about grass (the naming word), involve children in describing the colours of objects in their class, e.g. red bag, black shoes, etc. 3. Speak clearly Group activity ? Divide the class into groups of four. ? Each group is to be asked to discuss what they like about rain and what they don't, giving reasons for the same. Develop writing skills Before writing the exercise on prepositions – 1. Introduce children to sight words 'in', 'on', 'under'. 2. Introduce the preposition using objects available in the classroom, e.g., put a book on the table then ask the students where the book is. 3. Talk about fish to children and make sentences on different animals. 4. More activity sheets should be prepared using other prepositions. For e.g., above, below, in front, behind, at, etc. Ready to follow instructions Introduce children to “talking on the telephone” using polite words Cardboard/tin boxes can be used to make mock phones in the class. Let two children take turns to speak on the phone to each other.

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