After a Bath 

QR Code Chapter 02


UNIT 2


Enjoy this poem

After my bath

I try, try, try

to wipe myself

till I'm dry, dry, dry.

A boy with a towel in his hand. His hand body and hair are wet.

Hands to wipe

and fingers and toes

and two wet legs

and a shiny nose.


Just think how much

less time I'd take

if I were a dog

and could shake, shake, shake.

Aileen Fisher


New words

Dog how met try two

Let's read

I try to save water.

I have two ears, two legs, ten toes and one nose.

Let's talk

  • Do you like to have a bath? Say why.
  • Can you bathe yourself?
  • How do you dry yourself?
  • Have you seen an animal drying itself?

Let's share

Put a () around what you do after a bath.

  A wet towel lying on the floor.

Throw the wet towel on the floor.

A wet towel is hung on a clothesline for drying.

Hang the wet towel to dry.


Do you wear these things?

Draw lines from the picture to the word.


  Trousers          A pair of shoes   A shirt   A pair of socks.   A cap   A belt.

a. shirt   b. socks   c. cap   d. trousers   e. belt   f. shoes


Riddle Time!

I have teeth so sharp But I never bite What am I?

qiuoD v :'suy

 


Let's do

Match the following to make pairs. One has been done for you.

A needle.

A pair of shoes

A bat

Shorts.

A pair of socks

A roll of thread

A shirt

A spoon

A bowl

A ball

Let's draw

Draw or stick a picture of yourself and your friend here. Then complete the sentences and say them aloud.

    

My name is                

 

A blank rectangle for pasting a picture.         

  My friend's name is 

                   A blank rectangle for pasting a picture.

 


Trace the path to the flowers.

  A dotted path goes from a butterfly to a flower.

  A dotted path goes from a honeybee to a flower.

A dotted path goes from a butterfly to a flower.

A dotted path goes from a honeybee to a flower.

A dotted path goes from a butterfly to a flower.


Learn to write

Letters e and f to be traced.

Trace over the waves and colour the fish.

H is swimming. Dotted waves in water and a fish is swimming.

Say aloud

 a   b   c   d   e   f

The Bubble, the Straw and the Shoe

Listen and enjoy this story

Once upon a time there lived a Bubble, a Straw and a Shoe.

A bubble, a straw and a shoe in a forest.

One day they went into the forest.They came to a river. They did not know how to cross it.The Shoe said, "Bubble, let us float on you."

  The bubble, straw and shoe talking to each other.

"No, Shoe! Let Straw stretch himself from one bank to the other. Then we can cross the river."

So, the Straw stretched himself from one bank to the other.When the Shoe jumped on the Straw, it broke. The Shoe fell into the water with a loud splash.

The Bubble shook and shook with laughter and burst with a big bang.

The straw has fallen in water and the bubble is laughing.  

Alexei Tolstoy

New words

bank bubble burst river splash  

Let’s read

I can blow bubbles.

I can wear shoes.

Reading is fun

  • Name the three friends.
  • Where did they go one day?
  • What did they want to do?

Let's talk

  • How do you make bubbles?
  • What do you wear on your feet?
  • How would you cross a river?

Let's share

Put these doing words into the sentences.

Jumped        shook        stretched        burst

The Straw ----- himself from one bank to the other.

The Shoe ----- on the Straw.

The Bubble ----- and ----- with laughter ----- and ----- with a big bang.

Let's draw

Trace the journey of a tadpole.


A tadpole jumping out a small hole in the ground covered with rainwater. A dotted path moves from the puddle to a pond. A dotted path moves from the pond to the lake.A dotted path moves from the lake  to a river.



Draw the bubbles. Trace and say the letters aloud.


    A child blowing bubbles from his mouth and dotted letters a, b, c, d, e and f to be traced.



Sing

Hop a Little Jump a little one two three.

Run a little skip a little Tap one lnee.

Bend a little stretch a little nod your head.

Yawn a little sleep a little in your bed.


Match the balls with their numbers. Now trace the numbers.

One ball, then another ball, then one more ball, then one more ball, followed by one more ball, then one more ball and two more balls.

 eight

One ball, then another ball, then one more ball, then one more ball, followed by one more ball, then one more ball and another ball, followed by another ball, then two more balls.

 ten

One ball followed by another ball, then one more ball, then another ball, then one more ball, followed by two more balls.

 seven

One ball followed by another ball, then one more ball, then another ball, then one more ball, followed by one more ball then one more ball, followed by two more balls.

 nine

Think time

Look at these objects. Put them into a tub of water. Say which one will float and which one will sink.


A ribbon. ribbon         A feather. feather       A round marble. marble         A leaf. leaf  

   

    A piece of stone.  stone         A piece of paper   paper           A straw  straw    


A stick   stick                 A pair of shoes  shoes               A spoon  spoon

 

Learn to write

Draw the well, colour it and say the rhyme aloud.


A drawing of a well to be traced

 


Sing

sing

A bell fell In the well. Ding dong,

Ding dong bell.


Poem – after a bath

Story – the bubble the Straw and the shoe

Teacher's Pages UNIT 2

Conversation is a very important and natural activity for the development of vocabulary and speech patterns. In Unit 2, involve all the children in these joyful interactive sessions. Encourage them with phrases such as, "Please try", or "Oh! You are so good!" Appreciate every child's efforts and ensure a feeling of success for all the children. Consider the abilities of each child.

  • Develop listening skills

Practise the poem and say it aloud to the children.

Read the story with emphasis on new words and enable them to bring experiences into reading for understanding and enriching their imagination.

  • Develop pronunciation

Read the text and say aloud with the children

cry, dry, try   dog, fog, log   dine, fine, mine   cake, shake, take

  • Exposure to language

Use sight words in the classroom by putting visuals and cue cards. Let the child read these:

draw        hen                pit                dog                blue

steaw        pen                wit                log                glue

  • Develop speaking skills
  1. Have a talk on brushing teeth, washing hands, hygiene etc.
  2. Conversation based on'Role play'
  • Divide the class into four groups ^Red , ^Yellow, ^Blue , Green

Group Red: Let them say, 'I try to save water' as they wipe themselves with towels.

Group Blue: Involve the children in an activity e.g. cleaning the cobwebs with sticks/mops or tidying the classroom or class cupboard. Let them say, 'I try to clean my space.' 

Group Yellow: Mix some soap in a bowl of water. Stir it to build up bubbles. Use it for the floating/sinking activity if you like. 

Group Green: Let them pick up papers, wrappers etc. from the school playground and put them into dustbins.

  • All groups are to make cutouts which can be hung in the class/outdoors/on the door/on the walls/on the trees.

  • Imagine you are walking down a street and you see a friend far away. Wave out and call your friend.
Develop writing skills / fine motor coordination
  1. (a) Write on the blackboard a, e, i, o, u and 1 to 10. Let the child write numbers and trace a few letters. These are the child's attempts at writing. The teacher can gradually lead the child to proper formation of letters. Also provide each child with a comfortable writing position, adequate space and an appreciative atmosphere.

(b)        Each child's grip on the pencil and appropriate colouring within lines must be looked into.

(c)        Use Activity Sheets to further encourage the patterns as on pages 19, 20, 23, 24, 25 and 26 and numbers 1 to 10 (here co-ordinate with the maths teacher). However, do not force the child.

  1. Enact a situation when your writing hand is hurt and you have to write.
  2. Show children how to open and close buttons/zip   and   tie shoelaces.
  • Raising awareness

Talk to the children about switching off lights, fans etc. when not required.


MATERIAL REQUIRED

Any old clothes with buttons, purse / bag with a zip, shoes with laces.