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NS LP English Beginner

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0% found this document useful (0 votes)

152 views

NS LP English Beginner

Uploaded by

quratulainkhan45

We take content rights seriously. If you suspect this is your content, claim it here.

Available Formats

Download as DOCX, PDF, TXT or read online on Scribd

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A F A QS U NS E R I E S

English
Lesson Plan
Class: Beginner Subject: English
Lesson Plan #: 1 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes:

Teaching Resource Material:

A toy, name tags.

Teaching methodology:
Warm Up: (3-5 mins)
Come in the class and greet the students with a smile by saying “Assalam o Alaikum”. Tell the students that
whenever someone says salam to us we should say “Walaikum us salam” Encourage students to say
“Walaikum us salam” twice or thrice. After that introduce yourself by telling your name. Tell the students
that you are their class teacher and together we will do lots of fun activities in the class. Also assure them
that they need not to worry or be scared about anything. Ask them to come and talk to you if they have any
problem. Make them feel safe and secure in the classroom.

Concept Building: (20-25 mins):

Tell the students that now all of you are going to tell your name to others turn by turn.
Make students sit in a circle either on the floor or on chairs. Tell them that we are going to do an interesting
activity today.
Hold a toy in your hand (a teddy bear or a ball), and tell the students that each one of you will get this toy.
Every child who gets this toy will say aloud his name and then give the toy to the child sitting next to him.
Instruct students to listen carefully when their classmate is telling his/her name. Also tell them to say their
name in a complete sentence (My name is _).Repeat the activity until all students have said their
names aloud. Make sure to encourage the hesitant students.
Prepare some name tags with each student's name written in lower case letters. Sit down with your students and
lay out the name tags in front of you. Pick up each tag and call out the name of each child. Try and encourage
each student to put their hand up and say "yes". Hand over the name tags and help each student to pin it on their
shirt.

Sum Up: (3 mins.)

Sum up the lesson by telling students that they have learnt to introduce themselves. Ask students whether
or not they enjoyed the activity. Tell them they we will continue to do such fun filled and interesting
activities in the coming days. Make them feel appreciated by giving them stars on their hands/faces or by
distributing candies/goodie bags.

Assessment: (5 mins.)Ask students how would you answer if someone asks you; What is your
name? Should you say your name in a complete sentence or just like in a single word?

Home Work:
No homework

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

With a little support With a little support With a little support
With a great support With a great support With a great support
Lesson Plan
Class: Beginner Subject: English
Lesson Plan #: 2 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes

At the end of this period the students will be able to:
To talk about favourite things.

Teaching Resource Material:

A ball.

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum
us salam. Ask them; How are you all? Encourage them to answer; We are fine, thank you. Ask the students
whether or not they remember your name. Remind them that I am your class teacher and my name is
.

Concept Building: (20-25 mins.):

Tell the students that today we are going to do an interesting activity just like we did yesterday. Tell them
that each one of them will get the ball. On getting the ball, they will have to answer some simple questions.
Instruct students to listen carefully when their class mates are answering the questions. Also tell them that
they will get candies for active participation.
Make students sit in a circle around you and throw (or roll) a ball to each student randomly. As you do so, ask
questions, starting from the simple (What's your name?) to more involved questions (What is your favorite food,
Do you like fruit or chicken? What is your favorite cartoon? Do you like to watch “Tom and Jerry”? etc.).
Encourage students to answer the question in a complete sentence. (e.g. I like to eat chicken, I like to watch Tom
and Jerry).
Make sure to encourage the hesitant students to talk about their favourite things.
Appreciate the students by giving them positive remarks and give them candies for their participation and
initiative.

Sum Up: (3-5 mins.)

Sum up the lesson by telling students about your favourite things.

Assessment: (3-5 mins.)

Ask questions like “what is your favourite fruit/colour or animal”? Let students answer the question in
a complete sentence. (e.g I like blue colour, I like banana, I like cats etc.)

Home Work:
No homework

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
To develop gross motor skills.

Teaching Resource Material:

Empty baskets, balls

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum
us salam. Tell students that today we are going to play some interesting games in the playground. Instruct
students that whenever we go out, we have to move in a line/queue. We are not supposed to push each other
or break the line. Help students make a queue and take them out in the playground.

Concept Building: (20-25 mins.):

Make students stand in groups. Tell them that they have to listen the instruction very carefully and do the
actions as asked by the teacher. Also tell them that it’s alright if you cannot do the action correctly. Your
teacher is always there for your help.
Say the following commands and have your students follow your instructions: Also do the action first so that
students can imitate you. "Hands up / hands down" (say it 3-5 times). Repeat the game with different
commands like "Sit down", “catch the ball”, “and Kick the ball” etc.
Place some empty baskets in the ground. Tell the children that they have to put the ball in the basket
while hopping/jumping towards it. Make students participate in the game in groups. Make sure to
encourage the hesitant students to participate.
Praise the students with clapping and by giving positive remarks. Give them goodi bags/ packs of candies to
appreciate their effort.

Sum Up: (3 mins.)

Sum up the lesson by asking students what they have learnt today.

Assessment: (5 mins.)
Ask students to hop 4 times, clap thrice and raise their hands in air twice.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:

Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
To get familiar with the classroom manners

Teaching Resource Material:

Auvvpl /kcp ef sedamgtepp P

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Encourage them to say we are fine,
Alhamdulillah. Tell them today you will see an interesting and fun filled puppet show in your
class room.

Concept Building: (25 mins.):

Make a glove/ sock puppet and put it in a Plastic bag. Take it out to greet the students. Make
students sit in a semi-circle on the floor. Sit in front of them while holding the puppet in your
hand. Give an imaginary name to the puppet such as Tim or Pingo.
Tell students that Pingo wants to talk about class room manners with us. So we have to listen to
him very carefully. He will help us learn good manners and behaviours. Pretend to have a dialogue
with the puppet by changing your voice and make students enjoy this conversation.
Say the following manners aloud as you pretend to speak in the voice of puppet.
 Children we should always “raise our hand” whenever we have to say something in
the class. We should also ask permission of our teacher before going to the washroom.
 Be polite and remember to say the words “Please and Thank you”.
 Dear children, Allah likes those who are always polite to others.

Put the puppet back in the plastic bag, and ask students whether or not they liked the
conversation with pingo.

Sum Up: (3 mins.)

Call a few pair of students in front of the class .Ask the other students to observe the role play
activity. Give any object (a pencil, a ball) to each child and ask him/ her to give it to his
partner. Have him/her say “thank you” to the other child . Repeat the role play with other
pairs in which they can practice saying “please” to each other. For example; Please give me
this pencil.

Assessment: (5 mins.)
Ask the students, what should we do when we have to go to washroom? What should we do
when we have to say something? Should we say the words “please” and “thankyou” or not?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

To hold a pencil/crayon correctly

Teaching Resource Material:

Thick pencils, crayons, markers, pictures, paper

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Encourage them to say we are fine, Alhamdulillah. Tell
them today we will learn to hold a pencil/crayon correctly. Ask them have you ever done colouring
activity with crayons? Take their responses.

Concept Building: (25 mins.):

Make students sit in groups. Place different pencils, markers and crayons on their tables. Also place some
paper sheets or newspaper sheets in front of each child. (of A4 size or bigger). Ask students to hold a
pencil/marker or a crayon in their hand.
Tell students to note the difference between the texture of a pencil, marker and crayon. Tell them that
pencils and markers are thinner as compared to crayons which are easy to hold.
Demonstrate yourself how to hold each of the given writing materials. (refer to the pictures given below).
Also make sure that all students sit in the correct posture while using the writing materials. Their back
should be straight and the paper sheet should lie in front of them.
Instruct all students to hold each writing material one by one and do scribbling with it on the paper. Give
them free hand to decide what they want to draw with each writing material. You can give them ideas on
the board. For example; they can draw a flower, different shapes or lines of different pattern.
Make sure to check if any child is feeling difficulty. Also give special attention to left handed students.

Sum Up: (3-5 mins.)

Sum up the lesson by demonstrating again how to hold a crayon/pencil correctly.

Assessment: (5 mins.)
Hold a crayon or pencil incorrectly in your hand and ask students to tell the correct way of holding it.

Home Work:
Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:

Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
To develop fine motor skills

Teaching Resource Material:

colour pencils, crayons, paints, chart paper

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Show a big apple on a piece of chart paper, ask them to tell the name of the
object shown in the picture, and its colour. Ask them; can you make the shape of an apple in the
air? Demonstrate how to make the shape in air and have students repeat it with you twice or
thrice. Make sure that all students start making the shape in air by using the whole arm, moving
from the shoulder. Also encourage the hesitant students to participate.

Concept Building: (25 mins.):

Give all children crayons and pencil colours in groups. Instruct them not to pick up anything
from the table until they are asked. Provide them a paper on which three hollow apples are
drawn.
Tell them that they have to colour one apple with crayons, the second one with pencil colours
and the third one with paints. Provide them with crayons and pencil colours first. Remind them to
hold the pencil colors and crayons with appropriate grip. The paper should also lie in front of
each child. It should not be tilted or slanted. Make sure to check the posture of all students while
they are colouring.
When colouring with crayons and pencils colours is done, take a small amount of paint in the
palate.
Ask students to dip the tip of their index finger in paint and apply it on the picture carefully.
Instruct them not to apply paint outside the margin line of the object. Give assistance to students
who cannot do it right.
Give positive remarks to the students for their effort like very good and well done. Display their
work on the display board and ask them to clap for themselves.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students what they have learnt today.

Assessment: (5 mins.)
Ask students that can you make the shape of an apple in the air? Encourage them to do it
independently as a whole class.

Home Work: (2 mins.)

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Develop fine motor skills

Teaching Resource Material:

crayons, textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell students that whenever we start some work, we should recite
“Bismillah”. Tell them that saying “Bismillah” before any work adds Allah’s blessings in it.
After this, tell them that today they will do some very interesting work on their workbooks. Ask
them whether they are a boy or a girl. Have all the boys raise their hands, then ask all the girls
to do the same.

Concept Building: (20-25 mins.):

Tell students that now they will be provided with the textbooks. Tell them that they have to
handle the books carefully and are not supposed to damage the books.
Open the page 1 of the text books. Provide students with the text books in groups. Ask them to
look at the pictures shown on the page and tell what they can see. Ask them; is it a boy or girl
shown in the first picture? What about the second one?
Provide students with crayons in groups. Ask them to choose their favourite colours or the
colours that match with the dress. Tell them that they have to colour the picture according to their
gender. Tell them that boys should colour in the picture of the boy and girls should colour in the
picture of the girl. Also instruct them to colour the pictures carefully and try not to use colour
outside the margin line. Make sure to check the posture of each child while he/she does the
colouring. Also check the crayon grip of all the students.
Appreciate students by giving them positive remarks or stars/smiley face on their work.

Sum Up: (3 mins.)

Sum up the lesson by asking students what they have learnt today.

Assessment: (5 mins.)
Ask students to put back and arrange the crayons back in the basket. Hold a crayon with
incorrect grip and ask students whether or not you are holding it correctly.

Home Work: (2 mins.)

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:

Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify and recognize familiar objects through pictures

Teaching Resource Material:

Pictures of different familiar objects / picture charts

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum
us salam.Tell them that today we are going to have a round of our school. Help them make a queue and
take them to different rooms in the school (e.g. art room, activity room, library etc).

Concept Building: (25 mins.):

Arrange pictures of different familiar objects in the class and show to the students.
Ask students to observe the different pictures. Ask them to predict the names of the familiar things they are
looking at. (example fruits, vegetables, shapes, animals etc.)
Also take them to observe the activity boards in the school. Encourage them to tell the names of the
familiar objects independently. Point to a particular object and ask students; What is this? Have you ever
seen this in real life? Take students’ response. Make sure to encourage the hesitant students to participate.

Sum Up: (3-5mins.)

Take students back to the class. Ask them whether or not they enjoyed the walk around the school. Make
them say the names of some more objects with in the classroom.
Assessment: (5 mins.)
Show a picture of any fruit, animal, or classroom thing and ask students to tell its name.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify and recognize familiar objects through pictures

Teaching Resource Material:

A pillow case or cloth bag, classroom objects, pictures of familiar objects (pencil, ball, eraser,
cup, apple, bottle, crayon, sock, star, toy car, candle, jar)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam.Tell students that today we are going to play a very interesting game. It is
called “what’s in the bag?” Tell them that each one of them will have to put his/her hand in the
bag and predict the object that comes to their hand. Tell them that they have to predict the object
without looking at it.

Concept Building: (20-25 mins.):

Before starting the game, display the pictures of the given items on the board or wall.

Fill a large pillow case/ or a cloth bag with different items (e.g. any fruit, shapes, pencils, eraser,
ball etc). You can also throw in a few other objects (e.g. an eraser, a plastic bottle, or a plastic
cup)

Show the bag to students turn by turn. Shake it to rattle and mix the objects inside. Ask each
child to put his/her hand inside the bag. Ask him/her to touch and feel the object and tell its
name. When the child is done saying its name, take it out from the bag and hold it in your hand.
Ask all the students to tell which of the displayed pictures match with the object in your hand.
Make them point towards the correct picture. If they can’t get the answer right, put your finger
on the relevant picture and say its name aloud.

Repeat the game until students have named and matched all the objects in the cloth bag with the
displayed pictures.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students what they learnt today. Ask them whether or not they
enjoyed the game.

Assessment: (5 mins.)
Put your finger on few of the displayed pictures and ask students to name them aloud.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify and recognize familiar objects through pictures

Teaching Resource Material:

Textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum us
salam. Start the lesson by telling students about “be the best” quote. Tell them that we should always do our
best while doing anything. We must not be lazy and shy, rather we should work hard and show our best
effort while doing the work. Give compliments to students by saying that all of you are very good and
obedient students and you always do your work with best effort.

Concept Building: (20-25 mins.):

Open page 2 of the textbook and provide the students with textbooks in groups. Remind them to handle the
books with care.

Ask students to look at the pictures given on the page and try to predict their names. Encourage them to talk
about the pictures with their class mates. Give 5 to 10 minutes to students to observe the pictures. When they
are done, ask them to close their books and tell the names of some of the things they have just seen in their
books. Make sure to encourage the hesitant students to participate. Also remind them to raise their hands
while speaking.
Help students to open their books again and tell them to listen carefully to your questions.
Ask them; where is the duck? Where is the igloo? Where is the pear? Where is the nest?
Involve them to answer each question by pointing at the pictures.
Repeat the questions until students have named all the objects shown in the pictures.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students what they have learnt today.

Assessment: (5 mins.)
Ask students to look at their books and; name something which is a fruit. Name something which says “meow
meow”. Name something which is round and we play with it.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify and recognize familiar objects through pictures

Teaching Resource Material:Textbbok

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote. Tell them that
we should always share our things with our friends or other people around us. Sharing is a gesture
of caring, it makes us big hearted and kind.

Concept Building: (20-25 mins.):

Open page 3 of the textbook and provide the students with textbooks in groups. Remind them to
handle the books with care.

Ask students to look at the pictures given on page 3 of the textbook and try to predict their
names. Encourage them to talk about the pictures with their class mates. Give 5 to 10 minutes to
students to observe the pictures. When they are done, ask them to close their books and tell the
names of some of the things they have just seen in their books. Make sure to encourage the
hesitant students to participate. Also remind them to raise their hands while speaking.
Help students to open their books again and tell them to listen carefully to your questions.
Ask them; where is the zebra? Where is the x-ray? Where is the yo-yo? Where is the
quilt?
Involve them to answer each question by pointing at the pictures. If students cannot locate a
particular object, help them to find it on their book.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to revise the names of some of the objects they have seen on
their book.

Assessment: (5 mins.)
Ask students to look at their books and; name something which is a fruit. Name a huge and
dangerous animal. Name something which is we use in rain.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “c”

Teaching Resource Material:

Chart paper, picture cards of (carrot, cake, cat), flash card of letter “c”, textbook

Teaching methodology:
Warm Up:
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum
us salam. Tell students that today we are going to learn about a letter of the English alphabet and its sound.
Display a chart paper with a cat drawn on it. Ask students to look and identify the animal and say its name.
Take their responses and tell them that this is a cat. Focus on its initial sound and say /c, c, c/ cat. Let
students repeat after you twice or thrice.

Concept Building: :
Display the picture cards of “cat, carrot and cake” in the class. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of letter “c”. Tell students that the sound of this letter is /c/.
Help them to notice the sound of “c” in cat, cake and carrot. Make sure not to confuse students with the
letter name at this stage. Teach them the letter sound only.
After that, open page 4 and distribute the textbook in groups. Ask students to look at the picture and name it
aloud. Involve all of them to point to at the picture of cat, say its name and recognize its initial sound. Make
sure to encourage the hesitant students to participate.

Sum Up:
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud the sound of the
letter “c” twice or thrice.

Assessment:
Show the picture card of carrot and ask students to say the sound of “c” in carrot.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “c” and trace it while following the correct pattern.

Teaching Resource Material:

Text2book, picture cards (carrot, cake, cat, letter “c”) , sand tray, pencil colours, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum
us salam.
Display the picture cards of carrot, cat and cake and help students to recall the sound of letter “c”. Ask
them to repeat after the sound twice or thrice.
Make sure not to confuse students with the letter name at this stage. Teach them the letter sound only.

Concept Building: (20-25 mins.):

Display the flash card of the letter “c” and trace it in the air. Ask students to observe the pattern and repeat
after you twice or thrice. Ask them to say aloud the sound of “c” while making the correct pattern in the
air. Make sure that students use the complete hand movement starting from the shoulder. Encourage the
hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “c” with correct pattern on the sand tray.
Ask them to repeat this activity independently. Make sure to check the left handed students while they trace
the letter on sand tray.
Open page 4 of the textbook and provide it in groups. Ask students notice the first icon of hand and trace
the letter “c” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of cat independently. Give
positive remarks to the students for their effort. Also give them stars or smiley face on their textbook.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “c” in the air. Encourage students to repeat after
you twice or thrice.

Assessment: (5 mins.)
Ask students; what is the sound of “c” in cake? Ask them to trace the letter “c” in air while saying aloud its
sound. the picture card of carrot and ask students to say the sound of “c” in carrot.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes: At the end of this period the students will be able to:
Trace the letter “c” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “c”, textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum
us salam. Ask them how are you all? Display the flash card of letter “c” and ask students to trace it in the air
while saying its sound.

Concept Building: (25 mins.):

Open page 4 of the textbook and provide it to students in groups. Tell students that today we are going to
trace “c” with the help of paint and crayons. Remind them to handle the book with care and do not spoil it
with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “c” on it. Demonstrate the application of paint on your
index finger and the tracing of letter “c” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter “c” with
correct pattern on their book. Ask them to start tracing from the given arrow. Check all students while doing
this activity. When they are done, give them tissue papers to wipe their hands properly.
After that provide students with crayons. Ask them to trace the letter “c” while using their favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on their textbook.
Sum Up: (3-5 mins.)
Sum up the lesson by repeating the tracing of the letter “c” in the air. Encourage students to repeat after
you twice or thrice.

Assessment: (5 mins.)
Write the letter “c” on the white board with an incorrect pattern. Ask students to come one by one and
trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:

Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
To recognize the sound of the letter “o”

Teaching Resource Material:

Chart paper, Flash cards of (orange, octopus, ostrich and letter “o”), text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum
us salam. Tell students that today we are going to learn about a new letter and its sound.
Display a chart paper with an orange drawn on it. Ask students to look and identify the fruit and say its
name. Take their responses and tell them that this is an orange. Focus on its initial sound and say /o, o, o/
orange. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the flash cards of “orange, octopus and ostrich”. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of letter “o”. Tell students that the sound of this letter is /o/.
Help them to notice the sound of “o” in orange, ostrich and octopus. Make sure not to confuse students
with the letter name at this stage. Teach them the letter sound only.
After that, open page 5 and distribute the textbook in groups. Ask students to look at the picture and name
it aloud. Involve all of them to point to at the picture of orange, say its name and recognize its initial
sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students to repeat the letter sound twice or thrice. For example /o, o/
orange. /o, o/ octopus.

Assessment: (5 mins.)
Ask students; what is the sound of letter “o” in ostrich? Take their responses.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes:

At the end of this period the students will be able to:
Recognize the sound of the letter “o” and trace it while following the correct pattern.
Teaching Resource Material: Textbook, flash cards (orange, octopus, ostrich and letter
“o”) , sand tray, pencil colours, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum
us salam.
Display the flash cards of orange, octopus, ostrich and help students to recall the sound of letter “o”. Make
sure not to confuse students with the letter name at this stage. Teach them the letter sound only.

Concept Building: (20-25 mins.):

Display the flash card of the letter “o” and trace it in the air. Ask students to observe the pattern and repeat
after you twice or thrice. Ask them to say aloud the sound of “o” while making the correct pattern in the air.
Make sure that students use the complete hand movement starting from the shoulder. Encourage the hesitant
students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “o” with correct pattern on the sand tray.
Ask them to repeat this activity independently. Make sure to check the left handed students while they trace
the letter on sand tray.
Open page 5 of the textbook and provide it in groups. Ask students notice the first icon of hand and trace the
letter “o” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of orange independently.
Sum Up: (3-5 mins.)
Ask students; what is the sound of “o” in ostrich?

Assessment: (5 mins.)
Write the letter “o” on the board and ask students to say its sound and trace it with correct pattern in the
air.

Home Work: (2 mins.)

Repeat the sound and tracing of the letter “o” at home.

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes:

At the end of this period the students will be able to:
Trace the letter “o” while following the correct pattern.

Teaching Resource Material:

paint, crayons, flash card of letter “o”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins) Greet the students with a smile and say Assalam o Alaikum. Encourage
them to answer and say Walaikum us salam. Ask them how are you all? Display the flash card of letter “o”
and ask students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 5 of the textbook and provide it to students in groups. Tell students that today we are going to
trace “o” with the help of paint and crayons. Remind them to handle the book with care and do not spoil it
with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “o” on it. Demonstrate the application of paint on your index
finger and the tracing of letter “o” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter “o” with
correct pattern on their book. Ask them to start tracing from the given arrow Check all students while doing
this activity. When they are done, give them tissue papers to wipe their hands properly.
After that provide students with crayons. Ask them to trace the letter “o” while using their favourite colour.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Give positive
remarks to the students for their effort. Also give them stars or smiley face on their textbook.

Assessment: (5 mins.)
Write the letter “o” on the white board with an incorrect pattern. Ask students to come one by one and trace
it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

With a little support With a little support With a little support
With a great support With a great support With a great support
Lesson Plan

Class: Beginner Subject: English

Lesson Plan #:18 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes:

At the end of this period the students will be able to:
Recognize the sound of the letter “a”

Teaching Resource Material:

Chart paper, Flash cards of (apple, ant, airplane and letter “a”), text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum
us salam. Tell students that today we are going to learn about a new letter and its sound.
Display a chart paper with an ant drawn on it. Ask students to look and identify the picture and say its
name. Take their responses and tell them that this is an ant. Focus on its initial sound and say /a, a, a/ ant.
Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the flash cards of “apple, ant and air plane”. Ask students to recognize and name aloud the objects
one by one. Now display the flash card of letter “a”. Tell students that the sound of this letter is /a/. Help
them to notice the sound of “a” in apple, ant and air plane.
After that, open page 5 and distribute the textbook in groups. Ask students to look at the picture and name it
aloud. Involve all of them to point to at the picture of ant, say its name and recognize its initial sound. Make
sure to encourage the hesitant students to participate.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to repeat the letter sound twice or thrice. For example /a, a/ apple.
/a, a/ ant.
Assessment: (5 mins.) Show the flash card of letter “a” and ask students to say its sound thrice.
Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers
Independently Independently Independently
With a little support With a little support With a little support
With a great support With a great support With a great support
Lesson Plan
Class: Beginner Subject: English
Lesson Plan #:19 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes

At the end of this period the students will be able to:
To recognize the sound of the letter “a” and trace it while following the correct pattern.

Teaching Resource Material:

Textbook, flash cards (apple, ant, airplane and letter “a”) , sand tray, pencil colours, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum us
salam.
Display the flash cards of apple, ant and airplane and help students to recall the sound of letter “a”.

Concept Building: (20-25 mins.):

Display the flash card of the letter “a” and trace it in the air. Ask students to observe the pattern and repeat
after you twice or thrice. Ask them to say aloud the sound of “a” while making the correct pattern in the air.
Make sure that students use the complete hand movement starting from the shoulder. Encourage the hesitant
students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “a” with correct pattern on the sand tray. Ask
them to repeat this activity independently. Make sure to check the left handed students while they trace the
letter on sand tray.
Open page 6 of the text book and provide it in groups. Ask students notice the first icon of hand and trace the
letter “a” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of ant independently.

Sum Up: (3-5 mins.)

Ask students; what is the sound of “a” in apple?

Assessment: (5 mins.) Write the letter “a” on the board and ask students to say its sound and
trace it with correct pattern in the air.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “a” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “a”, textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum us
salam. Ask them how are you all? Display the flash card of letter “a” and ask students to trace it in the air
while saying its sound.

Concept Building: (20-25 mins.):

Open page 6 of the text book and provide it to students in groups. Tell students that today we are going to
trace “a” with the help of paint and crayons. Remind them to handle the book with care and do not spoil it
with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “a” on it. Demonstrate the application of paint on your index
finger and the tracing of letter “a” in front of the students.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter “a” with
correct pattern on their book. Ask them to start tracing from the given arrow Check all students while doing
this activity. When they are done, give them tissue papers to wipe their hands properly.
After that provide students with crayons. Ask them to trace the letter “a” while using their favourite colour.
Sum Up: (3-5 mins.) Ask students; which letter have we learnt to trace today? Can you say
its sound aloud? Give positive remarks to the students for their effort.

Assessment: (5 mins.)
Ask students to trace the letter “a” in the air with correct pattern.

Home Work: (2 mins.)

Revise the tracing of the letter “a” on paper with crayons.

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify the initial sounds and relate them with objects

Teaching Resource Material:

Work sheet, crayons, picture cards (orange, octopus ant, apple, cake, carrot,) flash cards of letter “c, o and a”

Teaching methodology:
Warm Up: (3-5 mins) Greet the students with a smile and say Assalam o Alaikum. Encourage
them to answer and say Walaikum us salam. Ask them how are you all?
Display the flash cards of “c”, “o” and “a”. Ask students to say the sound of each letter.

Concept Building: (20-25 mins.):

Provide students with the work sheet and tell them that they have to colour the pictures and write the initial
sound of each object under it. For example if students are colouring the picture of a cake, they should write
“c” under it.
Involve them to identify, say and write the initial sounds of the given pictures independently.
Instruct students not to cross the margin lines while colouring the pictures.

Sum Up: (3-5 mins.)

Sum up the lesson by asking them about the initial sounds of the objects they have coloured.

Assessment: (5 mins.) Display the picture cards of objects starting with the letters “c, o, and a”.
Ask students to name aloud the objects while stressing on the beginning sounds.
Home Work: (2 mins.)

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

To identify the initial sounds and relate them with objects.

Teaching Resource Material:

A4 paper sheets, pencil colours/crayons, picture cards (ostrich, airplane, cat)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say Walaikum us
salam. Tell them that today we are going to do a very interesting drawing activity in the class.
Tell them that they will be provided with paper sheets and they will have to draw some objects starting with
the sound of “c”, “o” and “a”. After drawing the objects, they will have to colour them as well.

Concept Building: (20-25 mins.):

Write the letters “c”, “o” and “a” on the board. Involve students to recall the sound of each letter. Provide
students with the paper sheets. Make sure that students keep the sheet in front of them while drawing the
objects.
Ask them to first draw an object with the “c” sound. Give them ideas like carrot, cake, car, cat.
When they are done, ask them to draw an object starting with the “a” sound. Give them ideas like before.
Finally ask them to draw an object starting with the “o” sound. Assist them where required.
When students are done with the drawing, provide them with colour pencils or crayons. Ask them to colour
the pictures they have drawn.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students about the initial sounds of the pictures they have drawn and coloured.
Also give them positive remarks for their effort. Display their work on the board and ask them to clap for
themselves.

Assessment: (5 mins.)
Show the picture cards of ostrich, airplane and cat. Ask students to say their initial sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Develop fine motor skills.

Resource Material:
A4 paper sheets, crayons/colour pencils, board marker

Teaching methodology:
Warm Up: (3-5 mins) Greet the students with a smile and say Assalam o Alaikum.
Encourage them to answer and say Walaikum us salam. Ask them how are you all? What did you
eat in the breakfast? Take their responses and tell them what you ate for breakfast.

Concept Building: (20-25 mins.):

Tell students that today they will do some activity with crayons and colour pencils
Provide them with paper sheets and crayons and colour pencils. Instruct them to keep the paper
sheet in front of them without tilting it.
Draw some shapes on the board like square, circle, triangle etc. Ask students to copy the shapes
and try to draw them on the paper sheets being provided to them. Give them free hand to choose
the writing material of their choice while drawing the shapes on the paper. Keep a check on how
each child is holding the writing material. If the grip is not correct, demonstrate it in front of
students about how to hold a crayon or colour pencil correctly. Instruct students to draw each
shape slowly and neatly. Tell them that if they can’t draw the shapes accurately, it’s totally
alright. They will get perfection with more practice.
When students are done, give them positive remarks for their effort. Display their work on
the board and give them stars on the face or hand.
Sum Up: (3-5 mins.) Ask students what they have learnt to draw today. Ask them
whether it was easy or difficult to draw the shapes.

Assessment: (5 mins.)
Draw a few zig zag lines on the board. Call students in front of the board and ask them to copy
the lines with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letters while following the correct pattern

Teaching Resource Material:

paper sheet, basket of crayons, worksheet

Teaching methodology:
Warm Up: (3-5 mins) Greet the students with a smile and say Assalam o Alaikum.
Encourage them to answer and say Walaikum us salam.
Tell them that today they are going to write some familiar letters. Place the baskets of crayons
on the table, and ask students to choose the colours they like.

Concept Building: (20-25 mins.):

Write the letters “c, o, a “on the board, and ask students to trace each letter in the air thrice.
Provide students with the work sheet. Tell them to trace the letter “c” with correct pattern, thrice
on the paper.
Then ask them to trace the letter “o” and “a” thrice. Make sure that students follow the correct
pattern and start the tracing from the arrow.
Instruct students to use same colours for same letters.
Help the students to trace correctly.
Encourage them while giving starts, etc.
Sum Up: (3-5 mins.)
Sum the lesson by asking students to say aloud the sound of each letter twice.

Assessment: (5 mins.)
Ask students to trace the letters c, o and a in air with correct pattern and hand movement.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

With a little support With a little support With a little support
With a great support With a great support With a great support
Worksheet
Topic: Letters’ Tracing
Name Date:

Trace the letters while following the correct pattern.

Lesson Plan
Class: Beginner Subject: English
Lesson Plan #:25 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes

At the end of this period the students will be able to:
To develop fine motor skills.

Teaching Resource Material:

Glazed paper of different colours, paper scissors, glue, chart paper, paper plates

Teaching methodology:
Warm Up: (3-5 mins) Greet the students with a smile and say Assalam o Alaikum.
Encourage them to answer and say Walaikum us salam. Tell them that today we will do a very
interesting activity of collage work.

Concept Building: (20-25 mins.):

Draw a large object on a chart paper (a flower or an orange, etc). Make students sit around you
in a circle on the floor. Put some paper plates, scissors and glazed papers infront of students. Tell
them that they have to cut the glazed paper into small pieces and put them in the paper plates.
Tell them to handle the scissors with care.
When students are done with the cutting, tell them that now they will paste all the pieces of
glazed paper on the chart paper. Tell them that they have to fill the whole picture with pieces of
glazed paper and no white space should be left.
Apply glue on the segments of the picture drawn on chart paper. Put the chart paper in the centre.
Help students to apply the pieces of glazed paper turn by turn.
Give students positive remarks for their effort. Display their work on the board.

Sum Up: (3-5 mins.) Sum up the lesson by asking students what they have learnt
today.
Assessment: (5 mins.) Ask students to pick the pieces of glazed paper from the floor
by using their index finger and thumb and clean up their classroom.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “d”

Teaching Resource Material:

Chart paper, picture cards of ( drum, door and duck ), flash card of letter “d”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display a chart paper with a “duck” drawn on it. Ask students to look and identify the animal and
say its name. Take their responses and tell them that this is a “duck ”. Focus on its initial sound
and say /d, d, d/ duck. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the picture cards of drum, door and duck. Ask students to recognize and name aloud the
objects one by one.
Now display the flash card of the letter “d”. Tell students that the sound of this letter is /d/. Help
them to notice the sound of “d” in drum, door and duck. Make sure not to confuse students with
the letter name at this stage. Teach them the letter sound only.
After that, open page 4 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “duck”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud the
sound of the letter “d”.

Assessment: (5 mins.)
Show the picture card of door and ask students to say the sound of “d” in door. For example;
/d,d/ door.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “d” and trace it while following the correct pattern

Teaching Resource Material:

Text book, picture cards (duck, drum, door), flash card of letter “d” , sand tray, pencil colours,
board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote; “Treat animals
with kindness”. Tell students that it is very important to treat animals with kindness because they
are also living beings like us. If we don’t treat them kindly, Allah tala will not be happy from us.

Concept Building: (20-25 mins.):

Display the flash cards of duck, drum and door and help students to recall the sound of letter “d”.
Ask them to repeat after the sound twice or thrice.
Display the flash card of the letter “d” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “d” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “d” with correct pattern on
the sand tray. Ask them to repeat this activity independently. Make sure to check the left
handed students while they trace the letter on sand tray.
Open page 7 of the textbook and provide it in groups. Ask students notice the first icon of hand
and trace the letter “d” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of duck
independently.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students; which letter have we learnt to trace today? Repeat the
sound of the letter d through familiar vocabulary like /d, d/ duck.

Assessment: (5 mins.)
Write the letter “d” on the board and ask students to say its sound and trace it with correct pattern
in the air twice or thrice.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter ‘d’ while following the correct pattern

Resource Material:
paint, crayons, flash card of letter “d”, textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “d” and ask
students to trace it in the air while saying its sound.

Concept Building: (25 mins.):

Open page 7 of the text book and provide it to students in groups. Tell students that today we are
going to trace “d” with the help of paint and crayons. Remind them to handle the book with care
and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “d” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “d” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“d” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “d” while using their
favourite colour.
Sum Up: (3 mins.)
Sum up the lesson by repeating the tracing of the letter “d” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (5 mins.)
Write the letter “d” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:Recognize the sound of the letter “g”

Teaching Resource Material:

Chart paper, Flash cards of (goat, grapes, gift and letter “g”), text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell students that today we are going to learn about a new letter and its
sound.
Display a chart paper with a goat drawn on it. Ask students to look and identify the animal and
say its name. Take their responses and tell them that this is a goat. Focus on its initial sound and
say /g, g, g/ goat. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins):

Display the flash cards of “goat, grapes, gift”. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of letter “g”. Tell students that the sound of this
letter is /g/. Help them to notice the sound of “g” in goat, grapes and gift.
After that, open page 8 and distribute the textbook in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of goat, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3 mins.)
Sum up the lesson by asking students to repeat the letter sound twice or thrice. For example /g, g/
gift. /g, g/ grapes.

Assessment: (5 mins)
Ask students; what is the sound of letter “g” in goat? Take their responses.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to”
Recognize the sound of the letter “g” and trace it while following the correct pattern

Resource Material:
Text book, picture cards (goat, grapes, gift), flash card of letter “g” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “g” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “g” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “g” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 8 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “g” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of goat
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “g” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (5 mins.)
Ask students; what is the sound of “g” in gift? Ask them to trace the letter “g” in air while saying
aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes:

At the end of this period the students will be able to:
Trace the letter “g” while following the correct pattern.

Teaching Resource Material:

paint, crayons, flash card of letter “g”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “g” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 8 of the textbook and provide it to students in groups. Tell students that today we are
going to trace “g” with the help of paint and crayons. Remind them to handle the book with care
and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “g” on it. Demonstrate the application of paint
on your index finger and the tracing of letter “g” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“g” with correct pattern on their book. Ask them to start tracing from the given arrow Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “g” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “g” in air.

Assessment: (5 mins.)
Write the letter “g” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify and recall the sound of the letter “o”

Teaching Resource Material:

Flash card of letter “o”, crayons,

Concept Building: (20-25 mins.):

Ask the students to name some objects with the sound of letter “o”. For example /o,o/ orange,
/o,o/ octopus.
Tell students that today we are going to do an interesting drawing and colouring activity on
our textbook.
Open page 9 of the textbook and provide it in groups. Tell students that they have to draw some
oranges on the tree and then colour the whole picture.
Provide students with crayons and colour pencils. Make sure that students a provided with
crayons or colour pencils for this activity instead of a lead pencil.
Help them to draw the oranges by demonstrating on the board. Tell the students that it is alright
if they cannot draw the oranges in a perfect shape. Tell them that they have to draw 5 to 10
oranges on the tree. When they are done with the drawing, ask them to colour the complete
picture. Give students positive remarks for their effort. Also give them stars or smiley face on
their work.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students what they have drawn on the tree? Make them repeat the
sound of letter “o” twice or thrice.

Assessment: (5 mins.)
Ask students to tell the sound of letter “o” in orange, octopus and ostrich.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period
To identify the initial sounds and relate them with objects.

Teaching Resource Material:

Flash cards of “c, o, a, d, and g”

Concept Building: (20-25 mins.):

Display the flash cards of “c, o, a, d and g” on the board. Ask students to say the sound of each
letter one by one. Make them repeat after the sound of each letter twice or thrice. For example;
/c,c,c/ /o,o,o/ /a,a,a/ /d,d,d/ /g,g,g/. Make sure not to confuse the students with letter names.
Focus only on the letter sounds.
Open page 10 of the textbook and provide it in groups. Ask students to observe the pictures given
on the topmost activity of the textbook page. Ask them to name aloud the 5 objects one by one.
Ask them questions like; Where is the cat? Where is the ostrich? Where is the airplane? Where
are the grapes? Where is the duck? Encourage them to point at each object.
Tell students that they have to match each sound with the related objects. Help them to match the
first object with its initial sound. After that ask students to match the remaining objects with their
initial sounds. Supervise the students while doing this activity. Help them where required. Also
tell students that they have to do the topmost activity only. The second activity will be done in
the next class.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students to recall the sounds of c,o,a, d, and g with the help of flash
cards.

Assessment: (5 mins.)
Show students the flash cards of “c,o,a,d and g” and ask them to name any object with
each sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this
To identify the initial sounds and relate them with objects

Teaching Resource Material:

Picture cards (carrot, octopus, ant, drum, gift), flash cards of “c,o,a,d and g”

Concept Building: (20-25 mins.):

Display the picture cards of carrot, octopus, ant, drum and gift. Ask students to name each
object aloud while stressing on the beginning sound. Ask them questions like; What is the initial
sound in carrot? Encourage them to say /c,c/ carrot. Repeat the questions for remaining picture
cards.
Open page 10 of the textbook and distribute it in pairs. Ask students to observe the pictures given
in the 2nd activity. Tell them that they have to name aloud each object and then circle the correct
initial sound.
Help the students to circle the correct initial sound in the first picture. Ask them questions like;
what is the initial sound in cake? /c/ or /a/? Take their responses and ask them to circle the
correct sound. Repeat the questions until students have circled all the sounds correctly. Make
sure that all students name each object aloud before circling the correct initial sound.
Give students positive remarks for their effort. Also give them stars or smiley face on their work.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students to recall the sounds of c,o,a, d, and g with the help of
picture cards.

Assessment: (5 mins.)
Show students the flash cards of “c,o,a,d and g” and ask students to name any object with each
sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “l”

Teaching Resource Material:

picture cards of (leaf, lamp, lion), flash card of letter “d”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote; “listen
carefully to learn better”. Tell them that we should always listen to our teacher carefully. If we
don’t pay attention, we will not learn things in a better way.

Concept Building: (20-25 mins.):

Tell students that today we will learn another letter of the English alphabet. Draw a “leaf” on the
board. Ask students to look and identify the object and say its name. Take their responses and tell
them that this is a “leaf”. Focus on its initial sound and say /l, l, l/ leaf. Make students repeat after
you twice or thrice.
Display the picture cards of leaf, lamp and lion. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of the letter “l”. Tell students that the sound of
this letter is /l/. Help them to notice the sound of “l” in leaf, lamp and lion. Make them say the
sound like /l,l,/ lamp, /l,l/ lion.
After that, open page 11 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “leaf”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “l” twice or thrice.

Assessment: (5 mins.)
Show the picture card of lamp and ask students to say the sound of “l” in lamp. For example; /l,l/
lamp.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “l” and trace it while following the correct pattern

Resource Material:
Text book, picture cards (leaf, lamp, lion) ,flash card of letter “l” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “l” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “l” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “l” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 11 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “l” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of leaf
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “l” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “l” in lion? Ask them to trace the letter “l” in air while saying
aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:

Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “l” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “l”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “l” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins):

Open page 11 of the text book and provide it to students in groups. Tell students that today we
are going to trace “l” with the help of paint and crayons. Remind them to handle the book
with care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “l” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “l” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“l” with correct pattern on their book. Ask them to start tracing from the given arrow Check
all students while doing this activity. When they are done, give them tissue papers to wipe
their hands properly.
After that provide students with crayons. Ask them to trace the letter “l” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “l” in air.

Assessment: (3-5 mins)

Write the letter “l” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

To recognize the sound of the letter “b”

Teaching Resource Material:

Chart paper, picture cards of (ball, banana, balloon), flash card of letter “b”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display a chart paper with a “ball” drawn on it. Ask students to look and identify the object and
say its name. Take their responses and tell them that this is a “ball”. Focus on its initial sound
and say /b, b, b/ ball. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the picture cards of ball, balloon and banana. Ask students to recognize and name aloud
the objects one by one. Now display the flash card of the letter “b”. Tell students that the sound
of this letter is /b/. Help them to notice the sound of “b” in ball, balloon and banana. Ask them to
repeat the sound like; /b,b/ ball, /b,b/ banana, /b,b/ balloon.
After that, open page 12 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “ball”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud the
sound of the letter “b” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of balloon and ask students to say the sound of “b” in balloon.
For example; /b,b/ balloon.

Home Work

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes/ Objective:

To recognize the sound of the letter “b” and trace it while following the correct pattern

Resource Material:
Text book, picture cards (ball, balloon, banana) ,flash card of letter “b” , sand tray,
pencil colours, board marker

Concept Building: (25 mins.):

Display the flash card of the letter “b” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “b” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “b” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 12 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “b” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of ball
independently.

Sum Up: (3 mins.)

Sum up the lesson by repeating the tracing of the letter “b” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (5 mins.)
Ask students; what is the sound of “b” in banana? Ask them to trace the letter “b” in air while
saying aloud its sound.

Home Work: (2 mins.)

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able
Trace the letter “b” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “b”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “b” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 12 of the text book and provide it to students in groups. Tell students that today we
are going to trace “b” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “b” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “b” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“b” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “b” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “b” in air.

Assessment: (5 mins.)
Write the letter “b” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “p”

Resource Material:
Chart paper, picture cards of (pear, panda, parrot), flash card of letter “p”, text book

Teaching Teaching methodology:

Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display a chart paper with a “pear” drawn on it. Ask students to look and identify the fruit
and say its name. Take their responses and tell them that this is a “pear”. Focus on its initial
sound and say /p, p, p/ pear. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the picture cards of pear, parrot and panda. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of the letter “p”. Tell students that the sound of
this letter is /p/. Help them to notice the sound of “p” in pear, parrot and panda. Ask them to repeat
the sound like; /p,p/ pear, /p,p/ panda, /p,p/ parrot.
After that, open page 13 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “pear”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “p” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of parrot and ask students to say the sound of “p” in balloon. For example;
/p,p/ parrot.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “p” and trace it while following the correct pattern

Teaching Resource Material:

Text book, picture cards (pear, parrot, panda) ,flash card of letter “p” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “p” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “p” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “p” with correct pattern on
the sand tray. Ask them to repeat this activity independently. Make sure to check the left
handed students while they trace the letter on sand tray.
Open page 13 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “b” with their index finger twice or thrice. Make sure that students trace the
letter while following the correct pattern.

Finally provide students with colour pencils. Ask them to colour the picture of pear
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “p” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (5 mins.)
Ask students; what is the sound of “p” in parrot? Ask them to trace the letter “p” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “p” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “p”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “p” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 13 of the text book and provide it to students in groups. Tell students that today we
are going to trace “p” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “p” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “p” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“p” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “p” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “p” in air.

Assessment: (3-5 mins.)

Write the letter “p” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “i”

Teaching Resource Material:

picture cards of (ink, igloo, iguana), flash card of letter “i”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display the picture card of “igloo” on the board. Ask students to look and identify the object and
say its name. Take their responses and tell them that this is an “igloo”. Tell them that an igloo is
a house made of ice. Focus on its initial sound and say /i, i, i/ igloo. Let students repeat after you
twice or thrice.

Concept Building: (20-25 mins.):

Display the remaining picture cards of iguana and ink. Ask students to recognize and name aloud
the objects one by one. Tell them that iguana is a kind of wild lizard. It is a bit bigger in size as
compared to other lizards.
Now display the flash card of the letter “i”. Tell students that the sound of this letter is /i/. Help
them to notice the sound of “i” in igloo, ink and iguana. Ask them to repeat the sound like; /i,i/ ink,
/i,i/ igloo, /i,i/ iguana.
After that, open page 14 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “igloo”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.

Sum Up: (3-5 mins.)

Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “i” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of igloo and ask students to say the sound of “i” in igloo. For example; /i,i/
igloo.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes:

At the end of this period the students will be able to:
Recognize the sound of the letter “i” and trace it while following the correct pattern

Teaching Resource Material:

Text book, picture cards (igloo, ink, iguana) ,flash card of letter “i” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “i” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “i” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “i” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 14 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “i” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of ball
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “i” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “i” in iguana? Ask them to trace the letter “i” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes/ Objective:

To relate the initial sounds with objects

Resource Material:
Flash cards of letters “d, g ,l,”, A4 paper sheets, pencil colours/crayons, picture cards (door, goat,
leaf )

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell them that today we are going to do a very interesting drawing activity
in the class.
Tell them that they will be provided with paper sheets and they will have to draw some objects
starting with the sound of “d”, “g” and “l”. After drawing the objects, they will have to colour
them as well.

Concept Building: (25 mins.):

Display the flash cards of the letters “d”, “g” and “l” on the board. Involve students to recall
the sound of each letter. After that, provide the students with the paper sheets. Make sure that
students keep the sheet in front of them while drawing the objects.
Ask them to first draw an object with the “d” sound. Give them ideas like door, duck, etc.
When they are done, ask them to draw an object starting with the “g” sound. Give them ideas like
before.
Finally ask them to draw an object starting with the “l” sound. Assist them where required.
When students are done with the drawing, provide them with colour pencils or crayons.
Ask them to colour the pictures they have drawn. Give students positive remarks for their
effort. Display their work on the display boards.

Sum Up: (3 mins.)

Sum up the lesson by asking students about the initial sounds of the pictures they have drawn and
coloured.

Assessment: (5 mins.)
Show the picture cards of door, goat and leaf. Ask students to say their initial sound.

Home Work: (2 mins.)

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Relate the initial sounds with objects

Teaching Resource Material:

Flash cards of letters “b, p ,i,”, A4 paper sheets, pencil colours/crayons, picture cards (ball,
parrot, ink )

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell them that today we are going to do a very interesting drawing activity
just like we did in the last lesson.
Tell them that they will be provided with paper sheets and they will have to draw some objects
starting with the sound of “b”, “p” and “i”. After drawing the objects, they will have to colour
them as well.

Concept Building: (20-25 mins.):

Display the flash cards of the letters “b”, “p” and “i” on the board. Involve students to recall
the sound of each letter. After that, provide the students with the paper sheets. Make sure that
students keep the sheet in front of them while drawing the objects.
Ask them to first draw an object with the “b” sound. Give them ideas like ball, banana, etc.
When they are done, ask them to draw an object starting with the “p” sound. Give them ideas like
before.
Finally ask them to draw an object starting with the “i” sound. Assist them where required.
When students are done with the drawing, provide them with colour pencils or crayons.
Ask them to colour the pictures they have drawn. Give students positive remarks for their
effort. Display their work on the display boards.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students about the initial sounds of the pictures they have drawn
and coloured.

Assessment: (5 mins.)
Show the picture cards of ball, parrot and ink. Ask students to say their initial sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letters with correct pattern

Teaching Resource Material:

Flash cards of letters “d, g ,l,”, sand tray, paints, chart paper

Concept Building: (20-25 mins.):

Display the flash cards of the letters “d, g and l” on the board. Involve the students to revise
tracing each letter in the air while following the correct pattern. Demonstrate the tracing of each
letter in the air and ask the students to repeat after you.
After that, involve students to trace each letter with the correct pattern on sand tray. Make them
sit in groups and ask them to trace the three letters one by one. Supervise the students while they
do the tracing on sand tray. Make sure they follow the correct tracing pattern for each letter.
Finally make students trace the three letters on chart paper with paints. Make students sit around
you in a circle. Place the chart paper in the centre. Call each student turn by turn and ask him/her
to dip the index finger in the paint and trace each letter on the chart, while following the correct
pattern. Repeat the activity until all students have traced the letters with paint. Make students
wipe their hands with tissue paper.
Display the chart paper on the display board and ask students to clap for themselves. Give them
positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sound of letter “d, g and l”.

Assessment: (3-5 mins.)

Ask students to trace the letters “d, g and l” in the air while following the correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students wil be able to:
Trace the letters with correct pattern

Teaching Resource Material:

Flash cards of letters “b, p, i,” sand tray, paints, chart paper.

Concept Building: (20-25 mins.):

Display the flash cards of the letters “b, p and i” on the board. Involve the students to revise
tracing each letter in the air while following the correct pattern. Demonstrate the tracing of each
letter in the air and ask the students to repeat after you.
After that, involve students to trace each letter with the correct pattern on sand tray. Make them
sit in groups and ask them to trace the three letters one by one. Supervise the students while they
do the tracing on sand tray. Make sure they follow the correct tracing pattern for each letter.
Finally make students trace the three letters on chart paper with paints. Make students sit around
you in a circle. Place the chart paper in the centre. Call each student turn by turn and ask him/her
to dip the index finger in the paint and trace each letter on the chart, while following the correct
pattern. Repeat the activity until all students have traced the letters with paint. Make students
wipe their hands with tissue paper.
Display the chart paper on the display board and ask students to clap for themselves. Give them
positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sound of letter “b, p and i”.

Assessment: (5 mins.)
Ask students to trace the letters “b, p and i” in the air while following the correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Develop fine motor skills

Teaching Resource Material:

Beads, threads, baskets.

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o- Alaikum. Encourage them to answer and say
Walaikum-us-salam. Tell them that today we are going to do a very interesting activity of
making necklaces and bracelets. Tell them that they can gift a necklace or a bracelet to their
mother when they go home. Also tell them that bracelet is worn in hand whereas necklace is
worn in neck.

Concept Building: (20-25 mins.):

Place some beads of different shapes, colours, textures and sizes in separate baskets. Make sure
to choose beads with a bigger hole so that a thread can easily pass through them. The thread
should not be too thick or too thin. Cut the thread into small length through which a necklace or
bracelet can be made.
Make students sit in groups and place the baskets of beads in the centre of the table. Instruct the
students not to touch the beads or basket until you ask them to.
Ask each student whether he or she wants to make a necklace or a bracelet for his/her mother.
Provide each student with the thread accordingly. When you have distributed the threads, ask
students to pick some beads from the basket one by one and start beading them into the thread.
Tell them to hold the bead between the index finger and thumb of their right hand. Then ask
them to hold the thread between the index finger and thumb of left hand. Finally ask them to
slowly bring the bead near the edge of the thread and put the thread inside the hole of the bead.
Supervise and help the students while doing this activity. Also instruct them to let their group
members pick the beads and make sure not to throw the beads on the floor. When the thread is
fully beaded, ask students to stop and hold the necklace in their hand carefully. Help them to tie a
knot at the end of each necklace or bracelet that students have made.
Give positive remarks to the students for their effort.

Sum Up: (3-5 mins.)

Ask students what they have learnt today. Ask them whether they have made a bracelet or a
necklace for their mother.

Assessment: (5 mins.)
Hold a piece of thread and a bead in your hand with an incorrect grip. For example, you can
hold the thread in your fist and the bead in between your fingers. Ask the students whether or
not you are doing it correctly.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the student will be able to:
Trace the letter “i” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “i”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “i” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 14 of the text book and provide it to students in groups. Tell students that today we
are going to trace “i” with the help of paint and crayons. Remind them to handle the book
with care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “i” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “i” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“i” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “i” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (-5mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “i” in air.

Assessment: (3-5 mins.)

Write the letter “i” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “j”

Teaching Resource Material:

picture cards of (jelly, jeep, jar), flash card of letter “j”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote; “Always keep
yourself neat and clean”. Tell them that if we keep ourselves neat and clean, we will be safe from
germs and diseases. Also tell them that Allah tala likes those who keep themselves neat and clean
all the time.

Concept Building: (20-25 mins):

Tell students that today we will learn about a new letter of the English alphabet. Display the
picture card of “jelly” on the board. Ask students to look and identify the object and say its name.
Take their responses and tell them that this is a “jelly”. Focus on its initial sound and say /j, j, j/
jelly. Make students repeat after you twice or thrice.
Display the remaining picture cards of jeep and jar. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of the letter “j”. Tell students that the sound of
this letter is /j/. Help them to notice the sound of “j” in jelly, jeep and jar. Make them say the
sound like /j,j,/ jelly, /j,j/ jar.
After that, open page 15 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “jelly”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.

Sum Up: (3-5 mins)

Ask students what we have learnt today? Sum up the lesson by asking them to say aloud the
sound of the letter “j” twice or thrice.

Assessment: (3-5 mins)

Show the picture card of jar and ask students to say the sound of “j” in jar. For example; /j,j/ jar.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “j” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (jelly, jar, jeep) ,flash card of letter “j” , sand tray, pencil colours,
board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-us-salam.
Display the picture cards of jelly, jar and jeep and help students to recall the sound of letter “j”.

Concept Building: (20-25 mins):

Display the flash card of the letter “j” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “j” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “j” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 15 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “j” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of jelly
independently.

Sum Up: (3-5 mins)

Sum up the lesson by repeating the tracing of the letter “j” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins)

Ask students; what is the sound of “j” in jelly? Ask them to trace the letter “j” in air while saying
aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “j” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “j”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “j” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 15 of the text book and provide it to students in groups. Tell students that today we
are going to trace “j” with the help of paint and crayons. Remind them to handle the book
with care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “j” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “j” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“j” with correct pattern on their book. Ask them to start tracing from the given arrow. Check
all students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “j” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have you learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “j” in air.

Assessment: (3-5 mins.)

Write the letter “j” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Student Learning Outcomes

At the end of this period the students will be to:
Identify the initial sounds and relate them with objects

Teaching Resource Material:

Flash cards of “l, b, p, i, and j”

Concept Building: (20-25 mins.):

Display the flash cards of “l, b, p, i and j” on the board. Ask students to say the sound of each
letter one by one. Make them repeat after the sound of each letter twice or thrice. For example;
/l,l,l/ /b,b,b/ /p,p,p/ /i,i,i/ /j,j,j/. Make sure not to confuse the students with letter names. Focus
only on the letter sounds.
Open page 16 of the textbook and provide it in groups. Ask students to observe the pictures given
on the topmost activity of the textbook page. Ask them to name aloud the 5 objects one by one.
Ask them questions like; Where is the parrot? Where is the ball? Where is the lollypop? Where is
the jelly? Where is the igloo? Encourage them to point at each object.
Tell students that they have to match each sound with the related objects. Help them to match the
first object with its initial sound. After that ask students to match the remaining objects with their
initial sounds. Supervise the students while doing this activity. Help them where required. Also
tell students that they have to do the topmost activity only. The second activity will be done in
the next class.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students to recall the sounds of l, b, p, i, and j with the help of flash
cards.

Assessment: (3-5 mins.)

Show students the flash cards of “l,b,p,i and j” and ask them to name any object with each sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify the initial sounds and relate them with objects

Teaching Resource Material:

Picture cards (lamp, banana, pear, ink, jar), flash cards of “l,b,p,i and j”

Concept Building: (20-25 mins.):

Display the picture cards of lamp, banana, pear, ink, jar. Ask students to name each object aloud
while stressing on the beginning sound. Ask them questions like; What is the initial sound in
lamp? Encourage them to say /l,l/ lamp. Repeat the questions for remaining picture cards.
Open page 16 of the textbook and distribute it in pairs. Ask students to observe the pictures given
in the 2nd activity. Tell them that they have to circle the correct picture for each sound.
Help the students to circle the correct picture related to the first sound. Ask them to name each
object aloud to identify the correct sound. Assist students to circle the remaining pictures related
to the given sounds.
Give students positive remarks for their effort. Also give them stars or smiley face on their work.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students to recall the sounds of l,b,p, i, and j with the help of picture
cards.

Assessment: (3-5 mins.)

Show students the flash cards of “l, b, p, i and j” and ask students to name any object with each
sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “h”

Teaching Resource Material:

picture cards of (hen, horse, house), flash card of letter “h”, text book

Concept Building: (20-25 mins.):

Display the remaining picture cards of house and horse. Ask students to recognize and name
aloud the objects one by one. Now display the flash card of the letter “h”. Tell students that the
sound of this letter is /h/. Help them to notice the sound of “h” in hen, house and horse. Ask them
to repeat the sound like; /h,h/ horse, /h,h/ hen, /h,h/ house.
After that, open page 17 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “hen”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “h” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of hen and ask students to say the sound of “h” in hen. For example; /h,h/
hen.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “h” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (hen, house, horse) ,flash card of letter “h” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “h” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “h” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “h” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 17 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “h” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of hen
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “h” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “h” in house? Ask them to trace the letter “h” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “h” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “h”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “h” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 17 of the text book and provide it to students in groups. Tell students that today we
are going to trace “h” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “h” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “h” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“h” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “h” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “h” in air.

Assessment: (3-5 mins.)

Write the letter “h” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

Recognize the sound of the letter “r”

Teaching Resource Material:

picture cards of (rabbit, racket, rose), flash card of letter “r”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display the picture card of rose. Ask students to look and identify the object and say its name.
Take their responses and tell them that this is a “rabbit”. Focus on its initial sound and say /r, r,
r/ rabbit. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the remaining picture cards of racket and rose. Ask students to recognize and name aloud
the objects one by one. Now display the flash card of the letter “r”. Tell students that the sound
of this letter is /r/. Help them to notice the sound of “r” in rabbit, rose and racket. Ask them to
repeat the sound like; /r,r/ rabbit, /r,r/ racket, /r,r/ rose.
After that, open page 18 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “rabbit”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “r” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of rose and ask students to say the sound of “r” in hen. For example; /r,r/
rose.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “r” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (rabbit, racket, rose) ,flash card of letter “r” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “r” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “r” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “r” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 18 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “r” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of rabbit
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “r” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “r” in rabbit? Ask them to trace the letter “r” in air while
saying aloud its sound.

Home Work:

Student Learning Outcomes

At the end of this session the students will be able to:
Trace the letter “r” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “r”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “r” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 18 of the text book and provide it to students in groups. Tell students that today we
are going to trace “r” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “r” on it. Demonstrate the application of paint
on your index finger and the tracing of letter “r” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“r” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “r” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “r” in air.

Assessment: (3-5 mins.)

Write the letter “r” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “n”

Teaching Resource Material:

picture cards of (nest, needle, nose), flash card of letter “n”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote. Tell them that;
we should always work hard and try our best while doing anything. Allah tala likes those who do
their work with hardwork and best effort.

Concept Building: (20-25 mins.):

Tell the students that today we are going to learn about a new letter of the alphabet. Display the
picture card of “nest”. Ask students to look and identify the object and say its name. Take their
responses and tell them that this is a “nest”. Focus on its initial sound and say /n, n, n/ nest. Let
students repeat after you twice or thrice.
Display the remaining picture cards of needle and nose. Ask students to recognize and name aloud
the objects one by one. Now display the flash card of the letter “n”. Tell students that the sound
of this letter is /n/. Help them to notice the sound of “n” in nest, needle and nose. Ask them to
repeat the sound like; /n,n/ nest, /n,n/ nose, /n,n/ needle.
After that, open page 19 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “nest”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “n” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of nest and ask students to say the sound of “n” in nest.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “n” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (nest, nose, needle) ,flash card of letter “n” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “n” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “n” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “n” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 19 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “n” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of pear
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “n” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “n” in needle? Ask them to trace the letter “n” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “n” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “n”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all?
Display the flash card of letter “n” and ask students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 19 of the text book and provide it to students in groups. Tell students that today we
are going to trace “n” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “n” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “n” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“n” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “n” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “n” in air.

Assessment: (3-5 mins.)

Write the letter “n” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period, the students will be able to:
Recognize the sound of the letter “m”

Teaching Resource Material:

Chart paper, picture cards of (mango, moon, mug), flash card of letter “m”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display a chart paper with a “mango” drawn on it. Ask students to look and identify the fruit
and say its name. Take their responses and tell them that this is a “mango”. Focus on its initial
sound and say /m, m, m/ mango. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the picture cards of mango, mug and moon. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of the letter “m”. Tell students that the sound of
this letter is /m/. Help them to notice the sound of “m” in mango, moon and mug. Ask them to
repeat the sound like; /m,m/ moon, /m,m/ mango, /m,m/ mug.
After that, open page 20 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “mango”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “m” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of moon and ask students to say the sound of “m” in moon.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period, the students will be able to:
Recognize the sound of the letter “m” and trace it while following the correct pattern

Teaching Resource Material:

Text book, picture cards (mango, moon, mug) ,flash card of letter “m” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “m” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “m” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “m” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 20 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “m” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of mango
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “m” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “m” in mug? Ask them to trace the letter “m” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period, the students will be able to:
Trace the letter “m” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “m”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “m” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 20 of the text book and provide it to students in groups. Tell students that today we
are going to trace “m” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “m” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “m” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“m” with correct pattern on their book. Ask them to start tracing from the given arrow. Check
all students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “m” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “m” in air.

Assessment: (3-5 mins.)

Write the letter “m” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able:
Recognize the sound of the letter “u”

Teaching Resource Material:

picture cards of (umbrella, up, umpire), flash card of letter “p”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display the picture card of an “umbrella”. Ask students to look and identify the object and say its
name. Take their responses and tell them that this is an “umbrella”. We use it in rain. Focus on its
initial sound and say /u, u, u/ umbrella. Let students repeat after you twice or thrice.

Concept Building: (25 mins.):

Display the remaining picture cards of umpire and urn. Ask students to recognize and name aloud
the objects one by one. Tell them that umpire is the person who watches the game carefully and
helps to apply the rules. Now display the flash card of the letter “u”. Tell students that the sound
of this letter is /u/. Help them to notice the sound of “u” in umbrella, up and umpire. Ask them to
repeat the sound like; /u,u/ umbrella, /u,u/ umpire, /u,u/ up.
After that, open page 21 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “umbrella”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “u” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of umpire and ask students to say the sound of “u” in umpire. For
example; /u,u/ umpire.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period, the students will be able to:
Recognize the sound of the letter “u” and trace it while following the correct pattern

Teaching Resource Material:

Text book, picture cards (umbrella, umpire, up) ,flash card of letter “u” , sand tray, pencil
colours, board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “u” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “u” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “u” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 21 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “u” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of pear
independently.

Sum Up: (3-5mins.)

Sum up the lesson by repeating the tracing of the letter “u” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “u” in umbrella? Ask them to trace the letter “u” in air while
saying aloud its sound

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letters with correct pattern.

Teaching Resource Material:

Flash cards of letters “j, h ,r,”, sand tray, paints, chart paper

Concept Building: (20-25 mins.):

Display the flash cards of the letters “j, h and r” on the board. Involve the students to revise
tracing each letter in the air while following the correct pattern. Demonstrate the tracing of each
letter in the air and ask the students to repeat after you.
After that, involve students to trace each letter with the correct pattern on sand tray. Make them
sit in groups and ask them to trace the three letters one by one. Supervise the students while they
do the tracing on sand tray. Make sure they follow the correct tracing pattern for each letter.
Finally make students trace the three letters on chart paper with paints. Make students sit around
you in a circle. Place the chart paper in the centre. Call each student turn by turn and ask him/her
to dip the index finger in the paint and trace each letter on the chart, while following the correct
pattern. Repeat the activity until all students have traced the letters with paint. Make students
wipe their hands with tissue paper.
Display the chart paper on the display board and ask students to clap for themselves. Give them
positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sound of letter “j, h and r”.

Assessment: (3-5 mins.)

Ask students to trace the letters “j, h and r” in the air while following the correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letters with correct pattern.

Teaching Resource Material:

Flash cards of letters “n, m, u,” sand tray, paints, chart paper.

Concept Building: (20-25 mins.):

Display the flash cards of the letters “n, m and u” on the board. Involve the students to revise
tracing each letter in the air while following the correct pattern. Demonstrate the tracing of each
letter in the air and ask the students to repeat after you.
After that, involve students to trace each letter with the correct pattern on sand tray. Make them
sit in groups and ask them to trace the three letters one by one. Supervise the students while they
do the tracing on sand tray. Make sure they follow the correct tracing pattern for each letter.
Finally make students trace the three letters on chart paper with paints. Make students sit around
you in a circle. Place the chart paper in the centre. Call each student turn by turn and ask him/her
to dip the index finger in the paint and trace each letter on the chart, while following the correct
pattern. Repeat the activity until all students have traced the letters with paint. Make students
wipe their hands with tissue paper.
Display the chart paper on the display board and ask students to clap for themselves. Give them
positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sound of letter “n, m and u”.

Assessment: (3-5 mins.)

Ask students to trace the letters “n, m and u” in the air while following the correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Develop fine motor skills

Teaching Resource Material:

Play dough, molds/ cookie cutters, tooth picks.

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell them that they are going to do a fun filled activity in the class. They
will make things with play dough.

Concept Building: (20-25 mins.):

Ask students that have they ever played with clay/play dough. What different things they can
make with it. Take students feedback. Tell them that they will be provided with play of different
colours and each child will have to make at least two things with it. Tell them that they will be
provided with some molds and tooth picks to make designs or shapes. Give them ideas about
what they can make with the play dough. It can be different shapes, fruits, animals, funny faces
or flowers. Instruct students not spoil their clothes with play dough and handle it carefully
without wasting it.
Make students sit in groups. Provide them with the play dough. Make sure to supervise them
while they make different things with play dough. Do not let any child make more than 3 things.
When students are done, ask each of them what they have made with the play dough.
Finally display their creations on a table in any corner of the class. Give students positive
remarks for their effort and ask them to clap for themselves.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students whether or not they enjoyed the activity.

Assessment: (3-5 mins.)

Ask the students to carefully put the remaining pieces of play dough back into the containers.
Also ask them to use the tips of their fingers to pick up the small pieces of play dough from the
floor.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Relate the initial sounds with objects

Teaching Resource Material:

Flash cards of letters “j, h ,r,”, A4 paper sheets, pencil colours/crayons, picture cards (jelly, hen,
rabbit )

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell them that today we are going to do a very interesting drawing activity
in the class.
Tell them that they will be provided with paper sheets and they will have to draw some objects
starting with the sound of “j”, “h” and “r”. After drawing the objects, they will have to colour
them as well.

Concept Building: (20-25 mins.):

Display the flash cards of the letters “j”, “h” and “r” on the board. Involve students to recall the
sound of each letter. After that, provide the students with the paper sheets. Make sure that
students keep the sheet in front of them while drawing the objects.
Ask them to first draw an object with the “j” sound. Give them ideas like jelly, jar, etc.
When they are done, ask them to draw an object starting with the “h” sound. Give them ideas like
before.
Finally ask them to draw an object starting with the “r” sound. Assist them where required.
When students are done with the drawing, provide them with colour pencils or crayons.
Ask them to colour the pictures they have drawn. Give students positive remarks for their
effort. Display their work on the display boards.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students about the initial sounds of the pictures they have drawn and
coloured.

Assessment: (3-5 mins.)

Show the picture cards of jelly, hen and rabbit. Ask students to say their initial sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:

Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Relate the initial sounds with objects

Teaching Resource Material:

Flash cards of letters “n, m ,u,”, A4 paper sheets, pencil colours/crayons, picture cards (nest,
mango, umbrella )

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell them that today we are going to do a very interesting drawing activity
just like we did in the last lesson.
Tell them that they will be provided with paper sheets and they will have to draw some objects
starting with the sound of “n”, “m” and “u”. After drawing the objects, they will have to colour
them as well.

Concept Building: (20-25 mins.):

Display the flash cards of the letters “n”, “m” and “u” on the board. Involve students to recall the
sound of each letter. After that, provide the students with the paper sheets. Make sure that
students keep the sheet in front of them while drawing the objects.
Ask them to first draw an object with the “n” sound. Give them ideas like nose, nest, etc.
When they are done, ask them to draw an object starting with the “m” sound. Give them ideas
like before.
Finally ask them to draw an object starting with the “u” sound. Assist them where required.
When students are done with the drawing, provide them with colour pencils or crayons.
Ask them to colour the pictures they have drawn. Give students positive remarks for their
effort. Display their work on the display boards.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students about the initial sounds of the pictures they have drawn and
coloured

Assessment: (3-5 mins.)

Show the picture cards of nest, mango and umbrella. Ask students to say their initial sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “u ” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “u”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “u” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 21 of the text book and provide it to students in groups. Tell students that today we
are going to trace “u” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “u” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “u” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“u” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “u” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “u” in air.

Assessment: (3-5 mins.)

Write the letter “u” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this session the students will be able to:
Identify the initial sounds and relate them with objects

Teaching Resource Material:

Flash cards of “h, r, n, m, and u”, textbook

Concept Building: (20-25 mins.):

Display the flash cards of “h, r, n, m and u” on the board. Ask students to say the sound of each
letter one by one. Make them repeat after the sound of each letter twice or thrice. For example;
/h,h,h/ /r,r,r/ /n,n,n/ /m,m,m/ /u,u,u/. Make sure not to confuse the students with letter names.
Focus only on the letter sounds.
Open page 22 of the textbook and provide it in groups. Ask students to observe the pictures given
on the topmost activity of the textbook page. Ask them to name aloud the 5 objects one by one.
Ask them questions like; Where is the hen? Where is the rabbit? Where is the monkey? Where is
the nest? Where is the umbrella? Encourage them to point at each object.
Tell students that they have to match each sound with the related objects. Help them to match the
first object with its initial sound. For example; Ask them; what is the initial sound of hen? Let
them answer. Then ask them where the “h” sound is? Ask students to match the remaining
objects with their initial sounds. Make sure that students name aloud each object to identify the
initial sound. Supervise the students while doing this activity. Help them where required. Also
tell students that they have to do the topmost activity only. The second activity will be done in
the next class.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sounds of h, r, n, m, and u with the help of
flash cards.

Assessment: (3-5 mins.)

Show students the flash cards of “h, r, n ,m and u” and ask them to name any object with each
sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify the initial sounds and relate them with objects

Teaching Resource Material:

flash cards of “h, r ,n, m and u” , picture cards (hen, rose, nose, moon, up), textbook

Concept Building: (20-25 mins.):

Display the picture cards of hen, rose, nose, moon and urn. Ask students to name each object
aloud while stressing on the beginning sound. Ask them questions like; What is the initial sound
in hen? Encourage them to say /h,h/ hen. Repeat the questions for remaining picture cards.
Open page 22 of the textbook and distribute it in pairs. Ask students to observe the pictures given
in the 2nd activity. Tell them that they have to name aloud each object and then circle the correct
initial sound.
Help the students to circle the correct initial sound in the first picture. Ask them questions like;
what is the initial sound in nose? /u/ or /n/? Take their responses and ask them to circle the
correct sound. Repeat the questions until students have circled all the sounds correctly. Make
sure that all students name each object aloud before circling the correct initial sound.
Give students positive remarks for their effort. Also give them stars or smiley face on their work.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students to recall the sounds of h, r, n, m and u with the help of
picture cards.

Assessment: (3-5 mins.)

Show students the flash cards of “h, r, n, m and u” and ask them to name any object with
each sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “y”

Teaching Resource Material:

picture cards of (yo-yo, yacht, yolk), flash card of letter “y”, textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote; “Do your work
by yourself”. Tell them that we should always do our work ourselves instead of asking others to
do it. We should be take responsibility for our work.

Concept Building: (20-25 mins.):

Display the picture card of “yo-yo”. Ask students to look and identify the object and say its
name. Take their responses and tell them that this is a “yo-yo”. Ask them; have you ever
played with a yo-yo? Focus on its initial sound and say /y, y, y/ yo-yo. Let students repeat after
you twice or thrice.
Display the remaining picture cards of yacht and yolk. Ask students to recognize and name aloud
the objects one by one. Tell them that a yacht is a kind of a boat. Ask them; do you like the
taste of an egg yolk? Now display the flash card of the letter “y”. Tell students that the sound of
this letter is /y/. Help them to notice the sound of “y” in yo-yo, yacht and yolk. Ask them to
repeat the sound like; /y, y/ yo-yo, /y, y/ yolk, /y, y/ yacht.
After that, open page 23 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “yo-yo”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.

Sum Up: (3-5 mins.)

Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “y” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of yolk and ask students to say the sound of “y” in yolk. For example; /y,y/
yolk.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this session the students will be able to:
Recognize the sound of the letter “y” and trace it while following the correct pattern

Teaching Resource Material:

Text book, picture cards (yo-yo, yacht, yolk) ,flash card of letter “y” , sand tray, pencil
colours, board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “y” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “y” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “y” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 23 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “y” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of yo-yo
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “y” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “y” in yacht? Ask them to trace the letter “y” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be abe to:
Trace the letter “y” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “y”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “y” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 23 of the text book and provide it to students in groups. Tell students that today we
are going to trace “y” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “y” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “y” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“y” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “y” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “y” in air.

Assessment: (3+5 mins.)

Write the letter “y” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “f”

Teaching Resource Material:

Chart paper, picture cards of (fish, fan, flower), flash card of letter “y”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display a chart paper with a “fish” drawn on it. Ask students to look and identify the animal and
say its name. Take their responses and tell them that this is a “fish”. Focus on its initial sound
and say /f, f, f/ fish. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the picture cards of fish, fan and flower. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of the letter “f”. Tell students that the sound of
this letter is /f/. Help them to notice the sound of “f” in fish, fan and flower. Ask them to repeat the
sound like; /f, f/ fish, /f, f/ fan, /f, f/ flower.
After that, open page 24 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “fish”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “f” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of fan and ask students to say the sound of “f” in fan.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this session the students will be able to:
Recognize the sound of the letter “f” and trace it while following the correct pattern

Teaching Resource Material:

Text book, picture cards (fish, fan, flower) ,flash card of letter “f” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “f” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “f” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “f” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 24 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “f” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of fish
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “f” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “f” in flower? Ask them to trace the letter “f” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “f” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “f”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “f” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 24 of the textbook and provide it to students in groups. Tell students that today we are
going to trace “f” with the help of paint and crayons. Remind them to handle the book with care
and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “f” on it. Demonstrate the application of paint
on your index finger and the tracing of letter “f” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“f” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “f” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give th-5em stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “f” in air.

Assessment: (3-5 mins.)

Write the letter “f” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “t”

Teaching Resource Material:

picture cards of (tiger, table, train), flash card of letter “t”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display the picture card of a tiger. Ask students to look and identify the animal and say its name.
Take their responses and tell them that this is a “tiger”. Focus on its initial sound and say /t, t, t/
tiger. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the remaining picture cards of train and table. Ask students to recognize and name aloud
the objects one by one. Now display the flash card of the letter “t”. Tell students that the sound of
this letter is /t/. Help them to notice the sound of “t” in table, tiger and train. Ask them to repeat the
sound like; /t, t/ tiger, /t ,t/ train, /t ,t/ table.
After that, open page 25 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “tiger”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “t” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of table and ask students to say the sound of “t” in table.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “t” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (tiger, table, train) ,flash card of letter “t” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “t” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “t” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “t” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 25 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “t” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of tiger
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “t” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “t” in train? Ask them to trace the letter “t” in air while saying
aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “t” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “t”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “t” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 25 of the text book and provide it to students in groups. Tell students that today we
are going to trace “t” with the help of paint and crayons. Remind them to handle the book
with care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “t” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “t” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“t” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “t” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “t” in air.

Assessment: (3-5 mins.)

Write the letter “t” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “s”

Teaching Resource Material:

Chart paper, picture cards of (sun, star, snake), flash card of letter “s”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display a chart paper with a “sun” drawn on it. Ask students to look and identify the object and
say its name. Take their responses and tell them that this is a “sun”. Focus on its initial sound and
say /s, s, s/ sun. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the picture cards of sun, snake and star. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of the letter “s”. Tell students that the sound of
this letter is /s/. Help them to notice the sound of “s” in sun, snake and star. Ask them to repeat the
sound like; /s,s/ sun, /s ,s/ star, /s, s/ snake.
After that, open page 26 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “sun”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “s” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of snake and ask students to say the sound of “s” in snake.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “s” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (sun, star, snake) ,flash card of letter “s” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “s” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “s” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “s” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 26 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “s” with their index finger twice or thrice.
Finally provide students with colour pencils. Ask them to colour the picture of sun
independently.

Sum Up: (3-5 mins.

Sum up the lesson by repeating the tracing of the letter “s” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “s” in star? Ask them to trace the letter “s” in air while saying
aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “s” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “s”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “s” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 26 of the text book and provide it to students in groups. Tell students that today we
are going to trace “s” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “s” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “s” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“s” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “s” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “s” in air.

Assessment: (3-5 mins.)

Write the letter “s” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “e”

Teaching Resource Material:

picture cards of (elephant, egg, envelope), flash card of letter “e”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote; “learn from
your mistakes”. Tell them that we should not be afraid of making mistakes because mistakes
make us learn better. We can improve our weak areas by noticing our mistakes.

Concept Building: (20-25 mins.):

Display the picture card of “elephant”. Ask students to look and identify the animal and say its
name. Take their responses and tell them that this is an “elephant”. Ask them; have you ever seen
an elephant? Focus on its initial sound and say /e, e, e/ elephant. Let students repeat after you
twice or thrice
Display the remaining picture cards of envelope and egg. Ask students to recognize and name
aloud the objects one by one. Now display the flash card of the letter “e”. Tell students that the
sound of this letter is /e/. Help them to notice the sound of “e” in elephant, egg and envelope. Ask
them to repeat the sound like; /e, e/ elephant, /e, e/ egg, /e, e/ envelope.
After that, open page 27 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “elephant”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “e” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of egg and ask students to say the sound of “e” in egg.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “e” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (egg, elephant, envelope) ,flash card of letter “e” , sand tray,
pencil colours, board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “e” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “e” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “e” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 27 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “e” with their index finger twice or thrice. Make sure that students trace the
letter while following the correct pattern.

Finally provide students with colour pencils. Ask them to colour the picture of elephant
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “e” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “e” in envelope? Ask them to trace the letter “e” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “e” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “e”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “e” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 27 of the text book and provide it to students in groups. Tell students that today we
are going to trace “e” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “e” on it. Demonstrate the application of paint
on your index finger and the tracing of letter “e” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“e” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “e” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “e” in air.

Assessment: (3-5 mins.)

Write the letter “e” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify the initial sounds and relate them with objects

Teaching Resource Material:

Flash cards of “y, f, t, s, and e”

Concept Building: (20-25 mins.):

Display the flash cards of “y, f, t, s and e” on the board. Ask students to say the sound of each
letter one by one. Make them repeat after the sound of each letter twice or thrice. Make sure not
to confuse the students with letter names. Focus only on the letter sounds.
Open page 28 of the textbook and provide it in groups. Ask students to observe the pictures given
on the topmost activity of the textbook page. Ask them to name aloud the 5 objects one by one.
Ask them questions like; Where is the fish? Where is the yo-yo? Where is the tiger? Where is the
elephant? Where is the snake? Encourage them to point at each object.
Tell students that they have to match each sound with the related objects. Help them to match
the first object with its initial sound. For example; Ask them; what is the initial sound of fish?
Let them answer. Then ask them where is the “f” sound? Ask students to match the remaining
objects with their initial sounds. Make sure that students name aloud each object to identify the
initial sound. Supervise the students while doing this activity. Help them where required. Also
tell students that they have to do the topmost activity only. The second activity will be done in
the next class.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sounds of y, f, t, s, and e with the help of flash
cards.

Assessment: (3-5 mins.)

Show students the flash cards of “y, f, t, s, and e” and ask them to name any object with each
sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify the initial sounds and relate them with objects

Teaching Resource Material:

Picture cards (yo-yo, fish, tiger, sun, egg), flash cards of “y ,f ,t ,s and e”

Concept Building: (20-25 mins.):

Display the picture cards of yo-yo, fish, tiger, sun and egg. Ask students to name each object
aloud while stressing on the beginning sound. Ask them questions like; What is the initial sound
in yo-yo? Encourage them to say /y,y/ yo-yo. Repeat the questions for remaining picture cards.
Open page 28 of the textbook and distribute it in pairs. Ask students to observe the pictures given
in the 2nd activity. Tell them that they have to circle the correct picture for each sound.
Help the students to circle the correct picture related to the first sound. Ask them to name each
object aloud to identify the correct sound. Assist students to circle the remaining pictures related
to the given sounds.
Give students positive remarks for their effort. Also give them stars or smiley face on their work.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students to recall the sounds of “y ,f ,t ,s and e with the help of
picture cards.

Assessment: (3-5 mins.)

Show students the flash cards of “y ,f ,t ,s and e” and ask students to name any object with each
sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Develop fine motor skills

Teaching Resource Material:

Glazed paper of different colours, paper scissors, glue, chart paper, paper plates

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell them that today we will do a very interesting activity of collage work.

Concept Building: (20-25 mins.):

Draw a large object on a chart paper (a mango or a balloon, etc). Make students sit around you
in a circle on the floor. Put some paper plates, scissors and glazed papers infront of students. Tell
them that they have to cut the glazed paper into small pieces and put them in the paper plates.
Tell them to handle the scissors with care.
When students are done with the cutting, tell them that now they will paste all the pieces of
glazed paper on the chart paper. Tell them that they have to fill the whole picture with pieces of
glazed paper and no white space should be left.
Apply glue on the segments of the picture drawn on chart paper. Put the chart paper in the centre.
Help students to apply the pieces of glazed paper turn by turn.
Give students positive remarks for their effort. Display their work on the board.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students what they have learnt today.

Assessment: (3-5 mins.)

Ask students to pick the pieces of glazed paper from the floor by using their index finger and
thumb and clean up their classroom.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Relate the initial sound with objects

Teaching Resource Material:

Picture cards ( umbrella, urn, umpire, yo-yo, yacht, yolk, fish, fan, flower) , flash cards of
letters “u, y and f” , basket

Concept Building: (20-25 mins.):

Display the flash cards of letters “u, y and f”. Ask students to say aloud the sound of each
letter twice or thrice.
Tell students that we are going to do a very interesting activity. Place the picture cards in a
basket and put it on a table. Tell students that each one of them will come and pick a card from
the basket. After picking the card he/she will show it to his/her class mates and they will have to
guess the name of the object and its initial sound.
Start calling the students one by one until all the picture cards have been shown. Make sure that
students name aloud every object and say its initial sound. If students cannot predict the sound of
any object, assist them by giving hints. Encourage the hesitant students to participate while
predicting the initial sounds.
Sum Up: (3-5 mins.)
Sum up the lesson by revising the sounds of letters “u, y and f”

Assessment: (3-5 mins.)

Show picture cards of any 3 objects starting with letters “u, y, f” and ask students to predict the
initial sounds.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Relate the initial sound with objects

Teaching Resource Material:

Picture cards ( tiger, table, train, sun, star, snake, elephant, egg, envelope) , flash cards of letters
“t, s and e”, basket

Concept Building: (20-25 mins.):

Display the flash cards of letters “t, s and e”. Ask students to say aloud the sound of each letter
twice or thrice.
Tell students that we are going to do a very interesting activity. Place the picture cards in a
basket and put it on a table. Tell students that each one of them will come and pick a card from
the basket. After picking the card he/she will show it to his/her class mates and they will have to
guess the name of the object and its initial sound.
Start calling the students one by one until all the picture cards have been shown. Make sure that
students name aloud every object and say its initial sound. If students cannot predict the sound of
any object, assist them by giving hints. Encourage the hesitant students to participate while
predicting the initial sounds.
Sum Up: (3-5 mins.)
Sum up the lesson by revising the sounds of letters “t, s and e”

Assessment: (3-5 mins.)

Show picture cards of any 3 objects starting with letters “t, s, e” and ask students to predict the
initial sounds.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letters with correct pattern

Teaching Resource Material:

flash cards of letters “u, y and f”, sand tray, paints, chart paper

Concept Building: (20-25 mins.):

Display the flash cards of the letters “u, y and f” on the board. Involve the students to revise
tracing each letter in the air while following the correct pattern. Demonstrate the tracing of each
letter in the air and ask the students to repeat after you.
After that, involve students to trace each letter with the correct pattern on sand tray. Make them
sit in groups and ask them to trace the three letters one by one. Supervise the students while they
do the tracing on sand tray. Make sure they follow the correct tracing pattern for each letter.
Finally make students trace the three letters on chart paper with paints. Make students sit around
you in a circle. Place the chart paper in the centre. Call each student turn by turn and ask him/her
to dip the index finger in the paint and trace each letter on the chart, while following the correct
pattern. Repeat the activity until all students have traced the letters with paint. Make students
wipe their hands with tissue paper.
Display the chart paper on the display board and ask students to clap for themselves. Give them
positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sound of letter “u, y and f”.

Assessment: (3-5 mins.)

Ask students to trace the letters “u, y and f” in the air while following the correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letters with correct pattern

Teaching Resource Material:

Flash cards of letters “t, s, e,”, sand tray, paints, chart paper.

Concept Building: (25 mins.):

Display the flash cards of the letters “t, s and e” on the board. Involve the students to revise
tracing each letter in the air while following the correct pattern. Demonstrate the tracing of each
letter in the air and ask the students to repeat after you.
After that, involve students to trace each letter with the correct pattern on sand tray. Make them
sit in groups and ask them to trace the three letters one by one. Supervise the students while they
do the tracing on sand tray. Make sure they follow the correct tracing pattern for each letter.
Finally make students trace the three letters on chart paper with paints. Make students sit around
you in a circle. Place the chart paper in the centre. Call each student turn by turn and ask him/her
to dip the index finger in the paint and trace each letter on the chart, while following the correct
pattern. Repeat the activity until all students have traced the letters with paint. Make students
wipe their hands with tissue paper.
Display the chart paper on the display board and ask students to clap for themselves. Give them
positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sound of letter “t, s and e”.

Assessment: (3-5 mins.)

Ask students to trace the letters “t, s and e” in the air while following the correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “k”

Teaching Resource Material:

picture cards of (kangaroo, kettle, key), flash card of letter “k”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display the picture card of “kangaroo”. Ask students to look and identify the animal and say its
name. Take their responses and tell them that this is a “kangaroo”. Focus on its initial sound and
say /k, k, k/ kangaroo. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the remaining picture cards of kettle and key. Ask students to recognize and name aloud
the objects one by one. Now display the flash card of the letter “k”. Tell students that the sound
of this letter is /k/. Help them to notice the sound of “k” in kangaroo, key and kettle. Ask them to
repeat the sound like; /k ,k/ kangaroo, /k ,k/ kettle, /k, k/ key.
After that, open page 29 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “kangaroo”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “k” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of kettle and ask students to say the sound of “k” in kettle.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “k” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (kangaroo, key, kettle) ,flash card of letter “k” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “k” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “k” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “k” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 29 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “k” with their index finger twice or thrice. Make sure that students trace the
letter while following the correct pattern.
Finally provide students with colour pencils. Ask them to colour the picture of kangaroo
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “k” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “k” in key? Ask them to trace the letter “k” in air while saying
aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “k” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “k”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “k” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 29 of the text book and provide it to students in groups. Tell students that today we
are going to trace “k” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “k” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “k” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“k” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “k” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “k” in air.

Assessment: (3-5 mins.)

Write the letter “k” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “x”

Teaching Resource Material:

picture cards of (x-ray, box, fox), flash card of letter “x”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display the picture card of “x-ray”. Ask students to look and identify the object and say its
name. Take their responses and tell them that this is an “x-ray”. Tell them that doctors take x-ray
of patients to check them from inside. Focus on the initial sound and say /ks/, /ks/, /ks/ x-ray. Let
students repeat after you twice or thrice. Make sure not to confuse students with the letter name
of x. Tell them the sound of letter “x” which is /ks/ not “eks”.

Concept Building: (20-25 mins.):

Display the remaining picture cards of box and fox. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of the letter “x”. Tell students that the sound of
this letter is /ks/. Help them to notice the sound of “x” in box, x-ray and fox. Ask them to repeat
the sound like; /ks,ks/ box, /ks ,ks/ fox. Make sure to tell students that in some objects we have to
say the sound of letter “x” in the end, instead of initial sound.
After that, open page 30 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “x-ray”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.

Sum Up: (3-5 mins.)

Ask students what we have learnt today? Sum up the lesson by asking them to say aloud the
sound of the letter “x” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of box and ask students to say the sound of “x” in box.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

To recognize the sound of the letter “x” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (x-ray, box, fox) ,flash card of letter “x” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “x” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “x” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “x” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 30 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “x” with their index finger twice or thrice. Make sure that students follow the
correct pattern while tracing the letter.
Finally provide students with colour pencils. Ask them to colour the picture of x-ray
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “x” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “x” in box? Ask them to trace the letter “x” in air while saying
aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “x” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “s”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “x” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 30 of the text book and provide it to students in groups. Tell students that today we
are going to trace “x” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “x” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “x” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“x” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “x” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “x” in air.

Assessment: (3-5 mins.)

Write the letter “x” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “v”

Teaching Resource Material:

picture cards of (van, vase, vegetables), flash card of letter “v”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote; “spare time to
help others”. Tell them that it is very important to help the people around us. We should always
try to be helpful towards our friends, family and neighbours.

Concept Building: (20-25 mins.):

Tell students that today we are going to learn about a new letter of the English alphabet. Display
the picture card of “van”. Ask students to look and identify the object and say its name. Take
their responses and tell them that this is a “van”. Focus on its initial sound and say /v, v, v/ van.
Let students repeat after you twice or thrice.
Display the remaining picture cards of vegetables and vase.. Ask students to recognize and name
aloud the objects one by one. Now display the flash card of the letter “v”. Tell students that the
sound of this letter is /v/. Help them to notice the sound of “v” in van, vegetables and vase. Ask
them to repeat the sound like; /v, v/ van, /v,v / vase, /v, v/ vegetables.
After that, open page 31 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “van”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “v” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of vase and ask students to say the sound of “v” in vase.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “v” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (van, vase, vegetables) ,flash card of letter “v” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “v” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “v” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “v” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 31 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “v” with their index finger twice or thrice. Make sure that students trace the
letter while following the correct pattern.

Finally provide students with colour pencils. Ask them to colour the picture of van
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “v” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “v” in vegetables? Ask them to trace the letter “v” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “v” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “v”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “v” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 31 of the textbook and provide it to students in groups. Tell students that today we are
going to trace “v” with the help of paint and crayons. Remind them to handle the book with care
and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “v” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “v” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“v” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “v” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “v” in air.

Assessment: (3-5 mins.)

Write the letter “v” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “q”

Teaching Resource Material:

picture cards of (quilt, quail, quill), flash card of letter “q”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display the picture card of “quilt”. Ask students to look and identify the object and say its name.
Take their responses and tell them that this is a “quilt”. Tell them that we use quilt in winters to
keep our selves warm. Focus on its initial sound and say /qu, qu, qu/ quilt. Let students repeat
after you twice or thrice. Make sure to tell the correct sound of letter “q”, which is /qu/ not “Kiu”

Concept Building: (20-25 mins.):

Display the remaining picture cards of quail and quill. Ask students to recognize and name aloud
the objects one by one. Tell them that a quail is a kind of a bird. Also tell them that a quill is a
pen made from the feather of a bird. Now display the flash card of the letter “q”. Tell students
that the sound of this letter is /qu/. (Make sure to say the sound as a combination of two letters,
k-w). Help students to notice the sound of “q” in quilt, quail and quill. Ask them to repeat the
sound like; /qu ,qu/ quill, /qu ,qu/ quilt.
After that, open page 32 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “quilt”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.

Sum Up: (3-5 mins.)

Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “q” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of quill and ask students to say the sound of “q” in quill.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “q” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (quilt, quill, quail) ,flash card of letter “q” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “q” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “q” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “q” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 32 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “q” with their index finger twice or thrice. Make sure that students trace the
letter while following the correct pattern.
Finally provide students with colour pencils. Ask them to colour the picture of quilt
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “q” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “q” in quail? Ask them to trace the letter “q” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “q” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “q”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “q” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 32 of the text book and provide it to students in groups. Tell students that today we
are going to trace “q” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “q” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “q” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“q” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “q” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “q” in air.

Assessment: (3-5 mins.)

Write the letter “q” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “w”

Teaching Resource Material:

picture cards of (watermelon, watch, whale), flash card of letter “w”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display the picture card of “watermelon”. Ask students to look and identify the fruit and say its
name. Take their responses and tell them that this is a “watermelon”. Focus on its initial sound
and say /w, w, w/ watermelon. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the remaining picture cards of whale and watch. Ask students to recognize and name
aloud the objects one by one. Now display the flash card of the letter “w”. Tell students that the
sound of this letter is /w/. Help them to notice the sound of “w” in watch, watermelon and whale.
Ask them to repeat the sound like; /w, w/ whale, /w, w/ watermelon.
After that, open page 33 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “watermelon”, say its name
and recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “w” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of watch and ask students to say the sound of “w” in watch.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “w” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (watermelon, whale, watch) ,flash card of letter “w” , sand tray, pencil
colours, board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “w” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “w” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “w” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 33 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “w” with their index finger twice or thrice. Make sure that students trace the
letter while following the correct pattern.
Finally provide students with colour pencils. Ask them to colour the picture of watermelon
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “w” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “w” in whale? Ask them to trace the letter “w” in air while
saying aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “w” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “w”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “w” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 33 of the text book and provide it to students in groups. Tell students that today we
are going to trace “w” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “w” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “w” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“w” with correct pattern on their book. Ask them to start tracing from the given arrow. Check
all students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “w” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “w” in air.

Assessment: (3-5 mins.)

Write the letter “w” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “z”

Teaching Resource Material:

picture cards of (zebra, zip, zoo), flash card of letter “z”, text book

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Tell the students that today we are going to learn about a new letter of the
English alphabet and its sound.
Display the picture card of “zebra”. Ask students to look and identify the animal and say its
name. Take their responses and tell them that this is a “zebra”. Focus on its initial sound and say
/z, z, z/ zebra. Let students repeat after you twice or thrice.

Concept Building: (20-25 mins.):

Display the remaining picture cards of zoo and zip. Ask students to recognize and name aloud the
objects one by one. Now display the flash card of the letter “z”. Tell students that the sound of
this letter is /z/. Help them to notice the sound of “z” in zebra, zip and zoo. Ask them to repeat the
sound like; /z ,z/ zebra, /z ,z/ zoo, /z, z/ zip.
After that, open page 34 and distribute the text book in groups. Ask students to look at the picture
and name it aloud. Involve all of them to point to at the picture of “zebra”, say its name and
recognize its initial sound. Make sure to encourage the hesitant students to participate.
Sum Up: (3-5 mins.)
Ask students what we have learnt today? Sum up the lesson by asking them to say aloud
the sound of the letter “z” twice or thrice.

Assessment: (3-5 mins.)

Show the picture card of zip and ask students to say the sound of “z” in zip.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Recognize the sound of the letter “z” and trace it while following the correct pattern

Teaching Resource Material:

Textbook, picture cards (zebra, zip, zoo) ,flash card of letter “z” , sand tray, pencil colours,
board marker

Concept Building: (20-25 mins.):

Display the flash card of the letter “z” and trace it in the air. Ask students to observe the pattern
and repeat after you twice or thrice. Ask them to say aloud the sound of “z” while making the
correct pattern in the air. Make sure that students use the complete hand movement starting from
the shoulder. Encourage the hesitant students to participate.
Provide students with sand tray. Demonstrate the tracing of letter “z” with correct pattern on the
sand tray. Ask them to repeat this activity independently. Make sure to check the left handed
students while they trace the letter on sand tray.
Open page 34 of the text book and provide it in groups. Ask students notice the first icon of hand
and trace the letter “z” with their index finger twice or thrice. Make sure that students trace the
letter while following the correct pattern.
Finally provide students with colour pencils. Ask them to colour the picture of zebra
independently.

Sum Up: (3-5 mins.)

Sum up the lesson by repeating the tracing of the letter “z” in the air. Encourage students to
repeat after you twice or thrice.

Assessment: (3-5 mins.)

Ask students; what is the sound of “z” in zoo? Ask them to trace the letter “z” in air while saying
aloud its sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letter “z” while following the correct pattern

Teaching Resource Material:

paint, crayons, flash card of letter “z”, textbook, board marker

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Display the flash card of letter “z” and ask
students to trace it in the air while saying its sound.

Concept Building: (20-25 mins.):

Open page 34 of the text book and provide it to students in groups. Tell students that today we
are going to trace “z” with the help of paint and crayons. Remind them to handle the book with
care and do not spoil it with paint. Also ask them not to spoil their clothes with paint.
Take a rough page and draw a hollow letter “z” on it. Demonstrate the application of paint on
your index finger and the tracing of letter “z” in front of the children.
Provide students with paints. Ask them to dip their index finger in the paint and trace the letter
“z” with correct pattern on their book. Ask them to start tracing from the given arrow. Check all
students while doing this activity. When they are done, give them tissue papers to wipe their
hands properly.
After that provide students with crayons. Ask them to trace the letter “z” while using their
favourite colour.
Give positive remarks to the students for their effort. Also give them stars or smiley face on
their textbook.

Sum Up: (3-5 mins.)

Ask students; which letter have we learnt to trace today? Can you say its sound aloud? Ask
students to repeat the tracing of letter “z” in air.

Assessment: (3-5 mins.)

Write the letter “z” on the white board with an incorrect pattern. Ask students to come one by
one and trace it with correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify the initial sounds and relate them with objects

Teaching Resource Material:

Flash cards of “k, x, v, q, w and z”, textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote; “Always finish
your work in time”. Tell students that we should always finish our work in time and should avoid
being lazy or sluggish.

Concept Building: (20-25 mins.):

Tell the students that today we are going to revise some letter sounds.
Display the flash cards of “k, x, v, q, w and z”on the board. Ask students to say the sound of each
letter one by one. Make them repeat after the sound of each letter twice or thrice.
Open page 35 of the textbook and provide it in groups. Ask students to observe the pictures given
on the topmost activity of the textbook page. Ask them to name aloud the 5 objects one by one.
Ask them questions like; Where is the van? Where is the key? Where is the watch? Where is the
Quran? Where is the x-ray and zebra? Encourage them to point at each object.
Tell students that they have to match each sound with the related objects. Help them to match the
first object with its initial sound. For example; Ask them; what is the initial sound of van? Let
them answer. Then ask them where the “v” sound is? Ask students to match the remaining
objects with their initial sounds. Make sure that students name aloud each object to identify the
initial sound. Supervise the students while doing this activity. Help them where required.
Also tell students that they have to do the topmost activity only. The second activity will be
done in the next class.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sounds of “k, x, v, q, w and z” with the help of
flash cards.

Assessment: (3-5 mins.)

Show students the flash cards of “k, x, v, q, w and z” and ask them to name any object with each
sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify the initial sounds and relate them with objects

Teaching Resource Material:

flash cards of “k, x, v, q, w and z” , picture cards (kangaroo, x-ray, van, quilt, watermelon and
zebra), textbook

Concept Building: (20-25 mins.):

Display the picture cards of hen, rose, nose, moon and urn. Ask students to name each object
aloud while stressing on the beginning sound. Ask them questions like; What is the initial sound
in hen? Encourage them to say /h,h/ hen. Repeat the questions for remaining picture cards.
Open page 35 of the textbook and distribute it in pairs. Ask students to observe the pictures given
in the 2nd activity. Tell them that they have to name aloud each object and then circle the correct
initial sound.
Help the students to circle the correct initial sound in the first picture. Ask them questions like;
what is the initial sound in kangaroo? /k/ or /ks/? Take their responses and ask them to circle
the correct sound. Repeat the questions until students have circled all the sounds correctly.
Make sure that all students name each object aloud before circling the correct initial sound.
Give students positive remarks for their effort. Also give them stars or smiley face on their work.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sounds of “k, x, v, q, w and z” with the help of
picture cards.

Assessment: (3-5 mins.)

Show students the flash cards of “k, x, v, q, w and z” and ask students to name any object with
each sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:

Develop fine motor skills.

Teaching Resource Material:

Shape cutting templates (provided at the end of this lesson), paper scissors, colour pencils

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Ask them how are you all? Tell them today we are going to do an
interesting shapes cutting activity.

Concept Building: (20-25 mins.):

Make students sit in groups. Tell them that they will be provided with some shapes drawn on
paper. They will have to cut each shape without cutting the outline. Tell them how to hold a
scissor correctly between the fingers. (Refer to the picture given below).
Show them how they need to spread the index finger and thumb as wide as possible to open the blades of
the scissors and then how to close the fingers to close the blades of the scissors. Explain that the wider
they open the fingers, the longer the cuts will be. Demonstrate the cutting of a single shape in front of
them.

Provide each student with two to three templates. Instruct them to handle the scissors with care.
Supervise and help them while doing this activity. When students are done with the cutting,
provide them with colour pencils. Tell them to colour each shape with their favourite colour.
Give them positive remarks for their effort. Display their work on the display board.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students which shapes they have cut. Show them how to hold a
scissor correctly once again.

Assessment: (3-5 mins.)

Hold the scissor incorrectly like the picture given on the right and ask
students whether or not you are holding it correctly. Ask them hold the
scissor in their hand and show how to hold it correctly.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:

Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

With a little support With a little support With a little support
With a great support With a great support With a great support
Shape cutting templates
Lesson Plan
Class: Beginner Subject: English
Lesson Plan #: 122 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes

At the end of this period the students will be able to :
Relate the initial sounds with objects.

Teaching Resource Material:

Picture cards ( kangaroo, kettle, key, x-ray, box, fox, van, vegetables, vase) , flash cards of letters
“k, x and v” , basket

Concept Building: (20-25 mins.):

Display the flash cards of letters “k, x and v”. Ask students to say aloud the sound of each letter
twice or thrice.
Tell students that we are going to do a very interesting activity. Place the picture cards in a
basket and put it on a table. Tell students that each one of them will come and pick a card from
the basket. After picking the card he/she will show it to his/her class mates and they will have to
guess the name of the object and its initial sound.
Start calling the students one by one until all the picture cards have been shown. Make sure that
students name aloud every object and say its initial sound. If students cannot predict the sound of
any object, assist them by giving hints. Encourage the hesitant students to participate while
predicting the initial sounds.
Sum Up: (3-5 mins.)
Sum up the lesson by revising the sounds of letters “k, x and v”.

Assessment: (3-5 mins.)

Show picture cards of any 3 objects starting with letters “k, x, v” and ask students to predict
the initial sounds.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Relate the initial sounds with objects

Teaching Resource Material:

Picture cards ( quilt, quail, quill, watch, whale, watermelon, zebra, zip, zoo), flash cards of letters
“q, w and z”, basket

Concept Building: (20-25 mins.):

Display the flash cards of letters “q, w and z”. Ask students to say aloud the sound of each letter
twice or thrice.
Tell students that we are going to do a very interesting activity. Place the picture cards in a
basket and put it on a table. Tell students that each one of them will come and pick a card from
the basket. After picking the card he/she will show it to his/her class mates and they will have to
guess the name of the object and its initial sound.
Start calling the students one by one until all the picture cards have been shown. Make sure that
students name aloud every object and say its initial sound. If students cannot predict the sound of
any object, assist them by giving hints. Encourage the hesitant students to participate while
predicting the initial sounds.
Sum Up: (3-5 mins.)
Sum up the lesson by revising the sounds of letters “q, w and z”.

Assessment: (3-5 mins.)

Show picture cards of any 3 objects starting with letters “q, w, z” and ask students to predict the
initial sounds.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letters with correct pattern.

Teaching Resource Material:

flash cards of letters “k, x and v”, sand tray, paints, chart paper

Concept Building: (20-25 mins.):

Display the flash cards of the letters “k, x and v” on the board. Involve the students to revise
tracing each letter in the air while following the correct pattern. Demonstrate the tracing of each
letter in the air and ask the students to repeat after you.
After that, involve students to trace each letter with the correct pattern on sand tray. Make them
sit in groups and ask them to trace the three letters one by one. Supervise the students while they
do the tracing on sand tray. Make sure they follow the correct tracing pattern for each letter.
Finally make students trace the three letters on chart paper with paints. Make students sit around
you in a circle. Place the chart paper in the centre. Call each student turn by turn and ask him/her
to dip the index finger in the paint and trace each letter on the chart, while following the correct
pattern. Repeat the activity until all students have traced the letters with paint. Make students
wipe their hands with tissue paper.
Display the chart paper on the display board and ask students to clap for themselves. Give them
positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sound of letter “k, x and v”.

Assessment: (3-5 mins.)

Ask students to trace the letters “k, x and v” in the air while following the correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Trace the letters with correct pattern.

Teaching Resource Material:

Flash cards of letters “q, w, z,”, sand tray, paints, chart paper.

Concept Building: (20-25 mins.):

Display the flash cards of the letters “q, w and z” on the board. Involve the students to revise
tracing each letter in the air while following the correct pattern. Demonstrate the tracing of each
letter in the air and ask the students to repeat after you.
After that, involve students to trace each letter with the correct pattern on sand tray. Make them
sit in groups and ask them to trace the three letters one by one. Supervise the students while they
do the tracing on sand tray. Make sure they follow the correct tracing pattern for each letter.
Finally make students trace the three letters on chart paper with paints. Make students sit around
you in a circle. Place the chart paper in the centre. Call each student turn by turn and ask him/her
to dip the index finger in the paint and trace each letter on the chart, while following the correct
pattern. Repeat the activity until all students have traced the letters with paint. Make students
wipe their hands with tissue paper.
Display the chart paper on the display board and ask students to clap for themselves. Give them
positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to recall the sound of letter “q, w and z”.

Assessment: (3-5 mins.)

Ask students to trace the letters “q, w and z” in the air while following the correct pattern.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify letter sounds correctly.

Teaching Resource Material:

Flash cards of letters (c, o ,a ,d ,g ,l ,b ,p ,i ,j ,h ,r ,n), basket, crayons, picture cards (cat, orange,
apple, duck, goat, leaf, ball, pear, igloo, jelly, hen, rabbit, nest)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell them that today we are going to revise the letter sounds. Put the flash
cards of (c, o ,a ,d ,g ,l ,b ,p ,I ,j ,h ,r ,n) in a basket and place it on a table in the centre of the
class. Tell students that each of them will come turn by turn and pick a flash card from the
basket. He/she will show it to his/her class mates and they will have to predict the sound of the
letter being shown. After predicting the sound, they will have to say the name of an object
starting with that sound.

Concept Building: (20-25 mins.):

Call each student turn by turn and let him/her pick a letter card. Ask him/her to show the flash
card to the other classmates. Ask the students to tell the sound of the letter. For example: If it is a
flash card of letter “c”, Make students say its sound twice or thrice. After that, ask them; Can
you name any object starting with the “c” sound? Take their responses. Ask the student holding
the flash card, to put it back in the basket. Repeat the activity until all the letter sounds have been
revised. Each letter card can be shown twice to make 26 turns for the activity.
Open page 36 of the textbook and provide it in groups. Tell students to observe the letters given
on the textbook page. Tell them that they have to match the same letter sounds with each other.
Ask them to look at the example of letter “a” given on the book.
Provide them with crayons in groups. Make them match a few sounds with your assistance. For
example, ask them; Where is the /c/ sound? Let them point to it. Then ask them; can you find
another “c” sound somewhere on the page? Let them find and point to the matching sound.
Finally ask them to draw a line with a crayon to match the same sound. Repeat the questions for
a few more letters, after that let students match the remaining letters independently.
Give them positive remarks for their effort. Also give them stars or smiley face on their work.

Sum Up: (3-5 mins.)

Sum up the lesson by revising the sounds of 13 letters by writing them on the board.

Assessment: (3-5 mins.)

Show the picture card of a few objects and ask students to identify the correct initial sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Identify letter sounds correctly.

Teaching Resource Material:

Flash cards of letters (m ,u, y, f ,t s, e, k, x, v, q, w, z), basket crayons, picture cards (mango,
umbrella, yo-yo, fish, tiger, sun, elephant, kangaroo, x-ray, van, quilt, watermelon, zebra)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell them that today we are going to revise the letter sounds just like we did
in the last lesson.
Put the flash cards of (m, u, y, f, t s, e, k, x, v, q, w, z) in a basket and place it on a table in the
centre of the class. Tell students that each of them will come turn by turn and pick a flash card
from the basket. He/she will show it to his/her class mates and they will have to predict the sound
of the letter being shown. After predicting the sound, they will have to say the name of an object
starting with that sound.

Concept Building: (20-25 mins.):

Call each student turn by turn and let him/her pick a letter card. Ask him/her to show the flash
card to the other classmates. Ask the students to tell the sound of the letter. For example: If it is a
flash card of letter “m”, Make students say its sound twice or thrice. After that, ask them; Can
you name any object starting with the “m” sound? Take their responses. Ask the student holding
the flash card, to put it back in the basket. Repeat the activity until all the letter sounds have been
revised. Each letter card can be shown twice to make 26 turns for the activity.
Open page 37 of the textbook and provide it in groups. Tell students to observe the letters given
on the textbook page. Tell them that they have to match the same letter sounds with each other.
Ask them to look at the example of letter “t” given on the book.
Provide them with crayons in groups. Make them match a few sounds with your assistance. For
example, ask them; Where is the /m/ sound? Let them point to it. Then ask them; can you find
another “m” sound somewhere on the page? Let them find and point to the matching sound.
Finally ask them to draw a line with a crayon to match the same sound. Repeat the questions for
a few more letters, after that let students match the remaining letters independently.
Give them positive remarks for their effort. Also give them stars or smiley face on their work.

Sum Up: (3-5 mins.)

Sum up the lesson by revising the sounds of 13 letters by writing them on the board.

Assessment: (3-5 mins.)

Show the picture card of a few objects and ask students to identify the correct initial sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify rhyming words with the help of pictures.

Teaching Resource Material:

letter cards of (m, b, c ,h), Picture card of (cat, mat, bat, hat)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell them that today we are going to learn about a new concept of rhyming
words. Introduce the concept of rhyming words. Tell students that rhyming words rhyme with
each other. They have the same ending sounds. Display the picture cards of “cat, mat, bat, hat”
on the board. Ask students to name aloud each object. Ask students to tell whether or not they
can find anything similar in the names of all four objects. Take their responses and tell them
that the names of these objects rhyme with each other.

Concept Building: (20-25 mins.):

Write “at” on the board. Ask students; Can you say the sound of the two letters written on the
board? Take their responses and tell them the sound of /a/ and /t/. Tell students that these two
letters join to make a word ‘at’. Make students repeat after you and say aloud ‘at’ twice or
thrice. After that, take a letter card of ‘c’ and display it on the board with ‘at’.

c at
Ask students the sound of letter ‘c’. Tell them that when we place a letter at the beginning of ‘at’
it becomes a three letter word “cat”. Remove the letter card of ‘c’ and display letter card of ‘b’
with ‘at’. Ask students to try and read aloud the word.
b at

Repeat the activity with the remaining letter cards and make students say aloud the rhyming
words. Ask students to notice that all these three letter words rhyme with each other. Finally
place the pictures of cat, bat, mat and hat under each word on the board. (Refer to the example
given below)

h at

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to read aloud the rhyming words with the help of
pictures.

Assessment: (3-5 mins.)

Ask students; what rhymes with cat and mat?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify rhyming words with the help of pictures.

Teaching Resource Material:

textbook, board marker, letter cards of (s, p , r, f)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Start the lesson by telling students about “be the best” quote; “speak softly
with others”. Tell them that we should always speak softly and politely with others and should
avoid shouting or speaking in a loud voice.

Concept Building: (25 mins.):

Tell students that today we are going to learn about the concept of rhyming words. Recall the
concept of rhyming and tell students that rhyming words rhyme with each other and they have
the same ending sounds.
Open page 38 of the textbook and distribute it in pairs. Ask students to observe the pictures given
on the page and name them aloud. Ask them; where is the cat? Let them point to the picture of
cat. Ask them; can you name some other objects that rhyme with cat? Take their responses.
After that ask them to look at the second activity given at the bottom of the page. Tell students
that they have to read aloud the rhyming words by stressing on the ending sound ‘at ‘. Make
students repeat and say aloud the words with ‘at’ family twice or thrice.
Encourage students to suggest more rhyming words with the ‘at’ family. For example; write ‘at’
on the board and display the letter card of ‘f’ with it. Ask students to read aloud the word. Repeat
this activity with the letter card of ‘s, p and r’ and encourage students to read aloud all the three
letter rhyming words.
Give students positive remarks for their effort and participation.

Sum Up: (3 mins.)

Sum up the lesson by asking students to say a few rhyming words with the ‘at’ family.

Assessment: (3-5 mins.)

Ask students; What rhymes with fat? What rhymes with hat?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify rhyming words with the help of pictures.

Teaching Resource Material:

letter cards of (f, v, m ,p), Picture card of (van, pan, man, fan)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Recall the concept of rhyming words. Tell students that rhyming words
rhyme with each other. They have the same ending sounds. Display the picture cards of “van,
pan, man, fan” on the board. Ask students to name aloud each object. Ask students to tell
whether or not they can find anything similar in the names of all four objects. Take their
responses and tell them that the names of these objects rhyme with each other.

Concept Building: (20-25 mins.):

Write “an” on the board. Ask students; Can you say the sound of the two letters written on the
board? Take their responses and tell them the sound of /a/ and /n/. Tell students that these two
letters join to make a word ‘an’. Make students repeat after you and say aloud ‘an’ twice or
thrice. After that, take a letter card of ‘f’ and display it on the board with ‘an’.

f an

Ask students the sound of letter ‘f’. Tell them that when we place a letter at the beginning of
‘an’ it becomes a three letter word “fan”. Remove the letter card of ‘f’ and display letter card of
‘v’ with ‘an’. Ask students to try and read aloud the word.
v an
Repeat the activity with the remaining letter cards and make students say aloud the rhyming
words. Ask students to notice that all these three letter words rhyme with each other. Finally
place the pictures of van, pan, man, fan under each word on the board. (Refer to the example
given below)

v an

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to read aloud the rhyming words with the help of
pictures.

Assessment: (3-5 mins.)

Ask students; what rhymes with van and man?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify rhyming words with the help of pictures.

Teaching Resource Material:

textbook, board marker, letter cards of (b, t , r, c)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell students that today we are going to learn about the concept of rhyming
words. Recall the concept of rhyming and tell students that rhyming words rhyme with each
other and they have the same ending sounds.

Concept Building: (20-25 mins.):

Open page 39 of the textbook and distribute it in pairs. Ask students to observe the pictures given
on the page and name them aloud. Ask them; where is the man? Let them point to the picture of
man. Ask them; can you name some other objects that rhyme with man? Take their responses.
After that ask them to look at the second activity given at the bottom of the page. Tell students
that they have to read aloud the rhyming words by stressing on the ending sound ‘an ‘. Make
students repeat and say aloud the words with ‘an’ family twice or thrice.
Encourage students to suggest more rhyming words with the ‘an’ family. For example; write
‘an’ on the board and display the letter card of ‘r’ with it. Ask students to read aloud the word.
Repeat this activity with the letter card of ‘b, t and c’ and encourage students to read aloud all the
three letter rhyming words.
Give students positive remarks for their effort and participation.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to say a few rhyming words with the ‘an’ family.

Assessment: (3-5 mins.)

Ask students; What rhymes with fan? What rhymes with van?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify rhyming words with the help of pictures.

Teaching Resource Material:

letter cards of (c, n, t ,m), Picture card of (cap, nap, tap, map)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Recall the concept of rhyming words. Tell students that rhyming words
rhyme with each other. They have the same ending sounds. Display the picture cards of “cap,
nap, tap, map” on the board. Help students to name aloud each object. Ask students to tell
whether or not they can find anything similar in the names of all four objects. Take their
responses.

Concept Building: (20-25 mins.):

Write “ap” on the board. Ask students; Can you say the sound of the two letters written on the
board? Take their responses and tell them the sound of /a/ and /p/. Tell students that these two
letters join to make a word ‘ap’. Make students repeat after you and say aloud ‘ap’ twice or
thrice. After that, take a letter card of ‘c’ and display it on the board with ‘ap’.

c ap
Ask students the sound of letter ‘c’. Tell them that when we place a letter at the beginning of
‘ap’ it becomes a three letter word “cap”. Remove the letter card of ‘c’ and display letter card of
‘m’ with ‘ap’. Ask students to try and read aloud the word.
m ap

Repeat the activity with the remaining letter cards and make students say aloud the rhyming
words. Ask students to notice that all these three letter words rhyme with each other. Finally
place the pictures of cap, nap, tap, map under each word on the board. (Refer to the example
given below)

t ap

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to read aloud the rhyming words with the help of
pictures.

Assessment: (3-5 mins.)

Ask students; what rhymes with tap and nap?

Home Work:
Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify rhyming words with the help of pictures.

Teaching Resource Material:

textbook, board marker, letter cards of (g, l , r, z)

Concept Building: (20-25 mins.):

Open page 40 of the textbook and distribute it in pairs. Ask students to observe the pictures given
on the page and name them aloud. Ask them; where is the cap? Let them point to the picture of
cap. Ask them; can you name some other objects that rhyme with cap? Take their responses.
After that ask them to look at the second activity given at the bottom of the page. Tell students
that they have to read aloud the rhyming words by stressing on the ending sound ‘ap‘. Make
students repeat and say aloud the words with ‘ap’ family twice or thrice.
Encourage students to suggest more rhyming words with the ‘ap’ family. For example; write
‘ap’ on the board and display the letter card of ‘g’ with it. Ask students to read aloud the word.
Repeat this activity with the letter card of ‘l, r and z’ and encourage students to read aloud all the
three letter rhyming words.
Give students positive remarks for their effort and participation.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to say a few rhyming words with the ‘ap’ family.

Assessment: (3-5 mins.)

Ask students; What rhymes with lap? What rhymes with nap?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify rhyming words with the help of pictures.

Teaching Resource Material:

letter cards of (p, f, t ,b), Picture card of (pin, fin, tin, bin)

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Recall the concept of rhyming words.. Display the picture cards of “pin, fin,
tin, bin” on the board. Ask students to name aloud each object. Ask students to tell whether or
not they can find anything similar in the names of all four objects. Take their responses and tell
them that the names of these objects rhyme with each other.

Concept Building: (20-25 mins.):

Write “in” on the board. Ask students; Can you say the sound of the two letters written on the
board? Take their responses and tell them the sound of /i/ and /n/. Tell students that these two
letters join to make a word ‘in. Make students repeat after you and say aloud ‘in twice or thrice.
After that, take a letter card of ‘f’ and display it on the board with ‘in.

f in

Ask students the sound of letter ‘f’. Tell them that when we place a letter at the beginning of ‘in
it becomes a three letter word “fin”. Remove the letter card of ‘f’ and display letter card of ‘p’
with ‘in’. Ask students to try and read aloud the word.
p in
Repeat the activity with the remaining letter cards and make students say aloud the rhyming
words. Ask students to notice that all these three letter words rhyme with each other. Finally
place the pictures of pin, fin, tin, bin under each word on the board. (Refer to the example given
below)

p in

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to read aloud the rhyming words with the help of
pictures.

Assessment: (3-5 mins.)

Ask students; what rhymes with tin and fin?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify rhyming words with the help of pictures.

Teaching Resource Material:

textbook, board marker, letter cards of (w, s , r, k)

Concept Building: (20-25 mins.):

Open page 41 of the textbook and distribute it in pairs. Ask students to observe the pictures given
on the page and name them aloud. Ask them; where is the fin? Let them point to the picture of
fin. Ask them; can you name some other objects that rhyme with fin? Take their responses.
After that ask them to look at the second activity given at the bottom of the page. Tell students
that they have to read aloud the rhyming words by stressing on the ending sound ‘in’. Make
students repeat and say aloud the words with ‘in family twice or thrice.
Encourage students to suggest more rhyming words with the ‘in family. For example; write ‘in
on the board and display the letter card of ‘r’ with it. Ask students to read aloud the word. Repeat
this activity with the letter card of ‘w, s and k’ and encourage students to read aloud all the three
letter rhyming words.
Give students positive remarks for their effort and participation
Sum Up: (3-5 mins.)
Sum up the lesson by asking students to say a few rhyming words with the ‘in’ family.

Assessment: (3-5 mins.)

Ask students; What rhymes with rin? What rhymes with win?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify three letter rhyming words.

Teaching Resource Material:

textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Start the lesson by telling students about “be the best” quote; “remember to
say the words “Please” and “Thankyou”. Tell students that we should always use the words
“Please” and “Thankyou” in our daily routine, because these words make us more polite and
courteous and well mannered.

Concept Building: (20-25 mins.):

Tell students that today we are going to do some work on our textbook related to the concept of
rhyming words. Ask students; Can you tell what rhyming words are? Take students’ response
and make sure to involve the hesitant students in the class.
Open page 42 of the textbook and distribute it in groups. Ask students to observe and name aloud
the pictures given on the page. Also ask them to read aloud the word written under each picture.
Tell them that some of the words given on left side rhyme with some words given on the other
side. They have to identify the rhyming words and match them correctly. Assist them while
completing the worksheet. Ask them questions like; What rhymes with tin? Take their response
and make them point to the word that rhymes with ‘tin’. Ask them to match the two words.
Repeat such questions while matching the words for remaining word families.
When students are done, give them stars or smiley face on their work.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students what they have learnt today.

Assessment: (3-5 mins.)

Write the four word families “at, an, ap and in” on the board and ask students to suggest two
rhyming words with each family.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify three letter rhyming words.

Teaching Resource Material:

worksheet, board marker.

Concept Building: (20-25 mins.):

Tell students that you will write a rhyming word on the board and they will have to make any
two rhyming words with it. Write the first word family ‘at’ and ask students to read it aloud. Ask
them to say aloud words that rhyme with it. For example; ask them, what word will be formed if
I write the letter ‘c’ before ‘at’? Let them respond and say cat. Ask them to suggest more words
with ‘at’ family.
Write the remaining word families one by one and ask students to suggest rhyming words with
each family.
After that, provide the students with the worksheet. Tell them that they have to carefully observe
the pictures related to each word family and name them aloud. After naming aloud all pictures,
they have to think and write a word that rhymes with the given pictures. Assist students while
doing the first word family ‘at’. Tell them to read aloud the words ‘cat’ and ‘bat’ with the help
of pictures. Ask them; what rhymes with ‘cat’ and ‘bat’? Take their response and ask them to
write the rhyming word on the given blank. Supervise students while doing the rhyming words
for
remaining word families.
When they are done, give them positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students what they have learnt today.

Assessment: (3-5 mins.)

Ask students; What rhymes with tin? What rhymes with map?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

With a little support With a little support With a little support
With a great support With a great support With a great support
Worksheet
Topic: Rhyming
words Date:
Name:

Read aloud and write a word that rhymes with each word family.
Lesson Plan
Class: Beginner Subject: English
Lesson Plan #: 138 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes

At the end of this period the students will be able to:
Sing the poem and identify the pictures.

Teaching Resource Material:

Audio/video link, https://www.youtube.com/watch?v=NK2x912aBC0
textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Start the lesson by telling students about “be the best” quote; “Raise your
hand before speaking in the class and wait for your turn”. Tell students that they should always
raise hand while asking or saying something and they should wait for their turn instead of
interrupting others.

Concept Building: (20-25 mins.):

Tell students that today we are going to learn about a very interesting poem in the class. The
name of that poem is “Humpty dumpty”. Open page 43 of the textbook and ask students to
observe the pictures given on the page. Give them 3 to 5 minutes to observe the pictures. When
they are done, ask them a few questions about the pictures. For example; What are the pictures
about? Which character is shown and what is he doing on the wall? Why does he fall from the
wall? Does he get hurt? Who comes to rescue/ save him? Take the responses of students and tell
them that these pictures are about the poem “Humpty dumpty”. Ask students to close their books.
Make them listen to the poem of “humpty dumpty” while using the video link given in the
lesson. (Do not show them the video in this lesson, just make them listen to the audio and relate
it with the pictures given on the textbook).

After listening to the poem twice, help students to open their books again. Ask them to look at
the pictures as you say the lyrics of the poem.
“Humpty dumpty sat on a wall, Humpty dumpty had a great fall.
All the kings’ horses and all the king’s men, couldn’t put humpty together again”

Sum Up: (3-5 mins.)

Sum up the lesson by asking students which poem they have learned today.

Assessment: (3-5 mins.)

Ask students to recall sing the poem without your assistance.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Sing the poem and identify the pictures.

Teaching Resource Material:

Audio/video link: https://www.youtube.com/watch?v=NK2x912aBC0, textbook

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell students that we are going to revise the poem we learnt yesterday.

Concept Building: (20-25 mins.):

Make students watch the video link given in the lesson. Ask them to listen to the poem and
watch the video of “humpty dumpty”. When they are done watching the video, ask them; “do
you remember the story of humpty dumpty? Take their responses. Open page 43 of the textbook
and help students recall the story with the help of pictures. Ask them to sing and repeat the poem
after you twice or thrice while looking at the pictures on the textbook.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students to tell the name of the poem they have memorized today.

Assessment: (3-5 mins.)

Ask students to recall and sing the poem without your assistance.
Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Sing the poem with actions.

Teaching Resource Material:

Audio/video links for poem (“twinkle twinkle little star”) https://www.youtube.com/watch?
v=yCjJyiqpAuU&nohtml5=False

https://www.youtube.com/watch?v=i6GDkELs9UY

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell students that today we are going to listen to a new poem and its name
is “Twinkle Twinkle little star”.

Concept Building: (20-25 mins.):

Make students watch the video given in the first link and make them listen to the poem. When
they are done with watching the video, ask them whether or not they liked the poem. Take their
responses. Tell students that now, they will sing the poem with you with actions and expressions.
(Refer to the second video link provided with the lesson. The teacher can it to teach students
about the hand actions and expressions to be followed in the poem)
Teach students how to sing the poem with actions and expressions. Make sure to encourage the
hesitant students to participate. After practicing for twice or thrice, ask students to sing the poem
without your assistance.
Sum Up: (3-5 mins.)
Sum up the lesson by asking students to tell the name of the poem they have learnt today.

Assessment: (3-5 mins.)

Ask students to sing the poem with actions without your assistance.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Relate the initial sounds with objects.

Teaching Resource Material:

worksheet, board marker, flash cards of 26 letters

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell the students that today they are going to revise all the letter sounds they
have learnt in the class.

Concept Building: (20-25 mins.):

Display the flash card of all 26 letters on the board. Point at each flash card and ask students to
say the letter sound twice or thrice. Repeat this until students have revised all the letter sounds.
After that, provide the students with the worksheet. Tell them that they have to observe the
objects given on the worksheet carefully and match them with their initial sounds. Assist students
while doing the first two or three sounds. . Ask them to observe the first example given on the
worksheet. Ask them questions like; Where is the cat? What is the initial sound of cat? /c/ or /a/?
Take students’ response. Assist and supervise them while matching the rest of the sounds with
objects.
When students are done, give them positive remarks for their effort. Also give them stars or
smiley face on their work.

Sum Up: (3-5 mins.)

Sum up the lesson by revising the letter sounds.

Assessment: (3-5 mins.)

Ask students; What is the initial sound of ‘table’? What is the initial sound of ‘quill’? What is the
initial sound of ‘balloon’?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

With a little support With a little support With a little support
With a great support With a great support With a great support
Worksheet
Topic: Initial sounds
Name Date

Match each picture to its initial sound.

k t w q s y u

x v f m e z

n r b o d i
Lesson Plan
Class: Beginner Subject: English
Lesson Plan #: 142 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes

At the end of this period the students will be able to:
Develop gross motor skills.

Teaching Resource Material:

chalks of different colours, a coin

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell them that today we are going to play a fun filled game in the
playground. Instruct them to stay in line while going outside and do not run around the
playground. Help them make a queue and take them out in the playground.

Concept Building: (20-25 mins.):

Draw some blocks on the ground with a chalk. Write some letters on each block. (Refer to the
pictures given below). Use different coloured chalks for each alphabet.
Tell students about the game. Tell them that they have to throw
a coin inside one of the blocks drawn on the ground. On
throwing the coin, each child will have to jump on one leg and
reach the block where the coin was thrown. Also tell them about
some rules of the game:

Tell them that loss of turn will occur when a player:

 steps on a line of the blocks.

 throws the coin outside the blocks.
 loses balance.
 hops on two legs.

Demonstrate and tell students how to play the game. After that make each student take a turn and
hop on one leg to reach the block with the coin. Give them comments while playing the game.
For example, if a child’s coin falls in the block where letter “a” is written, tell him/her that
he/she has to hop and reach the /c/ sound. If a student loses a turn, encourage him/her to try again
in the next turn. When all students have taken a turn, take them back to the class. Give them
positive remarks for their effort and participation.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students what they have learnt to play today.

Assessment: (3-5 mins.)

Ask students to stand on one leg for a few seconds.

Home Work:
Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Sustain concentration while listening to story.

Teaching Resource Material:

A story book (according to students’ level)

Concept Building: (20-25 mins.):

Make students sit around you on the floor. You can make them sit in a semi-circle. Make sure
that they can see you and you can maintain eye contact with them. Hold the story book in your
hand and show its title page to the students. Ask them; can you tell what this story might be
about? Take their responses. Tell them that they have to listen to the story very carefully
because they will have to answer some questions related to it. Also tell them that the students
who listen carefully and participate in the question answer session will get candies.
Start reading the story with fluency and expressions. Keep your face smiling and maintain eye
contact with the students. Make the story telling as interactive as possible so that students listen to it
with concentration. You can make it interactive by asking questions (e.g. what colors there are, the
names of different objects and characters etc.) and getting students to predict what is going to happen
next in the story.
When the story is finished, ask them questions like; What was the name of this story? What were the
names of characters? Which character did they like the most? etc. Encourage the hesitant students to
participate. In the end, give students candies to active participation.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students whether or not they liked the story.

Assessment: (3-5 mins.)

Ask students some questions related to the story to check whether they were listening with
concentration or not. For example; What happened in the start of the story? What happened at the
end?

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Develop fine motor skills.

Teaching Resource Material:

textbook, glazed paper (red , yellow and green colour), glue stick, paper plates, scissors.

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam o Alaikum. Encourage them to answer and say
Walaikum us salam. Start the lesson by telling students about “be the best” quote; “obey and
respect your teachers”. Tell them that we must obey and respect our teachers because they are
also like our parents. Allah likes those children who respect their teachers.

Concept Building: (20-25 mins.):

Tell students that today we are going to do a fun time activity with glazed paper.
Cut or tear the glazed paper into small pieces of irregular shapes. Put the pieces of green, yellow
and red glazed paper separately in the paper plates.
Make students sit in groups. Place the plates with glazed paper pieces in the centre of each
groups’ table. Instruct students not to touch the plates until they are asked. Open page 44 of the
text book and provide it to students. Tell them to observe the picture of the flower. Ask them;
What colour of glazed paper should we use to fill the petals of the flower? What colour of glazed
paper should we use to fill the leaves of the flower? And what colour should be used to fill the
inner circle of the flower? Take students’ responses and tell them that they will paste the cut outs
of red glazed paper in the petals, green glazed paper in the leaves and the yellow ones in the
inner circle of the flower.
Assist students in applying glue on the petals first. Tell them that they should pick the cut outs of
glazed paper turn by turn. Also tell them to pick the cut outs with their index finger and thumb.
Remind them not to take cut outs in their fist, rather use their fingers and thumb to pick them
from the paper plates. Demonstrate how to use the glue stick in front of students. Tell them not to
take out too much glue at once. Ask them to pick a few cut outs of red glazed paper and start
pasting them in the petals. Remind students to paste the glazed paper neatly with in the lines.
When the petals are completed, ask students to pick up the cut outs of green glazed paper and fill
the leaves of the flower. Finally ask them to fill the inner circle with the yellow cut outs. Help
them while using the glue stick where required. Assist and supervise students throughout the
activity. When they are done, give them positive remarks for their effort. Give them smiley face
or stars on their work.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students what they have learnt today.

Assessment: (3-5 mins.)

Use the glue stick in a wrong way and ask students whether or not you are doing it correctly. For
example; take out all the glue from the glue stick at once. Make students tell how to hold and use
it correctly.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:

Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Develop fine motor skills.

Teaching Resource Material:

paints( red, blue, yellow, green), chart paper (cut into squares pieces), paint brushes, paper plates

Concept Building: (20-25 mins.):

Make students sit in groups. Tell them that they will have to paint their right hand with different
colours and then imprint it on the squared piece of chart paper.
Provide students with small amount of paints in plates. Demonstrate how to hold and dip the
brush in paint. Aslo demonstrate how to imprint hands on the chart paper. Tell them that they
have to keep their hand pressed on the chart paper for a few seconds. Remind students that they have
to apply all four colours of paint on their hand. For example; they can use yellow and blue on
fingers, whereas red and green on the palm of their hand.
Provide each student with a paint brush. Ask students to use the paints turn by turn and do not
spoil their clothes or table with paint. Make sure that students hold the paint brush with correct
grip. Give attention to the left handed students in the class. Assist and supervise students while
applying paint on their hands. Help them to imprint their hand on the chart paper. After the
activity, make students wipe off the paint from their hand.
Display their work on the display board and give them positive remarks for their effort.

Sum Up: (3-5 mins.)

Sum up the lesson by asking students what they have learnt today.

Assessment: (3-5 mins.)

Imprint your hand with paint in an incorrect way. For example; You can show students by
pressing your hand just for a second and suddenly lifting it up. Take students responses about
how to imprint the hand correctly.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Revise the letter sounds and tracing.

Teaching Resource Material:

Flash cards of (c, o, a, d g ,l ,b ,p ,I ,j , h ,r ,n), worksheet, crayons

Concept Building: (20-25 mins.):

Show the flash cards of (c, o, a, d g ,l ,b ,p ,I ,j , h ,r ,n) turn by turn and ask students to say aloud
the sound of each letter twice or thrice. Help students to recall the sounds of 13 letters. Ask
students to say the name of an object with each sound. For example; If you are showing a flash
card of “b”, ask students to name aloud an object with the /b/ sound. Give them ideas like ball,
balloon and banana. Repeat the activity for the remaining letters.
After that provide the students with the worksheet. Tell them that they have to trace each letter
with a crayon while following the correct pattern. Supervise students while tracing the letters.
Make sure they trace each letter with correct pattern.
When students are done, give them stars or smiley face on their work.
Sum Up: (3-5 mins.)
Sum up the lesson by revising the letter sounds and tracing of some letters in the air.

Assessment: (3-5 mins.)

Write the 13 letters on the board and ask students to say the name of any object starting with
each letter sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

With a little support With a little support With a little support
With a great support With a great support With a great support
Worksheet
Topic: Letters’ tracing
Name Date
Lesson Plan
Class: Beginner Subject: English
Lesson Plan #: 147 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes

At the end of this period the students will be able to:
Revise the letter sounds and tracing.

Teaching Resource Material:

Flash cards of (m, u, y, f, t, s, e, k, x, v, q, w, z), worksheet, crayons

Concept Building: (20-25 mins.):

Show the flash cards of (m, u, y, f, t, s, e, k, x, v, q, w, z) turn by turn and ask students to say
aloud the sound of each letter twice or thrice. Help students to recall the sounds of 13 letters. Ask
students to say the name of an object with each sound. For example; If you are showing a flash
card of “y”, ask students to name aloud an object with the /y/ sound. Give them ideas like yo-yo,
yacht and yolk. Repeat the activity for the remaining letters.
After that provide the students with the worksheet. Tell them that they have to trace each letter
with a crayon while following the correct pattern. Supervise students while tracing the letters.
Make sure they trace each letter with correct pattern.
When students are done, give them stars or smiley face on their work.
Sum Up: (3-5 mins.)
Sum up the lesson by revising the letter sounds and tracing of some letters in the air.

Assessment: (3-5 mins.)

Write the 13 letters on the board and ask students to say the name of any object starting with
each letter sound.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:

Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Articulate and identify rhyming words .

Teaching Resource Material:

worksheet, picture cards (cat, mat, van, pan, map, tap, pin, bin), basket

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell them that today we are going to revise the concept of rhyming words.
Tell students that each one of them will come and pick a card. He/she will show the picture
card to his/her classmates and they will have to tell a word rhyming with it.

Concept Building: (20-25 mins.):

Place the picture cards in a basket and place it on a table in the centre of the class. Call each
student to pick a card. On showing the card, encourage the rest of the students to think and say a
word rhyming with the picture shown on the card. For example; if they are shown a picture card
of ‘van’, they can say a rhyming word ‘pan’. When students have said a rhyming word correctly,
ask the child holding the picture card to put it back in the basket. Repeat the activity with the rest
of the class until all the picture cards have been done.
After that, provide the students with the work sheet. Tell them that they have to read aloud the
given words. After saying aloud the word, they have to identify the word that does not match
with the given word family.
Make students read aloud each word by stressing on the ending sound. For example; Make them
read the ‘at’ words first. Then ask them to tell which word does not rhyme with the ‘ap’ family in
the row. Let students point at the word that does not rhyme. After that, ask them to cross out that
word. Tell them to notice the first example on the worksheet.
Make students read the words with ‘an’and ‘in’ family. Ask them to identify the words that do
not rhyme and cross them out accordingly. Assist and supervise the students while completing
the worksheet.
When they are done, give them positive remarks for their effort.

Sum Up: (3-5 mins.)

Revise the concept of rhyming words by telling students that rhyming words have the same
ending sounds.

Assessment: (3-5 mins.)

Write three words on the board and ask students to identify the word that does not rhyme. For
example: “man, van, cat”

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

With a little support With a little support With a little support
With a great support With a great support With a great support
Worksheet
Topic: Rhyming words
Name Date

at cat mat pin

ap sat tap map

an man fin fan

in pin map tin

Lesson Plan
Class: Beginner Subject: English
Lesson Plan #: 149 Time: 40 mins.
Teacher: Date:

Student Learning Outcomes

At the end of this period the students will be able to:
Develop gross motor skills.

Teaching Resource Material:

Skipping rope, chalks

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell them that today we are going to do a fun filled activity in the
playground. Instruct them to stay in line while going outside and do not run around the
playground. Help them make a queue and take them out in the playground.

Concept Building: (20-25 mins.):

Draw some lines on the ground with a chalk. You can draw zig zag, straight or diagonal lines.
Tell students that they have to walk on the lines while following the correct path drawn on the
ground. Demonstrate how to walk on the lines while maintaining balance. Make each student
take two turns. For first turn, ask him/her to walk forward, where as in the second turn, ask
him/her to walk backwards on the same line. You can instruct them to walk forward while taking
5 steps or walk backwards while taking 3 steps. Repeat the activity until all the students have
walked on the lines.
After this, tell students that now they are going to learn how to jump while using the skipping
rope. Demonstrate in front of students. After that ask them to try and hop using the skipping
rope. Tell them that it’s alright if they can’t do it right. They can do it correctly with more
practice. Make all students take 2 to 3 turns with the skipping rope. Encourage the hesitant
students to participate. Take students back to class after the activity.

Sum Up: (3-5 mins.)

Ask students what they learnt today in the playground.

Assessment: (3-5 mins.)

Ask students to walk forward three steps and walk backwards 2 steps on a straight line.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

Student Learning Outcomes

At the end of this period the students will be able to:
Sing the poem with actions.

Teaching Resource Material:

Audio/video links for poem (“twinkle twinkle little star”)
https://www.youtube.com/watch?v=i6GDkELs9UY
https://www.youtube.com/watch?v=ksaOc8vMbs0

Teaching methodology:
Warm Up: (3-5 mins)
Greet the students with a smile and say Assalam-o-Alaikum. Encourage them to answer and say
Walaikum-u-salam. Tell students that today we are going to revise a previously learnt poem. Ask
them to you remember the poem of “Twinkle twinkle little star”? Take their responses.

Concept Building: (20-25 mins.):

Tell the students that first they will listen to the poem “Twinkle twinkle little star”. Tell them that
they have to sing along the poem with you while following the actions and expressions.
(Refer to the two links provided with the lesson. The teacher can use one of the given links to
teach students about the hand actions and expressions to be followed in the poem)
Involve students to listen to the poem twice or thrice and repeat the actions with you. Make sure
to involve the shy students.
Sum Up: (3-5 mins.)
Ask students which poem they have revised and what is its name.

Assessment: (3-5 mins.)

Ask students to sing the poem with actions without your assistance.

Home Work:

Teacher Feedback:
Mark the relevant achievement level of the students in each column.
They are able to do their work:
Slow Achievers Medium Achievers High Achievers

Independently Independently Independently

With a little support With a little support With a little support
With a great support With a great support With a great support

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