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Sub-themes: Personal relationships, Healthy food habits
Expected Time: 28 Hours (as per Handbook)
Learning Objectives:
Upon completion of this unit, learners will be able to:
● Listen to narratives and teacher talks, and understand them.
● Read and comprehend simple stories, songs, and conversational pieces.
● Enhance communication by listening and speaking.
● Understand family structure and the roles of family members.
● Understand about healthy food habits.
● Get familiarized with pronouns.
● Use modal auxiliaries 'can', 'can't', and 'may' in appropriate contexts.
● Understand and use simple past and past progressive forms of verbs.
● Enhance imaginative thinking through activities like drawing and colouring.
● Engage in group activities that foster collaboration and collective learning.
● Enhance vocabulary related to food, animals, actions, and emotions.
● Enjoy the rhythm of songs and rhymes.
● Describe objects and events orally using action verbs and words denoting physical aributes, location, etc.
● Engage in aesthetic and creative activities such as singing, drawing, colouring, origami,etc.
● Express thoughts and feelings in simple language.
● Follow instructions and respond physically and orally.
● Write descriptions, thoughts, dialogues, etc., related to specic contexts using structured expressions.
● Add more lines to a given song by substituting phrases/lines.
● Engage in and perform skits and choreography.
Input Discourses:
● Teacher interactions and narrations
● Stories
● Rhymes
Output Discourses:
● Adding more lines
● Short descriptions of events, familiar objects/characters
● Dialogues related to specic contexts
● Thoughts of characters
● Skits
● Choreographies
Materials/Resources:
● English Textbook (Unit 2: A Piece of Cake)
● English Workbook (Pupa - Unit 2)
● Charts, markers, pictures of elephants and various food items (healthy/unhealthy)
● Audio/video for songs and rhymes
● Drawing and colouring materials
● Role-play props (optional)
This unit is designed as a series of interconnected modules, each building upon the previous one to achieve the learning objectives.
Module 1: Animals and Names
● Learning Objectives:
○ Comprehend the teacher's instructions and interaction questions.
○ Respond to teacher talk and interactions in the target language.
○ Identify dierent animal names.
○ Recognize the animals with their sounds.
○ Engage in drawing and colouring.
● TLMs: Crayons, pencil, picture cards of animals.
● Time: 60 minutes
Activity 1: Let's Play - Animal Charades
○ Process: Familiarize children with various animals using picture cards. Introduce the game: divide the class into two teams. A child from one team picks an animal picture card and mimics its sound. If the other team guesses correctly, they get points. Continue the game.
○ Interaction Questions:
■ "Do you like animals? Which animals do you know?"
■ "What sound does a dog make? A cat?"
■ "Shall we play a game where we guess animal sounds?"
■ "Can you make the sound of a ______?"
■ "Which animal is this?" (when a card is shown)
Assessment: Observe participation and accuracy in mimicking sounds and guessing animals.
Reection Note:
■ Teacher's Self-Assessment: Was the game engaging? Did all students participate?
■ Problems and Solutions: Were there any animals students struggled to identify or mimic? How can I support them next time?
■ Plan for the Next Stage: How can I use this activity to introduce the elephant characters specically?
Activity 2: Draw and Find (Pupa Activity 1, WB Page )
○ Process: Invite aention to the picture on Pupa page 30 (Activity 1). Ask them to identify the animal by connecting the dots. Allow them to colour the picture.
○ Interaction Questions:
■ "Look at this picture. What do you see?"
■ "There are many dots and numbers. What do you think we should do?"
■ "What animal do you think is hiding here?"
■ "Now that you've joined the dots, what animal is it?"
■ "What colors will you use for your elephant?"
Assessment: Completion and accuracy of dot-to-dot drawing; quality of colouring.
Reection Note:
■ Teacher's Self-Assessment: Did students understand the dot-to-dot concept? Was the coloring activity well-received?
■ Problems and Solutions: Did any students struggle with numbers or ne motor skills? How can I provide extra support?
■ Plan for the Next Stage: How can this drawing be linked to the main story about the elephant family?
Module 2: The Elephant Song and Movements
● Learning Objectives:
○ Comprehend the teacher's instructions and interaction questions.
○ Respond to teacher talk and interactions in the target language.
○ Get familiarized with the rhythm and paern of songs.
○ Add lines to a given song by substituting phrases/lines.
● TLMs: Picture of marching elephants (from Pupa), audio/video of a herd of elephants marching.
● Time: 60 minutes
Activity 1: Game - Break the Balloon!
○ Process: Form groups. Tie a balloon as a "tail" to each child. Explain they are "elephants with balloon tails!" Show them how to stomp and swing their arms like trunks. Instruct: "Don't let anyone pop your balloon!" Students move like elephants and try to pop others' balloons. If a balloon pops, the child is out. The last one with a balloon wins.
○ Interaction Questions:
■ "Who wants to be an elephant today?"
■ "How do elephants walk? Show me your elephant walk!"
■ "What happens if your balloon pops?"
■ "Are you ready to stomp and play?"
○ Assessment: Observe participation, adherence to rules, and imitation of elephant movements.
○ Reection Note:
■ Teacher's Self-Assessment: Was the game fun and energetic? Did it help students embody the elephant characters?
■ Problems and Solutions: Was there enough space? Did all students understand the rules?
■ Plan for the Next Stage: How can I transition from this active game to singing about elephants?
Activity 2: Choral Singing (Pupa Activity 2, WB )
○ Process: Ask learners if they have seen elephants marching. Show the picture of marching elephants from Pupa Activity 2 (WB ). Ask learners to mimic elephant movements (stomping, swinging trunks). Play the audio of the song. Learners sing along. Elicit song lines line by line and write on a chart. Read the song aloud with expressions. Ask learners to repeat each line. Sing together while performing actions. Encourage group singing with chart support.
○ Interaction Questions:
■ "Have you ever seen elephants marching? Where?"
■ "How do elephants move their trunks? Their ears?"
■ "Did you like the song? What is it about?"
■ "Can you sing the rst line of the song?"
■ "Let's sing together with actions!"
○ Assessment: Observe participation in singing and actions. Assess ability to follow rhythm and mimic movements.
○ Reection Note:
■ Teacher's Self-Assessment: Did the song help students connect with the elephant characters? Was the rhythm clear?
■ Problems and Solutions: Did any students struggle with the lyrics or actions? How can I provide more visual/auditory cues?
■ Plan for the Next Stage: How can we encourage students to be creative with the song?
Activity 3: Adding Lines to the Song (Pupa Activity 2, WB )
○ Process: Ask learners to suggest other actions elephants might perform (e.g., wag tail, jump, run). Elicit and write these ideas. Ask them to complete the stanza using these actions (e.g., "Wag, wag, tail so fast..."). Encourage oral singing rst, then writing in pair groups. Facilitate presentation by some pairs. Write their lines on a chart. Present a teacher version and guide corrections.
○ Interaction Questions:
■ "What else can elephants do besides stomp and ap?"
■ "Can you think of a rhyming word for 'fast'?"
■ "How can we add a line about elephants running?"
■ "Who wants to share their new lines?"
■ "Did your lines rhyme? Are the words spelled correctly?"
○ Assessment: Creativity in adding lines, use of rhyming words, accuracy in writing (spacing, capitalization).
○ Reection Note:
■ Teacher's Self-Assessment: Did students feel condent adding their own lines? Was the concept of rhyming clear?
■ Problems and Solutions: Did some students struggle with generating ideas or rhyming? How can I provide more examples or prompts?
■ Plan for the Next Stage: How can we transition from singing about elephants to learning about their family?
