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Pre Year 1 English Series

Butterfly and Friends English series Pre year 1

  • Book intro
  • Preface: Read the preface as a story.
  • Introduction of Characters and Icons.

 

Page 2

  • Books start from storytelling to enhance listening and speaking of the children. They are beginners, so they must learn to listen first and then speak.

 

Step 1 (picture comprehension)

  • Children today we are going to see a very beautiful picture.
  • Look at this picture.
  • Wow! Look children, this is ‘camel’ and this is a ‘cub’.
  • These are crabs.
  • This is a’ crow’. ‘Crow’ is sitting on the branch.
  • This is a ‘caterpillar’ and caterpillar is sitting on the camel.
  • Yes this is a ‘carrot cake.’(ask from children)
  • What is this? Yes good crow.
  • (Same procedure with all the objects)

 

Step 2 (story telling)

  • Now do the story telling on page 2. It’s done with proper intonation (expression in speech) excited & enthusiastic body language and proper facial expression.
  • Now sit calmly and make them focus on you. Start the story slowly with moderate pitch of voice. Try to use different voices for different animals.

 

Step 3

  • Now review the ‘c’vocabulary of the picture. verbally repeat each word.(3-5 times)

 

Step 4

  • Now display a big letter cutout for reading ’c’. Display it in a visible place in the class and now relate it to the vocabulary.
  • Okay kids we heard the story, yes was it good? Yes, so now we know animals that are in the story ’c’,  ‘c’ camel,  ‘c’ cub,  ‘c’ caterpillar,  ‘c’ crow, ‘c’ crabs, very nice.
  • Now trace ‘c’ in air, on the table.
  • Move on the page 3 of the book.

 

Page 3

  1. Introduce and follow the icons.
  2. Okay kids, what is this? Yes candle.(repeat 3 times) this is a caterpillar (3 times) carrot (3 times) candle, caterpillar, carrot starts with ‘c’ good and where is ‘c’ yes good this is ‘c’. Now stand in front of cutout of ‘c’ and sing the rhyme while stressing on the formation.
  3. Read the rhyme to them with melody (snaps) and then make them do some exercise with the poem. This will encourage physical activity along with rhyme.
  4. Instruct them to follow the starting point and follow the arrow.

 

Page 4

  1. Introduce and follow the icons.
  2. Okay kids, what is this? Yes candle. (repeat 3 times)
  3. Read the rhyme to them with melody (snaps) and then make them do some exercise with the poem. This will encourage physical activity along with rhyme.
  4. Instruct them to follow the starting point and follow the arrow.

 

Page 14

  • This page is planned after every group of letters.
  • “Okay children today we are going to learnt a new concept ’walking’
  • Look what aunty is doing. Yes very nice aunty is walking. I am walking.
  • Now call any child from the classroom and say look what Talal is doing?

Yes very good Talal is walking.

  • Whenever you have chance to reinforce this concept e.g. walking in line or going for assembly or going for playing. (Some action words are reinforced in situations, for example eating and drinking in lunch time, jumping and kicking and running in play area.)
  • After this do the work of action word on page 14.

 

Page 15     

  • What is this? Good. This is a Cow.
  • What is the beginning sound of ‘cow’? Right /c/
  • Now look here. Is this /c/? no
  • Okay then is this /c/? Right. Very good.
  • Now match ‘cow’ with /c/
  • Do the rest in the same way

 

Page 16

  • On this page opposite are introduced. It’s suggested that sensory exposure (make them see the big and small thing) should be done before doing this page.
  • Okay children show me your hand, yes it is small, now see my hand it is big. Give exposure of big and small through 4 to 5 objects from the classroom for example, big book and small book. Big pencil and small pencil. Big chair and small chair etc.
  • After that paste strips of big and small on objects in the classroom and review the concept.

 

Page 17

  • Intro of primary color is done after the opposites.
  • First red color is introduced. Its suggested that you first give sensory exposure, like wear a red suit yourself on the day you plan to start the page, ask them a day before to put red hair band (girl) and red hand band (boys)
  • Follow the icons,
  • Then say, “This is an apple, tomato and strawberry.”
  • What is the color of the strawberry? Yes ‘red.’ You like to eat strawberries. Okay, yes they are tasty.
  • “Kids see the pictures on this page. What do you see? Yes tomato, you have seen it, ok it is in the salad too.
  • The color of tomato is ‘red’ yes.

 

Page 33

  • The book includes themes of real life, to inculcate importance of family, homes, animals etc.  The themes are chosen on the basis of their value in the lives of children. My Family is their first theme that children will lean with, as family is their first interaction with the world. The family is their first association with humans.

Initiate the discussion with their own families. Their families, siblings, grandparents, neighbors, cousins and friends.

Now, talks about Ahmed’s family children are familiar with Ahmed’s character in the book. So, they would love to discuss about his family.

  • After introducing Ahmed’s family show them flash cards and read with them. Paste the cards in the English learning area.

 

Activity:

  • Make a booklet of ‘My Family’ with the children. Ask them to bring their family photos and stick them on each page telling about the person in the picture.

 

Page 61

Introducing children to the real world is very important therefore it is advised to initiate the discussion by asking and eliciting from children what they know about animals. Animals are the favorite discussion for children. Talk about pet animals (those who can be tamed and domesticated) and the food they eat. Show flashcards and read them with the children. Place the cards in the English Learning Area.