Note: Listening and Speaking section will be in Black and Reading and Writing section will be in Maroon colour.

The class begins with physical exercises and responding to directions given.

The topic ‘Profession’ will be reinforced through conversation, questions and answers, fun activities and interesting games.

Listening and Speaking

Daily: Total physical response/warm-up exercise (to be done before every session)

Note to the teacher: 
Refer to the given detailed asset and LTM Video of Warm-Up Exercise, given in Week 1 Day 1 of ‘Profession’ topic, to conduct the above activity.

Refer to the ‘TPR/Warm up exercise’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 1: Main Concept – People who keep us healthy and safe

Once all the children are quiet and settled, the teacher explains about different professions:     

1. Profession/Occupation is a job that a person does. 
2. Different people have different professions. 
3. A ‘profession’ or ‘occupation’ is simply the work someone does to earn a living and help the community. 

Then, the teacher starts explaining one by one showing flashcards.

• The teacher shows a flashcard and says, “A doctor helps when we are sick and gives medicine.” The teacher asks the students, “Who helps us when we are sick and gives medicines?” The student may answer, “Doctor.” 
• The teacher explains that a doctor works in a hospital or a clinic. A doctor who helps keep our teeth and gums healthy and clean is called a dentist. They use a stethoscope, thermometer, syringes and mirrors.
• The teacher shows the next flashcard and says, “A nurse takes care of patients in the hospital and assists the doctor.” The teacher asks the students, “Who assist the doctors and takes care of patients in hospitals?” The student may answer, “Nurse.” 
• The teacher shows a flashcard and says, “A Police Officer (Policeman/woman) keep people and places safe.” The teacher may ask the students, “Who keeps people and places safe?” The student may answer, “Police officer.” 
• The teacher explains that police use tools for safety, communication, handcuffs, batons, flashlights, radios and body cameras.
• The teacher shows the next flashcard and says, “A Firefighter (Fireman/woman) put out fire and save people.” The teacher may ask the students, “Who puts out fire and saves people?” The student may answer, “Firefighter.” 
• The teacher explains that police and firefighters work for emergency services. 
• The teacher shows a flashcard and says, “Soldiers are brave people who protect our country, working in the Army (land), Air Force (air), and Navy (water).”
• The children repeat.
• The teacher explains that soldiers help people in emergencies like floods or earthquakes by rescuing people and giving them food. They also have great discipline and love for country and stay strong to keep everyone safe. 

Post teaching activity: Answer the following:

1. Who takes care of the sick?
   Ans: Doctor.
2. What tools does a doctor use?
   Ans: Stethoscope, thermometer, syringe and mirrors.
3. What does a police officer do?
   Ans: A policeman/woman keeps people and places safe.
4. Who puts out the fire and saves people?
   Ans: Firefighter.
5. What is the work of a soldier?
   Ans: Soldiers are brave people who protect our country, working in the Army (land), Air Force (air), and Navy (water).

Refer to the ‘Different types of Profession’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Profession’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 2: Main Concept – People who give information, make and grow things

The teacher continues to explain about different professions with the help of flashcards:

• The teacher shows a flashcard and says, “A teacher teaches reading, writing, and math at school.” The teacher may ask the students, “Who teaches reading, writing, and math at school?” The student may answer, “Teacher.” 
• He/she continues, “A teacher works in schools and colleges.”
• The teacher explains that there are librarians who manage books and assist with finding information, and scientists who find new things about the world. 
• The teacher shows the next flashcard and says, “A farmer grows fruits, vegetables, and crops on a farm.” The teacher may ask the students, “Who grows fruits, vegetables, and crops on a farm?” The student may answer, “Farmer.” 
• The teacher explains that farmer is a hardworking person who works in fields, lives in villages, and uses simple tools and sometimes modern machines like tractors. They are the backbone of the country by providing essential food for everyone.
• The teacher shows a flashcard and says, “A baker makes and sells bread, cakes, and other delicious treats.” The teacher may ask the students, “Who makes and sells bread, cakes, and other delicious treats?” The student may answer, “Baker.” 
• The teacher explains that bakers use a variety of tools for measuring, mixing, baking, and decorating, including items like mixing bowls, cups/spoons and baking pans/sheets.

Post teaching activity: Fill in the blanks (children to answer verbally)

1. A ___________ teaches us reading and writing. 
   Ans: teacher
2. A ___________ manages books.
   Ans: librarian
3. A _____________ find new things about the world.
   Ans: scientist
4. A_____________ grows fruits, vegetables and crops.
   Ans: farmer
5. A _____________ makes and sells bread and cakes.
   Ans: baker

Refer to the ‘Different types of Profession’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Profession’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 3: Main Concept – People who make or fix things

The teacher continues to explain about different professions with the help of flashcards:

• The teacher shows a flashcard and says, “A carpenter uses wood to make or repair furniture like chairs and tables.” The teacher may ask the students, “Who uses wood to make or repair furniture like chairs and tables?” The student may answer, “Carpenter.” 
• The teacher explains that a carpenter is a friendly worker who builds and fixes things with wood, like furniture (tables, chairs) and parts of houses. (doors, frames) They use tools like saws, hammers and drills.
• The teacher says, “A mechanic repairs vehicles like cars, motorcycles, and bicycles.” The teacher may ask the students, “Who repairs vehicles like cars, motorcycles, and bicycles?” The student may answer, “Mechanic.” 
• The teacher shows a flashcard and says, “A tailor stitches and repairs our clothes.” The teacher may ask the students, “Who stitches and repairs our clothes?” The student may answer, “Tailor.” 
• The teacher explains that he/she creates new dresses, shirts, or pants from fabric. They make clothes smaller or bigger. They fix torn fabric/clothes.
• The teacher shows a flashcard and says, “A plumber fixes leaking pipes, drains, and toilets.” The teacher may ask the students, “Who fixes leaking pipes, drains, and toilets?” The student may answer, “Plumber.” 
• The teacher explains that plumbers fix and install pipes for water, gas, and drainage, using tools to keep our homes, water systems working with things like sinks, toilets, and showers.
• The teacher shows a flashcard and says, “A painter uses colours and brushes to create art like famous artists or someone who paints walls.” The teacher may ask the students, “Who uses colours and brushes to create art like famous artists or someone who paints walls?” The student may answer, “Painter.” 
• The teacher explains that artists paint pictures on canvas or paper using water, oil, or finger paints to show feelings, ideas, or stories. House painters put colours on walls and buildings to make them look nice and new. 
• The teacher shows a flashcard and says, “A cobbler fixes and makes shoes.” The teacher may ask the students, “Who fixes and makes shoes?” The student may answer, “Cobbler.” 
• The teacher explains that they use special tools to mend soles, sew holes, and polish footwear, making them safe and comfortable to wear.

Post teaching activity: Say if the statements are ‘True or False’

1. The cobbler makes clothes.
   Ans: False
2. The tailor stitches and repairs our clothes.
   Ans: True
3. An artist paints pictures on canvas or paper.
   Ans: True
4. A plumber paints walls and buildings to make it look new.
   Ans: False
5. A mechanic repairs chairs and tables.
   Ans: False

Refer to the ‘Different types of Profession’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Profession’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 4: Main Concept – People who provide other services

The teacher continues to explain about different professions with the help of flashcards:

• The teacher shows a flashcard and says, “A lawyer is one who understands rules (laws) and helps people solve problems.” The teacher may ask the students, “Who understands rules (laws) and helps people solve problems?” The student may answer, “Lawyer.” 
• The teacher explains that they help people who can’t solve problems on their own, like arguing fairly in the court.
• The teacher shows a flashcard and says, “A banker helps people keep their money safe in a bank.” The teacher may ask the students, “Who helps people keep their money safe in a bank?” The student may answer, “Banker.” 
• The teacher explains that they give people money (loans) to buy things like houses or cars, and help them save money to make it grow.
• The teacher shows a flash card and says, “An engineer is one who builds bridges, machines and even spacecraft.” The teacher may ask the students, “Who builds bridges, machines and even spacecraft?” The student may answer, “Engineer.” 
• The teacher explains that engineers are like superheroes who use math and science to create amazing things, such as taller buildings, faster cars, or even rockets that go into space.
• The teacher shows a flashcard and says, “A pilot is a trained professional who controls an aircraft, like an airplane or helicopter, to take people and cargo safely from one place to another.” The teacher may ask the students, “Who controls an aircraft, like an airplane or helicopter, to take people and cargo safely from one place to another?” The student may answer, “Pilot.” 

Post teaching Activity: Look at the flashcards and identify the different professions. For this activity the teacher may keep all the flashcards upside down on the teacher’s table and call the children one by one and ask them to identify the people connected with that profession. This can be played as a group activity too.

Refer to the ‘Different types of Profession’ flashcards given in the Week 1 Day 1 of Listening and Speaking section of the topic ‘Profession’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 5: Activity time: Who am I?

1. I work in a school. I help my students learn how to read and write. I use markers and chalk. 
   Answer: A Teacher.
2. I work at a fire station. I wear a uniform and a heavy helmet. I use a long pipe to put out fires. 
   Answer: A Firefighter.
3. I wear a white coat and a mask. I take care of your teeth and help you keep a bright smile. 
   Answer: A Dentist.
4. I grow vegetables and fruits for you to eat. I drive a tractor and have animals in my field. 
   Answer: A Farmer.
5. I work in the sky. I wear a uniform. I fly airplanes to different places.
   Answer: A Pilot.

Note to the teacher:

• The teacher can ask many more questions in a similar manner.
• The teacher makes sure that all children get a chance in the activity.

Refer to the ‘Activity’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Reading and Writing

Day 1: Introducing words ending with the letters ‘all’

Procedure:

• The teacher explains to the students that they are going to learn some words ending with the letters ‘all’.
• The teacher writes the letters ‘all’ on the blackboard to reinforce it.
• The teacher plays the video or shows the picture flashcards of words ending with letters ‘all’- ball, mall, tall, wall.
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasising the ending letters ‘all’ and its meanings. 
• The teacher must encourage the students to repeat these words- ball, mall, tall, wall, ending letters ‘all’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn how to introduce the words ending with the letters ‘all’ and its sound. 
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words ending with letters ‘all’.

Vocabulary with Picture Card: Keywords – Words ending with letters ‘all, ill, ell’

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Words ending with letters ‘all’

ISL Video: Words ending with letters ‘all’

Worksheet: Words ending with letters ‘all’

Worksheet: Words ending with letters ‘all’ (Enlarged)

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 2: Introducing the words ending with letters ‘ill’

Procedure:

• The teacher explains to the students that they are going to learn some words ending with the letters ‘ill’.
• The teacher writes the letters ‘ill’ on the blackboard to reinforce it.
• The teacher plays the video or shows the picture flashcards of words ending with letters ‘ill’- hill, pill, fill, bill.
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasising the ending letters ‘ill’. 
• The teacher must encourage the students to repeat these words- hill, pill, fill, bill, ending letters ‘ill’. 
• The teacher then distributes the worksheet. 

Note to the teacher:

• The teacher must watch the video prior to the session and learn how to introduce the words ending with the letters ‘ill’ and its sound. 
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words ending with letters ‘ill’. 

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Words ending with letters ‘ill’

ISL Video: Words ending with letters ‘ill’

Worksheet: Words ending with letters ‘ill’

Worksheet: Words ending with letters ‘ill’ (Enlarged)

Refer to the ‘Keywords – Words ending with letters ‘all, ill, ell’ flashcards given in the Day 1 Week 2 of ‘Profession’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 3: Introducing the words ending with letters ‘ell’

Procedure:

• The teacher explains to the students that they are going to learn some words ending with letters ‘ell’.
• The teacher writes the letters ‘ell’ on the blackboard to reinforce it.
• The teacher plays the video or shows the picture flashcards of words ending with letters ‘ell’, (bell, well, yell, shell).
• The teacher must allow the students to discuss and tell these words in their regional language before introducing the English words.
• The teacher writes these words on the blackboard, emphasising the ending letters ‘ell’ and its sound. 
• The teacher must encourage the students to repeat these words- bell, well, yell, shell, ending letter sound ‘ell’. 
• The teacher then distributes the worksheet. 

Note to the teacher:

• The teacher must watch the video prior to the session and learn how to introduce the words ending with letters ‘ell’ and its sound. 
• If it is not possible to show the video, the teacher can introduce using flashcards only.

Key knowledge the child will acquire: Students will become familiar with a few words ending with letters ‘ell’. 

Click and watch the videos. These videos are to be shown to children during the activity. When there are children with hearing impairment in the inclusive class, use the video with Indian Sign Language (ISL).

Video: Words ending with letters ‘ell’

ISL Video: Words ending with letters ‘ell’

Worksheet: Words ending with letters ‘ell’

Worksheet: Words ending with letters ‘ell’ (Enlarged)

Refer to the ‘Keywords – Words ending with letters ‘all, ill, ell’ flashcards given in the Day 1 Week 2 of ‘Profession’ Reading and Writing section.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 4: Revision – Words ending with letters – all, ill, ell

Procedure:

• The teacher explains that they are going to revise the words ending with the letter ‘all, ill, ell’.
• The teacher shows the keyword flashcards one by one, revising the words and the ‘ending letter sounds’ of the ‘all, ill and ell’ words introduced so far. 
• Then, the teacher distributes the flashcards to some of the students in the class. 
• As the teacher calls out a word, (for example, ball, pill, shell etc) the child who is holding that flashcard must stand up and show the flashcard to all the students.
• Following the same process all the words must be revised once again.
• Then, the teacher distributes the revision worksheet.

Note to the teacher:

• The teacher must keep the required materials (flashcards and worksheets) ready.

Key knowledge the child will acquire: Students learn a few words ending with letters ‘all, ill and ell’.

Worksheet: Revision – Words ending with letters ‘all, ill and ell’

Worksheet: Revision – Words ending with letters ‘all, ill and ell’ (Enlarged)

Refer to the ‘Keywords – Words ending with letters ‘all, ill, ell’ flashcards given in the Day 1 Week 2 of ‘Profession’ Reading and Writing section.

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Day 5: Learn new words ending with letters ‘all’, ‘ill’ and ‘ell’ 

Procedure:

• The teacher explains that they are going to revise the words ending with the letter ‘all, ill, ell’.
• The teacher shows the flashcards one by one, revising the words and the ‘ending letter sounds’ of the ‘all, ill and ell’ words introduced so far. 
• Then, the teacher can list some more words that end with ‘all’, ‘ill’ and ‘ell’. List of words- hall, fall, small, call, sell, fell, smell, dwell, will, fill, frill, drill, spill.
• The teacher can discuss the meaning of some of these words in the regional language.
• Then, the teacher distributes the crossword puzzle worksheet- Find the hidden words.

Note to the teacher:

• The teacher must solve one crossword puzzle worksheet prior to the session. 
• The teacher must keep the required worksheet ready. 
• The teacher must explain how the crossword puzzle must be solved by demonstrating the process to the students.

Key skill/knowledge the child will acquire: Students will learn the words ending with letters ‘all’, ‘ill’ and ‘ell’.

Worksheet: Crosswords Puzzle – Find the hidden words

Worksheet: Crosswords Puzzle – Find the hidden words (Enlarged)

Refer to the ‘Keywords – Words ending with letters ‘all, ill, ell’ flashcards given in the Day 1 Week 2 of ‘Profession’ Reading and Writing section.

Refer to the ‘LSRW’ and ‘Activity’ Adaptations and Strategies given in the Main page of ‘Profession’ if there are any neuro-diverse children in the class.

Teacher Resource Document

Source and Attribution of images All images used in the above Assets and Aids are originally created.

This digital material has been developed by the Sri Sathya Sai Vidya Vahini Inclusive Education Project, a unit of Sri Sathya Sai Central Trust, Prasanthi Nilayam, as a collaborative offering in the service of our nation.