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 ‘My Neighbourhood’ will be reinforced with additional information through conversation, questions and answers, fun activities, interesting games.

Listening and Speaking

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

Note to the teacher: 
Refer to Week 1, Day 1 of the topic’s detailed asset.

Refer to the given LTM Video Warm-Up Exercise given in Week 1, to conduct the above activity.

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

Day 1: Essential Services in a Neighbourhood

Once all the children are quiet and settled, the teacher starts showing the flashcards of different things in the neighbourhood, one at a time. 

• The teacher shows a flashcard and says, “Hospital.” 
• The teacher says, “A hospital is a place where sick patients are treated. There are doctors and nurses in the hospital.”
• The teacher can ask the children, “Who treats the sick in a hospital?” Children may respond ‘Doctors and Nurses’.
• The teacher will show a flashcard of a ‘School’ and say, “School is a place where students come to study. In a school we find principals, teachers, peons, gatekeepers, sweeper, gardeners etc.”
• The teacher shows the flashcard of a ‘Police Station’ and explains, “A police station is a place where policemen work for our security and safety.”
• The teacher then shows the flashcard of a ‘Post office’ and explains that it is a place where collection, processing and transmission/delivery of our mails/letters take place.
• The teacher shows the flashcard of a ‘Bank’ and explains to the students that it is a place where our money is kept safe.

Refer to the ‘My Neighbourhood’ flashcards and video given in ‘My Neighbourhood’ Day 5 Week 1 Listening and Speaking section.

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

Day 2: People Who Help Us in the Neighbourhood

The teacher revises the topic done on Day 1 and then introduces other things in the neighbourhood.

• Now, the teacher shows the flashcards of different persons seen in our neighbourhood- like the Grocer, Policeman, Teacher, Doctor, Nurse, Banker, Postman, Vegetable vendor (selling vegetables on a cart) and others whom we see in our neighbourhood- in the shop, street, school, hospital or different buildings.

Post Teaching Activity: Matching Game

• The teacher should prepare multiple sets of flashcards of different places (School, Hospital, Shop, Park, etc.) in the neighbourhood and the persons associated with that particular place. (Teacher, Doctor,  Grocer, Gardener, etc.)
• One set of these pictures can be pasted on a big size chart paper. 
• One column on the chart paper shows the places while the other column on the opposite side shows the person associated with that place.
• Then, the children can be called upon to pick from the set of cards displayed on the teacher’s table to match it with the pictures pasted on the column on the chart paper.
• The teacher explains to the students about the places in the neighbourhood, the people in the neighbourhood, the things in the neighbourhood and how they all are helpful to us at all the times.

Refer to the ‘My Neighbourhood’ flashcards and video given in ‘My Neighbourhood’ Day 5 Week 1 Listening and Speaking section.

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

Day 3: Places of Relaxation in our Neighbourhood

The teacher revises the places, persons and things seen in the neighbourhood done on Day 1 and 2. The teacher can then introduce to the children various other buildings/people that can be seen in the neighbourhood.

• The teacher shows a flash card of the park and says, “This is a park.” The teacher can ask the children to repeat the word.
• The teacher tells the children that a park is a place where we see many trees, plants and flowers and all the children play together and have fun. 
• The teacher explains that there are various plants, trees and flowers in and around the houses in our neighbourhood and this helps for several insects and birds to survive.
• Then, the teacher shows the picture of ‘birds’ and tells the children that we see different birds hovering/sitting on the branches of the trees in the park, sitting on the walls or flying above the houses, flying up in the sky and different other places in our neighbourhood.
• Then, the teacher shows a flash card of a restaurant and says, “A restaurant is a place where we can eat different food items by paying for it.”

Refer to the ‘My Neighbourhood’ flashcards and video given in ‘My Neighbourhood’ Day 5 Week 1 Listening and Speaking section.

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

Day 4: Show and Tell

• The teacher can prepare a list of common neighbourhood places. (parks, schools, hospitals, grocery stores, post office, police station, bank and restaurant, birds, trees, plants etc.)
• The teacher can pin the chart that was prepared the previous day, with the pictures of the neighbourhood. 
• Children are given this list the previous day and asked to identify and find out about these features in their local area. 
• Each child can come forward to share their story of which places in the neighbourhood they could spot and point to the items as they talk about them.
• Each student should be given a chance.

Refer to the ‘Our Neighbourhood’ flashcards and video given in ‘My Neighbourhood’ Day 5 Week 1 Listening and Speaking section.

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

Day 5: Neighbourhood Bingo

• The teacher creates a Bingo card with places like the post office, hospital, park, etc.
• In place of Bingo cards, the readily available flashcards can be used for this activity.
• The cards are kept in an open basket on the teacher’s table. 
• The teacher picks up one card randomly.
• When the teacher describes the place shown on the card, she randomly calls any of the children to stand up and name the neighbourhood place shown in the bingo card/ flashcard. 
• For example, the teacher may ask the child to name the building where people go when they are sick.
• The same activity can be done as a group activity- by dividing the class into two groups and giving each group a turn to answer and then scoring the team according to the answer given.
• The team/group whose members give maximum correct answers will be the winner.

Refer to the ‘My Neighbourhood’ flashcards and video given in ‘My Neighbourhood’ Day 5 Week 1 Listening and Speaking section.

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

Reading and Writing

Day 1: Revise the Concept – Action Words

Procedure:

• The teacher writes ‘Action Words’ on the blackboard. 
• The teacher asks the students if they remember what are action words?
• The teacher must allow the students enough time to discuss and answer.
• Then, the teacher shows the flashcards of various actions and encourages students to tell what action they see in the picture.
• The teacher can write these words on the blackboard.
• The teacher must explain that action words tell us what a person is doing. 
• Then the teacher can do a follow-up activity. 
• The teacher can ask one or two students to come in the front. The teacher will tell one action word, and the students can enact that action. (example: writing, eating, drinking, playing, reading, painting, sleeping, walking, dancing, cycling etc)
• This activity can continue until all students get the turn to enact an action word. 

Key knowledge the child will acquire: Students will revise the concept action words.

Refer to the ‘Action words’ video and flashcards given in Week 3 Day 1 of the Class 2 topic ‘Friends’ Reading and Writing segment.

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

Day 2 and 3: Introducing the words with Letters ‘ng’

Procedure:

• The teacher explains to the students that they are going to learn some new words that have two letters that combine to give a new sound. 
• The teacher writes the letters ‘ng’ to reinforce it.
• The teacher plays the video for the students to learn the correct sound of ‘ng’. 
• The teacher shows the picture flashcards one by one and reads the words (ring, ping-pong, wing, swing). 
• The students will repeat the word.
• Then the teacher writes these words on the blackboard, emphasising the letters ‘ng’ and its sound.
• The teacher must allow the students to discuss the meaning of these words.
• Following the same process all the words will be introduced. 
• The teacher then distributes the worksheet- Words with Letters ‘ng’.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the letters ‘ng’ to introduce it accurately to the students.
• 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 the sound of letters that combine to give a new sound ‘ng’ and learn a few new words. 

Vocabulary with Picture Card: Words with letters ‘ng’, ‘ph’ and ‘qu’

Worksheet: Words with Letters ‘ng’

Worksheet: Words with Letters ‘ng’ (Enlarged)

Click and watch the video. This video is to be viewed by the teachers before the activity to understand how to conduct the activity during the class.  

Video: The sound of words with letters – ‘ng’, ‘ph’ and ‘qu’

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

Day 4: Introducing the Words with Letters ‘qu’

Procedure:

• The teacher explains to the students that they are going to learn some new words that have two letters that combine to give a new sound. 
• The teacher writes the letters ‘qu’ on the board to reinforce it.
• The teacher plays the video for the students to learn the correct sound of ‘qu’. 
• The teacher shows the picture flashcards one by one and reads the words (queen, quill, quarter, question mark, squirrel). 
• The students will repeat the words.
• Then the teacher writes these words on the blackboard, emphasizing the letters ‘qu’ and its sound. 
• The teacher may introduce a few more words with ‘qu’ (quiz, quiet, quick, quack, equal) without showing the flashcards, but by writing them on the blackboard. 
• The teacher must allow the students to discuss the meaning of these words in their regional language.
• Following the same process all the words will be introduced. 
• The teacher then distributes the worksheet- Words with Letters ‘qu’.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the letters ‘qu’ to introduce it accurately to the students.
• 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 the sound of letters that combine to give a new sound ‘qu’ and learn a few new words. 

Worksheet: Words with Letters ‘qu’

Worksheet: Words with Letters ‘qu’ (Enlarged)

Refer to the ‘Words with letters ‘ng’, ‘ph’ and ‘qu’ video and flashcards given in the Week 2 Day 3 of Reading and Writing section of the topic ‘My Neighbourhood’.

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

Day 5: Introducing the Words with Letters ‘ph’

Procedure:

• The teacher explains to the students that they are going to learn some new words that have two letters that combine to give a new sound. 
• The teacher writes the letters ‘ph’ on the board to reinforce it.
• The teacher plays the video for the students to learn the correct sound of ‘ph’. 
• The teacher shows the picture flashcards one by one and reads the words (phone, photos, dolphin, elephant, graph). 
• The students will repeat the words.
• Then the teacher writes these words on the blackboard, emphasizing the letters ‘ph’ and its sound. 
• The teacher must allow the students to discuss the meaning of these words in their regional language.
• Following the same process all the words will be introduced. 
• The teacher then distributes the worksheet- Words with Letters ‘ph’.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the letters ‘ph’ to introduce it accurately to the students.
• 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 the sound of letters that combine to give a new sound ‘ph’ and learn a few new words. 

Worksheet: Words with letters ‘ph’

Worksheet: Words with letters ‘ph’ (Enlarged)

Refer to the ‘Words with letters ‘ng’, ‘ph’ and ‘qu’ video and flashcards given in the Week 2 Day 3 of Reading and Writing section of the topic ‘My Neighbourhood’.

Refer to the ‘LSRW’ Adaptations and Strategies given in the Main page of ‘My Neighbourhood’ 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.