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 ‘Transport’ will be reinforced with some additional information about different modes of transport. This will be done 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 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 ‘Transport’ if there are any neuro-diverse children in the class.

Day 1: Main Concept – Land/Road Transport

The teacher starts to explain the different modes of transport:

• The teacher shows a flashcard of a car and says, “A car is a small vehicle used by families to travel on roads.” 
• The teacher can show the flashcard and ask the students to name the vehicle. Students respond ‘Car’.
• The teacher explains that a car, bus and van have four wheels.
• The teacher may ask the students how they come to school daily? Students’ responses may vary- a car, bus, van or cycle. 
• The teacher asks, “Which big vehicle can carry many people?” Students respond, “A bus is a big vehicle that carries many people.”
• The teacher then explains, “A bus is a public transport used by most of the people to travel from one place to another.”
• The teacher shows a flashcard of a bike and says, “A bike is used by one or two people to travel quickly on roads.”
• Showing the flashcard of the bike, the teacher asks, “Which vehicle is this and how many can travel in it?”  Students answer, “A bike is used by one or two people.”
• The teacher says, “A bike and bicycle have two wheels.”
• The teacher shows a poster with different vehicles and explains, “We travel by road to many places in different types of vehicles.” 
• The teacher shows a flash card of a truck and says, “A truck carries goods.” He/she may ask the students, “When do we use the trucks?” 
• Students may respond, “When we have to shift places or when large items have to be moved.”
• The teacher explains that vehicles like tempo and tankers also carry goods.
• The teacher shows a flashcard of an auto-rickshaw and says, “It is an auto-rickshaw and it has three wheels.”
• The teacher asks, “Which vehicle has three wheels?” Students answer, “An auto-rickshaw.”
• The teacher shows a flashcard of an ambulance and says, “An ambulance is a vehicle to take sick people to the hospital.”
• The teacher asks, “Which vehicle is used to take sick people to the hospital?” Students answer, “An ambulance.” 
• The teacher explains some other vehicles are also used during emergencies. Can you think of any vehicle?
• Children respond, ‘Fire engine’.
• The teacher explains that a fire engine is used to put out the fire during emergencies.

Post teaching activity: Let’s move like a vehicle!

Procedure: 

• The teacher will keep the poster/flashcard ready for this activity.
• The teacher will show a flashcard of a vehicle and students will pretend to move like the vehicle and say the name aloud.
• The teacher will call one student at a time.
• The teacher will demonstrate for the children to learn.
• The teacher will make sure that all children get their chances.
• This brings movement and memory together!

Example: (Students pretend to drive the vehicle and say aloud the word and make the sound the vehicle makes)

1. Car
2. Bike
3. Ambulance
4. Cycle

Poster: Modes of transport

Refer to the ‘Types of Transport’ flashcards given in the Day 1 Week 1 of ‘Transport’ Listening and Speaking section.

Refer to the ‘Modes of Transport- Land, Air and Water’ video given in the Day 5 Week 1 of ‘Transport’ Listening and Speaking section.

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

Day 2: Air Transport

The teacher revises the topic done on Day 1 and then introduces Air Transport.

• The teacher shows a flashcard of an aeroplane and says, “An aeroplane is used to travel long distances in a short time.”
• Children repeat, “An aeroplane is used to travel long distances in a short time.”
• The teacher shows a flashcard of a helicopter and says, “A helicopter is used to travel short distances by air.”
• Children repeat, “A helicopter is used to travel short distances by air.”
• The teacher explains, “A helicopter has a big fan on top and can fly up and down. It is also used in rescue and emergency situations.”
• The teacher shows flash cards of parachutes and hot air balloons and says, “Some aircrafts like  parachutes and hot air balloons are used for fun and sport.” The teacher may ask the students to name the aircrafts used for fun and sport.
• Children may respond, ‘parachutes and hot air balloons’.
• The teacher explains that a parachute opens and lets the person fall to the ground slowly when he or she jumps from a plane and a hot air balloon is a large balloon with a basket in which people can travel.

Post teaching activity:

The teacher spreads the flashcards on the table facing downwards. He/she calls the children one by one and asks them to open the flashcard and identify and name the vehicles.

Refer to the ‘Types of Transport’ flashcards given in the Day 1 Week 1 of ‘Transport’ Listening and Speaking section.

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

Day 3: Water Transport

The teacher revises the topic done on Day 2 and then introduces WaterTransport.

• The teacher shows a flashcard of a boat and says, “A boat is a small water vehicle used in rivers and lakes.”
• The teacher continues to explain that a boat moves with the help of oars. A fishing boat is used to catch fish in the sea.
• The teacher shows a flashcard of a ship and says, “A ship is a large water vehicle that carries many people and cargo across seas.”
• The teacher says that a ship is used to travel long distances. We get into a ship at the port.
• The teacher shows a flashcard of a ferry and says, “A ferry is a boat used to carry people and vehicles across rivers or short sea routes.”
• The teacher may ask the students to name some of the vehicles that move on the water.
• Children may respond, ‘Boat, ship, ferry’.
• The teacher says there are many other water crafts that sail over rivers, sea and oceans.
• For example:
  A yacht is a large boat used for pleasure/fun.
  A house boat is a boat used as a home.
  A submarine is a ship that can travel under water.

Post teaching activity:

Name the following:

1. A vehicle used to catch fish – Boat
2. A large water vehicle that carries people and cargo – Ship
3. We get into this water vehicle at the port – Ship
4. A boat used to carry people and vehicles across rivers or short sea routes – Ferry
5. A large boat used for fun – Yacht
6. A boat used as a home – House boat

Refer to the ‘Types of Transport’ flashcards given in the Day 1 Week 1 of ‘Transport’ Listening and Speaking section.

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

Day 4: Rail Transport/Railways

The teacher begins the class by revising the topics done earlier and says, “Railways is a mode of transport used by many people to travel long distances.”

• The teacher shows a flash card of the train and says, “A train runs on tracks/rails and carries people and goods across long distances.” The teacher can ask students to name the transport that carries many people and runs on a track.
• Children respond, ‘Train’.
• The teacher continues to explain, “There are many coaches in a train. We get onto the train at the railway station. Trains run on diesel, petrol or electricity. There are express trains that take passengers. There are goods trains that carry goods.”
• The teacher shows a flashcard of a metro train and says, “Metro train is a fast train used in cities like Delhi, Bengaluru, Mumbai.”
• The teacher can ask students to name any of the cities where Metro trains run. Children may respond ‘Delhi, Bangalore, Kolkata’.
• The teacher shows a flashcard of a toy train and says, “Toy train is a small train often seen in hill stations or seen in some parks.”

Refer to the ‘Types of Transport’ flashcards given in the Day 1 Week 1 of ‘Transport’ Listening and Speaking section.

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

Day 5: Game Time – Name the Vehicles

This is an activity that will help the children to remember the name of vehicles and to which group it belongs to.

Note to the teacher:

1. The teacher will keep all the materials ready to do the activity. 
2. The teacher will make sure that all the children get a chance to participate in the activity. 
3. The students should follow instructions and maintain discipline.

Materials:

Flashcards of Road, Rail, Air, Water Vehicles (sets of four or five-depending on the number of children in the class)

Procedure:

• The different flashcards are placed on the table. 
• Children are divided into groups of five or six.
• Each group will play with their team members.
• Each group will be given a set of flashcards of different vehicles and a set of group heading flashcards.
• Children will sort them and name the vehicles and put it in the respective group
• The teacher will maintain a points table scored by each group
• The teacher will supervise and check

Key knowledge the child will acquire: The game develops identification skills.

Refer to the ‘Types of Transport’ flashcards given in the Day 1 Week 1 of ‘Transport’ Listening and Speaking section.

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

Reading and Writing

Day 1: Introducing the Double Letter ‘sh’

Procedure:

• The teacher explains to the students that they are going to learn some new words     starting from the sound ‘sh’.
• The teacher writes the double letters ‘sh’ on the blackboard.
• The teacher explains that when the letters ‘sh’ come together in a word, they make the sound ‘sh’.
• The teacher plays the video or shows the picture flashcards of ‘sh’, words. (ship, shop, sheep, shark)
• 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, emphasizing the starting letters ‘sh’ and its sound. 
• The teacher must encourage the students to repeat these words, (ship, shop, sheep, shark) emphasizing the sound ‘sh’. 
• The teacher then distributes the worksheet. 

Note to the teacher:
The teacher must watch the video prior to the session and learn the correct sound of the blend ‘sh’ to introduce it accurately.

• 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 with the starting sound ‘sh’.

Vocabulary with Picture Card: Double Letter (sh, ch, th, wh) words

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: Double letter ‘sh’ words

ISL Video: Double letter ‘sh’ words

Worksheet: Double letter (sh) words

Worksheet: Double letter (sh) words (Enlarged)

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

Day 2: Introducing the Double Letter ‘ch’

Procedure:

• The teacher explains to the students that they are going to learn some new words starting with the sound ‘ch’.
• The teacher writes the double letters ‘ch’ on the blackboard.
• The teacher explains that when the letters ‘ch’ come together in a word, they make the sound ‘ch’.
• The teacher plays the video or shows the picture flashcards of ‘ch, words, (chin, chain, chair, chick).
• 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, emphasizing the starting letters ‘ch’ and its sound. 
• The teacher must encourage the students to repeat these words (chin, chain, chair, chick) emphasizing the sound ‘ch’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘ch’ to introduce it accurately.
• 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 with the starting sound ‘ch’.

Worksheet: Double letter (ch) words

Worksheet: Double letter (ch) words (Enlarged)

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: Double letter ‘ch’ words

ISL Video: Double letter ‘ch’ words

Refer to the ‘Double Letters (sh, ch, th, wh)’ flashcards given in the Week 2 Day 1 of Reading and Writing section of the topic ‘Transport’.

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

Day 3: Introducing the Double Letter ‘th’

Procedure:

• The teacher explains to the students that they are going to learn some new words starting with the sound ‘th’.
• The teacher writes the double letters ‘sh’ on the blackboard.
• The teacher explains that when the letters ‘th’ come together in a word, they make the sound ‘th’.
• The teacher plays the video or shows the picture flashcards of ‘th, words, (thin, thorn, think, thumb).
• 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, emphasizing the starting letters ‘th’ and its sound. 
• The teacher must encourage the students to repeat these words (thin, thorn, think, thumb) emphasizing the sound ‘th’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘th’ to introduce it accurately.
• 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 with the starting sound ‘th’.

Worksheet: Double letter (th) words

Worksheet: Double letter (th) words (Enlarged)

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: Double letter ‘th’ words

ISL Video: Double letter ‘th’ words

Refer to the ‘Double Letters (sh, ch, th, wh)’ flashcards given in the Week 2 Day 1 of Reading and Writing section of the topic ‘Transport’.

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

Day 4: Introducing the Double Letter ‘wh’

Procedure:

• The teacher explains to the students that they are going to learn some new words starting with the sound ‘wh’.
• The teacher writes the double letters ‘wh’ on the blackboard.
• The teacher explains that when the letters ‘wh’ come together in a word, they make the sound ‘wh’.
• The teacher plays the video or shows the picture flashcards of ‘wh’ words (whip, wheel, whale, wheat).
• 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, emphasizing the starting letters ‘wh’ and its sound. 
• The teacher must encourage the students to repeat these words (whip, wheel, whale, wheat) emphasizing the sound ‘wh’. 
• The teacher then distributes the worksheet.

Note to the teacher:

• The teacher must watch the video prior to the session and learn the correct sound of the blend ‘wh’ to introduce it accurately.
• 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 with the starting sound ‘wh’.

Worksheet: Double letter (wh) words

Worksheet: Double letter (wh) words (Enlarged)

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: Double letter ‘wh’ words

ISL Video: Double letter ‘wh’ words

Refer to the ‘Double Letters (sh, ch, th, wh)’ flashcards given in the Week 2 Day 1 of Reading and Writing section of the topic ‘Transport’.

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

Day 5: Revision – Transport

Procedure:

• The teacher revises the names of all the transport by showing the video or by using the flashcards.
• Then, the teacher will distribute the worksheet ‘Transport – Crossword Puzzle’
• Using one of the worksheets, the teacher can demonstrate how to complete the crossword puzzle.
• The teacher moves around the classroom to help the students to complete the crossword puzzle. 

Note to the teacher:

• The teacher must complete 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 revise the names of the transport used on land, water and air.

Worksheet: Crosswords puzzle

Worksheet: Crosswords puzzle (Enlarged)

Refer to the ‘ Modes of Transport- by Land, Air and Water’ video given in the Day 5 Week 1 of ‘Transport’ Listening and Speaking section.

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