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UNIT 2
BACK TO GREEN
Theme: Friendship
Sub-theme: Family, love and care
Learning Objectives:
The learners-

 listen to narratives & teacher talks and show signs of understanding verbally & non-verbally.
 get familiarised with words denoting familiar vehicles, animals and birds.
 get familiarised with words denoting colours and numbers (1-10)
 get familiarised with words denoting possession (has/have).
 identify the sound values of letters and letter clusters.
 comprehend the instructions of the teacher and respond accordingly.
 identify and describe familiar objects, animals and birds.

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 get familiarised with action words such as walk, fly, come fall etc.
 get familiarised with phatic communication expressions such as, Hi, Hello, I’m sorry, Thank

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you, Bye, etc.
 get familiarised with the rhythm and pattern of songs.

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 add their own lines to a given song by substituting words/ phrases.
 describe familiar objects orally stating physical attributes such as size, colour etc.

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 read conversations, songs & simple descriptions graphically.
 construct dialogues related to specific contexts using fragmentary expressions.

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 develop a positive attitude toward socialisation and friendship.
Input Discourses

 Teacher interaction
 Stories
 Songs
 Conversations
Output Discourses

 Short descriptions of familiar objects/persons

 Descriptions stating possessions and abilities
 Lines added to songs
 Dialogues related to specific contexts
Language Competency

 Identifying objects/persons
 Speaking/writing about attributes
 Using possessives
 Following spacing between words & full stop
 Getting familiarised with the names of objects/ birds / animals, in English
 Getting familiarised with words for colour, size, numbers (1-10), etc.
 Understanding ordinals such as first, second, third etc.
 Using has/have as stative verbs

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 Using action verbs such as fall, fly, walk, come etc.

 Understanding the structure of simple sentences
 Getting an idea on capitalization, spacing between words & full stop
 Understanding the musical/rhythmic features of language

Unit Frame
Unit- 2Back to Green Time – 18 Hours

Concept/ Input discourses Output discourses Language elements Learning

Theme outputs/products
Friendship  Teacher interaction  Write short  Identifies an  Chart containing
Sub themes:  Stories descriptions about object/person names of birds,
Family, love  Songs familiar  Speaks/writes about animals, etc.
and care,  Conversations objects/persons. objects/ birds/ animals  Descriptions of
etc.  Writes about using attributes. objects, birds etc.
possessions  Uses possessives  List containing
 Adds lines to songs  Gets familiarised with names of various

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 Constructs names of objects, birds, and
dialogues related objects/persons / animals.

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to specific contexts animals in English  Completed
 Gets familiarised with conversations

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words for colour, size,  Charts containing
numbers (1-10), elicited texts.
ordinals, etc.  Origami works

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 Uses action verbs in oral  Completed songs
& written discourses  Papercrafts
 Understandsthe 

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Digital document of
structure of simple choreography, skit
sentences etc.
 Gets ideas on
capitalisation, spacing
between words & full
stop
 Understands the
musical/rhythmic
features of language

MODULE 1
Learning Objectives:

 Listen to the teacher talk and show signs of understanding verbally & non-verbally.
 Engage in games.
 Enact contexts or events individually or in groups.
 Read the given text graphically.
 Get familiarised with phatic communication expressions such as, Hello, I’m sorry, Thank you,
Bye, etc.
 Learners engage in origami activities.
TLMs : Big picture, bird pictures(colour pictures of parrot, peacock and crow), green fluorescent
paper, chart, crayons/markers,
Time: 60 min.

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Activity 1- Find the bird

Process:
Play the audio containing bird names. Play the sounds one by one and ask the
learners to identify the bird. Write the identified bird on the chart and make a
list of birds.
The audio is given in the QR code.

Activity 2- Feather fun (game)

Process:
Give pictures of crow, peacock and parrot to learners. Each learner should get a picture. The number
of each picture category should be almost the same so that there will be an equal number of learners
having each picture. Draw three bog circles in three corners of the classroom. Pastepictures of a crow,

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a peacock and a parrot in each circle respectively. (one picture in one circle). Ask children to stand in
the play area.When you blow the whistle/playmusic, thelearners must walk freely in the play area.

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Then call out the name of any bird given in the circles. Then those having that picture must occupy the
corresponding circle. The children who correctly occupy the circle, will be awarded a star. Those who

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make mistakes are out. Continue the game for 4 or 5 rounds.
Activity 3 - Who am I? (Guessing game)

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Process:

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Put a parrot (model/cut out) in a box in advance without the learners’ notice. Show the box and ask
them to guess what is inside. Give chances to them to guess. Then reveal the parrot slowly till they are
able to make out the hidden object. Introduce the bird as This is a parrot.

Teacher Talk:
Look, what is in my hand? (box)
A box. Correct. (Shake the box and ask)
What is in the box? Can you say?
(Let them guess. Respond to them saying like this)
No…. It is not a fruit…… Sorry….I am sorry, it is not a pen…etc.
(Now give a clue) It is a bird.
Give a chance to guess.
I shall show the tail of the bird, okay…?
Here is the tail (Show the tail)
(Let them identify. Continue to reveal the head if they need more clues)

When they identify the bird correctly, introduce it by saying:

This is a parrot.
Paste the parrot on the big picture and write:
This is a parrot
What colour is the parrot? (Green)
This is a green parrot.

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Activity 3- Let’s make a parrot (Origami)

Process:

Teacher talk:
Shall we make a green parrot? Are you ready?
(Provide paper strips to everyone. Demonstrate the process step by step with simple instructions.)
Make a knot in the paper strip. Like this. (Demonstrate)
Wait for learners to finish. Have you finished? (Appreciate them)
The parrot has a head, right? Where is the head? Here or here?

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(Let them point out. Fix an end and cut the corner in an oval shape to make the head. Supply
scissors and ask the learners to follow you.)

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The parrot has a red beak, right? Shall we draw a beak? See this. (Demonstrate how to draw the
beak.)

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Now, colour the beak of your parrots.
Now let’s make the tail of the parrot. I shall show you. Cut the end like this. (Ask them to follow)
See, the head and tail are ready. The parrot has wings too. Where will be the wings? (Let them

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suggest)
Shall we draw wings? Good. Here it goes… (Draw the wings and allow them to follow)
How is the parrot? Good…?

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Appreciate the learners.

Learning Evidence:Chart of birds, Origami parrot.

Note to teachers:Games, songs, craft work, etc. are given for providing language input non-
consciouslyand also to minimize their inhibitions. These are sequenced and connected to the
textbook and BEEHIVE. So follow the sequenceof the activities as given here.

MODULE 2
Learning Objectives:

The learners-
 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 enact contexts or events individually or in groups
 get familiarised with words denoting familiar birds, colours etc.
 describe familiar objects orally stating physical attributes such as size, colour etc.
 Listen, sing, and enjoy songs
 Add more lines to the given song
 Identify the scripts and engage in graphical reading

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TLMs:Big picture, glue, marker pens, chart, Origami bird

Time: 60 min.
Activity 1- Bird Song
Process:
Take the bird in hand and sing the following lines rhythmically with proper actions and gestures. Ask
the learners to sing with you.

Green parrot little parrot

Come with me.
Green parrot little parrot
Sing with me.
Processing Adding lines

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 Sing the song two or three times and ask the learners to follow
 Now, elicit the lines one by one and write on a chart

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 Sing the song with the help of the chart, pointing to each line
 Now sing the first two lines and ask them to substitute another word for sing and complete
singing

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Green parrot little parrot

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Come with me.
Green parrot little parrot

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…….. with me.

 Write the elicited word in the blank and sing.

 Elicit another word and write four more lines.
Sing it and let the children sing after you.
Let children identify the words like parrot, green, and the verbs.

Activity 2- Colouring the Parrot (Beehive Activity- 1)

Now we have our green parrots with us. Shall we paste them in our BEEHIVE?
Open your BEEHIVE book on page 23
Paste your parrots in the space provided.
Support the learners to paste the parrot properly.
Now, elicit the text through interaction.
Which bird is this? Is that written there? Can you read that?
Random reading.
Paste your parrot on a chart and write the text, This is a parrot below it.

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What colour is the parrot? (Green)

Yes! Green. This is a green parrot. Is that written in your book?
What is written? What will you write here?
Elicit the idea, green and ask them to write. Support them if needed. (The chart of colours processed in
unit 1 can be referred to for the word.)
Facilitate each learner while they are completing the task.

Learning Evidence:Chart developed through interaction (adding lines), completed Activity 1 in

BEEHIVE

Note to teachers:
BEEHIVE, the learner workbook should be kept in the classroom. It is an evolving book. This
works as a learner portfolio also. It can be shown to the parents during CPTAs as evidence for
learner achievement.

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MODULE 3
Learning Objectives:

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The learners-

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 Comprehend the instructions of the teacher and respond accordingly
 Engage in drawing and colouring

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 Get familiarised with words denoting familiar animals and birds
 Associate pictures with words and write them graphically

TLMs:Big picture, chart, marker pens, crayons, cutouts of elephant, duck and rabbit
Time: 60 min.
Activity 1 Polly’s Friends
Process:
Invite the attention of the learners to the parrot in the big picture again.
Look at this parrot.
ഈ പാര ് എവിെടയാവും ഇരി ു ത്? (tree / branch)
നമു ് മരവും, ശിഖരവും വര ് ത െയ അതിൽ ഇരു ിയാേലാ?
Let’s draw a tree and branches.
Draw the branches of the tree in the big picture.
This parrot has a name. Do you know her name? Can you guess?
(Free responses.)
Polly. The name of the parrot is Polly.

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Evolving description.(Write on a separate chart. You can keep this chart exclusively for ‘Polly’.)

This is a green parrot.

The name of the parrot is Polly.

Note to the Teacher:You can add more information/description to this chart as you proceed from
module to module. After some time, a description of Polly will emerge. All your children will be
able to read it with comprehension. This will work as a good sample of description. Please also
note that the learners are experiencing a new discourse- ‘description’.

(Write the sentence on BB. Pronounce it aloud as you writeit down.)

Now, look at Polly; she is looking at someone.
േപാളി ആെരയാകും േനാ ു ത്?
നമു ് േനാ ിയാേലാ?
Open your BEEHIVE Activity 2.

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(Lead the attention of the learners to the BEEHIVE.)

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Look, who are there in the picture?

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Can you find out?
കു ുകളിലൂെട വര ു േനാ ൂ.

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Who is that?

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Yes. Elephant
(Paste the cut out of the elephant on the big picture and elicit the word, ‘elephant’.Likewise, introduce
the other two characters rabbit and duck.Write these words on the big picture.)
Are they Polly’s friends
Yes. The Elephant, rabbit and duck are Polly’s friends. (Write them on the evolving story chart.)
Lead their attention to the writing part of BEEHIVE page No.25.
Ask the learners to fill the blanks through interaction.

Polly’s friends are,

Elephant
Rabbit
duck

Help them while they complete the activity.

To evolving description:

This is a green parrot.

The name of the parrot is Polly.
Elephants, rabbit and duck are Polly’s friends.

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Activity 2-A Jungle walk

Process:
എ ാവരും പൂർ ിയാ ിയേ ാ.
Look at the picture.
അവെരവിെടയാണ് നിൽ ു ത്?
മെ െ ാെ യാണ് ആ ചി ിലു ത്?
Free responses.
Elicit responses and introduce words like tree, plants, grass, pond, water, jungle etc…
Polly and her friends are in the jungle.
Shall we make the jungle beautiful?
Let them colour the picture in the BEEHIVE pages 24 and 25.

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Interact while they colour the picture.

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Learning Evidence:Evolved big picture, Drawing, colouring and writing in BEEHIVE pages 24
and 25, evolved description.

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Notes to teachers:

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 Elicit and introduce the theme jungle so it can be used in the coming modules.
 Introduce and provide chances for graphical reading and writing of the words,elephant,

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rabbit and duck.

MODULE 4
Learning Objectives:
The learners-

 comprehend the instructions of the teacher and respond accordingly

 get familiarised with the rhythm and pattern of songs

 Listen to a simple song, associate actions with the song and comprehend the song
 Engage in theatre games
TLMs:whistle, chart
Time: 60 min.
Activity 1- Meet My Friend
Process:
Invite learners to the middle of the class and arrange them in a circle. Give instructions for the game.
'വിസിലടി ുേ ാൾ എ ാവരും ീ ആയി നട ണം. പര രം കൂ ിമു രുത്.'
Blow the whistle and ask them to walk.

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ഞാൻ ‘ ീസ് ’ എ ു പറയുേ ാൾ നി ു ിട ് നി ണം,

Blow the whistle and say, ‘FREEZE’ aloud. Very good.
ഇനി നി ളുെട അടു ു ആളിനു െഷ ് ഹാൻഡ് ന ൂ.
That is your friend, the elephant. Aswin, who is your elephant friend. (Show the friend/ name the
elephant friend)
Fine. Now, Silpa, who is your elephant friend? (Name the child/ show the friend)
Have all of you got elephant friends?
(Blow the whistle to start the game again. Say freeze’ after a while.)
Who is your friend now?
This is your rabbit friend.
(Ask two or three learners to name their rabbit friends. Continue the game and find the duck friends
too.)

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Imitate their movements or sounds to make the game lively.

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Activity 2- (BEEHIVE ACTIVITY 3 )
Process:

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Open your BEEHIVE page 26.Look at the first picture.

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Who are there in the picture?
Yes. Elephant
Then? Who are the others? (Parrot/Polly, Rabbit, Duck)
Who are Polly’s friends? (Elephant, rabbit & duck)
Write the text on the chart-
Elephant, parrot
Rabbit and duck
They are friends.
Where are they now?/Are they in the city? In the village? No, in the jungle.

To the teacher:Learners may say the answer in Malayalam. Megaphone that in English.
Yes. In the jungle.

Elephant, parrot
Rabbit and duck
They are friends.
Friends in the jungle.

Elicit all the above text through interaction and write them on the blackboard.
Sing the song.

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Ask the learners to sing following you 2 or 3 times.

Where is the word,‘Elephant’ in the song? Ask a learner to point to the word on the chart. Now ask all
to circle that in Beehive.
Now, ask some to read the lines individually.
The teacher facilitates the graphical reading.
Gives individual attention to the learners.
Similarly, elicit the following lines. Follow the process of reading given above.

They play and play,

Play all day
They swing and swing,
Swing all day.

Follow the choral singing of the whole song.

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Learning Evidence : Evolved song,

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Notes to teachers:
 Introduce and provide chances for graphical reading of the song. You can ask them to point

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out lines having certain ideas. eg. അവർ എ ും കളി ുെമ ് എവിെടയാണു ത്?
ആ വരി വായി ാേമാ?

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MODULE 5

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Learning Objectives:
The learners-

 comprehend the instructions of the teacher and respond accordingly

 get familiarised with words denoting familiar animals and birds
 engage in group activities without stress and fear
 visualize the song and characters through a collaborative effort
 prepare and present choreography based on the song
TLMs:Pictures, chart, etc.
Time: 60 min.
Activity 1-Grouping game
Process:
“Do you like the song of Polly and Friends?”
“Ok”
“അവർ എവിെട ആയിരു ു ?”
“എെ ാെ യാണ് അവർ െച ത്?”
Megaphones the learner responses in English.

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“നമു െതാ ് അഭിനയി ു േനാ ിയാേലാ?”

“I am going to give you some pictures. Don’t show your picture to anyone. “
'നി ൾ ് ആരുെട ചി മാേണാ കി ിയത് അതിെ ശ േമാ നട േമാ അഭിനയി ു
കാണി ണം.'
(Distribute the pictures of Elephant, Rabbit, Parrot and Duck to the children.)
Isha, which animal are you? Show me the action of your animal/bird.
Very nice. You are a rabbit, right?...You hop like a rabbit. Good.
You can go there. (Point to a corner and say) Hop and go.
Now, all other Rabbits please go to that place.
(Similarly, direct children to find their team members and form groups.)
Call the name of an animal and ask the animal group to act accordingly. Continue with other

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characters too.
Activity 2- Choreography

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To the teachers:
We can use choreography as a powerful pedagogic tool for learning English. This will provide

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ample situations where we can use English with a purpose.
Choreographing a song is visualizing a song. In other words, it is poetry on motion/action.

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The steps of choreographing a song for classroompurposesare out lined below.
1. Singing the song.
2. Fixing the characters and writing on BB

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3. Setting the location. (Elicit and write)
4. Fixing the actions of the characters.
5. Sequencing the actions. (Negotiate and sequence the actions listed)
6. Makingthe children act in sequence.

Process
Divide the class into 2/3 groups according to the size of the class. The number of students in a group
should be between 10 – 15.
1. Singing the song.
(Sing the song using the text elicited before.)
Fix a team (3-4 learners) to sing the song
(Now call the groups and give places for each group.)
2. Setting the location.
Where are the parrot and friends? (Jungle)
മര ൾ, െചടികൾ...
അേ ാ, നമു ു ഇവർ ് കളി ാൻ ഒരു കാട് ഉ ാ ിയാേലാ?
ആെരാെ മര ളാകും?
(Select learners and fix their location)
ഇനി െചടികൾ േവേ ?
എവിെടയാണു െചടികൾ നി ുക?
(Select learners and fix their location)

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See, the jungle is ready.

3. Eliciting the characters and writing on BB
 Who are singing the song here? (Elephant, parrot, rabbit & duck)
 Where is the elephant? Who is the elephant in your group?
 Who is the parrot?
(Fix the characters of the group and write. Eg: Sajila- elephant, singers- Rajish, Uma,
Kavya, etc. )
4. Elicit the actions.
 ന ുെട പാ ുകാർ ആദ െ വരികൾ പാടുേ ാൾ നി ൾ എ ് െച ും?
 ആന എ ് െച ും? (Fix the dancing movements of the elephant)
 ഇനി പാര ് എ ് െച ും? (Fix the flying movements of the parrot.)
 What are the others doing? (Fix the movements of rabbit & duck in the same manner)
5. Sequencing the actions. (Negotiate and sequence the actions listed)
 Who comes first? Elephant of parrot? (Fix it)
 How will the elephant come? (Rehearse the movement once or twice)

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 Who comes next? (Fix the character and rehearse the movement once or twice.
Continue the process with other characters.)

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6. Make children act the first sequence. (interact to support)
നമു ിനി ആദ വരികൾ പാടി അഭിനയി ു േനാ ിയാേലാ?

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ആദ ം മര ൾ വരെ . പാ ു തുട ുേ ാൾ ആരാണു വേര ത്?
എ െന വരും/ ഇനി അടു യാൾ. എ െനവരും? (Remind the movements are

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rehearse the whole part)
7. Synchronize the actions with song.(Negotiate and connect the actions with the lines of the

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song)
8. Let the singers sing and characters act in tune with the rhythm.
9. Lead the learners to the next set of actions related to the next lines and continue the process.
After each presentation, discuss about it.
How was the presentation?
“ആരുെട േറാളാണ് ഏ വും ഇ െ ത്?”
“െവ ിൽ കളി ഭാഗ ൾ എ െനെയാെ യാണ് അഭിനയി ത് ?”
“ഇനിയും ന ാ ണെമ ് േതാ ിയത് ഏതുഭാഗമാണ് ?”
Discuss simple evaluation indicators and elicit their responses.
Video documentation of each presentation should be done and included in the e-portfolio. This can be
shown to parents in the CPTA.

Learning Evidence: Evolved song, Digital document(video) of choreography, Photographs of

learner actions.

Notes to teachers:
Choreography needs patience and detailed planning. You can seek the support of your fellow
teachers during the planning and conduct of choreography. Documentation can also be done with
the support of your fellow workers. Take enough time for planning and implement it well. This
kind of performance can be used during Padanolsavam also. So, give choreography experience
from the beginning months itself.

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MODULE 6
Learning Objectives:

The learners-
 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 describe familiar objects orally stating physical attributes such as size, colour etc.
 identify the scripts and engage in graphical reading
 engage in drawing activities
 get familiarised with the word ‘rain’ and write it graphically
TLMs:Picture of Polly’s friends, Beehive page No. 28
Time: 60 min.
Activity 1- RAIN CLAP

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Process:
Ask the children to stand in a circle. Ask them to stretch their left palm. Using the pointing finger in

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the right hand, make a tap sound by striking on the left palm. Continue the process by using other
fingers also. Ask the learners to guess the sound. Let them share it. Let them enjoy the sound of

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the rain.

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Teacher Talk:
Hello, my dear children. Shall we play a game now?

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All of you stand in a circle.A big circle.
Stretch your left palm like this” (modelling by the teacher)
ഇടത് ൈക ഇതുേപാെല നീ ി ിടി തിനുേശഷം ഇനി എ ുെച ും?
Show the pointer on the right hand. Like this. (Show your finger and model it) Now strike on the
left hand.
നി ൾ ഒരു ശ ം േകൾ ു ുേ ാ?
എ ു ശ ം േപാെല േതാ ു ു?
Elicit responses.
എ ു ശ ം േപാെല േതാ ു ു?
മഴെവ ം വീഴു േപാെലയുേ ാ?
Yes, it's the sound of rain.
ര ു വിരൽ ഉപേയാഗി ാൽ ഇനിയും ശ ം കൂടിേ ?
Let's try.
Now use three fingers. Good.
(Continue the process.)
Did you enjoy it?

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Activity 2- RAIN DROPS

Process:
Polly’s friends are playing in the rain.
Paste the pictures as on page 28 on a chart. (Beehive Page No. 28). Let them identify the friends of
Polly.
Interact with them and draw raindrops on the chart. Give a chance to learners too to draw raindrops.
Lead the learners to complete the task in Beehive page 28.

Teacher talk:
Do you like rain? Do you like to play in the rain?
(Paste the picture of the elephant on the chart.)
Who is this? What is the elephant looking at?
Elicit responses.
Paste the other pictures also.
What are they doing?

T
അവെര മഴ നന ാേലാ?
Shall we draw raindrops? (Draw some drops on the chart and ask some learners to add rain drops)

F
This picture is in your Beehive. Take Page 28. Now draw raindrops in beehive page 28.
They are playing in the rain. All are happy, right? They are happy in the rain.

A
Look, the elephant is saying something. What is the elephant saying?
Elicit responses and ask the learners to write.
After their individual attempt, write the text on the chart. Allow them to make necessary

R
corrections.

D
Learning Evidence:Evolved text and picture, completed Beehive activity .

MODULE 7
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 read the given text graphically
 engage in drawing activities
 identify the scripts and engage in graphical writing

TLM: BEEHIVE, eggs (paper eggs, rice flour egg), 3D parrot

Time: 60 min.

Activity 1– Find the way (Beehive Activity 4)

Process:
Teacher talk based on the chart processed the previous day.
The elephant, rabbit and the duck are happy.They are dancing in the rain.

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എ ാവരും അവിെടയുേ ാ?
ഒരാളുെട കുറവു ്. ആരാണു ഇ ാ ത്?
Elicit answers. Where is Polly?
േപാളി എവിെട േപായിരി ും? പറയാേമാ?
Plloy is not there.
Where is Polly now?
േപാളിെയ കാണാ ് കൂ ുകാർ എ ് െച ും? അവ അവളുെട വീ ിൽ േപാകുേമാ?
(Ask the learners to open page 29 of Beehive. Make a short interaction based on the picture. Ask them
to find the way to Polly’s home)
കൂ ുകാർ ് േപാളിയുെട വീ ിെല ാനു വഴി കാണി ു െകാടു ാേമാ?
(Give time to complete the task. Interact with them throughout the drawing process. Appreciate those
who complete the task.)
Activity 2- Polly is Waiting

T
Process:

F
Invite the learners’ attention to the Beehive page and ask:

A
See Polly is in her house. Why?
എ ായിരി ും േപാളി വീ ിൽ തെ യിരി ു ത്?

R
(Elicit responses.)
Do you want to see Polly?

D
(Place the 3D image of Polly parrot on the table.)
Look this is our Polly.
േപാളി എ ാ ഇവിെട ഇരി ു ത് എ റിയേ ?
Teacher places three eggs.
Can you say now?
േപാളി അവളുെട മു വിരിയാൻ കാ ് ഇരി ുകയാണു. അേ ? കുേറദിവസമായി േപാളി
അടയിരി ുകയാണ്. മു വിരിേ ാ?
അവൾ എ ായിരി ും ആേലാചി ു ത്?
Elicit responses.
When will my chicks come out?
(write on chart)
Follow the graphic reading process.

Learning Evidence : Completed Beehive pages, chart containing elicited text.

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MODULE 8
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 read the given text graphically
 identify the scripts and engage in graphical writing
 Complete the conversation graphically.
TLMs: Pictures of Polly, elephant, rabbit and duck, chart, etc.
Time: 60 min
Activity -1 Game - Read and Touch.
Process

T
Paste pictures of Polly, elephant, rabbit and duck at different places on the wall. Group the learners
into four or five member groups. First select a group for the game. When the name of Polly is called,

F
that group members should rush to the picture and touch that. Select another group and call the name
of another animal/bird. Ask them to touch that picture on the wall. Continue the process with other
groups too.

A
At the next level, replace the pictures with words. Continue the game using word cards on wall.

R
Activity 2 – What are You Doing? (Beehive Activity- 5)
Process:

D
Picture interaction based on BEEHIVE page 30, Activity 5
Who are there in the picture?
അവർ എ ിനാണു ഇവിെട വ ത്?
Look at the rabbit. Where is he?
Why is he there?
Where is Polly? (in a hole)
എ ായിരി ും അവർ േപാളിേയാട് േചാദി ുക?
ഇതാ ചി ം േനാ ൂ. ആരാണു േപാളിേയാട് േചാദി ു ത്?
േപാളിയുെട തല മാ േമ കാണു ു ൂ, അേ ?
േപാളി എ ് െച ുകയാെണ ് മുയലിനു മനസിലാകുേമാ? മുയലിനു കാണാൻ പ ുേമാ?
അേ ാ, അവൻ എ ായിരി ും േചാദി ു ത്?
Elicit responses.
നി ൾ പറ ത് േപാെല തെ യാേണാ മുയൽ േചാദി ത്?
That is written there. Can you read that?
Elicit and write the sentence on a chart. (What are you doing?)
േപാളി ആെരയാണു കാ ിരി ു ത് എ ് നമു റിയ .

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Polly is waiting for her…?

Yes… Polly is waiting for her chicks.
അത് കൂ ുകാർ ് അറിയാേമാ? അേ ാ േപാളി അത് പറയിേ ? എ ു പറയും?
കുറ ് അവിെട എഴുതിയി ു ്. പറയാേമാ?
Elicit responses and ask them to complete the speech bubble.
I am waiting for my chicks.(Chart)
Ask the learners to complete the speech bubble in BEEHIVE page 30.

Learning Evidence:Completed Beehive pages, chart containing picture and elicited text.

MODULE 9
Learning Objectives:
The learners-

T
 listen to the teacher talk and show signs of understanding verbally & non-verbally

F
 engage in games
 read the given text graphically


A
identify the scripts and engage in graphical reading
TLMs: Pictures, chart, Beehive Activity, etc.

R
Time: 60 min
Activity -1 Origami- Egg Craft

D
Process

Watch the video using the QR code and conduct the activity giving comprehensible directions.

Activity 2 - Are the Chicks Out?

Introduce the text on page 39 and interact.
Who are there in the picture?
Elicit the idea, Polly’s friends came again to see Polly.
ആന എേ ാ േചാദി ു േ ാ. എ ാണു േചാദി ു ത്?
േനരേ േപാളി പറ ത് ഓർ യു േ ാ. എ ാ േപാളി പറ ത്?

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(I am waiting.)
What’s the elephant is asking?
Elicit ideas. Ask them to find out using the sentence clues from then sentence.
(Polly, are the chicks out?)
േപാളി എ ാ പറയു ത് ?
Yes, എ ാേണാ, No, എ ാേണാ, (No)
മെ േ ാകൂടി പറയു േ ാ? എ ാണത്?
Elicit responses and prepare the evolving text.

Polly, are the chicks out?

No, I am waiting.

Process graphic reading.

T
Activity 3- Fruit Salad

F
Process:

A
Show the pictures of different fruits.
Elicit the names of fruits and write them on the blackboard.

R
Ask the children to stand in a circle. Give them small pictures of each fruit.
When the teacher calls out the name of a fruit, all learners with that fruit should change their positions.

D
Eg.- 'All apples change'- students with 'apple' change their positions. When the teacher says 'all
oranges change', learners with the picture of orange can change their positions. When saying 'fruit
salad', all the children can change their positions fast. Continue the process.
Activity 4 Fill the Basket with Fruits (Beehive Activity- 6)
Process:
Introduce the picture on page 32 and interact with the learners.
Elicit the idea that Polly’s friends are visiting her with a basket of fruits.

Now introduce Activity 6 in Beehive-page 31. Ask the learners to predict the fruits they carry in the
basket. Let them fill the basket with the fruits they select.

Learning Evidence: Chart containing picture and elicited text, Completed Beehive page, etc.

Note to the teacher:Refer the process of graphic reading given in the previous modules.Ensure the
participation of all learners. Don’t forget to megaphone the learners’ expressions in mother tongue.

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MODULE 10
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 read the given text graphically
 identify the scripts and engage in graphical reading
 add their own lines to a given song by substituting words/ phrases.
 get familiarized with the rhythm and pattern of songs.
TLMs:Chart containing the song, Beehive page, etc.
Time: 60 min.
Activity 1 –Processing Song
Process

T
േപാളിെയ ാണാൻ കൂ ുകാർ സ ാന ളുമായാണു േപായത് അേ ?

F
എെ ാെ പഴ ളാണു അവർ െകാ ുേപായത്?
നി ൾ അെതാെ ഒ ി ുവേ ാ, അേ ?

A
Introduce the picture on Beehive, page 32
They are singing a song. Do you want to hear that song? Right, I shall sing that.

R
Sing the song two/ three times. Ask the learners to follow you line by line.

D
Now elicit the lines and write them on a chart.
Sing the song with the help of the chart, pointing the lines.
Invite their attention to the line with blanks and ask them to complete the lines.
Write the lines they fill in and sing those lines also.
Now, ask the learners to complete their Beehive using the words they select.
Activity – 2 Acting out the song
Saying the names of fruits such as apple, mango, orange, grapes and banana, 5 groups are formed.
Ask them to stand in different places.
The teacher goes to group 1 and sings the 1st three lines of the song with them using actions.Allows
them to practice those lines in their group and present. Group 2. 3, 4 and 5 practice the other 3 lines
with the names of different fruits.
Likewise, all groups present their song with action.

Learning Evidence: Chart containing words, and elicited song, Completed Beehive page, Video of
learners’ performance, etc.

Note to the teacher:Refer to the process of graphic reading given in the previous modules.Ensure
the participation of all learners. Don’t forget to megaphone the learners’ expressions in their mother
tongue.

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MODULE 11
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in paper craft activities
 read the given text graphically
 identify the scripts and engage in graphical reading
 Add their own conversation based on the context.
 Draw and paint the picture following the directions of the teacher.

TLMs:Paper plates, scissors, ribbon, colour, tape/glue, Honeybees & Beehive.

Time: 60 min
Activity 1 Making a Parrot

T
Process

F
Cut the paper plate in half. One half will be the body and the other half will be the head. Paint them
as you wish. Add some ribbon to the bottom of the body to make the tail. Attach the head piece to the
body as seen in the picture.

R A
D
Activity 2 Let’s Read
Process

Introduce page 40 of Honeybees and proceed with an interaction. Elicit the texts there through
interaction. Follow the graphic reading process.
Teacher Talk
What are these? (eggs)
Whose eggs? Are they Polly’s eggs? (Yes)
They are Polly’s eggs (Magaphone)
How many eggs? One, two or three? (Three eggs)
Polly has….How many eggs…? (Three eggs)

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Polly has three eggs.(Charting)

Introduce the second picture and proceed.
േനാ ൂ, ഇവിെട എ ാണു സംഭവി ു ത്?
മു വിരി ു/ േകാഴി ു ു പുറ ് വ ു. ഒരു മു വിരി ു.
A little parrot comes out. The first little parrot… right?
Yes. The fist little parrot comes out. (charting)
േകാഴി ു ് എേ ാ പറയു ു േ ാ. എ ാ പറയു ത്?
Let them try to read. Elicit and write.
I am out.(charting)
Introduce the next picture and elicit the text.
The second little parrot comes out.(charting)

T
Introduce the picture on page 41 and elicit the text.
What happens here?

F
The third little parrot comes out. (charting)

A
How many parrots are there now? (three)
Now, there are three parrots.(charting)

R
What does the third parrot say?

D
Elicit and write.
I am out too. (charting)
Follow the process of graphic reading.

The fist little parrot comes out.

“I am out.”
The second little parrot comes out.
The third little parrot comes out.
“I am out too.”
Now, there are three parrots.

Activity 3 Conversation (Beehive Activity- 8)

Processing Conversation
Now process the Beehive Activity No 8.
Interaction based on the picture.
What do you see here?
Three little parrots come out, right?
Look at their faces…. Are they happy?
What about Polly? Is she happy? How do you know that?

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ത ു ു ൾ ആദ മായി അവരുെട അ െയ കാണുകയാണ്, അേ ?

അവർ സേ ാഷേ ാെട എ ാണു പറയു ത്?
Elicit the text given. (Hi, Mom)
Hi, Mom.(charting)
What doesthe mother say to the little Parrots?
Elicit the idea and ask them to write.
Hi,………….(charting)
Help them complete Activity 8.
After all learners attempt their writing, you can write the dialogue in the blank.

Learning Evidence:Parrots made by learners,Chart containing elicited text, Completed Beehive

page,etc.

T
Note to the teacher:Give instructions for making the parrot using comprehensible language. Don’t
forget to megaphone the learners’ responses in English. Follow the process steps patiently.

F
MODULE 12

A
Learning Objectives:

R
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally

D
 engage in games
 read the given text graphically
 identify the scripts and engage in graphical reading
 add words and complete the sentences.
 draw and paint the picture following the directions of the teacher.

TLMs: Chart,Honeybees & Beehive, etc.

Time: 60 min
Activity 1 Game - Yum - Yum….....No… No
Process:
List the name of eatables on BB or chart.
Arrange the learners in a circle. They are little parrots. The teacher stands at the centre. Callout the
names of some objects. If it is a food for the parrots, learners (Parrots) make the sound ‘Yum… Yum’.
If it is not a food for parrots, they can say, No…No…..
List the names of eatables on BB or chart.
Teacher talk
Shall we play a game? Are you ready?
Yes. Stand in a circle around me. Okay, fine.

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Who are you? (Children)

No…You are parrots.
നി െള ാരും ഇേ ാൾ ത കളാണ്.
ഞാൻ ചില സാധന ളുെട േപരുപറയും... OK?
അത് ത കൾ ഭ ി ു താെണ ിൽ നി ൾ Yum Yum
എ ുപറയണം. ഇെ ിൽ No... No എ ും.
Okay?
(Possible objects: Mango, balloon, banana, ball, pen, papaya, apple, carrot, tomato, paper, etc…)
Activity 2 Singing the song
Process
Come back to Honeybees Page 41. Interact using the picture.
Polly the parrot is very happy. What does she say?

T
Elicit ideas. Take them to the idea that Polly is singing a song.

F
Processing a song

 Sing the song

A
 Ask the learners to follow the teacher line by line
 Sing three/four times

R
 Elicit line by line and write on the chart
 Sing the song using the chart

D
 Ask the learners to identify lines/ ideas/words etc. from the chart
Activity 3 Draw and Write (Beehive Activity- 9)
Introduce Activity 9 in Beehive.
Teacher Talk
Look at the little parrots.
അവ ന േനരേ ക തുേപാെലയാേണാ?
What change? What change do you see?
എ ു മനസിലായി?
Elicit ideas.
എ െനയാവും അവ വളർ ത്?
എെ ാെ തീ െകാടു ി ു ാവും? പറയാേമാ?
Look at the plate in front of them. What is it for?
അവർ ്ഭ ണം കഴി ാനു േ ് ആണു അേ ?
Polly എ ായിരി ും അവർ ് തി ാൻ നൽകിയത്?
Elicit the names of fruits and write them on the chart.
Ask them to draw the appropriate picture on the plate. Let them colour and make them beautiful.

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Activity 4 Completing the sentences

Process
Interact using the completed pictures. You can refer to the pictures of some learners and mention
the fruits they have drawn, their colours etc. Slowly bring their attention again to the picture of
Polly and the chicks.
Elicit the following ideas.
Polly has three little parrots. (charting)
േപാളി കു ു ൾ ് െകാടു ഭ ണം നി ൾ വര േ ാ? എ ാ വര ത്?
അത് താെഴ എഴുതാമേ ാ.
The little parrots eat ……………. (charting)
Ask the learners to write the word according to the picture they have drawn using the word chart
as a reference. The teacher can help them identifying the words from the chart.

T
Learning Evidence:Chart containing elicited text, Completed Beehive page, etc.

F
Note to the teacher:Give instructions for making the parrot using comprehensible language. Don’t
forget to megaphone the learners’ responses in English.Don’t forget to interact with the learners

A
while they draw and colour the fruits. During this time, you can refer to the names of fruits, their
colour and their size in a casual manner.

R
MODULE 13

D
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 identify the scripts and engage in graphical reading
 Add words/phrases and complete the sentences.
TLMs : Pictures of three little parrots. (Jil, Ril and Dil)
Time: 60 min.
Activity 1 Game
Process
Dumb charades (parrot charades)
Divide the class into 2 groups- Parrot group and Duck group. Draw and write activities related to
parrot and duck on cards and put them in two boxes. One leader from parrot group is asked to come to
the centre and wear the mask of a parrot. Ask him/her to take one card from the parrot box. (Refer the
examples given below. Teacher can help to identify the picture in the box if needed.) The leader
should enact the activity given in the card without saying anything. If the other team can identify the
action, they score a point. Now call a learner from the duck group and continue the process. Continue
the game with both teams by changing the leaders and cards.
Eg: for pictures

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Eg. for picture clues:

Parrot Group Duck Group

The parrot is flapping wings The duck is dancing
The parrot is flying high The duck is swimming
The parrot has big wings The duck is eating fish
The parrot has two legs The duck is cleaning its wings.

T
The parrot is pecking at nuts The duck is walking
The parrot fly down and sit on a branch

F
Activity 2 Let’s Read

A
Process
After an introductory talk, introduce the pictures on page 42 and proceed with an interaction

R
Look at the little parrots.

D
ന ൾ േനരേ ക തുേപാെലയാേണാ ഇവർ ഉ ത്?
What changes do you see?
എ ് മാ ം കാണു ു?
അവർ കുെറ വളർ ു.
Are they alike? Are there any changes?
മൂ ു കു ു ളും ഒേര േപാെലയാേണാ?
എെ ാെ േത കതകളാണു നി ൾ കാണു ത്?
Allow free responses. Let them find out the specialties.
Bring the attention of learners to the beak of the first parrot.
Look at the first parrot. How is its beak? Is it big or small?
ഏ ാ ത യുെടയും ചു ിെ വലി ം ഒരു േപാെലയാേണാ?
എ ാണു വ ത ാസം? (Big beak)
The first parrot’s beak is big. The first parrot has a big beak.
What’s its name?
പാര ് അതിെ േപർ പറയു ു േ ാ? വായി ാേമാ?
Let them read the sentence. Elicit and write on the chart.

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I am Jil.
Now look at the second parrot. What is the difference?
Elicit the idea that it has long legs.
What is the name of that parrot?
Elicit and write: I am Dil.
Now talk about the third parrot and elicit its dialogue.
One has a ring, right?
Who has the ring? Does the parrot have a name? What’s its name?
The parrot says its name here. Can you read that?
Elicit the idea: My name isRil.
Who has a big beak?

T
Jil has a big beak. (charting)

F
Who has long legs?
Dil has long legs. (charting)

A
Who has a red ring?

R
Ril has a red ring. (charting)
Follow the process of graphic reading.

D
I am Jil.
I am Dil.
My name isRil.
Jil has a big beak.
Dil has long legs.
Ril has a red ring.

Activity 3 Jil, Dil and Ril (Beehive Activity 10)

Process
Introduce Beehive page (Activity 10) and ask them to identify the parrots from their specialties/names.
Let them complete the sentences using the clues from the chart written during the previous activity.
Help them complete the writing.

Learning Evidence:Chart containing pictures of the parrots and the elicited text, Completed
Beehive page, etc.

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MODULE 14
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 identify the scripts and engage in graphical reading
 get familiarised with the rhythm and pattern of songs.
 add lines to a given song by substituting words/ phrases.
 identify the letters with their sounds.
TLMs:Bluetooth speaker/ TV, pictures of three little parrots. (Jil, Ril and Dil )
Time: 60 min.
Process:
Activity 1- Musical Movements

T
Process

A F
R
Play a music given in the QR code and direct learners to move according to the

D
rhythm.Continue the process till the learners familiarize the movements.
Activity 2- Let’s Sing and Dance
Introduce the three little parrots on the page. Interact using them. Elicit the idea that they fly in the
sky.
Processing the song

 Sing the song

 Ask the learners to follow the teacher line by line
 Sing three/four times
 Elicit line by line and write on the chart
 Sing the song using the chart
 Ask the learners to identify lines/ ideas/words etc. from the chart
 Now the teacher and learners can sing the lines with the accompaniment of the music
familiarised earlier.
Activity 3 Adding Lines (Beehive Activity 11)
Write the repeated lines (3 lines) below the processed stanza and ask the learners to supplement the
lines. Sing the added lines together in the class. Ask the learners to write words of their choice and
complete the song in the Beehive. You can play the background music to enhance the process.

Learning Evidence:Chart containing pictures of the parrots and the elicited song, Completed
Beehive page, etc.

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Note to the teacher:Give instructions for making the parrot using comprehensible
language.Collect the digital evidence of the singing and dancing which can be stored as a digital
portfolio. This can be during the class PTA meetings and Patanolsavam.

MODULE 15
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 identify the scripts and engage in graphical reading
 identify the letters with their sounds.
 describe familiar objects orally stating physical attributes such as size, colour, etc.
 read conversations, & simple descriptions graphically.
 construct dialogues related to specific contexts using fragmentary expressions or

T
mixed with the mother tongue.

F
TLMs: Pictures of three little parrots. (Jil, Ril and Dil )

A
Time: 60 min.
Activity 1Game - Count and Clap

R
Process

D
Ask the learners to stand in a circle. Ask the learners according to the number you say. For example,
when you say one, they should clap once, and when you say two, they should clap two times.
Continue the process until the count reaches to five. When they are familiarized with the rule and
rhythm of the clap, you can alter the order of numbers such as 1, 5, 3, 4, etc. Continue the game.

Activity 2 Let’s Read

Picture interaction Page 44 in textbook.
Elicit ideas that parrots are playing and flying and Ril is flying away.
Elicit the texts given on the page and follow the graphic reading process.
Activity – 3 (Beehive Activity 12)
Introduce Beehive page 37 and proceed with an interaction.
Elicit the idea that Polly is asking something to Jil &Ril. Ask the learners to make out the idea in the
reply of the birds. Support the learners and fix the answer: Ril flew away, Mom.
What does Polly ask?
Elicit the idea and ask the learners to write them in the blank provided. Help the learners if needed.

Learning Evidence:Chart containing pictures of the parrots and the elicited text, Completed
Beehive page, etc.

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MODULE 16
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 identify the scripts and engage in graphical reading
 identify the letters with their sounds.
 colour the pictures using the materials given.
 describe familiar objects orally stating physical attributes such as size, colour, etc.
 read conversations, & simple descriptions graphically.
 construct dialogues related to specific contexts using fragmentary expressions.
TLMs:Potatoes/ lady’s finger, acrylic/ watercolour, chart papers
Time: 60 min

T
Activity1- Change the Colour (Vegetable Printing)
Process:

F
Exhibit an enlarged picture of a parrot (similar to Ril) shaded in a very light bluecolour on the big
picture.

A
Interact with the children.

R
What colouris the parrot here?
What colour is a parrot? Shall we change its colour?

D
I shall give you paint for it, okay?...
Provide vegetables like ladies’ finger, potatoes etc. shaped suitably for vegetable printing.
Place greenpaint/ water colour in a small bowl enough in number.
Ask children to colour the parrot using vegetable pieces.
Give proper suggestions to do the activity carefully. Let them colour the beak using red paint too.
Ensure the participation of all learners.
Interact with them while they do the activity. Appreciate every child on her/his attempt.
Now, look at the parrot, what happens to it? (colour changed/ became green/ now it is green…)
Yes, its colour changed.
It was blue. Now it is green. Now it is a green parrot.
Activity 2 – OUCH (Let’s Read)
Invite the attention of the learners to page 46 of HONEYBEES.
Look at the picture.What do you see here? What happens to Ril now?

(െപയി ിൽ വീണു/ ബ ിൽ വീണു/ പാ ിെല െപയി ിൽ വീണു…)

Ril falls into a tin. (charting)

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Elicit the textafter asking the necessary questions according to the response you get.Eg. If the answer
is, ‘fell in paint’, ask where the paint is and elicit the idea that the paint is in a tin.
What is the tin? (Paint)
What colour is the paint?
What is there in the tin? There is red paint in the tin.
There is red paint in the tin. (charting)
Look at Ril. Is he happy?
അ , േപടി ി ാ ഉ ത്, അേ ? േപടി ി ് അവൻ എേ ാ പറയു ു േ ാ? അെത ാെണ ു
മനസിലാേയാ? എ ാ എഴുതിയി ു ത്?
Prompt the word, if they cannot read that.
OUCH! (charting)
Follow the graphic reading process.

T
Ask the question, ‘Will Ril come out of the tin?’ and elicit free responses.

F
Activity 3- Rilwas Green (Let’s read)

A
Process:
Invite the attention of the learners to the picture on page 47 of the textbook.

R
Look at Ril. He came out, right…?
Look at his wings…What happened to him?

D
െചമ ായി / കളർ മാറിേ ായി.
Was Ril red? No, green.
He was green. Okay, he was green. Now…? (red)
He was green.
Now he is red. (charting)
Elicit the text and write it on the BB.
What will he do now? Elicit answers.
“Will he go home?” How? Can he fly? Why?
Then, how will he go? (walk)
Look, how does he go home?
Elicit the idea, He walks home.

He was green.
Now he is red.
He walks home.

Follow the graphic reading process.

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Read aloud the text with proper stress, intonation and voice modulation.

Activity 4 –Ril was Green (BeehiveActivity 13)

Process:
Invite the attention of the learners to page number 38 of BEEHIVE
Look at the pictureof Ril.
He is sad, isn’t he? Why?
എ ാ അവെ സ ട ിെ കാരണം? അവൻ അത് പറയു ു േ ാ? വായി ് പറയാേമാ?
Allow them to try. Some of them can read it and say. Some may guess the idea and say. Megaphone it
and write that on chart.
Yes, Ril says- I was green.

T
I was green.
I am …………now. (charting)

F
എേ ാ പറയാൻ വി ുേപായേ ാ. അെതെ ു പറയാേമാ?

A
Elicit the idea and ask them to fill in.

Learning Evidence:Charts containing pictures of the painted parrot and the elicited texts,

R
Completed Beehive page, etc.

D
Note to the teacher:From this point on we promote individual reading attempts by the learners. Let
them read or predict the idea using the text and contextual clues. All learners may not be able to
read at this point. Gradually the number of independent readers increases.

MODULE 17
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 identify the scripts and engage in graphical reading
 identify familiar words and read them
 describe familiar objects orally stating physical attributes such as size, colour, etc.
 read conversations, & simple descriptions graphically
 construct dialogues related to specific contexts using fragmentary expressions
 participate in role-play
TLMs: charts, masksof Ril, Jil, and Dil
Time: 60 min

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Activity 1- Let’s Read

Process:
Introduce page 48 and interact using the pictures given there.
Who are these parrots? Can you say?
How do you know that they are Jil and Dil?
Elicit responses. Fix the idea that Ril comes back.
Ril is red now. He comes back to his home.
ജി ിനും ദി ിനും റി ിെന മനസിലാേയാ? എ ാകാരണം?
േനാ ൂ, ജിൽ എേ ാ േചാദി ു ു േ ാ.
What does Jil ask Ril?
Elicit the idea and write on a chart.

T
Who are You?
What does Ril say?

F
Elicit and write: I am Ril.

A
What does Dil say?
No, Ril is green. (Some learners will be able to read these from the text at this point.)

R
Follow the graphic reading process.

D
Activity- 2 Let’s Act
Process:
Role- playing the conversation by assigning roles of Jil, Dil and Ril to groups.
Prepare the masks of Jil, Dil and Ril using colour paper.(Ril’scolour should be red now.)
Fix the dialogue to be delivered by each character by asking questions.
What will Jil ask? (Who are you?)
What will Ril reply? (I am Ril)
What will Dil say? (No,Ril is green.)
Fix the dialogues with the support of the chart.
How will Ril come? Happily, or sadly? (sadly)
How will he walk? Slowly or fast? (slowly)
How…? Show me. Rehearse if needed.
Give masks to each character and initiate performances.
Jil and Dil come to one side.Ril on the other side.
Now, who will ask first? (Jil)

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Initiate the performance of each group. Record the performances and keep them as digital portfolio.
You can send them to parent’s social media groups if needed.
Activity 3- Sad Ril ( Let’s Read)
Process:
Processing the text.
Interact with the learners based on page 49 of Honeybees and elicit the given responses.
Elicit the following ideas:
Ril is sad. (Learners may read this by themselves)
He walks away.
Process graphic reading.
Activity 3 What do They Say? (Beehive Activity - 14)

T
Processing the activity 14 (Beehive page 39)
Picture interaction

F
Polly, Jil and Dil are sitting on a tree.

A
Polly sees a small bird walking away.
Polly asks, ‘Is that your friend?’

R
Elicit the above ideas through interaction and ask the learners to complete the speech bubble.

D
List out the varied responses on a chart. Help the learners if they need support in writing.

Learning Evidence:Charts containing the elicited texts, video document of role play, completed
Beehive page, etc.

MODULE 18
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 engage in games
 identify the scripts and engage in graphical reading
 identify familiar words and read them
 describe familiar objects orally stating physical attributes such as size, colour, etc.
 read conversations, & simple descriptions graphically
 construct dialogues related to specific contexts using fragmentary expressions.
TLMs: chart, Honeybees, Beehive
Time: 60 min
Activity 1- Game - Count and Group
Process

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Draw a big circle on the floor. Ask the learners to walk freely inside the circle. Say a number aloud,
ask the learners to form groups of the said number. For example, when you say two, they should form
groups of two. Those who do not get groups will be out. Now change the number and continue the
game.

T
Activity 2 - Let’s Read

F
Process:

A
Leads the attention of the learners to page 50 of Honeybees.
Picture interaction.

R
Elicit the idea, It started raining.
It started raining.

D
Elicit the text andwrite on the blackboard or chart.
What do Jil and Dil do?
What does Jil say?
Elicit and write the sentence on chart.
Come, it is raining.
Where is our Ril?
What happens to him? (elicit responses and fix the idea)
Look at his face, is he happy or sad?
Elicit responses.
Process reading
What will Ril do now?
േപാളിയും മ ു ത കളും റി ിെന തിരി റിയുേമാ?
അ എ ു പറയും?
Introduce page 51 to the class and proceed.
Look, mother parrot is happy. What does she say?

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Ask them to read/guess by themselves.

Ril, my dear!
Look at Ril. He is so happy, isn’t he?
What does he say?
അവനു വലിയ സേ ാഷമായി, അേ ? സേ ാഷം കടി ി ാൻ അവൻ എേ ാ വിളി ു
പറയു ു േ ാ. പറയാേമാ?
Elicit and fix the idea, Hurrah!
What does he say then?
I am green again.
What happens to Ril now?
Now, Ril is green.

T
Interact with the learners based on the other characters there and fix the point that all are happy.
Look at the elephant. Is he happy now? (happy)

F
See, the duck is also happy, right? (yes)

A
Look at the duck. Is it happy?
What about the rabbit?

R
All are happy, aren’t they?

D
All are happy.(Writes on blackboard or chart.)
Process graphic reading
Activity- 3 (Beehive Activity- 15)
Introduce BEEHIVE activity 15 (page 40).
Look at the picture given in the circle.
Ril ന് എ ാ സംഭവി ത് എ ് ഓർ യിേ ?
Yes. He fell into a paint tin.
Then what happened to his colour?
Yes. He became red.
Ril was red. Now, he is ….? (green)
What does he say?
Elicit and write. I was red. Now I am………….
Ask the learners to complete the sentence.

Learning Evidence:Charts containing the elicited texts, completed Beehive page, etc.

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MODULE 18
Learning Objectives:
The learners-

 listen to the teacher talk and show signs of understanding verbally & non-verbally
 identify the scripts and engage in graphical reading
 identify familiar words and read them
 describe familiar objects orally stating physical attributes such as size, colour, etc.
 read conversations, & simple descriptions graphically
TLMs: chart, Honeybees, Beehive
Time: 60 min
Activity- 1 Find the Characters (Beehive Activity – 16)
Process:

T
Introduce page 41 and begin an interaction. Make them clear about the task and lead to individual
attempts. Allow them to use an eraser if needed to facilitate re-attempts. Support the learners with

F
supplementary questions.
Allow them to refer to the previous pages of Beehive and charts for writing the words.

A
After individual writing, the teacher can write the words on a chart and ask the learners to correct their
writing.

R
Activity- 2 Sequence the Events (Beehive Activity – 16)

D
Process:
Introduce the page to the learners and ask them to read the text one after another. Ask them to find out
the first event. (The picture will also help them sequence the events.) Allow them to connect them
using lines. Let them attempt individually first and then the teacher can give a teacher version on a
chart. Appreciate those who complete the work.
Activity- 3 Find the Missing Words (Honeybees page 52)
Process
Introduce the page and ask them to complete the task. Let them count the number of words they have
identified and written. Appreciate them. Give a teacher version once all complete the task individually.

Learning Evidence:Charts containing the elicited texts, completed Beehive & Honeybees page,
etc.

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