4.7
Numbers In Words From 21 to 30
Reading Skill
Read the following numbers in words loudly.
1
11
21
21
twenty-one
2
12
22
22
twenty-two
3
13
14
24
24
23
23
twenty-three
4
15
25
25
twenty-five
twenty-four
5
6
16
26
26
twenty-six
7
17
27
27
twenty-seven
8
18
28
28
twenty-eight
9
19
29
29
twenty-nine
10
20
30
30
thirty
Thirty
Note for Teacher: Help students memorize the spelling of numbers up to thirty in words along with spellings. Explain how three ten-rupee notes make up thirty rupees.
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Activity I
Write the numbers in words.
Numbers
Words
21
22
23
24
25
26
27
28
29
30
Note for Teacher: Help students write the given numbers in words.
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Unit 05
MODES OF TRANSPORT AND TRAFFIC RULES
Students will be able to learn:
1. Oral Communication Skill:
Say simple sentences using the correct pronunciation.
Categorise and talk about objects according to group (transport = cars, buses, rickshaws, etc., fruits banana, apple, grapes, etc.).
Recite nursery rhymes with actions, in groups.
Listen and participate in stories told/ read by the teacher by adding their thoughts and ideas.
2. Reading and Critical Thinking Skill:
Use pictures in the texts to make reasonable predictions.
Portray understanding of the story read, through actions / role-play.
Recognise the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation (period).
Read and recite short poems or nursery rhymes with actions.
3. Writing Skill:
Identify a series of actions in a picture by writing action verbs.
Write the cardinal numbers from 31 to 40 in words.
Copy simple sentences from the text, leaving spaces between words, using correct spellings, capitalization and punctuation period (.).
Write sentences to answer simple questions starting with what.
4. Vocabulary and Grammar:
Identify and use words showing possession: my, your, his, her, its (singular).
Use initial capital letters for the first word of a sentence.
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5.1
Answering the Question
Oral Communication
Practice the following dialogues.
Hello children, what do you have?
Zeenat has a doll. Her doll is beautiful.
Amna: I have a train. My train is large.
3
Shazia has a bus. Her bus is red.
Ali has an aeroplane.
His aeroplane is new.
Hassan has a car. His car is fast.
6
Note for Teacher: Read aloud the sentences before students and
ask them to repeat after you. Help them use the same sentences in their classroom situation on objects i.e., copy, book, bag, ruler water cooler etc., Ask them to practice in pairs and role-play in the class one by one.
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5.2
Transport
Reading Skill
Look at the picture and tell the names of transport they see.
Transport: vehicles people use to move from one place to another.
Note for Teacher: Ask students what transport modes do they see in the picture. After they have shared their answers, ask them what transport do they you use or see while coming to school.
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5.2
Transport
Reading Skill
Activity I
Match the words with appropriate pictures.
cycle
train
aeroplane
rickshaw
motor bike
car
Note for Teacher: Shows them flashcards of different vehicles and modes of transport and ask them to tell their names.
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5.2
Transport
Writing Skill
Activity II
Complete the sentences using words from the box. One is done as an example.
train
aeroplane
motor bike
bus
horse chart
car
ship
Column A
Column B
This is a train.
That is a
This
That
This
That
This
Note for Teacher: Help students recall the use of 'a' and 'an' and 'this' and 'that' from the previous chapter. Also help them write the sentences about the pictures given.
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5.3
Use of my, your, his, her, its
Vocabulary and Grammar
Look at the following words and understand their usage.
Subject
Possession
Example In Use
I
my
I read my book.
You
your
You do your homework.
He
his
He plays with his car.
She
her
She hugs her doll.
It
its
It is a bus. Its colour is red.
Note for Teacher: Help students understand the use of possessives 'my', 'your', 'his', 'her', 'its' etc,. Also provide more examples in the class to explain the use of possessives.
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5.3
Use of my, your, his, her, its
Vocabulary and Grammar
Activity I
Choose the correct word to complete the sentences. First has been done for you.
Where is your book?
my/your
May I have pen, please?
her/your
Where is school?
his/your
She is new friend.
my/its
It is car.
my/its
This is my book.
my/your
Here is pen.
my/his
school is in Karachi.
My/His
I am new in class.
its/your
colour is red.
My/Its
Note for Teacher: Discuss all the pictures with the students.
Emphasise the words that show possession. Explain the different words used to show possession when talking about different people/genders. Next, tell them to look at the pictures and fill the blanks using the correct words and the words showing possession. They can choose the words for the items from the box.
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5.4
Traffic Rules (Nursery Rhyme)
Reading Skills
Read the nursery rhyme in the class with actions.
Standing at traffic lights, what do we do?
Look at the roads and decide what to do?
When crossing the road, what do we do?
Look left, look right, that's one clue.
Red light, red light, what do you say? I say stop, stop right away.
Yellow light, yellow light, what do you say? wait and wait, is all I say.
Green light, green light, what do you say? I say go, and go right away.
Never run, never run on the road, Follow the rules, it's the safest mode.
Now we know what the traffic lights mean, Yellow for wait, Red means stop, go says green.
Note for Teacher: Explain students about the picture in the nursery rhyme. Guide them to recite the poem in the class loudly. Ensure that students understand the meaning of the poem in their native language.
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5.1
Answering the Question
Oral Communication
Practice the following dialogues.
Hello children, what do you have?
Zeenat has a doll. Her doll is beautiful.
Amna: I have a train. My train is large.
3
Shazia has a bus. Her bus is red.
Ali has an aeroplane.
His aeroplane is new.
Hassan has a car. His car is fast.
6
A
Note for Teacher: Read aloud the sentences before students and
ask them to repeat after you. Help them use the same sentences in their classroom situation on objects i.e., copy, book, bag, ruler water cooler etc., Ask them to practice in pairs and role-play in the class one by one.
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