Two little hands

go clap, clap, clap.

Two little legs

go tap, tap, tap.

Two little eyes

are open wide.

One little head

goes side to side.

Unit 1

My Family and Me

Chapter 1

Two Little Hands Let us sing

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Mridang

Sight words

| one | to

Two little eyes to look around.

Two little ears to hear any sound.

One little nose to smell and breathe.

One little mouth that likes to eat.

Hands to clap, legs to walk

Nose to smell, mouth to talk

Head to move, eyes to see

I have a little body that belongs to me.

• Now circle ‘One, two, to’ in the song.

hand | leg | head | eye | ear | nose | mouth

New words

Note to the teacher

• Use different combinations and variations for the activity. For

instance, while reciting the poem, you may say ‘two little hands

go...’ and remain silent while continuing to clap.

• Write sight words and new words on the board.

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Parts of the Body

Head, shoulders, knees and toes

And eyes and ears

And mouth and nose

Head, shoulders, knees and toes

Note to the teacher

• As children sing, they touch the part of the body referred to.

• This song may be repeated till the child learns the part of the

body.

• New ways of reciting could be thought of by the teacher.

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A. Repeat after the teacher

Teacher: I clap with my hands.

Children: I ...

I tap with my feet.

I look with my eyes.

I walk with my legs.

Let us speak

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B. Talk in pairs

Ask your partner questions such as the ones below.

Nitin: What is this?

Neha: This is my nose.

Neha: What are these?

Nitin: These are my shoulders.

Nitin: What is this?

Neha: This is my mouth.

Neha: What are these?

Nitin: These are my ears.

Nitin: What is this?

Neha: This is my mouth.

Neha: What are these?

Nitin: These are my hands.

Nitin: What are these?

Neha: These are my legs.

Note to the teacher

• Teacher demonstrates the actions and says the sentence, and

children repeat after her. Then each child says one sentence in

sequence, till every child in the class gets a chance to speak.

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Head

Eye

Ear

Nose

Mouth

Tongue

Arm

Hand

Leg

Foot

Cheek

Match the parts of the body with their pictures.

Note to the teacher

• Using the picture, say aloud the parts of the body pointing to

each one.

• As children repeat after you, let them also point to the

corresponding body part.

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Let us read

Look at the pictures. Read the word, then read the

sentence.

I feel with my skin.

Skin

I eat with my mouth.

Mouth

I smell with my nose.

Nose

I hear with my ears.

Ears

I see with my eyes.

Eyes

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My Hand

Place one palm in the centre of the box given below. With your other

hand, draw an outline. Decorate the hand with colours, coloured

paper bits, bindis or anything else.

Now compare your drawing with your friend’s drawing.

Let us do

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Washing Hands

Note to the teacher

•Let the students listen to the instructions one by one and do

accordingly.

Let us do

1. Open the tap or pour

water on your hands.

3. Wash between the

ngers.

2. Rub soap on your

hands.

4. Rinse your hands again.

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A B C D E F G H I J K L M N O P

L M N O P Q R S T U V W X Y Z

X Y Z, Sugar on bread

Next day morning, come to me

We will learn the A B C...

Happy, happy we shall be

When we know the A B C....

A. Write the letters

Alphabet song

Note to the teacher

• Before the above exercise, make letter ash cards to indicate

directions when tracing the letters.

• Provide extra practice if necessary.

Let us write

Let us sing

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A. Sing the alphabet (phonics) song for these letters

before you start reading the words.

Let us sing

You may sing it in this way:

a is for ant .... a.... a.... ant

b is for bag .... b.... b.... bag

c is for cat .... c.... c.... cat

d is for dog .... d.... d.... dog

e is for egg .... e.... e.... egg

f is for sh .... f.... f.... sh

g is for goat .... g.... g.... goat

h is for hut .... h.... h.... hut

i is for ice-cube .... i.... i.... ice-cube

j is for jug .... j.... j... jug

k is for kite .... k.... k.... kite

l is for lion .... l.... l.... lion

m is for mango .... m.... m.... mango

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Note to the teacher

• Draw attention of the children to the initial sound of each word.

Help each child say the word aloud focusing on the initial sound.

n is for nose .... n.... n.... nose

o is for orange .... o.... o.... orange

p is for parrot .... p.... p.... parrot

q is for quilt .... q.... q.... quilt

r is for rat .... r.... r.... rat

s is for sun .... s.... s.... sun

t is for table .... t.... t.... table

u is for umbrella .... u.... u.... umbrella

v is for van .... v.... v.... van

w is for well .... w.... w.... well

x is for x-ray .... x.... x.... x-ray

y is for yarn .... y.... y.... yarn

z is for zebra .... z.... z.... zebra

Chapter 1.indd 12Chapter 1.indd 12 18-05-2023 14:40:0818-05-2023 14:40:08

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Letter sounds

axe

ant

arm

bag

bee

boy

egg

ear

elephant

cart

cap

cat

den

door

dog

Note to the teacher

• Draw attention of the children to the initial sound of each word

given above.

• Help them say the words aloud focusing on the initial sound.

Let us speak

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Notice the initial sounds of the words in each row. Find

the odd one out.

apple clockant

bag ballooncap

egg drumdog

Note to the teacher

• Provide regular and frequent practice of the above exercise.

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