Teaching Resource for:
Teaching Methods
Teaching Learning Materials
Games & Activities
Songs & Rhymes
2
Foreword
This booklet was created with the ambition to help, to enhance and to continue the
great teaching and learning process of the Nabadisha centres in Kolkata. We hope
that it will aid in the great work of the teachers and staff of Vikramshila and
hopefully it will show how much we have enjoyed our work here this summer.
Team Shikha 2008.
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Content
Songs & Rhymes
5
Games
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Teaching Learning Materials
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Warm Up Games
To warm up the children’s bodies and voices, go through the body parts one by
one starting at the head and moving down towards the feet. Move the arms in
big circles and shake out the legs etc as a way of getting the children moving. To
warm up their voices give the children a simple word such as ‘Mango’ and ask
them to go around shaking one another’s hands saying the word to each other.
Musical Statues
Children must do an action, for example jump up and down, until the teacher
shouts ‘Stop’. The children must then freeze in what ever position they are in
and hold still like a statue until the next action is called. If a child doesn’t stop
quickly enough or is moving while supposed to be frozen they are asked to sit
down.
Mirror Game
Two children face each other. One child must move into different shapes and do
different movements which the other child must imitate exactly as if looking into
a mirror. When the children get more confident they can move quicker or do
smaller, subtle movements such as raising an eyebrow.
Follow the Nose
A good game to help concentration. Two children stand up. One is the leader
and the other the follower. The leader uses their index finger to lead the other
child by their nose in different directions and around in circles. They can go as
fast or slow as they like.
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Duck Duck Goose
The children sit in a circle. One child is ‘on’. They go around the circle, touching the
other children on the head saying ‘duck, duck, duck...’ and then choose a fellow
classmate who they name ‘goose’. This child then stands up and chases the first child
around the circle back to the space left open. If the second child catches the first then
the first is on again. If they do not catch them then they take a turn going around the
circle. The children must run in the same direction around the circle to make it fair.
Colours
The children stand in a circle. The teacher goes around naming them one of four
colours, Red, Yellow, Green or Blue. One child stands in the centre of the circle and
calls out a colour. All the children of that colour must then run through the circle to
change places. The caller can run to a space also. The last person left in the middle
then calls out a different colour.
Number Game
The children are told to do different actions, such as turn around in circles. The
teacher then calls out a number. The children must try and get themselves into groups
of this number as quickly as possible. Anybody not in a group must sit down. The aim
is to have two children left standing.
Eggs in the Basket
The children stand around in a circle with their feet equal distance apart. They must
have one hand behind their back and use the other hand to bat a medium sized ball
along the floor. If the ball goes between a childs legs then that child must sit down but
remain in the circle to act as a barrier for the ball.
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Corners
Each corner of the room is given a number 1,2,3 or 4. The children are asked to
act like certain animals using all the space in the room, e.g elephants, tigers,
rabbits etc. The teacher calls out a number and the children must run to that
corner of the room. If a child ends up in the wrong corner or is the last one to the
right corner then they must sit down. The aim is to be the last child.
1, 2, 3
Number 1 means touch the floor. Number 2 means jump for the sky. Number 3
means change direction. The children must run in a circle. When the teacher
calls 1,2 or 3 the children must do what action that number represents.
Donkey
Throwing a ball around a circle. If a child does a bad throw or misses a catch
they get called the first letter of Donkey, D. The second time they miss the ball or
throw a bad ball they become the letter O. This continues until they reach Y and
then they are out and must sit down.
Simon Says...
The teacher stands in front of the children and says ‘Simon Says’ followed by a
movement, such as ‘touch your toes’. The children then copy this movement.
This continues through a number of movements until the teacher just gives the
action without ‘Simon Says’. Although the teacher may do the action the
children are not supposed to do it unless the teacher says ‘Simon Says’. Any
child that does the action anyway must sit down.
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Eye Spy
One person chooses an object in the room or outside that they can see. They then say
‘I spy with my little eye something beginning with...’ and state the first letter of the
object they can see. Everyone else must guess what the object is.
Shoe Tie
Using an imaginary string tie it to a part of the child’s body (i.e. their nose or their
stomach). Then pull the string and the child must move their body according to how it
would if the string were real.
Chinese Whispers
Either using a word or a sentence, according to the level of the group, whisper it to the
child on your left. The child must then whisper it to the child on their left and so on
until the word or sentence makes it full circle. The last child then says aloud what
word or sentence they heard.
Crazy Zoo
•
•
•
•
After spending a class teaching the children the names of different animals,
get all the children to sit in a circle
Using only the names of three or four animals, go around the circle giving
each child the name of an animal to remember (for example, the first child is a
lion, the second is a monkey, the third is a snake, then the fourth is a lion
again)
When all the children have been given the name of an animal to remember
there should be four or five children called lions, four or five called snakes,
etc.
Explain to the children that when you shout 'lion', all the lions have to quickly
change places in the circle with the other lions. While they pass through the
middle of the circle they must pretend they are lions (walking on all fours,
roaring and growling like lions.
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•
Repeat this for the other types of animals and once every type of animal has
had a couple of turns, the teacher can shout 'crazy zoo'. When the teacher says
this all the animals have to pass through the centre of the circle and change
places at the same time!
Note: This game can be adapted to help the children remember the names of fruits (by
calling the game “Fruit Bowl”), colours, vegetables, numbers, etc.
___________________________________________________________________________________
Flash cards
Matching
…flashcards of colours to flashcards with the names of colours
…flashcards with dots to flashcards with numbers
…flashcards of pictures to flashcards describing the pictures in
words
…flashcards of Hindi words to flashcards of their English
translations
Sequencing
…letters of the alphabet
…days of the week
…months of the year
…numbers
Note: flashcards can be used to assist teaching almost any lesson. They allow the
children to interact with the material they must remember as well as allowing
the teacher to see how well the children are understand their lessons.
Spinners
Spinners can be made from little hexagonal pieces of cardboard.
From each corner of the hexagon draw a line that passes through the centre of
the shape, these lines will divide the hexagon into six little triangles.
Colour each of these little triangles with a different colour. Push a pencil through
the cardboard at the centre of the hexagon where all the lines cross.
Now you can spin the hexagon. After spending a class teaching the children the
colours you can play a game with the children where they have to tell you the
colour that the spinner lands on when it stops spinning.
Note: the spinners can be adapted to teach children numbers (e.g. 1 to 6, or 10 to
60, or feelings, or days of the week, etc.
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Spot the difference
Children work in pairs. They both have a picture. The two pictures are similar
and the object is to find the differences between the two pictures.
Bingo/Lotto
The teacher makes out bingo sheets for the children with vocabulary (pictures or
words) that they wish to teach to the children. Children are given worksheets and
counters. Once the word is called out the children cover the word. The first one to
cover all of the squares is the winner.
Higher, lower
This game is very useful when teaching numbers. The teacher writes a number on a
piece of paper. The children have to guess the number. The teacher helps them by
saying higher or lower as appropriate.
Memory
Teacher prepares cards with the vocabulary s/he wishes to teach. For every word she
makes two cards (one with the written word and one with a picture). All of the cards
are turned upside down. The children take turns picking two cards. They must say
the word associated with each card. When they find a matching pair, they score one
point.
Cumulative games
Cumulative games are a great way of practising new vocabulary. They also give the
teacher a chance to assess the pronunciation of the words by the children.
Example 1:
First child: ‘A is for Ant’
Second child: ‘A is for Ant, and B is for Ball’
Game continues with each child adding an extra item.
Example 2:
First child: I went to the zoo yesterday and I saw a camel.
Second child: I went to the zoo yesterday and I saw a camel and a lion
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Grammar Resources:
Examples of Vocabulary that can be taught
1)
Alphabet
2)
Numbers
3)
Colours
4)
Myself
5)
Body parts
6)
Important verbs in English
7)
Animals and Pets
8)
Food
9)
Shapes
10)
Opposites
11)
Weather
12)
Days of the week
13)
Months of the year
14)
Time
15)
Flowers
16)
Vehicles
17)
Symbols of India
18)
Local Environment
Adjectives to describe:
•
•
•
Colour
Physical Attributes of Animals/People
Shape and Texture of Shapes/Feelings
Grammar:
•
•
•
•
•
To be
To have
Have got
Yes/No Questions
Response to ‘wh’ questions
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Articles
Singular and Plural of Countable nouns
Subject personal pronouns
Possessive Adjectives
Simple Adjectives
Simple sentence structure
•
•
•
•
•
•
Important verbs in English
Teach the children conjugations of the verbs 'to have', 'to be', 'to go', 'to like'.
Teach the children how to make a simple sentence using these verbs.
Resources for teaching this:
Make posters of the conjugations of each of the verbs.
For example;
Verb:
Conjugation:
To Be
I
You
He
She
We
They
Verb:
To Go
Conjugation: I
You
He
She
We
They
am
are
is
is
are
are
Verb:
To Have
Conjugation: I
have
You have
He
has
She
has
We
have
They have
go
go
goes
goes
go
go
Verb:
To Like
Conjugation: I
like
You like
He
likes
She
likes
We
like
They like
Make separate flashcards of all the words on the posters, the letter 'a' and
some other simple nouns (e.g. boy, girl, happy, Indian, nice people)
Game: Using the flashcards of all the words used in the conjugations (e.g. I,
He, They, are, am, is, etc.), place all the cards on the floor and ask the children
to make sentences (e.g. I am a boy, She is a girl), or to correct incorrect
sentences that you make (e.g. They 'is' happy)
Note; This exercise can be adapted to all verbs
Time:
•
Familiarise children with the clock face (the 12 numbers, big hand, small hand).
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•
•
•
•
Identify times of the day; morning time, lunch time, evening time, night time.
(Teachers could make reference to the time of day in conversation with children,
e.g. “It is half past twelve”).
Concept of time:
Timing the children while they do various activities, e.g. the length of
break-time.
Explain that there are 60 seconds in a minute, 60 minutes in an hour,
24 hours in a day.
To give children an idea of context, explain how they get up at ‘8 o’clock’, they
go to school at ‘9 o’clock’. , They go to bed at ‘10 o’clock’.
Recognition of what time it is by the position of the hands;
Basics
It is 3 o’clock
Advanced
It is half past two.
It is a quarter to three.
Resources: a circular, clock face with a moving big and small hand.
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Reading, Writing, Spelling, Phonics and Oral Language Development.
Note: The following sections are divided up into two parts – ‘what’ and ‘how’. The
‘what’ section refers to what should be taught. The ‘how’ section refers to how the
content can be taught.
a. Reading
What
•
•
•
•
How
•
•
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Simple vocabulary
(as listed above)
Simple texts (written on the blackboard, charts, basic readers, picture dictionaries)
Labels in the classroom
(on posters, objects)
Text on worksheets
Print rich environment.
everywhere)
Simple text on worksheets.
Teacher read-aloud.
(Labels on everything, presence of text
b. Writing
What
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The alphabet in ‘HIGHER’ and ‘lower’ case letters.
Their name in English
Numbers (words e.g. one, two, three… and digits e.g. 1,2,3…)
Small basic words (sight words)
How
Development of pre-writing skills (the stage before children are capable of correctly
holding a pencil)
• Writing in sand with your finger
• Writing in the air with your finger
• Through use of worksheets with ‘join the dots’ pictures or letter exercises
• Very important: Use of finger spaces between every word
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Use of punctuation (full-stops, commas, question marks etc.)
c. Spelling
What
•
•
•
Sight words
Words by using ‘phonics’
Words by using ‘onset and rhyme’
How
1) Using…
Sight words
Sight words are a selection of 98 words that make up 50% of all reading.
They should be recognised without reflection.
They are a variety of all types of words (nouns, pronouns, verb conjugations,
prepositions, conjunctions, etc.)
These 11 words make up one quarter of all reading:
a
and
of
I
that
in
the
is
to
it
was
These 20 words make up one third of all reading:
all
as
for
at
had
be
have
but
him
are
his
said
so
they
we
not
on
one
with
you
These 67 words make up half of all reading:
about
an
by
could
did
back
call
do
go
just
down
has
like
much
been
came
from
her
first
look
me
get
if
made
must
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big
come
here
little
more
before
can
into
make
my
no
new
now
other
some
off
out
their
two
were
what
or
right
them
up
when
only
over
then
want
where
our
see
there
well
which
she
this
went
who
will
your
Sight words continued…
Note:
• These words should not be taught as a list. They should always be taught
in a meaningful context.
• For example: while reading, in songs, during games, within informal oral
instructions in class.
• Use these words as material for spelling tests. This will help the children
memorise and become familiar with them.
How to spell…
2) Using…
a ‘multi-sensory approach’ to teaching spelling
“The look, say, cover, write, check method”
With this method, children use visual, auditory and kinaesthetic (touch
sensation) approaches to learn spellings.
Children draw letters in different ways.
Examples
In sand
In the air
On each others backs
With their elbows, feet, etc.
Make the shapes of letters with their hands or bodies
d. Phonics
Phonics is teaching children the sounds that letters make.
A. Activities to develop Syllabic Awareness
1. Emphasising stressed syllables through clapping or other physical
movement. (Counting Syllables)
Children can clap out the stressed syllables of any rhyme.
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Children sit in a circle with both fists before them. They chant the rhyme:
“One potato, two potato, three potato, four
Five potato, six potato, seven potato, more”.
…the child who is ‘on’ moves around inside the circle and gently pounds out the
stressed syllables on each of the children’s fists. The fist that gets pounded on for
the last syllable in each line must be withdrawn and so on until only one fist is
left.
2. Syllable Segmentation with Kinaesthetic Reinforcement (Using
movement to divide words into syllables)
Kinaesthetic reinforcement (movement) helps children separate syllables.
(i)
Touching a different body part for each syllable.
One way of providing kinaesthetic reinforcement is to get the children to use
their two hands and to touch their heads for the first syllable, their shoulders
for the second syllable, their hips for the third, knees for the fourth, toes for
the fifth and heels if there is a sixth syllable.
(ii)
Duck, Duck, Goose
A picture card of a multisyllabic (more than one syllable) word can be shown
to the group. One child is selected and s(he) goes around the outside of the
circle, saying the word ‘but-ter-fly’ and tapping in this way a number of times.
The child says the full word ‘butterfly’ (at normal pace) as s(he) taps a child of
his/her own choosing. This chosen child then stands up quickly and tries to
catch the child who is ‘on’ before the latter runs a complete circle.
3. Syllable Counting on fingers
A very effective way of counting syllables in words is to have children put up
one finger for each syllable and let the fingers be displayed until counting is
complete.
4. Syllable Isolation
A good place to start with syllable isolation is to use two-syllable words that
also happen to be compound words, e.g. postman, playground, blackbird,
blackboard, classroom. Segment into its syllables and then ask the child to say
the first part on its own, then the second part on its own. It helps to put two
‘post-its’ side by side to represent the two syllables and to remove one as you
want the children to omit the corresponding syllable.
5. Syllable Blending
This involves the teacher saying words, leaving a one-second gap between
each syllable. Children tell what word the teacher is saying.
B. Onset-Rime Awareness
(….Rhyming)
1. Rhyme Recognition Exercises
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• “I’m thinking of a word that rhymes with …”
Children are in a circle. The teacher sings (to the tune of ‘Here we go around the
Mulberry Bush’)
“I’m thinking of a food that rhymes with e.g. ‘head’
“I’m thinking of a food that rhymes with e.g. ‘head’
And bread is that food.
2. Rhyme Completion Exercises
• ‘A Hunting We Will Go’
“A-hunting we will go, a-hunting we will go.
We’ll catch a fox and put him in a …? (box)
And never let him go.
The verse is repeated with other animals and in each case the children supply a
suitable rhyming ending (e.g. bat, hat: bear, chair; dragon, wagon: duck, truck).
• ‘Did you ever see a ___ in a ___?’
“Did you ever see a bear in a … (chair)?
“Did you ever see a bear in a … (chair)?
No, I never, no, I never, no, I never, no, I never
No, I never saw a bear in a chair.”
Children can create their own examples.
3. Rhyme Production Exercises
(…Rhyme making)
Rhyme box: Various objects can be put in the Rhyme Box and used for
eliciting rhyme. Suitable objects: hat, mug, bell, strap, pop, car, gum, etc.
Children can dip into the box, pick out an object and see if they can supply
rhyming words, etc.
Variation
A box of coloured counters can be passed around and each child is required to
think of a rhyming word with the colour of the counter s(he) picked out.
•
C. Phonemic Awareness
1. Phoneme Blending
(…combining letter sounds to make words)
It is better to begin with short words. It is also a good idea to limit the number at the
start and have the children ‘win’ a counter for each correct answer. For each new
round you can change to a different topic as follows:
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(a) Ask the children to guess which things in the classroom you are saying in a
funny way (e.g. d-oo-r, b-a-g, b-oo-k, ch-a-lk, ch-ai-r)
(b) Maybe gather a collection of suitable items and only reveal them as the
children guess what words you are saying (e.g. m-u-g, p-e-n, b-a-g, p-e-g, d-oll)
(c) Ask them to guess the names of the children in the classroom.
2. Phoneme Comparison
• Initial Sounds
The teacher can highlight the initial sounds of children’s names and draw the
children’s attention to them, e.g. “Who am I thinking about? Her name begins with
the sound /n/…”
• End sounds
“A Tisket, A Tasket, A Green and Yellow Basket”.
Children have pictures and pick out the ones that end in the final sound /t/ and put
them into a paper basket.
“ A Tisket, A Tasket, I’ll put a hat in the basket”
Using this idea you can supply a basket which will become a home for words
encountered that end in /t/.
3. Phoneme Deletion
•
Children’s names without first sound.
The best place to start deleting an initial sound is the children's own names.
Call out the children's first names without the first sound and see if they
will respond to the call (e.g. -kender for Sikender, -dufta for Sadufta etc.).
It is helpful to give the children cards with their first names on them and
fold back the initial sound, folding the name card as required.
•
Sally Sound Snatcher
Introduce an imaginary Sally Sound Snatcher! or supply a puppet. She
snatches sounds from words! Once she took the word 'fox' and snatched the
first sound away to make 'ox'! What sound did she snatch? (/f/). Now ask
what other sounds she took away from 'farm' to make 'arm'. (Other
examples: (t)able, (h)at, (l)ate, (p)each, (c)up, (c)at, (m)eat, (s)ink, (m)eat,
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(s)eat, (j)am, etc.). It may help to have a blank strip of card to represent the
word and to fold back the initial part each time you want the children to
delete the initial phoneme.
4.
•
Adding and subtracting phonemes; swapping phonemes
Change your name
Children sit in a circle. Teacher demonstrates by skipping around the circle
while all singing the following tune to 'London Bridge'
“Change the first sound in your name, in your name, in your name,
Change the first sound in your name, what's your new name?
When the verse is over, 'swap' the initial sound of the name of the child behind
whom you are now standing and say your new name (e.g. Aakash and
Manisha
swap initial sounds and become Makash and Aanisha).
e. Oral Language Development
What
•
•
Vocabulary as listed above
Informal language (e.g. ‘Water please’, ‘Now it’s ‘Monu’s’ turn’, ‘Go for
break’, ‘Sit down everybody’, ‘Pass me your copy-book’, etc.)
How
•
•
•
through games
(see ‘Games and Activities’ section below)
through songs and rhymes (see ‘Resources’ section immediately below)
by responding to questions in English
Phonograms/ Spelling patterns
The following is a list of 39 of the most common short-word endings in English. By
placing different letters in front of these short-word endings, hundreds of words can
be formed.
These word endings are best learned by familiarising the children with their sounds.
The spelling patterns can be examined by giving the children spelling tests; examining
the same word endings every week but using different starting letters.
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For example;
Spelling test for…
…Week 1
back
fail
pain
cake
sale
game
ran
tank
nap
cash
..ack
..ail
..ain
..ake
..ale
..ame
…an
…ank
…ap
..ash
..at
.. ate
.. aw
…ay
…eat
…ell
…en
…est
… et
…ice
…ick
…ide
…ig
…ight
…ill
…in
…ine
…ing
…ink
…ip
…it
…Week 2
…Week 3
sack
hail
rain
lake
tale
fame
man
drank
cap
bash
black
tail
brain
brake
pale
lame
can
sank
map
dash
(b, l, p, qu, s, t, bl, cr, kn, sh, sl, st, tr)
(b, f, h, j, m, n, p, s, r, t, w, fl, fr, sn, tr)
(l, m, p, r, v, br, ch, dr, g, gr, pl, sl, Sp, spr, st, str, tr)
(b, c, l, m, qu, t, br, dr, fl, sh, sn, st, s)
(b, d, g, h, m, p, s, t, sc, sh, st, wh)
(c, d, f, g, l, n, s, t, bl, fl, fr, sh)
(b, c, f, m, p, r, t, v, br, cl, fl, pl, sc, sp, th)
(b, l, s, t, y, bl, cl, cr, dr, fl, pl, pr, shr, sp, th)
(c, g, l, m, n, r, s, t, y, ch, cl, fl, scr, sl, sn, str, tr, wr)
(b, c, cr, d, h, l, m, r, s, br)
(b, c, f, gn, h, m, p, r, s, t, v, br, ch, fl, th)
(d, f, g, h, l, m, r, cr, gr, pl, st, sk)
(c, gn, j, l, p, r, s, cl, dr, fl, str)
(b, d, g, h, j, l, m, p, r, s, w, br, cl)
(b, f, h, m, n, p, s, bl, ch, pl, tr, wh)
(b, c, dw, f, j, kn, s, t, w, y, qu, sh, sm, sp, sw)
(h, p, m, t, d)
(b, gu, j, n, p, r, t, v, w, z, ch, cr, qu, wr)
(j, w, p, v, s, b, m)
(d, r, l, m, n, r, v, pr, sl, sp, spl, tw)
(k, l, p, qu, s, t, w, br, ch, cl, fl, sl, st, th, tr)
(b, h, r, s, t, w, br, ch, gl, pr, sl, sn, str)
(b, d, j, p, w, sw, r, f)
(kn, l, m, n, r, s, t, bl, br, fl, fr, pl, sl)
(b, f, g, h, k, m, p, qu, s, t, w, ch, dr, fr, gr, sk, sp, st, sw, thr)
(b, d, f, g, k, p, s, t, w, ch, gr, sh, sk, sp, th, tw)
(d, f, l, m, n, p, v, w, br, sh, sp, sw, wh)
(d, k, p, r, s, w, br, cl, fl, sl, spr, st, str, sw, th, wr)
(k, l, m, p, r, s, w, bl, br, ch, cl, dr, shr, sl, st, th)
(d, h, l, n, qu, r, s, t, z, bl, ch, cl, dr, fl, tr, sh, sk, sl, sn, str, tr, wh)
(b, h, f, k, kn, l, p, qu, s, w, f, gr, sk, sl, sp, spl, tw)
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…ock
…oke
…op
…ot
…uck
…ug
…up
…ut
(d, h, kn, l, m, r, s, t, bl, cl)
(j, p, w, y, pr, ch, sm, sp, st, str)
(b, c, h, m, p, s, t, ch, cr, dr, fl, pl, pr, sh, st, sl)
(c. d. . h. l, n, p, r, sp, sh)
(d, l, s, tr)
(b, d, h, j, m, r, t, ch, dr, pl, shr, sl)
(c, p, s)
(c, n, b, sh
Music Lesson Plan:
•
•
Empty Bottles filled with lentils/rice/beans etc…
Balls of Round Cardboard, stretch balloons and material across square and
round cardboard support.
Rhythm Games:
Pat the ground, use instruments, clap hands, hum words/sing
words to a beat.
Teach, do rah me
Example of a Song to use with a Rhythm:
Doh a dear,
A female dear,
Ray a pocket full of golden sun,
Me a name I call myself,
Fah a long long way to run,
So,
La,
Tea a drink with jam and bread,
That will bring us back to doh, doh, do
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Sample lesson plans
Colours
Mix these paint colours to see what new colours you can make!
+
blue
=
red
+
red
?
=
yellow
+
?
=
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yellow
blue
?
+
=
green
red
?
My name is ________________.
Numbers
1
2
3
4
5
6
7
8
9
10
One
two
three
four
five
six
seven
eight
nine
ten
11
12
13
14
15
16
17
18
19
20
30
40
50
60
70
80
90
Thirty
Forty
Fifty
Sixty
Seventy
Eighty
Ninety
45
eleven
twelve
thirteen
fourteen
fifteen
sixteen
seventeen
eighteen
nineteen
twenty
100 One hundred
1000 One thousand
21
54
146
1,278
2007
Twenty one
Fifty four
One hundred and forty six
One thousand, two hundred and seventy eight
Two thousand and seven
Write the words:
•
•
•
43
78
115
________________________________
________________________________
________________________________
Numbers
Match
12
seventy one
50
eighty one
71
fifteen
15
twelve
81
fifty
46
My name is _____________________.
My Favourite Things
What’s your favourite sport?
My favourite sport is __________________.
What’s your favourite colour?
My favourite colour is _________________.
What’s your favourite fruit?
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My favourite fruit is __________________.
What’s your favourite animal?
My favourite animal is a _______________.
What is your favourite day?
.
My favourite day is
Me
What’s your name?
___________________________________
How are you?
___________________________________
What age are you?
___________________________________
Are you a boy or a girl?
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___________________________________
Where do you live?
___________________________________
How many brothers and sisters have you got?
___________________________________
What’s your favourite colour?
___________________________________
My name is _________________________
Months of the year
Days of the week
January
February
March
April
May
June
July
August
September
October
November
December
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday
49
What day is it?
Today is _________________.
When do you go to school?
I go to school on __________________________.
When is your birthday?
My birthday is in __________________________.
My name is ______________________.
Months of the year
January
__________________
__________________
April
__________________
__________________
50
July
__________________
September
__________________
__________________
__________________
Colours
My name is ___________________
51
52
Animals
What’s your name?
My name is ____________.
Draw
Elephant
Tiger
Lion
Camel
53
54
55