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Theme 1

  1. Reading My Name
    • Proficiency / Objective
      1. Recognize own name when written in target language
    • Suggested Activities
      1. Student will pick out the card with his/her own name on it. Other cards will have classmates’ names on them.
  2. Alphabet Sound

    3. The sounds will be introduced categorically based on part of the mouth used to produce a particular sound. Once the individual sounds are mastered, the entire alphabet can be recited in its correct order. Note: This is just an introduction to what the alphabet letters sound like. Reading the alphabet letters will be introduced during Level 2.

    • Proficiency / Objective
      1. Accurately produce the sounds corresponding to the alphabet letters
    • Suggested Activities
      1. Teacher will introduce the sounds categorically, and have the children repeat the sounds. This lesson should be taught and reinforced over multiple classes. It can also be presented such that only one category is presented per class per week. Use your discretion and base your decision on the ability level of your students.
      2. Guttural alphabet letters:
        3. ka, kha, ga, gha, ha
      3. Dental alphabet letters:
        4. ta, tha, da, dha, na, la, sa
      4. Palatal alphabet letters: (anterior palatal letters)
        5. cha, Cha, ja, jha, sh, Sh
      5. Cerebral alphabet letters: (posterior palatal letters)
        6. Ta, Tha, Da, Dha, Dd, Na
      6. Labial alphabet letters:
        7. pa, fa, ba, bha, ma, va
      7. Gliding alphabet letters:
      8. ya, ra
      9. Conjugate alphabet letters:
        10. ksha, gnya, nga, nya
  3. Opposites
    • Proficiency / Objective
      1. Name and recite antonyms using verbs, prepositions and adjectives
      2. Relate previously learned vocabulary in opposite terms
    • Suggested Activities
      1. Teacher will provide models and students will recite/imitate the opposites pairs
      2. Charades: Class will be divided into two groups. Group 1 will go up in front of the class one at a time and describe one of the opposite pairs using only body language and no words/sounds. The students from the same group will guess the word being described and gets one point if the answer is correct. Then they can provide the opposite word for the described word and get one more point if the answer is correct.
      Group 2 goes up next and describes another word to their team. They guess the word and then provide the opposite. The groups alter their turns. The group will the most points wins the game.
  4. Greetings
    • Proficiency / Objective
      1. Understand questions related to greetings.
      2. Introduce themselves and others with full teacher assistance.
      3. Exchange greetings and farewells using polite and familiar forms.
    • Suggested Activities
      1. Teacher models the questions and explains the meaning. She then answers the question using target vocabulary. Students will practice introducing themselves using their name following teacher models.
      2. Greet three different classmates using target vocabulary and pretend to take leave from one another.
      3. Teacher throws a soft toy to different children and says a greeting. Children return the greeting and throw toy back to teacher or another student.
  5. Feelings and Emotions
    • Proficiency / Objective
      1. Understand and express vocabulary of feelings
      2. Comprehend questions related to feelings and emotions.
      3. Express their feeling in a sentence format with teacher guidance.
    • Suggested Activities
      1. Teacher will introduce pictures depicting a variety of emotions and introduce vocabulary related to feelings.
      2. Teacher will act out, say and model correct forms of expressing feelings in sentence form. Teacher should write the sentence format using transliteration of target language on the board:
        3. e.g. I feel _____ today.
      3. Students will read the sentence on the board and fill in the blank.
      4. Teacher will distribute picture cards to pairs of students for practice. Students will take turns asking and answering questions about feelings based on the picture in their hand.
  6. Myself
    • Proficiency / Objective
      1. Identify one’s name and gender.
      2. Understand and use vocabulary for girl, boy
      3. Ask someone else’s name.
    • Suggested Activities
      1. Students will join in a circle with the teacher. Teacher will identify him/herself by saying: “My name is ____. I am a girl/boy. What is your name?”
      2. Seven students will then model what the teacher has demonstrated.
      3. The class will divide into pairs, and will practice what was modeled.
  7. Family
    • Proficiency / Objective
      1. Identify family relationships.
      2. Understand vocabulary
      3. Understand basic questions pertaining to family members.
      4. Express the family relationship in sentence format with complete assistance from the teacher
    • Suggested Activities
      1. Teacher will read a story containing target vocabulary. (see Appendix)
      2. Teacher will model drawing a family tree of his/her family on the board.
      3. Teacher will show pictures of people. Point to a particular person, label them as man, woman, girl or a boy and then identify the role they can play in a family (e.g. father, grandfather, mother, brother, son, etc.)
      4. Imitate models of short sentences provided by the teacher, and students will fill in the name of the relationship.
        5. She is a ________.
  8. My Home
    • Proficiency / Objective
      1. Name the different areas of the house (indoors and outdoors)
      2. Understand “where” questions
      3. Answer “where” questions by filling in the blanks
      4. Understand directional terms
    • Suggested Activities
      1. Pictures of various rooms of a house: Teacher selects one card and describes household items she sees on the card; students take turns guessing the picture on the card by naming the room.
      2. Teacher will draw a diagram of a house on the board showing different rooms. A picture of a boy/girl is moved around in the rooms, as the teacher asks, “Where is the boy?” in target language. Students take turns answering with teacher assistance.
        3. The boy is in the ______.
      3. Teacher will distribute maps of a 2 story house. He or she describes the boy/girl’s movements around the house using vocabulary (up, down, to the right/left, etc). Students will follow the described path on their copy of the house map and answer where the final destination is.
  9. Objects in My Home
    • Proficiency / Objective
      1. Use names for things found around the house
      2. Understand questions
      3. Answer questions by filling in the blanks
      4. Understand and use locative words while describing location of objects within different rooms of the house.
    • Suggested Activities
      1. Pictures of various items in a house: Teacher selects one card and slowly reveals more and more of the picture.
      2. Students take turns guessing the picture on the card by naming the item.
      3. Memory game: Teacher will display a range of items found in a house. Students will close their eyes as the teacher removes one item. Students take turns guessing which item is missing.
      4. Students will take turns pretending to give various presents (using target vocabulary) to classmates/teacher.
  10. Daily Routines
    • Proficiency / Objective
      1. Understand vocabulary related to everyday actions
      2. Understand ‘Yes/No’ questions related to everyday routines
      3. Respond with a “yes” or a “no” in target language to questions
    • Suggested Activities
      1. Teacher will introduce action words using picture cards or worksheets with simple drawings on them.
      2. Student will repeat the words.
      3. Teacher will pose questions while pointing to the related picture/or gesturing in reference to the action if necessary.
      4. Student will answer with a simple ‘yes’ or a ‘no’.
  11. Classroom Language I
    • Proficiency / Objective
      1. Recite/imitate phrases and sentences related to classroom topics in target language
      2. Comprehend commands, questions, requests, appreciation and praise given by classroom teacher
      3. Express requests and thanks to classmates/teacher using familiar/polite forms.
    • Suggested Activities
      1. Teacher will distribute a handout with phrases/sentences written in transliterated fashion along with their English translation. Teacher will say the phrases in target language and model the action related to the phrase. Students will imitate the teacher using good articulation.
      2. Simon Says: Teacher gives commands and students follow them using movement commands.
      3. These commands could be written on a large poster size board and displayed in front of class so that the teacher can consistently use the language for the class and point to the correct meaning to prompt children when they do not know what the teacher is saying. Teacher should also encourage the children to express requests and thanks using the learned forms.
  12. Farm Animals
    • Proficiency / Objective
      1. Name farm animals
      2. Understand “What” questions
      3. Respond with teacher assistance to the “what” questions
    • Suggested Activities
      1. Play charades: Teacher will provide the sound/actions of the animal and the students will guess the animal.
      2. Play Animal bingo using picture boards
      3. Play memory game in pairs of two students using a set of pictures provided by the teacher.
      4. Sing songs: “Old MacDonald had a farm” or “The farmer in the dell” *Sing the song in English, but the animal name will be said in the target language.
      5. Students will dramatize and role-play animal movements and sounds after the teacher whispers to them which animal they are. The other students will call out the answer in target language.
  13. Fruits and Vegetables
    • Proficiency / Objective
      1. State fruit names in target language.
      2. State vegetable names in target language
      3. Understand adjectives
      4. Recall previously learned vocabulary in relation to the topic of fruits/vegetables (color, shape, numbers).
      5. Understand simple sentences
      6. Imitate and complete the sentence provided by teacher verbally.
    • Suggested Activities
      1. Teacher will introduce the fruits and vegetables to the students. (This lesson may be completed over two weeks).
      2. Worksheet: Students will cut, color and paste favorite fruits in a basket. Students will then name what they put in their basket to the class.
      3. Teacher will hide a piece of fruit or a vegetable behind her/his back. The teacher will describe its color, shape and how it feels (hard, soft, etc). Students will take turns guessing in target language.
      4. Teacher will pass a fruit basket around. The students will pick out a fruit or vegetable and name it in target language; With teacher assistance they will provide a sentence to describe their like/dislike:
        5. I like to eat _________.

        I don’t like to eat________.
  14. Colors
    • Proficiency / Objective
      1. Name colors
      2. Understand basic questions related to colors
      3. Follow 1 to 2 step commands related to colors
    • Suggested Activities
      1. Teacher will introduce the colors by using colored cards
      2. Stand-up and sit down when the colors of their clothing are mentioned
      3. Student will touch or hold up something (can use color cards) with the named color.
      4. Listen to the “Color song” by Hap Palmer (translated into target language).
      5. Color a picture based on teacher’s directions: Part of the command could be in English with the color word being said in the target language:
        6. E.g. Color the trunk of the tree (brown).
        Color the tires of the car (black).
        Color the sun (yellow).
      6. Use play dough or water colors to supplement activities (e.g. mix red and yellow to get orange)
  15. Parts of the Body I
    • Proficiency / Objective
      1. Name parts of the body
      2. Understand gender related to body parts:
        3. (Gujarati nouns are divided into masculine, feminine and neutral forms. Hindi nouns are divided into masculine and feminine forms only.)
      3. Use correct gender form for pronouns I and You
      4. Follow one-step commands related to body parts.
    • Suggested Activities
      1. Students will repeat after the teacher when he/she introduces the body parts using pictures or pointing to self
      2. Students will complete the following sentences orally with teacher assistance using correct gender in target language:
        3. I have one/two ______.
        You have one/two _____.
        Students will play Simon Says using commands touch, move, open
      3. Students will listen to songs related to body parts
  16. Numbers 1-10
    • Proficiency / Objective
      1. Identify numbers from 0 to 10
      2. Name their age
      3. Follow simple commands
    • Suggested Activities
      1. Learn simple numbers and vocabulary of addition in the target language.
      2. Solve simple addition problems from zero to five in target language orally.
      3. Showing fingers: Teacher will call out a number in target language and the student will raise his/her fingers corresponding to the number.
      4. Bingo with teacher as a lead: Teacher calls out numbers 0 – 10 and student pairs find them on their shared board. *need 10 boards
      5. Bingo boards: Students will work in pairs; one student calls out the numbers and the other one finds the number on the board. Then the students take turns.
      6. Assign each student a number (multiple students can be assigned the same number). Teacher calls out commands: Stand up if your number is ____.
  17. Shapes
    • Proficiency / Objective
      1. Name two dimensional shapes
      2. Understand verbs
      3. Understand questions
    • Suggested Activities
      1. Teacher will identify and define two dimensional shapes and introduce related vocabulary. Teacher will write the name of each shape using transliteration. Students will copy the names of each shape once in their notebooks. Or teacher will provide a handout with the information pre-printed
      2. Students will draw and cut out paper into shapes named by the teacher.
        3. e.g. Draw a circle
        Cut a square
        Mold a triangle (if using play dough).
      3. Describe objects in the classroom by shapes after teacher points to an object and asks the question.
  18. Days of the week
    • Proficiency / Objective
      1. Say and understand the names of days of the week in the target language.
      2. Complete sentences provided by the teacher using day of the week.
    • Suggested Activities
      1. Teacher will introduce the days of the week in target language (written in transliterated letters) on the board
      2. Song for the days of the week sung to the tune of “For he’s a jolly good fellow”:
      3. There are 7 days of the week, 7 days of the week, 7 days of the week, and here they are. Sunday, Monday, Tuesday…Wednesday, Thursday, Friday…Saturday makes 7… Seven days of the week.
      4. The class will be divided into two groups and points will be given to the team which fills in the blank correctly. Teacher will pretend that today is any one of the days of the week. Then she will say one of the sentences as described in the previous column and student will complete the blank.