Lesson Plan: Picture Time
Class 1 English (Mridang) Unit 2: Life Around Us
Lesson Overview
| Aspect | Details |
|---|---|
| Lesson | Picture Time (Picture-based Activities) |
| Class | 1 |
| Subject | English (L2 – Second Language) |
| Unit | 2: Life Around Us |
| Duration | 5 Days (30–35 minutes per day) |
| Curricular Goals (NCF-FS) | CG 9.3 (converses fluently), CG 9.7 (uses enough words for daily interactions), CG 9.4 (understands instructions), CG 11.1 (phonological awareness), CG 9.2 (thinks of rhyming words), CG 9.5 (comprehends stories) |
Learning Objectives (सीखने के उद्देश्य)
By the end of this lesson, students will be able to:
- Observe a picture carefully and answer questions about it. (चित्र को ध्यान से देख सकेंगे और प्रश्नों के उत्तर दे सकेंगे।)
- Identify and name common animals, birds, and snakes in English. (सामान्य जानवरों, पक्षियों और साँपों के अंग्रेज़ी नाम बता सकेंगे।)
- Count objects in a picture (numbers up to 10). (चित्र में वस्तुओं को गिन सकेंगे।)
- Answer simple questions about fish (colour, where seen). (मछली के बारे में प्रश्नों के उत्तर दे सकेंगे।)
- Join letters in alphabetical order (A–Z) to complete a picture. (वर्णमाला क्रम में अक्षरों को जोड़कर चित्र पूरा कर सकेंगे।)
- Recite the rhyme “Five Little Monkeys” with actions and numbers. (“Five Little Monkeys” कविता को क्रियाओं के साथ गा सकेंगे।)
- Match animals with their names. (जानवरों को उनके नामों से मिला सकेंगे।)
Key Vocabulary (मुख्य शब्दावली)
| English | Hindi (Term) |
|---|---|
| Animals | जानवर (Janwar) |
| Birds | पक्षी (Pakshi) |
| Fish | मछली (Machhli) |
| Monkey | बंदर (Bandar) |
| Elephant | हाथी (Haathi) |
| Lion | शेर (Sher) |
| Frog | मेंढक (Medhak) |
| Rabbit | खरगोश (Khargosh) |
| Snake | साँप (Saap) |
| Colour | रंग (Rang) |
| Tree | पेड़ (Ped) |
| Water | पानी (Pani) |
| One, Two, Three, Four, Five | एक, दो, तीन, चार, पाँच (Ek, Do, Teen, Chaar, Paanch) |
| Jump | कूदना (Koodna) |
| Bump | टकराना (Takrana) |
| Knee | घुटना (Ghutna) |
| Alphabet | वर्णमाला (Varnmala) |
| Order | क्रम (Kram) |
Sight Words (दृश्य शब्द): each, is, and, the, on, of
Day-Wise Lesson Plan
Day 1: Picture Observation and Discussion (चित्र अवलोकन और चर्चा)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Warm-up | शुभ प्रभात! (Shubh Prabhat!) | Greet students. Ask: “Do you like to look at pictures?” (क्या तुम्हें चित्र देखना पसंद है?) “What is your favourite animal?” (तुम्हारा पसंदीदा जानवर कौन सा है?) |
| 5 min | Pre-listening | आज क्या सीखेंगे? (Aaj kya seekhenge?) | Show the picture from Page 63 (or a similar jungle/forest picture). Say: “Today we will look at a beautiful picture and talk about what we see.” |
| 10 min | Picture Observation | चित्र देखो और बताओ (Chitra dekho aur batao) | Show the picture. Give students 2-3 minutes to observe quietly. Then ask the questions from Page 63: “What do you see in this picture?” “Can you name these animals?” “Do you know the names of each animal in English?” “Where have you seen them?” “Are there any birds in the picture?” “Can you name them?” “Can you see the snakes? How many are there?” “What is the monkey doing?” |
| 5 min | Vocabulary Introduction | नए शब्द सीखो (Naye shabd seekho) | Introduce animal names from the picture: monkey, elephant, lion, frog, rabbit, snake, bird (parrot, peacock, crow), fish. Write on board with Hindi meanings. Point to each in the picture. |
| 5 min | Wrap-up | आज क्या सीखा? (Aaj kya seekha?) | Ask: “Which animals did you see in the picture?” (चित्र में कौन-कौन से जानवर थे?) “What was the monkey doing?” (बंदर क्या कर रहा था?) |
Picture Talk Questions and Expected Answers (Page 63):
| Question | Expected Answer |
|---|---|
| What do you see in this picture? | I see trees, animals, birds, water. |
| Can you name these animals? | Monkey, elephant, lion, frog, rabbit, snake. |
| Do you know the names of each animal in English? | Yes/No (teacher helps). |
| Where have you seen them? | In the zoo, in the jungle, in a park. |
| Are there any birds in the picture? | Yes, there are birds. |
| Can you name them? | Parrot, peacock, crow. |
| Can you see the snakes? How many are there? | Yes, there are two snakes. |
| What is the monkey doing? | The monkey is sitting on a tree / eating a fruit. |
Animal Vocabulary Chart:
| English | Hindi | Picture in Textbook |
|---|---|---|
| Monkey | बंदर (Bandar) | On the tree |
| Elephant | हाथी (Haathi) | Near the water |
| Lion | शेर (Sher) | Near the rocks |
| Frog | मेंढक (Medhak) | Near the pond |
| Rabbit | खरगोश (Khargosh) | Near the bushes |
| Snake | साँप (Saap) | In the grass |
| Parrot | तोता (Tota) | On the tree |
| Peacock | मोर (Mor) | On the ground |
| Fish | मछली (Machhli) | In the water |
Hindi Instructions to Use:
- “Chitra mein kya hai?” (चित्र में क्या है?) – What is in the picture?
- “Yeh kaun sa janwar hai?” (यह कौन सा जानवर है?) – Which animal is this?
- “Iska naam kya hai?” (इसका नाम क्या है?) – What is its name?
- “Angrezi mein kya kahte hain?” (अंग्रेज़ी में क्या कहते हैं?) – What do you call it in English?
Day 2: Numbers, Fish Discussion, and Fun with Numbers (संख्याएँ, मछली चर्चा और संख्या मज़ा)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | कल क्या सीखा? (Kal kya seekha?) | Quick animal name recall: Show flashcards; students say the name. “What sound does a lion make? (Roar!)” |
| 5 min | Fish Discussion | मछली के बारे में बात करें (Machhli ke baare mein baat karein) | Use Page 65. Ask: “Have you seen a fish?” (क्या आपने मछली देखी है?) “Where did you see it?” (कहाँ देखी?) “What was its colour?” (उसका रंग क्या था?) Help students answer in English. |
| 5 min | Number Practice | गिनती करो (Ginati karo) | Count from 1 to 10 aloud. Use fingers. Ask: “How many animals are in the picture?” Let students count. |
| 5 min | Fun with Numbers Activity | संख्याओं के साथ मज़ा (Sankhyaon ke saath maza) | Use the activity on Page 64 (Fun with Numbers). Count the objects shown. Practice writing numbers 1–5 in notebooks. |
| 5 min | Speaking Practice | बातचीत (Baatcheet) | Pair students. One asks: “Have you seen a fish?” Other: “Yes, I have seen a fish.” “What was its colour?” “It was orange/golden.” |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What colour was the fish you saw?” (आपने जो मछली देखी, वह किस रंग की थी?) “Count from 1 to 5.” |
Fish Questions (Page 65):
| Question | Expected Answer |
|---|---|
| Have you seen a fish? | Yes, I have seen a fish. / No, I have not. |
| Where did you see it? | I saw it in a pond/aquarium/river. |
| What was its colour? | It was orange/golden/red/blue. |
Number Rhyme (for counting practice):
One, two, three, four, five,
Once I caught a fish alive.
Six, seven, eight, nine, ten,
Then I let it go again.
Hindi Instructions to Use:
- “Ginati karo 1 se 10 tak” (गिनती करो 1 से 10 तक) – Count from 1 to 10
- “Kitne janwar hain?” (कितने जानवर हैं?) – How many animals are there?
- “Mujhe batao” (मुझे बताओ) – Tell me
- “Kya rang hai?” (क्या रंग है?) – What colour is it?
Day 3: Alphabet Order Activity and Let us Draw (वर्णमाला क्रम गतिविधि और चित्रकारी)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Sing the ABC song. Recall animal names. |
| 10 min | Alphabet Order Activity | वर्णमाला क्रम में जोड़ो (Varnmala kram mein jodo) | Use Page 65 (Let us draw). Give students a worksheet with dots labeled A, B, C, … Z. Instruct: “Join the letters in the correct alphabetical order to complete the picture.” (सही वर्णमाला क्रम में अक्षरों को जोड़ो और चित्र पूरा करो।) Move around and help students who need assistance. |
| 5 min | Colour the Picture | चित्र में रंग भरो (Chitra mein rang bharo) | After joining the dots, students colour the picture. Ask: “What is the picture?” (यह क्या है?) Answer: “It is a fish / bird / butterfly.” |
| 5 min | Show and Tell | दिखाओ और बताओ (Dikhao aur batao) | Students show their completed picture to the class and say: “This is a ______.” |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What comes after A? (B) After B? (C) … What picture did you make?” |
Hindi Instructions to Use:
- “Akshar jodo” (अक्षर जोड़ो) – Join the letters
- “Sahi kram mein” (सही क्रम में) – In the correct order
- “A se shuru karo” (A से शुरू करो) – Start with A
- “Z tak jao” (Z तक जाओ) – Go till Z
- “Rang bharo” (रंग भरो) – Colour
- “Yeh kya hai?” (यह क्या है?) – What is this?
Day 4: Five Little Monkeys Rhyme (Five Little Monkeys कविता)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | दोहराव (Dohrav) | Recall the ABC song and the picture observation activity. |
| 5 min | Pre-listening | कविता सुनो (Kavita suno) | Show a picture of 5 monkeys. Ask: “How many monkeys are there?” (कितने बंदर हैं?) “What are they doing?” (वे क्या कर रहे हैं?) |
| 10 min | Rhyme Recitation | मेरे पीछे दोहराओ (Mere pichhe dohrao) | Recite the rhyme “Five Little Monkeys” (Page 66-67) with actions and voice modulation. Do it line by line. Students repeat. Use fingers to show numbers 5, 4, 3, 2, 1. |
| 5 min | Action Song | क्रियाओं के साथ गाओ (Kriyaon ke saath gao) | Sing the full rhyme with actions. Do it twice. Students jump, act like monkeys, hold their knees. |
| 5 min | Number Practice | संख्या अभ्यास (Sankhya abhyas) | Practice numbers 1–5. Ask: “How many monkeys are jumping on the tree?” (5, 4, 3, 2, 1, then none) |
| 5 min | Wrap-up | आज क्या सीखा? | Ask: “What happened to the monkeys in the rhyme?” (बंदरों के साथ क्या हुआ?) “They fell down and bumped their knees!” |
Rhyme: Five Little Monkeys
Five little monkeys jumping on a tree,
One fell down and bumped his knee.
Ah! Ah! Ah!Four little monkeys jumping on a tree,
One fell down and bumped his knee.
Ah! Ah! Ah!(Repeat for Three, Two, One)
Now, no more monkeys jumping on a tree,
Each of them is holding his knee!
Actions:
- Hold up fingers to show the number.
- Jump up and down.
- Touch your knee when it says “bumped his knee.”
- Say “Ah! Ah! Ah!” with a pained expression.
- At the end, hold your knee and look sad.
Sight Words Highlight (Page 67):
- each, is, and
Hindi Instructions to Use:
- “Kavita gao” (कविता गाओ) – Sing the rhyme
- “Mere saath karo” (मेरे साथ करो) – Do with me
- “Kitne bandar hain?” (कितने बंदर हैं?) – How many monkeys are there?
- “Gir gaya” (गिर गया) – Fell down
- “Ghutna” (घुटना) – Knee
Day 5: Rhyming Words, Animal Matching, and Assessment (तुकांत शब्द, जानवर मिलान और मूल्यांकन)
Duration: 30 minutes
| Time | Activity | Hindi Term / Instruction | Teacher’s Role |
|---|---|---|---|
| 5 min | Revision | पुनरावृत्ति (Punaravritti) | Sing “Five Little Monkeys” with full actions. Quick animal name recall. |
| 5 min | Rhyming Words Activity | तुकांत शब्द (Tukant shabd) | Use Page 68. Ask: “Notice the rhyming words—five-alive, tree-knee.” Write on board. Then do: “Make rhyming words for ‘Ten’ by using letters from the help box.” Example: pen, hen, men, den. Help students find rhyming words. |
| 5 min | Share Number Rhyme | संख्या कविता साझा करें (Sankhya kavita sajha karein) | Use Page 68 (C). Ask: “Do you know any other number rhyme? Ask your parents or elders at home. It could be in any language. Share it in class.” Invite 2-3 students to share a number rhyme from their home language (Hindi, Tamil, Kannada, etc.). |
| 5 min | Animal Matching Activity | जानवरों का मिलान करो (Janwaron ka milan karo) | Use Page 69. Draw/print animal pictures (Lion, Monkey, Fish, Elephant, Frog, Rabbit) and their names. Students draw lines to match. |
| 5 min | Speaking Assessment | बातचीत परीक्षण (Baatcheet parikshan) | Call students one by one. Show an animal picture. Ask: “What is this?” “This is a lion.” “What colour is it?” “It is brown.” |
| 5 min | Wrap-up & Celebration | समापन और शाबाशी (Samaapan aur Shabashi) | Clap for all students. Sing “Five Little Monkeys” one last time. Celebrate their learning! |
Rhyming Words for “Ten” (using help box on Page 68):
| Letter | Word | Rhymes with Ten |
|---|---|---|
| p | pen | Yes |
| h | hen | Yes |
| m | men | Yes |
| d | den | Yes |
| b | ben | No (not a word) |
| t | ten | Yes |
Animal Matching (Page 69):
| Animal Picture | Name |
|---|---|
| Lion | Lion |
| Monkey | Monkey |
| Fish | Fish |
| Elephant | Elephant |
| Frog | Frog |
| Rabbit | Rabbit |
Multilingual Number Rhymes (from Page 68):
| Language | Number Rhyme (1-5) |
|---|---|
| Hindi | एक-दो-तीन-चार-पाँच, चिड़िया उड़ी आसमान में… |
| Tamil | Onnu-Rendu-Moondu-Naalu-Anju… |
| Kannada | Ondu-Eradu-Mooru-Nalku-Aidu… |
| Bengali | Ek-Dui-Tin-Char-Panch… |
Assessment Checklist (मूल्यांकन सूची):
| Skill | Criteria | Yes/No |
|---|---|---|
| Picture Observation | Identifies at least 5 animals from the picture | ☐ |
| Vocabulary | Names at least 6 animals in English | ☐ |
| Numbers | Counts from 1 to 5 correctly | ☐ |
| Alphabet Order | Joins dots in alphabetical order (A–Z) | ☐ |
| Rhyme | Recites “Five Little Monkeys” with actions | ☐ |
| Rhyming Words | Identifies rhyming pairs (five-alive, tree-knee) | ☐ |
| Matching | Matches 4+ animals with their names | ☐ |
| Speaking | Answers “What is this?” correctly | ☐ |
Additional Activities (अतिरिक्त गतिविधियाँ)
| Activity | Description | Hindi Instruction |
|---|---|---|
| Animal Sounds | Make sounds of the animals. Teacher says “The lion says…” Students: “Roar!” “The monkey says…” “Chatter!” | “Janwar ki awaaz karo.” (जानवर की आवाज़ करो।) |
| Draw Your Favourite Animal | Students draw their favourite animal and colour it. Then tell the class: “This is my favourite animal. It is a ______.” | “Apna pasandida janwar banao.” (अपना पसंदीदा जानवर बनाओ।) |
| Count the Animals | Give a worksheet with a group of animals. Ask: “How many monkeys? How many lions? How many fish?” Students count and write the number. | “Janwar gin kar likho.” (जानवर गिन कर लिखो।) |
| Number Song in Home Language | Encourage students to sing a number song in their mother tongue. This promotes multilingualism as per NEP 2020. | “Apni bhasha mein ginti ka gana gao.” (अपनी भाषा में गिनती का गाना गाओ।) |
Resources Needed (आवश्यक सामग्री)
- Textbook: Mridang Class 1 English
- Picture of a forest/jungle with animals (Page 63)
- Flashcards for animals (monkey, elephant, lion, frog, rabbit, snake, fish, parrot, peacock)
- Number flashcards (1–10)
- Dot-to-dot worksheet (A–Z) for the alphabet order activity
- Crayons/colours for colouring
- Animal matching worksheet (animals and names)
- Rhyming words chart
- Notebooks and pencils for writing practice
- Animal sounds audio/video (optional)
Integration with Indian Knowledge System (भारतीय ज्ञान परंपरा से जुड़ाव)
- Panchatantra stories: Many animals featured in the lesson (monkey, lion, elephant, snake, rabbit, fish) are characters in Indian Panchatantra and Jataka tales. Share a simple story like “The Monkey and the Crocodile” or “The Lion and the Rabbit” to connect with Indian storytelling traditions.
- Animal reverence in Indian culture: Elephants (Ganesha), lions (Durga’s vehicle), snakes (Shiva’s ornament), and monkeys (Hanuman) have special significance in Indian mythology. Discuss these connections to make learning meaningful.
- Indian birds: The peacock is our national bird. The parrot is associated with Kamadeva. Discuss these connections.
- Counting traditions: Indian children traditionally learn counting through rhymes in their mother tongue. Encourage sharing of these rhymes (as done in Page 68).
Note to the Teacher (शिक्षक के लिए नोट)
- Encourage the children to observe the picture carefully. Ask them to speak even if they say in their home language. Support them to find English words.
- If the child cannot name the animal in English, accept the name in the home language, but gently introduce the English word. E.g., “Yes, that’s a ‘billi’ (cat). In English, we say ‘cat’.”
- Help children follow the correct alphabetical order for the dot-to-dot activity (Page 65). Some children may need individual support.
- Sing the number rhymes with enthusiasm and actions to make learning fun and memorable.
- Help children answer in full sentences gradually. For example, instead of just “Lion”, encourage “This is a lion.”
- Provide regular and frequent practice of animal names, numbers, and rhyming words.
- Make connections to other subjects: EVS (animals and their habitats), Art (drawing and colouring), Mathematics (counting), and Social Studies (Indian animals in culture).