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2017 English Grade 1 Part 1 (Pupil's Book) PDF
2017 English Grade 1 Part 1 (Pupil's Book) PDF
_____________
_____________
Professor V. NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mrs Sazia Bibi MULUNG - Mentor
Acknowledgements
Vetting Team
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
Mr Nunkishore NEERGHEEN - School Inspector
Mrs Dineshwaree RUCHCHAN - School Inspector
Mrs Taramatee NATHOO - School Inspector
Mr Henrio Douglas POTIÉ - Supervisor (The Arts)
Mr Dahmiasdeho GOWRY - School Inspector
Mr Raj-Kumar BEEDASSY - School Inspector
Mr Doomanlall MOHANGOO - School Inspector
Mr Krishnaduth OOCHIT - School Inspector
We also thank Ms Melanie ANNEA and Mrs Raynoo RAMDEEHUL, Primary Educators, for their views
and suggestions
Illustration
Graphic Designer
Mr Isstiac Gooljar
ISBN : 978-99949-37-80-6
© Mauritius Institute of Education (2017)
ii
Foreword
We have the pleasure to offer you a brand new collection of textbooks as from 2016. These
textbooks have been written by a team of experts and supported by experienced Educators,
advised by Inspectors, Mentors and Deputy Head Masters. We have done our best to ensure
that children undergo a pleasant learning experience.
We have taken care to align the textbooks with very clearly defined learning outcomes and
objectives set for the subject. This present textbook provides clear indications of the diverse
skills that children should master at each stage. We would request teachers to use the
techniques and pedagogical approaches suggested in the teacher’s manual so that children
make optimal use of the textbook and materials provided.
We are extremely thankful to all those who have provided us with constructive feedback,
thereby enabling us to make this curriculum development endeavour come to fruition. We are
also thankful to the artists who produced the illustrations, and to our graphic artists, who have
tried their best to create the right layout for the books. The authors and the curriculum team,
under the guidance of Professor Vassen Naeck, also deserve our thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director
Mauritius Institute of Education.
iii
Preface
To Pupils,
The Grade 1 English textbook aims to make your experience of learning English fun and
successful. The textbook consists of six units based on the following themes: home, school,
games, food, transport, and animals.
The textbook opens with Getting started. This will help you consolidate your knowledge of
alphabets and colours through simple activities and games.
Story time: You will listen to a simple story several times. Your teacher will use a big book. You
can read together when you are ready.
Grammar time: You will learn basic grammar so that you can produce simple utterances.
Little writers: You will learn to write words and simple sentences.
Creative fingers: You will carry out creative activities related to the theme of each unit.
Sound it out: You will learn the sounds that letters produce. This will help you to read
simple words.
ICT activities: You will play ICT games to reinforce language learning.
Songs/poems: You will learn in a fun way, by singing and reciting poems.
I check what I know: You will assess your learning at the end of every unit.
iv
To the teacher
The Grade 1 English textbook has been conceived and written with the aim of making the
learning of English pleasant and effective for our young learners. Taking into account the pupils’
current level of proficiency in English, it proposes a set of activities that will develop skills and
knowledge that will serve as foundation for further learning of the language.
The textbook comprises an introductory section entitled “Getting started” that reinforces
pupils’ knowledge of alphabets and colours. This is followed by six units with different sections.
Each section focusses on the development of specific skills and knowledge. Learning is made
meaningful and fun through content that is based on the experiences of the children and
topics of interest to them. A variety of activities have been included to sustain interest
and motivation.
At this level, there is more emphasis on the development of the oral and aural skills, and on
equipping the pupils with basic vocabulary and grammar. However, literacy skills are also
developed through the use of big books and simple writing activities. Teachers’ notes are
interspersed throughout the textbook to assist you in implementing the activities. It is however
understood that you have a key role in adapting the activities and the pace at which teaching
will take place according to the profile and needs of your learners. You will also have to
produce additional resources to support teaching, and devise supplementary activities for
the consolidation of learning or for remedial action.
Further details about the different components and guidelines for their implementation are
given below:
Story time: This component serves to introduce learners to simple narrative texts and develop
budding notions of literacy (cover page, title, author, direction of print, etc.) Use the big book
over several days according to the procedure detailed on the back cover. Make sure that the
pace is adapted to the learners’ level. The vocabulary is basic, sentences are simple and the
texts are short. It is expected that, with appropriate support, pupils will internalise certain
words and language patterns after they have heard the story a few times, and will be willing
to join in as you read. The pupils are NOT expected to be able to read on their own nor to
understand each and every word. To help them understand the storyline and main ideas, point
to the illustrations in the big book, mime actions, refer to their own experiences, draw from
prior knowledge, and use additional resources – such as realia or word and picture cards.
Vocabulary building: The vocabulary taught is derived from the theme of each unit and is
introduced through the story. The activities move from oral to writing, with visual support included
to ease understanding. Additional resources will nevertheless be required. Word walls can be
set up in the classroom to ensure that pupils are continuously exposed to the new vocabulary
as they work on a given unit. You must however draw their attention to these words and
encourage them to recall their meaning and use them. You may teach additional words
related to the theme as per the level of your pupils.
v
Grammar time: Through the teaching of basic grammar points, pupils are empowered to
produce simple oral utterances. As such, provide as many opportunities for them to practise
orally the structures introduced. The written activities are included for practice. The aim is not
to develop mastery of grammar rules but, rather, to develop an awareness of basic rules. As
indicated in the Teacher’s notes, move from oral to written work. Work out the activities orally
with the whole class before asking pupils to carry these out in the textbook.
Little writers: In this section, pupils write words and are initiated into the formation of simple
sentences. They develop an awareness of word and sentence boundaries, and are introduced
to basic writing conventions, namely the use of capital letters and full stops. In line with the
whole language approach, you are however encouraged to draw pupils’ attention to these
aspects of writing in other sections, such as story time.
Creative fingers: As pupils are engaged in a creative activity related to the theme of the unit,
use the opportunity to expose them further to the English language. This section also has scope
for cross-curricular teaching, namely the development of life skills and values. Refer to the
themes indicated on the contents page and address these in your lesson.
Sound it out: Pupils are taught phonics as a precursor to reading and writing. At this level,
pupils learn to associate letters and sounds. The activities are to be conducted orally and
pupils must have the opportunity to hear the sounds repeatedly. Visual support and writing
activities have been included to support learning. Though the phonics section is found at the
end of the units, do not teach the phonemes one after the other. Rather, spread out the
teaching of the different phonemes across the unit. You may decide to teach one phoneme
per week.
ICT activities: The NCF propounds the integration of ICT in all areas. As such, language
learning and the development of ICT skills take place concurrently as pupils are involved in
simple interactive games. It is therefore important to provide learners with the opportunity to
engage in such activities.
Cross-curricular themes: In line with the NCF, a cross-curricular approach has been adopted.
The themes indicated on the contents page give an indication of aspects of life skills and
values that can be taught alongside language. Encourage pupils to reflect and share their views
on issues related to the theme you are dealing with. Pupils may have recourse to their mother
tongue to better express themselves. You will then rephrase the main ideas in English.
Songs/poems: Songs and poems are beneficial to the teaching and learning of young
children as they provide further exposure to the English language. As such, a number of
songs/poems have been included in the textbook. These serve mostly to introduce theme-
related vocabulary but are also an effective way of making language learning enjoyable.
Through songs, pupils internalise vocabulary and language patterns more easily and are more
vi
motivated to participate in the lesson. It is important to note that pupils are NOT expected to
read the lyrics. These have been included to provide a focus for pupils. It is necessary for them
to hear the song/poem a few times and they should be encouraged to echo the singer/teacher
and join in when they feel ready. Adapt songs/poems to suit the local context. Teach over a
number of lessons if deemed necessary.
I check what I know: End of unit exercises have been included to assess pupils’ learning.
Since pupils are not independent readers at this point, read out the words/texts and lead them
through the exercises. An oral exercise has been included because it is important to gauge
the children’s progress with respect to this skill too. Stagger the assessment over a few days if
you are unable to conduct it for all pupils in the course of a single lesson. Do, however, make it
a point to carry out this exercise.
While detailed guidelines regarding the implementation of the activities have been given, the
onus is on you to use an approach that is suitable for your learners. As for all resources, the
textbook also needs to be ADAPTED. The different resources that can be used to supplement
the textbook are indicated but you can use additional materials as deemed necessary. The
mother tongue can also be used as a tool to support learning but do not make it a habit to
systematically translate every utterance. Rather, use the language judiciously so that it is an
effective aid for learners. As far as possible, use actions, realia and visuals to help pupils derive
meaning from oral and written texts. Focus on key words in English rather than on each and
every word. Language learning is a process and, though pupils should be exposed to the target
language as much as possible, it should not be expected that they can make sense of every
word at once. Rather, build a sound foundation with key vocabulary and basic grammar to
enable further language learning as they move on to higher levels of primary schooling.
vii
Table of contents
Getting started
Page 1-26
Learning the
a-z
alphabets
Naming colours Red, blue, yellow, green, pink, orange, purple, brown, white, black
Story time ‘Good morning, Ben.’ ‘Ben goes to school.’ ‘Fun at the playground.’
• Members of • Days of the week • Months
the Family • School • Games
• Greetings • Stationery • Directions
Vocabulary building • Action verbs • Weather • Action
(self-care routine) verbs (games)
• Rooms in the house • Feelings
• Weather
• Classroom • I/You
Grammar time • Yes/no
instructions • Who
Little writers Fill in a name tag Complete words Form simple sentences
viii
Learning Outcomes for
Grade 1 English
Listening
Speaking
Reading
Writing
ix
Getting started
Getting started
Hop on t
he
English b
us!
is fun!
Learning English
is fun!
Learning English
and
We learn to read
.
We learn to write
is fun!
Learning English
d
We play games an
We sing songs.
is fun!
Learning English
e alphabets!
Let’s start with th
2
Activity 1: We sing the alphabet song.
We learn: a, b, c, d, e
e
a
b
c
d
3
Getting started
b a d e c
C D E
A B
4
Activity 4: I write the alphabets.
5
Getting started
6
That was ea
sy! Stay on
the bus and
sing a song:
‘The wheels
on the bus
go round an
d round’.
We learn: f, g, h, i, j
g i h j f
h f g f i
j g j i h
h i f i g
f j h g j
7
Getting started
H I
___ ans ___ sabelle
J F G
8
Activity 7: I write letters f, g, h, i, j.
9
Getting started
10
Good job!
Take a br
and sing: eak
‘The more
get togeth we
er’.
We learn: k, l, m, n, o
k l m n o
M K L O N
11
Getting started
q
o
p n m
12
13
Getting started
We learn: p, q, r, s, t
p r
t s
p Q
q S
r R
s T
t P
14
Activity 13: I write letters p, q , r, s, t.
15
Getting started
ere.
e ’r e a lmost th
W
s i n g : ‘Twinkle
Let ’s
l i t t l e star’.
twink l e
16
We learn: u, v, w, x, y, z
v
u w
y
x z
x ox box six
17
Getting started
18
19
Getting started
r
a y ! W e k now all ou
Hoor g:
. Let’s sin
alphabets
happy’!
‘If you’re
20
Naming colours
ue
bl
low
yel
e en
gr
re
d
een
gr
d
re
21
Getting started
k ple
ge
n
pi ur
an
p
or
22
Activity 18b: I trace over the words.
black
white brown
23
Getting started
Creative fingers
Materials
Cardboard of A4 size
Wax crayons/Colouring pencils
Small decorative items
(e.g. filao seeds, glitter)
Scissors
Glue
24
Step 1: Fold the cardboard about 8 cm from the bottom.
8 cm
Step 2: Trace the first letter of your name on the upper part of
the cardboard.
25
Getting started
26
1
Meet Ben!
Unit one
Unit 1: Meet Ben!
I am a ________________ .
I am in ____________________________ .
28
Little writers
Name ________________
Class ________________
Vocabulary building
(Source: https://www.youtube.com/
watch?v=ctfDBR90-6Q)
29
Unit 1: Meet Ben!
sunny
Today, the weather is
rainy
Storytime
30
Activity 6a: I draw Ben’s family. I match the words with the people.
Ben’s family
31
Unit 1: Meet Ben!
My family
32
Activity 7: We learn about greetings.
Good morning!
Good night.
Hello.
Good bye.
33
Unit 1: Meet Ben!
Activity 7a: What does Ben say? I match the pictures with
the words.
Good night.
Good morning.
Hello.
Goodbye.
34
Activity 7b: We listen and sing along.
(Source: https://www.youtube.com/
watch?v=hqx2phxn_cM)
I brush my teeth.
35
Unit 1: Meet Ben!
I wash my face.
I comb my hair.
(Source: https://www.youtube.com/
watch?v=lUrYQ_h51XM)
36
Activity 8b: We play a guessing game.
I brush my teeth.
37
Unit 1: Meet Ben!
I wash my face.
I comb my hair.
38
Activity 9: We learn about the rooms in Ben’s house.
bedroom bathroom
39
Unit 1: Meet Ben!
40
Activity 9a: I cut the labels and I stick them below the
correct picture.
bathroom kitchen
41
Unit 1: Meet Ben!
42
Grammar time
Yes.
Is my T-shirt blue?
Can I fly?
No.
43
Unit 1: Meet Ben!
“Kwik, kwik.”
Sound it out
“buzz buzz”
Ben is buzzing
44
Activity 11a: I listen and circle the letter that says /b/.
45
Unit 1: Meet Ben!
Fantastic!
46
Activity 12b: I complete the words with the letter that says /f/.
iona
lower
ish
rog
Mother makes
mango milkshake
on Mondays.
47
Unit 1: Meet Ben!
mouse ball
man
mothe boy
moon fox r
Max
Activity 13b: I complete the words with the letter that says /m/.
48
Activity 14: /s/
Hiss, hiss
“Hiss hiss,”
“I can sing a
short song.
Hiss, hiss.”
49
Unit 1: Meet Ben!
50
mat sisters
sofa foot
socks sink
51
Unit 1: Meet Ben!
52
Activity 14b: I complete the words with the letter that says /s/.
even
oap
53
Unit 1: Meet Ben!
Creative fingers
Materials
Scissors
Colouring pencils or crayons
Glue
Wall
Roof
54
Step 2: Draw the windows and the door. Colour your house.
55
Unit 1: Meet Ben!
56
57
Unit 1: Meet Ben!
58
I check what I know
bedroom bathroom
1 2
3 4
59
Unit 1: Meet Ben!
It is sunny.
It is rainy.
I wash my face.
I brush my teeth.
“Hello.”
“Good bye.”
60
4a. I listen and I match words starting with the same sound.
man sofa
fox mug
bag book
sun fish
61
Unit 1: Meet Ben!
62
2
At school
Unit two
Unit 2: At school
We learn the days of the week.
It’s Monday
It’s Tuesday
It’s Wednesday
It’s Thursday
It’s Friday
(Source: https://www.youtube.com/
watch?v=spi77By9-iA)
64
I have a favourite
activity everyday!
Story time
65
Unit 2: At school
66
Storytime
67
Unit 2: At school
Vocabulary building
68
Activity 3a: I match the pictures with the words.
playground
English class
office
classroom
pupils
teacher
69
Unit 2: At school
Come in my classroom.
What can you see?
whiteboard
book
desk chair
bag
sharpener
eraser ruler
pencil
70
Activity 4a: I cut and stick the correct picture in each box.
desk sharpener
chair ruler
pencil eraser
bag whiteboard
71
Unit 2: At school
72
73
Unit 2: At school
74
Activity 4: We listen and sing along.
(Source: https://www.youtube.com/
watch?v=rD6FRDd9Hew)
75
Unit 2: At school
Today is ___________
76
Grammar time
‘Classroom commands’
Be quiet.
Take out your book.
Open your book.
Close your book.
(Source: https://www.youtube.com/
watch?v=8UAyg4l_AFw)
77
Unit 2: At school
78
Activity 6b: I match each instruction with the corresponding picture.
I raise my hand.
I open my book.
I line up.
I stand up.
79
Unit 2: At school
80
Activity 6c: I cut and paste the instructions.
81
Unit 2: At school
82
Sound it out
Activity 7: /d/
ding dong.
Activity 7a: I listen and colour the letter that says /d/.
83
Unit 2: At school
Activity 7b: I listen and complete the words. I write the letter ‘d’.
__ esk __ oll
__ uck __ og
Activity 8: /æ/
84
Activity 8a: We listen and circle words with /æ/.
Activity 8b: I listen and complete the words with the letter ‘a’.
85
Unit 2: At school
Activity 9: /n/
My new neighbour,
86
Activity 9b: I complete the words with the letter that says /n/.
clicking pictures
of the kite……
87
Unit 2: At school
Activity 10a: I listen and I trace the letters to complete the words.
88
Activity 10b: I help Kitty. I cut the pictures on page 91 and
stick words that start with /k/ in her box.
89
Unit 2: At school
90
kite cap
snake nose
cake fan
cup key
kettle mat
91
Unit 2: At school
92
Little writers
Activity 11: I add the missing letter and complete the words.
d n a
93
Unit 2: At school
Creative fingers
Materials
A paper cup
Paint or wax crayons
Paper
Scissors
Glue
94
Step 3: Cut and paste them to decorate the bin.
95
Unit 2: At school
English class
96
2. I choose and write the missing days on the beads.
_______
Monday Wednesday _______
Friday Sunday
_______
Stand up.
Line up.
97
Unit 2: At school
4a. I listen and I colour the box indicating the correct sound.
4b. I say a word with one of the sounds: /n/, /a/, /k/, /d/.
98
3
It’s playtime
Unit three
Unit 3: It’s playtime!
We learn the months of the year.
(Source: http://supersimplelearning.com/
songs/original-series/three/the-
months-chant/)
100
Activity 2: We talk about games.
Storytime
101
Unit 3: It’s playtime!
Vocabulary building
102
Activity 4a: We name feelings.
happy sad
angry bored
103
Unit 3: It’s playtime!
104
We run and kick
the ball.
We jump up
and down.
105
Unit 3: It’s playtime!
(Source: https://www.youtube.com/
watch?v=7MKmbyfhkkE)
106
Activity 5c: I match the words with the pictures.
jump
push
run
kick
hang
107
Unit 3: It’s playtime!
Football is my favourite
game. What about yours?
108
Activity 6b: I cut and paste the words to label the pictures.
merry-go-round seesaw
109
Unit 3: It’s playtime!
110
Activity 6c: Let’s play ‘Guess the game’.
111
Unit 3: It’s playtime!
Grammar time
112
Activity 8b: I write ‘who’.
a. ________ is he?
He is Vick.
Wat
er b. ________ is she?
c. ________ is playing?
Ben is playing.
d. ________ is she?
113
Unit 3: It’s playtime!
I am Ben.
114
I am Nikhil.
____ swing.
115
Unit 3: It’s playtime!
116
Little writers
117
Unit 3: It’s playtime!
118
119
Unit 3: It’s playtime!
120
Sound it out
Activity 11b: I listen and circle the letter that says /h/.
121
Unit 3: It’s playtime!
Activity 11c: I trace the letter ‘h’. I write the words again.
en
________
orse ammer
________ ________
at
________
122
Activity 12a: /e/
elephant sun
123
Unit 3: It’s playtime!
Activity 12c: I complete the words with the letter that says /e/.
I draw lines to match.
..... gg
..... lephant
..... lbow
124
Activity 13b: Let’s play a game. We hop like a rabbit
when we hear /p/.
pencil pawpaw
pot dress
frog pan
125
Unit 3: It’s playtime!
Activity 14c: I complete the words with the letter that says /p/.
__ encil
__ awpaw __ ig
__ an
126
Activity 15a: /l/
Activity 15b: I listen and trace the letters to complete the words.
127
Unit 3: It’s playtime!
Activity 15c: I listen and complete only words starting with /l/.
I write the words with /l/ again.
128
Creative fingers
Materials
Tissue roll
Paint or wax crayons
Scissors
Glue
129
Unit 3: It’s playtime!
130
Step 2: Cut out the pieces.
131
Unit 3: It’s playtime!
132
Step 3: Stick them on the tissue roll as shown.
A A
B B
133
Unit 3: It’s playtime!
sad bored
happy angry
seesaw slide
swing merry-go-round
134
2. I match the words with the pictures.
jump
kick
run
135
Unit 3: It’s playtime!
elbow
elephant
136
4. I listen to the sound at the beginning of the words. I cut and
paste the pictures on the correct page.
/p/ /l/
137
Unit 3: It’s playtime!
138
5. I say ‘I’ or ‘You’.
_________ am Ben.
139