Vocabulary for pre-primary

Introduction: 

We have all observed toddlers learning  their mother  tongue. They hear  complete sentences by adults/ children in different situations. Though they begin to speak  in words, they can understand sentences as well as instructions given to them and words of appreciation.

We could adopt a similar  approach when teaching  a new language. Therefore this lesson plan makes use of day-to-day activities. The teaching  aids are drawn from the child's immediate environment.

The focus of this lesson is on 'vocabulary' though the approach used is 'whole language'. As in the case of first language acquisition here also the child is encouraged to speak in words. The activities reinforce listening and speaking skills.

Objective: 

•  The students will listen to simple sentences spoken  in relation  to concrete objects / incidents.
•   The students will identify the displayed  objects with their characteristics.
•   The students will respond to questions using correct words.
•   The students will engage in activities  like vegetable printing,  choosing  colors  and following the teacher’s instructions.
•   The students will present the data collection process of his/her group

Activity Steps: 

DAY 1

Steps:

Step 1: Generating interest

Greet the students. Sit with them in a big circle.                                                                   

You may feel this is time consuming, but it is important. When they know that they are heard they develop confidence and this helps in developing positive self esteem.

Ask them which vegetables they like the most. Give everyone a patient listen- ing. 

Encourage the other  children  to listen  as well. Use sentences like – ‘Hmm, I also like it’, ‘Good! We all must  eat spinach’, ‘Oh, Sudish also likes it. Don't you Sudish?’ ‘Now,

Namrata will name her favourite vegetable. Let’s listen to her’ etc.

Remember, the students  are listening and picking up words as you speak. So use simple short sentences.Accept their answers given in the mother tongue. You can repeat the answers in English.

Step 2: Activity:

Now engage them in a conversation on these lines:

Teacher: (Showing them lady’s finger) This vegetable is called ‘lady’s finger’, it is long.

What is the colour of this vegetable?

Students: Green/ Hara etc (if no one responds, tell them the answer).

Teacher: Yes, it’s green.

Shubha, come and take this lady’s finger. ( Express this with gestures, repeat in English only, if they do not understand).

Now, give this lady’s finger to Raj.

(Repeat this conversation 2 times with other students.)

(showing tomato) What is this?

Students: Tomato/ tamatar (Accept all the answers)

Teacher: Yes, it is a tomato.

Is it long? (Show lady’s finger) Is it long like lady’s finger?

Students: no / no response.

Teacher: It is round.

(Showing lemon) Is it long or round?

Students: Round/ No response

Teacher: The lady’s finger is long, the tomato and the lemon are round.

(showing cucumber) Is it round like the lemon and the tomato?

Student: No, long.

Repeat this conversation using a potato and beans.

Teacher: Now let’s do some printing.

Provide drawing  sheets to each  of the students. Provide water  colours  in dishes.  Give them  the pieces  of lady’s finger, beans,  potato.   Demonstrate how to dip and print with the vegetables.

Let them  choose  colours  and print. Display the children’s work on the wall of the classroom.

Assessment:

Children’s work and responses can be assessed, not for awarding marks or grades but to improve our own ways of conducting activites.