Maze Workbooks Series 1a

Pre-Primary
New Century Education
2010-11
 New Century Education [Maze Workbooks Series 1a]

New Century Education

New Century Education is one of the leading publishers of

teaching and school curriculum materials. Since we have
comprehensive research and development division, we work
with teachers, students, educators, educationists, writers and
institutions to develop high quality education system to suit
the requirements of the new century. Our website
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leader in its field.

Project Team: Fakhera Aqeel, Abdul Hai Saqib, Sadaf Shoiab,

Syed Maqsood Ali, Khaula Ahsan, Hafsa Aqeel

Copyright: New Century Education 2010

All rights reserved

Apart from any fair dealing for the purposes of study,

research, criticism or review, as permitted under the
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 New Century Education [Maze Workbooks Series 1a]

Contents

1. Introduction

2. Learning Outcomes

3. FAQ’s

4. List of Material

5. Activities

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 New Century Education [Maze Workbooks Series 1a]

INTRODUCTION
According to Maria Montessori a child’s personality develops before the age of 6 years. It means these are
the most important years of his life. A child develops different skills during these years. In which language
development is the longest and most wonderful of all periods.

Language Development
Language is the way of communication and expression of collective thoughts.
Language development takes place in four areas:

• Listening • Speaking
• Reading • Writing

Receptive Skill Listening, Speaking

Productive Skill Reading, Writing

All the four areas are equally important for language development.

Reading
For the development of reading there are two methods:
1. Photo memory
2. Phonics

1. Photo memory
Photo memory is an excellent tool that is used to promote reading at an early age. It does not concentrate
on spellings or breaking up of words. It is with the child from birth. It works in the same way as a child
recognizes nose, eyes etc. at 4 – 5 months. If a child is shown a word at least 12 – 15 times the word
imprints in his mind. He can recognize that word anywhere. Photo memory is the most effective way of
reading at an early age.

2. Phonics
Phonics is a method in which letters are taught through their sounds. It is also called “decoding”. Children
learn the spellings through the sounds.

In Phonics, letters are not taught in alphabetical order but according to a child’s nature. Phonics only
develops after 3 years of age. Soon as the child starts school.

Concepts and Skills Covered in 1a

– Alphabets
• Sound, Vocabulary, Tracing
– Colours (new)
• Red, Yellow, Blue, Orange, Purple, Green
– Opposites (new)
• Open/Close, Awake/Asleep, Wet/Dry,
Clean/Dirty, On/Under, In/Out
– Action Words (new)
• Eating, Drinking, Writing, Reading, Walking, Standing, Sitting, Running.

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Learning Outcomes

At the end of Maze Workbook Series 1a, a child should be able to:

• follow the instructions on a page through Icons independently.

• colour the pictures neatly in up and down movement.
• recognize all the objects given in the book.
• identify the beginning sounds of objects.
• pronounce the letters’ sounds correctly.
• recognize all letters’ shapes given in the book.
• trace the hollow letters in correct letter formation.
• recognize different colours i.e; red, yellow, blue, orange, purple, green
• recognize the concept of “opposites” i.e; ‘open-close’, ‘awake - asleep’, ‘wet - dry’, ‘clean –
dirty’, ‘under – on’, in – out
• recognize and demonstrate actions through ‘Action Words’ i.e.
‘eating’, ‘drinking’, ‘writing’, ‘reading’, ‘walking’, ‘standing’, ‘sitting’, ‘running’.

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FREQUENTLY ASKED QUESTIONS

FAQ’s Maze 1a

Question no 1: Why does this book start with letter “C”?

• Maze 1a is based on “Easy to Difficult approach.” At this age it is easy for a child to trace letter
“C” due to the natural movement of his/her hand. Many other letters originate from this shape.
By tracing or writing the letter “C” a child can easily write many other letters too.

Question no 2: Why does this book not follow the letters’ sequence?

• This book does not follow the letter sequence because for a child it is very difficult to learn the
vowels; the vowels also have limited vocabulary. Children in Pre-Nur and Nur do not need to
know the letter sequence because the main object of letter sequence or Alphabetical order is
for dictionary usage or filing at higher level.

Question no 3: Why does this book not have capital shapes of letter?

• Capital letters are only needed for special names or sentence writing. The children of Pre-Nurs
or Nurs do not write words or sentences.

Question no 4: Why is this book not being taught in old fashion i.e. Alphabetical Method like A for
Apple?

• The new method of phonics is 100% activity based so it cannot be taught in memorization style.

Question no 5: What is Phonics?

• “Phonics is a method in which letters are taught through their sounds not their names.” This
method helps children to learn language effectively with proper pronunciation, and is excellent
for learning spellings.

Question no 6: Why is this book not colourful?

• Colouring is a tool that is used not only to develop fine motor skills of a child but to give him
pleasure of accomplishing something. It also helps him to learn the vocabulary thoroughly as he
is colouring. According to experts it is necessary that a child should stay at one page for at least
seven minutes. This target is achieved through maximum space provided for colouring.

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Question no 7: Why are hollow shapes of letters introduced? Are they for colouring?

• Hollow letter shapes with arrows are introduced to make a child well aware of proper letter
formation. Children will not colour these hollow shapes, they will just trace at least “5 to 7”
times in hollow shapes and the teacher will sing a rhyme like “C” is curvy. The arrows guide the
child where to go and the hollow shapes keep him within the limits, which results in perfect
letter formation.

Question no 8: Can a child at this level learn the difficult vocabulary like “Octopus” and “Ostrich”
given in this book?

• Answer: At this age, a child has the skill of “Photo Memory” he can learn any words with this
skill. He directly reads the whole word, without spelling it. Early reading gives children a strong
foundation, which develops confidence and independence.

Question no 9: Why is letter “X” not introduced in this book?

• This book is phonetic based, so there are no English words that start with the sound ‘x’ but there
are words like x-ray that start with the letter name not the sound. We introduce the letter
sound x in Nurs as ending sound e-g box, ox, six, fix etc.

Question no 10: What is the use of the small pictures given at the top left side of every page?

• These small pictures are called “Icons”. These Icons are pictorial guides that are introduced to
make a child independent and self reliant. They are taught through photo memory method and
a great help for teachers.

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LIST OF MATERIAL
1a
1) Real Objects

2) Letter Flash cards

3) Vocabulary Flash Cards

4) Sand Paper letter

5) Sand Tray

6) Icons

7) Cutouts for soft-boards

8) Colors Flash Cards

9) Opposites Flash Cards

10) Actions Flash Cards

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ACTIVITIES
Activity 1
VOCABULARY BASKET
Introduction of vocabulary

Objective:
The idea is to introduce children to the names of objects that are used in their everyday life.

Material:
Five common objects, basket.

Method:
3 Period lesson (T.P.L)
This is ……..
Where is ……
What is …….

Demo:
1. Children look here. “I have a basket and in this basket I have something to show you”.
This is a pencil (Repeat 3 Times)
This is a cup (Repeat 3 Times)
This is a bag (Repeat 3 Times)
This is a marker (Repeat 3 Times)
This is a duster (Repeat 3 Times)

2. Say the names of all the objects. Ask the children to repeat every time.
Put all the objects on the table/mat and ask one
“Where is the Pencil”. The child will point to the pencil. Shuffle all the object and ask again
“where is the pencil”.

3. Take any object in your hand and ask.

What is this?
Pencil. Good
Pencil, Pencil, Pencil
What is this?
Bag. Good
Bag, Bag, Bag

This activity should be repeated whole year but always with different objects.

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Activity 2
KNOCK KNOCK
Concept of Sound

Objective:
The main purpose of this step is to give an understanding to the children that everything
has a sound, which is different from each other.

Material:
Table, door, black board

Demo:
1. Today we are going to play a very interesting game. You have to listen very carefully to the
sounds. Knock on the table, door, and black board and then ask the children
“Can you hear the sounds”. All are different from each other. Now close your eyes children.
I am going to knock on the things and then you will recognize the sounds.

2. Teacher knocks on the door and says “tell me children, What was the knocking sound off?.”
Children say “Table”,
Appreciate them… “Good. This is the sound of table.”

3. Knock on the cupboard and say “Now, tell me what was I knocking on?”
Children say “Cupboard.”
Appreciate them “Good. This is the sound of cupboard.”

The above mentioned activity can be done with:

a) Animal sounds
b) Dropping objects on the floor
c) Pouring water, etc.

Activity 3
I SPY GAME
Concept of Beginning Sound

Objective:
In this activity children learn the beginning sound. The activity which is used to give the
concept of beginning sound is called “I spy game”.

I spy game
I. In the hand
II. On the table
III. Inside the classroom

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IV. Outside the classroom

(I) IN THE HAND

Objective:
Introduce the beginning sounds of a letter.

Material:
Any five objects.

Demo:
1. Children I have some objects, now tell me
What is this?
Marker
Good I will give this marker to sana.

What is this?
Bag
Good, I will give this bag to Ahmed.

2. Give all the objects to the children. Each child must have one object in his/ her hand.

Now children I’m going to sing a poem and in this poem you will hear the name of a child
and the beginning sound of an object that they will be holding in their hands. Now you have
to look at the child, whose name is in the poem and then say the name of the object.

I spy with my little eyes

Something in Sana’s hand
Beginning with the sound “m”

Marker
Very good m-marker (Repeat 3 Times)
Do this activity with all the objects.

(ii) ON THE TABLE

Objective:
Introduce the beginning sounds of a letter.

Material:
Five different sound of objects, table

Demo:
1. Put five objects on the table. Ask the names of the objects and then sing a poem.

I spy with my little eyes

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Something on the table

Beginning with the sound “d”

2. The children will look at the object and say “duster”. Then teacher will pick up the object
and say : d-duster (Repeat 3 Times)

(iii) IN THE CLASS ROOM

Objective:
Introduce the beginning sounds of a letter.

Material:
Things in the classroom

Demo:
1. Ok children, “Today again we are going to play the “I spy game” but in a different way and I
will ask about the things in the classroom.
I spy with my little eyes
Something in the classroom
Beginning with the sound “b”

2. If children guess right in first attempt, say “very good” b-book.

3. If they don’t, then tell them “yes, you are right but I have something else in my mind”

Keep on asking till you get the requested answer.

(iv) OUTSIDE THE CLASSROOM

Objective:
Introduce the beginning sound of a letter.

Material:
Any five objects

Demo:
1. Take children outside the classroom in a garden or play ground and play this game over
there.

2. Children we are going to play “I spy game” in the garden and I’m going to ask the things
which are present in the garden.

I spy with my little eyes.

Something in the garden.
Beginning with the sound “f”

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f- flower (Repeat 3 Times)

Activity 4
LETTER BASKET &Flash card of a Letter
Introduction through objects

Objective:
Introduce the written letter of the sound.

Material:
Five same sound objects. Flashcard of “C”

Demo:
1. Ok children. “I have a basket with some objects now tell me:
What is this?
Candle, Good
What is the beginning sound of candle?
“C” Good.
What is this?
Carrot, Good
What is the beginning sound of carrot?
“C” Good.
What is this?
Cup, Good
What is the beginning sound of cup?
“C” Good.
What is this?
Can, Good.
What is the beginning sound of can?
“C” Good.

2. The beginning sound of all these objects is “C”

3. Children, Do you want to meet “C”? Yes.
4. OK here comes “C” (Repeat 3 Times)
C- Carrot (Repeat 3 Times)
C- Candle (Repeat 3 Times)
C- Cup (Repeat 3 Times)
C- Cat (Repeat 3 Times)
C- Can (Repeat 3 Times)

Hold the flash card in right hand and object on left hand.

Activity 5
FLASH CARDS
Identification through vocabulary Flash cards

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Objective:
Introduce the written letter of the sound.

Material:
4 vocabulary cards, letter flash card.

Demo:
1. Ok children, look here I have some cards for you
What is this?
C, Good.
What is this?
Cat
C- Cat (Repeat 3 Times)
What is this?
C- Candle
C- Candle (Repeat 3 Times)
What is this?
Cup
C- cup (Repeat 3 Times)
What is this?
Carrot
C- Carrot (Repeat 3 Times)
Activity 6
SAND PAPER LETTER

Objective:
Introducing the correct formation of a letter thru tracing.

Material:
Sand Paper letter

Demo:
1. Children, Look here
Can you tell me what is this?
C- Good

2. Do you want to trace “C”

Join your two fingers and trace “C”

3. “C is curvy “(Repeat 3 Times)

Then do tracing in the air, on the table, on the hand and give them sand tray.

Activity 7
ICONS

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Icons are symbols. The instructions are given at the top of each page thru the icons. Children can
recognize the icons thru photo memory. Then they can understand the icons and work
independently. Put a print out of these icons on the board. Introduce thru three period lessen.

Demo:
1. Look at the picture. These are two hands matching two things. It means “match” match
(repeat 3 times)
Look at the picture. There are some lines and a finger pointing to the lines. It means “read”
(repeat 3 times)
Look at the picture. There is a pencil and an apple. It means “trace”
trace (repeat 3 times)
Look at the picture. There is a ball being coloured. This means “colour” the picture. Colour
(repeat 3 times)
2. Put these icons in front of the children and ask:
Where is trace? Children will answer then shuffle the picture and again ask where is trace?
Do this step with all the icons.

3. In the third step hold the icons in your hand and ask:
Children tell me what is this?
Trace, good
What is this?
Colour, good

Activity 8
Instruction of Workbook 1a
Introduction of a letter on book

Before teaching page 1 do the activities of letter recognition thru real objects and sand paper.

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.
Look children here are two pictures, it means we have to do two things on this page “trace
and colour” and here we have to write the date and today’s date is …….
4. Tell me children
What is this?
cat
Good and what is the beginning sound of cat?
“c” good.

What is this?
candle
Good and what is the beginning sound of candle?
“c” good.

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What is this?
carrot
Good and what is the beginning sound of carrot?
“c” good.

What is this?
cup
Good and what is the beginning sound of cup?
“c” good.

Where is “c”?
This is “c” very good “c” (repeat 3 times)

c- cat (repeat 3 times)

c- candle (repeat 3 times)
c- carrot (repeat 3 times)
c- cup (repeat 3 times)

5. Now children let’s start tracing put your crayon at the starting point “c” is curvy’ trace 10 to
15 times over next work is coloring and remember coloring should be done with up and
down movement.

Introduce all the pages of introduction of sounds in the same way.

Activity 9
SOFT BOARD DISPLAY

Objective:
The purpose of this activity is to review the sound and their vocabulary and reading of words thru
photo memory.

Material:
4 cuts of vocabulary with written strip
Letter cut out

Demo:
1. Stand near the soft board and say “Look children here are some pictures tell me:
What is this?
Cat, Good.
What is this?
Candle, Good.
What is this?
Cup, Good.
What is this?

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Clock, Good.

2. Now tell me what is the beginning sound of all these pictures?

C- Good

C- Cat (Repeat 3 Times)

C- Candle (Repeat 3 Times)
C- Clock (Repeat 3 Times)
C- Cup (Repeat 3 Times)

When the teacher relates the sound of the picture the finger should be at the written strip.

Activity 10
STORY

Objective:
The purpose of this story is to review the sound.

Material:
Props

Demo:
Children, would you like to listen to a story. This is a story of “C” C was a very nice boy. One day he
invited his classmates to his castle. His cook baked cookies, made custard and candy biscuits for his
friends. Suddenly the lights went off. Then “C” had to light the candles. All his classmates clapped
for “C”.

Activity 11
Instruction of Workbook 1a
Identification of Letter

Before doing this page do tracing activities and soft board display.

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.
OK children, here are 3 icons. It means we have to do three things on this page match, trace
and color. And here we have to write the date and today is…….

4. Tell me, children.

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What is this?
carrot
Good and what is the beginning sound of carrot?
“c” good.

What is this?
c- good.

Shall we match “c” with “carrot”?

Yes.
OK, let’s match it.

What is this?
can
Good and what is the beginning sound of can?
“c” good.
Shall we match “can” with “c”?
Yes.
OK, let’s match it.

What is this?
axe,
Good and what is the beginning sound of axe?
“a” good.
Shall we match “axe” with “c”?
No.
OK, leave it.

Do the same procedure for rest of the pictures.

5. Now let’s start tracing

Put your crayon at the starting point say the rhyme “C is curvy” (Trace 5 Times)

6. Now, let’s start colouring and remember children colouring should be done with up and
down movement only.

Introduce all the pages of identification of sounds in the same way.

Activity 12
Instruction of Workbook 1a
Practice of letter sounds

Before doing this page review the sounds of c, o, a, l and ask children names of objects beginning
with these sound.

1. First motivate the children.

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2. Draw the page on the board and explain in detail.

3. Introduce the icons and write the date.

4. Read all the letters and all the pictures and then ask:
What is this?
ox, good.
What is the beginning sound of ox?
o, good.
Look children, “o” matches ox with a line it means we have to do matching of sound with
the pictures.

What is this?
Cone, good.
What is the beginning sound of cone?
c, good.
Let’s match “c” with cone with the help of a line.

Follow the same procedure for rest of the pictures.

5. Now children let’s do our next work that is tracing.

Put your crayon at the starting follow the arrow “c is curvy.”
Put your crayon at the starting points follow the arrow “o is round and round”.
Put your crayon at the starting point follow the arrow “make a“c” go up and come down.
Put your crayon at the starting point “l is down and down”

6. Now children let’s start colouring and remember your colouring should be done in up and
down movement only.

Introduce all the pages of practice of sounds in the same way.

Activity 13
Instruction of Workbook 1a
Review of letter

Before doing this page children will do tracing on sand paper and sand tray.

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.
4. Ask the children
What is this?
“c” good.
Here is another “c” matches with a line we have to match the same sounds with a line.

What is this?

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“o” good.
Let’s match it with another o
What is this?
“a” good.
Let’s match it with another a.

What is this?
“l” good.
Let’s match it with another l.

5. Now start tracing

Put your crayon at the starting point follow the arrow “c is curvy”.
Put your crayon at the starting points follow the arrow “o is round and round”.
Put your crayon at the starting point follow the arrow “make a“c” go up and come down.
Put your crayon at the starting point “l is down and down”

Activity 14
Introduction of color:

First of all introduce colour through material. For this purpose take red colour objects and put them
in a basket e.g. balloon, pencil, and crayon.

1. Give demo in front of the children.

Children look here.

I have a balloon.
A Pencil
A Crayon
The color of all these things is red.
Red balloon
Red pencil
Red crayon

Red, Red, Red.

2. Can you tell me what else do you see red in the class room.
3. Flashcards Activity

Activity 15
Instruction of Workbook 1a
Introduction and Identification of color on book page

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.

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4. Introduce the page

This is an apple
This is a strawberry
This is a lady bird
This is a tomato.

The colour of all these things is red so color the pictures with “red” crayon.

Do some activist with red color.

Pasting, painting, printing.
At the end of the month celebrate “Red Day”.

Activity 16
Introduction of Open and Close

1. For this concept teacher gives a demo in front of the children thru material
Children look here
The door is open (repeat 3 times)
open, open, open

The door is closed (repeat 3 times)

closed, closed, closed

2. Introduce thru flashcard also

Children look here in this picture
This cupboard is open (repeat 3 times)
open, open, open

This cupboard is closed (repeat 3 times)

closed, closed, closed

3. Now involve the children and ask

Which marker is open?
This marker is open, good

Which marker is closed?

This marker is closed, good

After these activities start the page

Activity 17
Instruction of Workbook 1a
Page # 12
1. First motivate the children.
2. Draw the page on the board and explain in detail.

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3. Introduce the icons and write the date.

4. Introduce the page

Children look here, in this picture

The window is open
open, open, pen.

In this picture
The window is closed
closed, closed, closed.

5. Now colour these pictures with up and down movement.

Activity 18
Introduction of awake and sleep:

For this concept teacher gives demo in front of the children.

1. Teacher closes her eyes and says:

I’m asleep (Repeat 3 Times)
asleep, asleep, asleep.

Then open the eyes and say:

I’m awake (Repeat 3 Times)
awake, awake, awake.

2. Introduce through flashcard also:

Look children, in this picture.
The cat is asleep (Repeat 3 Times)
asleep, asleep, asleep

In this picture
The cat is awake (Repeat 3 Times)
awake, awake, awake.

3. Now involve the children, call one child and say to him/her to close/open their eyes and say:
Ali is asleep.
Ali is awake.

Do this activity with other children.

After these activities then start the page.

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Activity 19
Instruction of Workbook 1a
Page # 24.

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.

4. Look children in this picture.

The boy is awake.
awake, awake, awake.

In this picture
The boy is asleep
asleep, asleep, asleep.

5. After that color the pictures neatly.

Activity 20
Introduction of wet and dry:

For this concept gives demo in front of the children through material.

1. Teacher takes a bowl of water, puts one hand in the water and says:
My hand is wet (Repeat 3 Times)
wet , wet, wet

2. Show the next hand and say:

This hand is dry. (Repeat 3 Times)
dry, dry, dry

3. Introduce through flash card also.

Children look here in this picture.
The hairs of the boy are wet. (Repeat 3 Times)
wet, wet, wet

In this picture
The hairs of the boy are dry. (Repeat 3 Times)
dry, dry, dry

Now involve the children and ask:

Which sponge is wet?
This sponge is wet, good.

Which sponge is dry?

This sponge is dry. Good.

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Activity 21
Instruction of Workbook 1a
Page # 36

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.

4. Children look at this picture

This shirt is wet
wet, wet, wet.

In this picture
This shirt is dry.
dry, dry, dry.

5. Now children colour these pictures with up and down movement.

Activity 22
Action Words

Eating
For introduction of action word give demo in front of the children

1. Look here children

Aunty is eating an apple
Aunty is eating chips
eating, eating, eating

2. Introduce thru flashcard also

Children look here in this picture
Boy is eating a cake
eating, eating, eating

3. Now involve the children give them something to eat and say
Sana is eating
Omer is eating

Drinking:

1. Look children
Aunty is drinking tea.
Aunty is drinking juice.
Aunty is drinking water.
drinking, drinking, drinking.

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2. Introduce thru flash card also.

Children in this picture
Zebra is drinking water
Girl is drinking a juice.

3. Now involve the children give them something to drink and say :
Hiba is drinking.
Ali is drinking.

Introduce all the action words through these activities and then start the page.

Activity 23
Instruction of Workbook 1a
Book page of Action Words

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.
4. Children look at these pictures
In this picture
The boy is eating
eating, eating, eating.

In this picture
The boy is drinking
drinking, drinking, drinking.

In this picture
The boy is writing.
writing, writing, writing.

In this picture
A man is reading
reading, reading, reading.

5. Now colour these picture neatly.

Activity 24
Introduction of Clean and Dirty:

For this concept teacher gives demo in front of the children.

1. Children Look
This handkerchief is clean (repeat 3 Times)
clean, clean, clean.

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This handkerchief is dirty (repeat 3 Times)

dirty, dirty, dirty

2. Introduce thru flashcard also

Children in this picture
The socks are clean (repeat 3 Times)
clean, clean, clean.

The socks are dirty. (repeat 3 Times)

dirty, dirty, dirty.

3. Now involve the children and ask:

Which cup is clean?
This cup is clean. Good.

Which cup is dirty?

This cup is dirty. Good.

After these activities than start the page.

Activity 25
Instruction of Workbook 1a
Page # 49

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.

4. Children, look here in this picture

This boy is clean
clean, clean, clean.

In this picture
This boy is dirty.
dirty, dirty, dirty.

5. Now colour the pictures neatly.

Activity 26
Introduction of on and under

For this concept teacher gives demo in front of the children.

1. Children work here.

The ball is on the table (repeat 3 Times)

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on, on, on.

The ball is under the table (repeat 3 Times)

under, under, under.

2. Introduce through flashcard also

Look here children in this picture
The pencil is on the table (repeat 3 Times)
on, on, on.

The pencil is under the table (repeat 3 Times)

under, under, under.

3. Now involve the children and ask.

Where is the car?
Car is on the chair. Good.

Now tell me where is the car now?

The card is under the chair, good.

After these activities then start the page.

Activity 27
Instruction of Workbook 1a
Page # 61.

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.

4. Children look at this picture

The cat is on the table.
on, on, on.

In this picture
The cat is under the table.
under, under, under.

5. Now children color the pictures neatly.

Activity 28
Introduction of in and out

For this concept teacher gives demo in front of the children.

1. Children look here

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The pencil is in the box (repeat 3 Times)

in, in, in .

The pencil is out of the box. (repeat 3 Times)

out, out, out.

2. Introduce through flashcard also.

Children in this picture
The flowers are in the vase (repeat 3 Times)
in, in, in .

The flowers are out of the vase (repeat 3 Times)

out, out, out.

3. Now involve the children and ask.

Where is a duster?
Duster is in the basket. Good.

Now again tell me

Where is the duster?
Duster is out of the basket. Good.

After these activities than start the page.

Activity 29
Instruction of Workbook 1a
Page # 73

1. First motivate the children.

2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.
4. Children look at this picture.
In this picture
The parrot is in the cage. (repeat 3 Times)
in, in, in .

In this picture.
The parrot is out of the cage. (repeat 3 Times)
out, out, out.

5. Now children colour the pictures neatly.

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Activity 30
Instruction of Workbook 1a
Page # 80

Before doing this page play “I spy game” for review of the sounds.
1. First motivate the children.
2. Draw the page on the board and explain in detail.
3. Introduce the icons and write the date.
4. Children tell me,
What is this?
ox, Good
What is the beginning sound of ox?
“o” Good.

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