Family words help us talk about familiar people around us. ‘Mother’, ‘father’, ‘sister’, ‘brother’ and ‘grandmother’ are some examples.
Families are different: a child may live with one parent, grandparents, relatives or another caregiver.
Use words that fit the child’s own life and let the child choose whom to describe.
See it. Say it. Understand it.
Easy / Start here
This is my grandmother.
Moderate / Add a little
This is my friend Mina.
Challenge / Try when ready
My uncle is kind.
More detail for teachers and confident learners
Family words help us talk about familiar people around us. ‘Mother’, ‘father’, ‘sister’, ‘brother’ and ‘grandmother’ are some examples. Families are different: a child may live with one parent, grandparents, relatives or another caregiver. Use words that fit the child’s own life and let the child choose whom to describe.
‘This is my …’ introduces a person in a drawing or photograph. An adult can model ‘This is my aunt’ and the child can respond with a word or short phrase. Names may be used when a family label is unfamiliar or private. A simple description such as ‘My brother is kind’ adds meaning. No child needs to bring a family photograph or explain personal circumstances to take part in the lesson.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
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We name objects so another person knows what we mean.
A chair is for sitting, a bed is for sleeping and a cup can hold a drink. ‘This is a chair’ identifies one object nearby. ‘It is a chair’ is another useful pattern.
Pointing, handling a safe object or looking at a clear picture supports understanding.
See it. Say it. Understand it.
Easy / Start here
This is a bed.
Moderate / Add a little
It is a cup.
Challenge / Try when ready
Show me the chair, please.
More detail for teachers and confident learners
We name objects so another person knows what we mean. A chair is for sitting, a bed is for sleeping and a cup can hold a drink. ‘This is a chair’ identifies one object nearby. ‘It is a chair’ is another useful pattern. Pointing, handling a safe object or looking at a clear picture supports understanding.
Listen for the whole phrase ‘a chair’ or ‘a cup’, not only the final noun. The child can gradually copy this short pattern. Use common objects already available at home rather than expecting a special set of toys. An adult may deliberately choose a different object and give the child a chance to correct the puppet. Keep correction friendly: model the right phrase naturally instead of interrupting every attempt.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
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In means inside. On means touching the top surface. Between means in the space separating two things.
Use the word that shows the correct place or movement.
See it. Say it. Understand it.
Easy / Start here
The ball is in the box.
Moderate / Add a little
The book is on the desk.
Challenge / Try when ready
Nila sits between Ravi and Amal.
More detail for teachers and confident learners
‘In’, ‘on’ and ‘under’ tell us where something is. A toy inside a box is ‘in the box’. A toy resting on its top is ‘on the box’. A toy below a chair is ‘under the chair’. Show the difference clearly using the same toy and container so only the position changes.
An adult can say the phrase while moving the toy. Next, say the phrase and let the child choose the place. Finally, the child can tell the adult where to put it. ‘Where is the toy?’ may first receive ‘Under!’ and later ‘Under the chair.’ This is meaningful listening and speaking, not a spelling test. Use a picture if moving objects is difficult, and allow the child time to look before answering.
වැඩි විස්තර අවශ්ය විට පමණක් මෙම කොටස කියවන්න.
Optional extra unit worksheet
Practise the whole unit and receive a separate answer or model guide.
The paid worksheet brings together all the lessons in this unit. A separate answer or model guide is included. Page count depends on the skills and activities.
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