Metropolitan Academy

Syllabus of English
Montessori Junior
Sounds Vocabulary Words Concepts
First Term
a, b, c, d, e, f, Opposites: up/down, in/out, hot/cold Myself

Color: red, yellow, blue

Read high frequency words (and, no, the,

g, h i, j, k, l, m, n, o, p,
q, r
as, it, my, you, are, to, can, yes, in)
Second Term
Opposites: Front/back, Happy/sad, Wet/dry My family
Color: green, orange, purple

Read high frequency words (oh, go, an,

off, if, I’m, not, he, be, but)
Third Term
s, t, u, v, w, x, y, z Opposites: Soft /hard, Open/close, On/off Our
beautiful
Blends Color: pink, grey, brown, black, white world
Two letter words (at, en,
ig, op, ut) Read high frequency words (this, that,
look, all, come, old, mum, dad, big, some)

CVC words Action words

 Metropolitan Academy
Lesson Plan of English
Montessori Junior
First Term
Topic: Introduction of “Red Colour”
Objectives and Outcomes:
Student will be able to
 Pronounce red
 Recognize objects of red
 Identify red colour
 Colouring
Warm-up Activity : (Red Day Celebration)
 Teach and sing the song "Bumping Up and Down in My Little Red Wagon"
 Show them a video in which they can see red colour things (strawberries, apples,
cherries, tomatoes and different things in red colour)
Activity:
Tell the story of "Little Red Riding Hood"
Introduction:
 Tell your students that today they will be learning about the color red.
 Ask your students if they can name any objects that are red.
 Ask them to look around and tell anything in red colour.
 Show them a basket full with red colour objects and flash cards of red colour
things.
Evidence of Achievement:
 Show them objects of different colours and ask them to sort out red colour
objects.
Worksheets
 Do the colour in strawberry or apple
 Do the colour in red objects
Home Assignment:
Same worksheet with different objects.
Topic: Introduction of “Yellow Colour”
Objectives and Outcomes:
Student will be able to
 Pronounce yellow
 Recognize objects of yellow
 Identify yellow colour
 Colouring
Warm-up Activity : Yellow Day Celebration
Teach and sing the song Five Yellow Polka Dots
 Five yellow polka dots lay on the floor,
One sat up and then there were four.
Four yellow polka dots got on their knees,
One tipped over and then there were three.
Three yellow polka dots stood on one shoe,
One fell down and then there were two.
Two yellow polka dots started to run,
One stopped quickly and then there was one.
One yellow polka dot rolled toward the door,
When it disappeared there were no more.
Show them a video in which they can see yellow colour things (mango, banana,
sun etc)
Introduction:
 Tell your students that today they will be learning about the color yellow.
 Ask your students if they can name any objects that are yellow.
 Ask them to look around and tell anything in yellow colour.
 Show them a basket full with yellow colour objects and flash cards of yellow
colour things.
Evidence of Achievement:
 Show them objects of different colours and ask them to sort out yellow colour
objects.
Worksheets
 Do the colour in mango and sun
 Do the colour in yellow objects
Home Assignment:
Same worksheet with different objects.
Topic: Introduction of “Blue Colour”
Objectives and Outcomes:
Student will be able to
 Pronounce Blue
 Recognize objects of Blue
 Identify Blue colour
 Colouring
Warm-up Activity: Blue Day Celebration
 Make an artwork of paper plate whale
 Show them a video in which they can see blue colour things (whale, sea, blue
berries, sky etc)
Introduction:
 Tell your students that today they will be learning about the color blue.
 Ask your students if they can name any objects that are blue.
 Ask them to look around and tell anything in blue colour.
 Show them a basket full with blue colour objects and flash cards of blue colour
things.
Evidence of Achievement:
 Show them objects of different colours and ask them to sort out blue colour
objects.
Worksheets
 Do the colour in dolphin and sky
 Do the colour in blue objects
Home Assignment:
Same worksheet with different objects
Topic: Introduction of “Myself” (Parts of the Body)
Objectives and Outcomes:
Student will be able to
 Identify some common body parts.
 Pronounce them.
 Recognition of body parts
Warm-up Activity:
Activity # 1:
Poem “Head and shoulder, knees and toes”
Before singing the poem see how much they know by simply putting your hands on
your head. They should copy you! • You say ‘head’. With a sweeping gesture show
them that you want them to repeat together. They should repeat. You say ‘Good’.
Continue for all body parts from the song.
Activity # 2:
Foot and hand printing with poster colours.
Introduction:
Show them flashcards of different body parts. Tell their names one by one.
Evidence of Achievement:
 Ask to touch the body parts by showing them flash card of the same.
 Ask their names
 Show a picture of a child and ask them about his body parts.
Worksheets
 Match the same body parts.
 Draw eyes, ears, nose and lips on a blank face.
Home Assignment:
Same worksheet with different body parts.
Topic: Introduction of “Myself” (Health & Hygiene)
Objectives and Outcomes:
Student will be able to

 Define “hygiene”
 Explain why having good personal hygiene is important
 List and discuss how to have good personal hygiene
 know the importance of teeth cleaning
 know the importance of hand washing
 know the importance of bathing
 know the importance of nail trimming

Warm-up Activity:
Activity # 1:
Sneezing Song
I think –I am going to sneeze ..(ha chew!)
I think –I am going to sneeze ..(ha chew)
If you sneeze, pass the tissue please….
Ha Chew, Ha Chew, Ha Chew
Poem to use with your germ
When you cough or when you sneeze,
will you think of others please.
Use a tissue or your hand,
so on friends your germs won’t land.
Activity # 2:
 Magic Exercises
Discuss the importance of exercise and a healthy body. Let the children suggest
what kind of exercises to do.
 Standing on their toes
 Clapping both hands over their heads
 Standing on one foot
 Wishing hard
 Clapping both hands behind their backs
 Waving a magic wand
Put the exercises together to make a simple routine. See if the children can
repeat them several times.
 How to Sneeze
The new recommended way is to cough or sneeze into the crook of your arm
instead of the hand if no Kleenex is available.
Introduction:
 Have a class discussion about what is good for teeth and what is bad for teeth.
Ask the students about what they think will happen if they do not practice proper
dental hygiene and then have them describe what they think is necessary to keep
their teeth healthy
 Discuss the importance of hand washing, as a class, and discuss how it helps
to prevent people from spreading germs and becoming sick.
 Briefly discuss the importance of hand washing again and why everyone should
wash their hands prior to eating.
 Discuss the most important times to wash hands, such as after using the toilet,
when they are sick, before eating, after handling animals, after playing outside.
 Discuss the importance of bathing and why everyone should take a bath or
shower every day. Talk about washing their hair and the importance of cleaning
all “nooks and crannies".
 Demonstrate proper nail trimming and explain to the students that they should
have their parents help them with this.
 Discuss how nail biting should not be done and why it can cause the spread of
germs and cause illness.
 Discuss how keeping nails clean and trimmed helps to prevent illness and germ
spreading.
 Discus about healthy and unhealthy habits related to hygiene.
 Show them hygienic tools like towel, toothbrush, nail trimmer, shampoo, soap etc

Evidence of Achievement:
Show them hygienic tools and ask their usage to all.
Worksheets
 Match the tools with their usage.
 Circle the hygienic tools.
 Tick the healthy habits and cross unhealthy habits.
Home Assignment:
Same worksheet
Topic: Introduction of “Myself” (Likes & Dislikes; games, cartoons)
Objectives and Outcomes:
Student will be able to
 To know what is like and dislike means
 Discuss about their likes and dislikes
Warm-up Activity:
Play the song "I Don't Like Cheese”
Introduction:
Introduce "I like" and "I don't like" Start off by preparing your board. Also, have the
flashcards of cheese, chocolate, rice, French fries, strawberries, bread, ice cream,
grapes, pasta, pizza, games etc. The board should be divided into two sections: "likes"
on the left and "dislikes" on the right (indicated with a smiley and unhappy face). As a
class you are going to stick food, drink, games and cartoon characters you like and
don’t like, as follows:
• First, stick a food or drink in the 'like' column (such as a banana). Get everyone to
shout out what you have sticked. Gesture that you like this (say "Yummy!" and rub
your tummy and smile – make it obvious that you like it a lot). Say "I like bananas".
• Next, something in the 'dislike' column (such as a tomato). Again, get everyone to
shout out what you have sticked. Gesture that you don't like this (say "Yuk!" or "It
stinks!" make it obvious that you don’t like it). Say "I don’t like tomatoes".
• To make sure everyone understands, stick another thing in the 'like' and 'dislike'
columns, using the same structures and gestures as before. This will turn into a fun
guessing game as everyone tries to guess what is being sticked.
• Next, your students are going to stick some pictures on the board. Invite a student up
and point to the 'like' column and say " stick anything that you like". When the student
sticks the item, everyone has to guess what it is. Then get the student to say "I like ~".
The next student should stick something in the 'dislike' column and say "I don’t like ~".
Keep bringing students up to the board to stick their likes and dislikes until the board is
pretty full.
Evidence of Achievement:
Ask their likes and dislike individually.
Worksheets
 Circle the things which you like most and cross the things which you don’t like.
Home Assignment:
 Make a booklet of your favourite things.
 Same worksheet
 Topic: Introduction of sound “a”
Objectives and Outcomes:
Student will be able to
 A basic understanding of metamorphosis
 Pronounce the sound “a”
 Recognize objects of “a” sound
 Identify the sound “a”
 Trace and write
Warm-up Activities:
 An Apple Pie (Tree video) Story. Ask them about video. What they have seen in this?
 Make a tree and ask them to paste apples made by teacher with paper on it.
Introduction:
 Spread out the flashcards of sound “a” on the floor.
 Have the children create a circle around the flashcards.
 As the teacher plays an upbeat tempo of music (any choice), the children “March
Around the flashcards”.
 Instruct the children to freeze, bend down, and pick up a flashcard near their toes
when the music stops.
 Now the children hold their flashcards way up high and wait for the teacher to
call upon them to tell which picture they have in their hands.
 Now one by one teacher will tell them what they have, and what is the beginning
sound of their cards?
Evidence of Achievement:
 At this stage we covered four sounds (c,o,l,a). Take out flashcards of these sounds.
spread-out all on the floor. Ask students to pick one flash card of sound “a” and any
other sound c,o,l. In this way they will be evaluated and reinforcement of all previous
will be done simultaneously.
 Show them many pictures and ask them which one is starts with sound “a”
 Let student to touch the things that start with letter “a” (apple, ant, alligator, ambulance
etc)
  Individually they will sort and match the picture to the correct initial sound
Worksheets
 Matching worksheet of the given sound with their objects.
 Tracing worksheet of sound “a”
 Writing worksheet of “a”
 Circle the starting sound of the given objects (a).
Home Assignment: Same worksheet with different objects.
Topic: Introduction of sound “c”
Objectives and Outcomes:
Student will be able to
 A basic understanding of metamorphosis
 Pronounce the sound “c”
 Recognize objects of “c” sound
 Identify the sound “c”
 Trace and write

Warm-up Activity: (with flash cards)

Tell them a story “ A Very Hungry Catterpillar” OR “The Enormous Carrot”
Introduction:
 Students will identify the insect in the story and say the word at least 3 times.
Students will give the sound heard at the beginning of the word caterpillar. They
will think of other words that has the same initial sound. These words will be
written on flashcards.
 Show them objects start with “c” sound. Ask their names one by one. Then again
show the student picture that start with sound “’c” and the other picture start with
other sound and ask them which one start with sound “c”.
Evidence of Achievement:
 Show them many pictures and ask them which one is starts with sound “c”
 Let student to touch the things that start with letter “c” (cat, carrot, caterpillar,
cone, cake, cup etc)
  Individually they will sort and match the picture to the correct initial sound.
Worksheets
 Matching worksheet of the given sound with their objects.
 Tracing worksheet of sound “c”
 Writing worksheet of “c”
 Circle the starting sound of the given objects (c).
Home Assignment:
Same worksheet with different objects.
Topic: Introduction of sound “b”
Objectives and Outcomes:
Student will be able to
 A basic understanding of metamorphosis
 Pronounce the sound “b”
 Recognize objects of “b” sound
 Identify the sound “b”
 Trace and write

Warm-up Activity:
song “The Wheels on the Bus."
My little B bus says,
“Beep, beep, beep!
Beep, beep, beep!

Activity # 2:
Given artworks could be done in the class to introduce and recognize “b” sound.

Introduction:
 Students will identify the bus in the song and say the word at least 3 times.
Students will give the sound heard at the beginning of the word bus. They will
think of other words that has the same initial sound. These words will be written
on flashcards.
 Show them objects start with “b” sound. Ask their names one by one. Then again
show the student picture that start with sound “b” and the other picture start with
other sound and ask them which one start with sound “b”.

Evidence of Achievement:
 Show them many pictures and ask them which one is starts with sound “b”
 Let student to touch the things that start with letter “b” (banana, big, boy, blanket,
bus, bat, ball, bed, butterfly, baby, bear, bubble etc)
  Individually they will sort and match the picture to the correct initial sound.
Worksheets
 Matching worksheet of the given sound with their objects.
 Tracing worksheet of sound “b”
  Writing worksheet of “b”
 Circle the starting sound of the given objects (b).
Home Assignment:
Same worksheet with different objects.

Topic: Introduction of sound “d”

Objectives and Outcomes:

Student will be able to

 A basic understanding of metamorphosis
 Pronounce the sound “d”
 Recognize objects of “d” sound
 Identify the sound “d”
 Trace and write

Warm-up Activity: Story of “d” with flashcards

Once there was a duck. His name was Doughy. He lived in a den. Doughy loved
desserts, especially doughnuts and danishes. One day, Doughy the duck discovered a
door in his den he’d never seen before. As he stepped through, the door closed behind
him. He couldn’t unlock it. It was very dark, but he could see a dim light. When he
found the light, he saw dinosaur. She was wearing a dress and was digging in the dirt.
Doughy said, “What are you doing?” And the dinosaur said, “Oh, hi. I’m Dorothy. I’m
so hungry. I’m looking for dinner.” Doughy said, “Dinner’s not down there.” Then he
gets an idea. “But if you help me get back to my den, I will help you get some dinner.”
So, they went back to the door, and Dorothy the dinosaur had an idea. “We could use
this diamond to drill through the door!” And it worked! Back in the den, they had
dinner. Then they had lots of doughnuts and danishes for dessert. Delicious!

Introduction:
After “d” story show them again flash cards of duck (Doughy), den, dessert, doughnuts,
danishes, dinosaur (Dorothy), door, dark, dim light, digging, dirt, dress, dinner,
delicious with expressive actions and recall story.

Evidence of Achievement:

 Show them many pictures and ask them which one is starts with sound “d”
 Let student to touch the things that start with letter “d” (duck, dog, dinosaur, doll,
drum, duck, den, dessert, doughnuts, danishes, dinosaur, door, dark, dim light,
digging, dirt, dress, dinner, delicious etc)
  Individually they will sort and match the picture to the correct initial sound.
Worksheets

 Matching worksheet of the given sound with their objects.

 Tracing worksheet of sound “d”
 Writing worksheet of “d”
 Circle the starting sound of the given objects (d).

Home Assignment:

Same worksheet with different objects.

Topic: Introduction of sound “e”

Objectives and Outcomes:
Student will be able to
 A basic understanding of metamorphosis
 Pronounce the sound “e”
 Recognize objects of “e” sound
 Identify the sound “e”
 Trace and write
Warm-up Activity:
Draw elephant face on computer papers. Cut the ears and ask students to paste on
elephant’s face. repeat again and again we are pasting ears, ears, ears on elephant’s
face.

Introduction:
 Students will identify the bus in the song and say the word at least 3 times.
Students will give the sound heard at the beginning of the word bus. They will
think of other words that has the same initial sound. These words will be written
on flashcards.
 Show them objects start with “e” sound. Ask their names one by one. Then again
show the student picture that start with sound “e” and the other picture start with
other sound and ask them which one start with sound “e”.

Evidence of Achievement:
 Show them many pictures and ask them which one is starts with sound “e”
 Let student to touch the things that start with letter “e” (ears, elephant, egg,
elbow, eagle, elevator etc)
  Individually they will sort and match the picture to the correct initial sound.
Worksheets
 Matching worksheet of the given sound with their objects.
 Tracing worksheet of sound “e”
 Writing worksheet of “e”
 Circle the starting sound of the given objects (e).
Home Assignment:
Same worksheets

Topic: Introduction of sound “f”

Objectives and Outcomes:
Student will be able to
 A basic understanding of metamorphosis
  Pronounce the sound “f”
 Recognize objects of “f” sound
 Identify the sound “f”
 Trace and write
Warm-up Activity:
Draw elephant face on computer papers. Cut the ears and ask students to paste on
elephant’s face. repeat again and again we are pasting ears, ears, ears on elephant’s
face.

Introduction:
 Students will identify the bus in the song and say the word at least 3 times.
Students will give the sound heard at the beginning of the word bus. They will
think of other words that has the same initial sound. These words will be written
on flashcards.
 Show them objects start with “f” sound. Ask their names one by one. Then again
show the student picture that start with sound “f” and the other picture start with
other sound and ask them which one start with sound “f”.

Evidence of Achievement:
 Show them many pictures and ask them which one is starts with sound “f”
 Let student to touch the things that start with letter “f” (flag, fish, football,fan, fat,
fun, frog, frock, etc)
  Individually they will sort and match the picture to the correct initial sound.
Worksheets
 Matching worksheet of the given sound with their objects.
 Tracing worksheet of sound “f”
 Writing worksheet of “f”
 Circle the starting sound of the given objects (f).
Home Assignment:
Same worksheets