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Primary Level (Classes III V)
Background
The demand for English at the initial stage of schooling is
evident in themushrooming of private English medium schools and in
the early introduction ofEnglish as a subject across the states/UTs
of the country. Though the problems offeasibility and preparedness
are still to be solved satisfactorily, there is a
generalexpectation that the educational system must respond to
peoples aspiration and needfor English. ithin the eight years of
education guaranteed to every child, it should bepossible in the
span of ! years to ensure basic English language proficiency
includingbasis literacy s"ills of reading and #riting.
Classes III, IV and V
Objectives
The general objectives at this level are$
% to provide print&rich environment to relate oracy #ith
literacy.% to build on learners readiness for reading and
#riting.
%
to promote learners conceptualisation of printed texts in terms
of headings,paragraphs and hori'ontal lines.% to enrich learners
vocabulary mainly through telling, retelling and reading
aloud of stories/fol"tales in English.% to use appropriate
spo"en and #ritten language in meaningful
contexts/situations.% to give them an opportunity to listen to
sounds/sound techni(ues and
appreciate the rhythm and music of rhymes/sounds.% to enable
them to relate #ords )mainly in poems* #ith appropriate actions
and
thereby provide understanding of the language.
%
to familiari'e learners #ith the basic process of #riting.% +t
the end of this stage learners #ill be able to do the follo#ing$%
narrate his/her experiences and incidents% exchange his/her ideas
#ith the peers% carry out a brief conversation involving
see"ing/giving information% enjoy reading a story, poem, a short
#rite&up, a notice, poster etc% ta"e dictation of simple
sentences and to practise copy #riting from the
blac"board and textboo" and to use common punctuation mar"s%
#rite a short description of a person, thing or place prepare a
notice, or #rite
a message for someone
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% #rite a short composition based on pictures% ta"e part in
group activity, role play and dramati'ation
Language Items
+t the primary level, "no#ledge of grammar is to be seen mainly
as a process ofdiscovering uses and functions of items through
exposure to spo"en and #ritteninputs. -o#ever, for material
#riters, teachers and evaluators, the follo#ing itemsmay provide a
frame#or" of reference.
% nouns, pronouns, adjectives, adverbs% is, am, are, has,
have
%
tense forms )simple present and present continuous, simple past
and pastcontinuous*
% expressing future )#ill and be going to*% articles% this,
that, these, those )as determiners and empty subjects*% (uestion
#ords% an, or, but% punctuation mar"s )full stop, comma, (uestion
mar" and inverted commas*% possessive adjectives% prepositions
Methods and Techniques
)+t level , there #ill be a shift of emphasis from learning of
limited input )textboo"*to providing exposure to a #ide range of
inputs.*
% an oral&aural approach to be follo#ed )#ith limited focus
on reading and#riting depending on the level*
% learner¢red activity&based approach including
bilingual approach
%
integration of "ey environmental, social and arithmetical
concepts% pictures, illustrations, cartoons, and toys to be used to
arouse the interest ofchildren
% focus on discussions, project #or"s, activities that promote
reading #ithcomprehension depending on the level
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ContentThe ten core components identified in the ational 0olicy
of Education must be
suitably integrated in school curriculum. These components,
#hich #ill cut across allsubject areas, should be reinforced in the
#hole range of inputs )print and non&print,formal and informal*
for teaching/learning at various stages of school education.1ince
all contemporary concerns and issues cannot be included in the
curriculum asseparate subjects of study, some emerging concerns
li"e environmental issues,conservation of resources, population
concerns, disaster management, forestry,animals and plants, human
rights, safety norms and sustainable development shouldbe suitably
incorporated in the course content. 2ourse materials should also
dra#upon the follo#ing concerns in an integrated manner$
3. 1elf, 4amily, -ome, 4riends and 0ets
5.
eighbourhood and 2ommunity at large6.The ation diversity
)socio&cultural, religious and ethnic, as #ell as
linguistic*,
heritage )myths/legends/fol"tales*7.The orld ndias neighbours
and other countries )their cultures, literature
and customs*!.+dventure and magination8. 1ports9. ssues relating
to +dolescence:. 1cience and Technology;. 0eace and
-armony3eproductive health
The thematic pac"age given above is suggestive and at each stage
should be in line#ith learners cognitive level, interest and
experience. n every textboo", there shouldbe some lessons, #hich
are translations from other languages.
Evaluation
Evaluation in language should be periodic, preferably at regular
intervals of 7 to 8#ee"s of actual instruction. Evaluation should
be both oral and #ritten. 0eriodic testsshould carry a #eightage of
fifty per cent t#enty&five per cent each to oral and
#ritten. The mar"s should be ta"en into account in the final
grade.>esults of test and examinations should be treated
basically as feedbac" to teachers.
They should guide them in programming their teaching and in
organi'ing remedial#or". Evaluation should be lin"ed to assessment
of general proficiency rather than tospecific achievements.
