Dtert – Draft Common Syllabus 2009

DTERT – DRAFT COMMON SYLLABUS 2009 - ENGLISH

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DRAFT COMMON SYLLABUS – 2009

ENGLISH

CLASSES I to X

A short preamble…

In this adventure of envisioning a school syllabus anew, it may be kept in mind that, along with all the diverse social and historical imperatives in the learning of English, and the complex issues involved in teaching it in a multilingual frame of reference, the acquisition of a new language is also enriching for its own sake ….the discovery of sound and its combinations in an entirely new formatting, the rich experience of finding new names for old things, the thrill of tune and rhythm in a different configuration of words, the sheer wonder of finding people expressing thoughts and ideas and feelings that are the same as one’s own, yet different, and the percolated flavour of another culture, or cultures – another’s way to living expression. The learning of English needs to be permeated with this enthusiasm to learn about oneself through another language. The challenge is to build into one’s own multicultural heritage and see language as a facilitating tool.

Vision for the syllabus

‘English in India serves as a link language across diverse linguistic communities. Globally it has become the repository of technical knowledge in many emerging fields. Teaching and learning of English in schools is now a matter of political and social response to people’s aspirations rather than a mere academic matter.’

Position paper, NCF 2005


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Broad Objectives:

The learning of English to facilitate: • Effective transaction in day-to-day situations • Communicative competence • Participatory learning frame • English as medium for other subjects

Other socially and individually important aspects include • ‘The learning of English as a medium of empowerment • Language as a confidence-building strategy’ [.C.T.Indra, 2009]

NCF Core Statements English does not stand alone. It needs to find its place along with other Indian languages. This argues for an across-the-curriculum approach that breaks down the barriers between English and other subjects, and other Indian languages. English can occur in tandem with the first language for learning activities designed to create awareness of the world around the child (Das 2005). The NCF encourages bilingualism as an approach to build literacy, along with other inputs Reading is a transferable skill; improvement in reading in one language results in reading improvement in general (West 1914). Language is best acquired through different meaning-making contexts, and hence all teaching is in a sense language teaching. NCF suggests a comprehensible input-rich curriculum that lays the foundation for spontaneous language growth Language evaluation need not be tied to “achievement” with respect to particular syllabi, but must be reoriented to the measurement of language proficiency. A holistic or top-down approach (through story reading) that promotes visual recognition of whole words or chunks of language A bottom-up approach to letter-sound mapping and print decoding. A modified phonic approach via rhyming letter chunks (cf. Goswami 1999) significantly reduces the arbitrariness of English spelling


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Note on the Gradient

In evolving the syllabus, care has been given to establishing clear gradients in content and learning activities. With this in mind, Class V has been included in the reckoning, both in the envisioning of the syllabus for Primary classes, and also in visualizing the flow for Upper primary and secondary classes. It is felt that this would help build a constructive transition into abstract learning.

A Note on the learning of Grammar - I to V

It is universally felt among ELT specialists that grammar should not be separately taught, and should be incorporated judiciously into the learning process itself, in a way that strengthens the child’s meaning making skills. While it is clear that ‘grammar is essential, and it is good to acquire early in the learning process, it must be made a continuous and graded process, and activity based.’

With this in mind, the grammar components in the syllabus for Classes I to V have been integrated into the core competencies in the syllabus.

Guiding Principles in Developing Content for Classes I to V

Competences to be guided age appropriately Competencies to interlinked and made continuous from class 1- 5, one skill

building into another. Gender sensitive Culture sensitive Learning is stimulating, interesting and joyful Themes are child friendly, relevant and familiar. Wordlists in both active (writing vocabulary) and passive (speaking, reading, comprehension) to be fixed for each level.

Kinds of learning: A range Interactive sessions – discussion/conversation/ sharing Read aloud Recitation Presentation (show and tell)


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Story telling /listening Quiz Riddles Songs Word play Sight reading through drawing/ illustration Role play/ enactment Visits (Going to places, observe and learn) Walks (Neighbourhood, Nature walk, Tree walk) Making an album/story Making a picture dictionary Library reading Worksheets Craft Projects Interviews Journals/diary noting Word games (board games and kinaesthetic games) Phonic games Cooking and writing recipes Simple experiments and record observation Sensory enriching activities Classroom environment for an effective curriculum Print rich environment Audio tapes of stories and songs Board games Open classroom --- flexible seating, grouping possibilities Soft boards with interactive charts, information Display boards for child’s writing and work Black board at child’s level Library corner with books Computer with language based software Materials for hands on and sensorial activity Stationery for art and craft activities


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Text book format - Matters to attend to: Print - Font size and style Illustrations/ pictures colourful, simple, direct with visual clarity Content – number of units to be realistic to time frame in Primary school – 6 units per year, each containing 2 prose passages and one poem Variety in prose (narrative, biography, factual science, forms of literature) and poetry (rhyme, fun, nature, reflective) concerning various themes. Each lesson has a variety in end of lesson exercises which include skill wise competencies and different kind of learning (Refer: Kinds of Learning) End of lesson exercises could include not only the above but also an exercise which nurtures reflective learning / learning which has personal meaning and builds sensitivity Every lesson has exercises for all the competencies (eg. Listen and do, Write a different ending, read and give an appropriate title, grammar exercises etc) Table of competencies for each class to be provided at the beginning of the book to aid the teacher to see the scope and sequence of the curriculum.

Broad Sweep of Competencies for Classes I to V

SPEAKING [Not classified according to domain] Expressing needs/ requests/ asking permission Responding to greetings Facilitative usage of the bilingual Using appropriate vocabulary Reciting Picture talk Making a presentation (Show and Tell) Communicating a message Responding to questions Narrating Participating in conversation and discussion Introducing oneself Talking about a theme Expressing preferences / wishes/feelings Expressing regret Communicating an idea Role play/ dramatization Asking riddles


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Sharing jokes Appropriate vocabulary in formal talk Making an enquiry Talking about oneself Making announcements Describing a person or object Denying and clarifying LISTENING Allowing for bilingual possibilities Listening to instructions and directions Listening to questions Listening to greetings Listening to rhyme (connecting to movement, imaginary) To narratives (stories, poems, cross cultural, value based, with suitable imagery)

To sound discrimination and pronunciation To each other in various contexts in the classroom To some aspects of language use (eg; homophones)

COMPREHENSION (Listening, Speaking, Reading) Make meaning of words in context Recall an answer Building sequence Seeing relationship (classification) Main idea and supporting idea Predicting outcomes Cause and effect Making inferences READING Letter sound correspondence Reading words (word attack skills, sight reading/ phonic reading) Picture reading Reading sentences Responding to print rich environment (browsing through books) Reading graded text Reading aloud with appropriate pauses


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Use of spelling conventions Reading from familiar to unfamiliar Reading with attention to pronunciations, stress and intonation Reading different genres [narratives, poems, comics, labels, billboards, tables, calendar, newspapers, maps, road signs] Silent reading WRITING Capitals and small letters Transcription of print Sequence in forming of letter, spacing of words, alignment of words (Mechanics of writing) Recall of spelling – dictation of words Writing of sentences Transcription and introduction of cursive Writing graded text (paragraph composition, question-answer, making sentences, story summary, report, procedure, formal/ informal letter) Fill in forms – bus pass, labels. Creative expression (verse, story, journal, non fiction/ facts, book review or report, posters, tables, illustrations, feelings and perceptions) Editing, proof reading, and making corrections FUNCTIONAL APPLICATION GRAMMAR [only in usage] Parts of Speech Types of sentences – Affirmative and Interrogative Punctuation, Capitals (beginning) and Full stop, Question mark? Construction of sentences, Subject verb agreement for – be, have Types of sentences –negative, use of may, can, shall, could…. VOCABULARY Spelling words – anagrams Antonyms Gender words Number names Singular – plural s, es


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Days of the week Singular – plural ies, ives, irregular ones Crossword puzzles [spelling] Months of the year Synonyms Compound words Similes Use of dictionary – alphabetical order Use of encyclopaedia CRITERIA AND INTENTIONS – EVALUATION/ASSESSMENT In the course of teaching, to allow for appropriate and timely intervention and changes in approach, through Feedback given to improve the teaching /learning process [for both learner and teacher] Continuous observation and recording /noting Comprehensive and holistic assessment of the child (taking into account different competencies, learning skills, attitude to work, participation, work habits) Qualitative components as well as quantitative criteria Looking at not just knowledge of facts but conceptual understanding Test items including both close ended and open ended questions Periodic summative assessments Would include a statement of the child’s assessment of his/her own learning

Criteria suggested in designing a lesson: I to V

1. Content must be an experience for the child – there should be a direct relationship with the context – both of the child and the learning space.

2. Language expression must suit the second language learner. (Space for use of bilingual expression to enrich their understanding, at least in the first two learning grades)

3. There must be appropriately graded sound activities. 4. Oral activities need to have ample scope in the classroom. 5. The content needs to be gender and culture sensitive, and have wherever

possible, a local flavour.


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6. The activities must be focussed around themes/areas and graphics that are real and vivid for the child – eg; My Family, My Pet.

7. There must be space for the child to do a range of related activities that are both art-related, hands on and kinaesthetic; dramatization, singing (develop as many of the multiple intelligences as are natural )

8. Language skill building activities suitable to the content.


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CLASS I

1. Listening

Competency Content Mode of Transaction Evaluation

Listening to jingles / Nursery rhymes

Jingles / Nursery rhymes

Teacher sings or plays the recorded cassettes

Formative : Listen to the tune and sing the rhyme. Respond with the next word or sentence when the teacher pauses while singing the rhyme. Perform actions related to the rhyme.

Listening to short stories

Simple short familiar stories

Teacher narrates stories. Children listen and respond

Formative Do actions related to the story. Reproduce any environmental sounds (E.g., wind blowing, crow cawing) occurring in the story. Summative Listen and respond to simple questions related to story

Listening to simple instructions

Simple class room instructions

Teacher gives instructions during the course of the day and children respond. E.g ' Come here, Sit down ' Teacher conducts

Formative Listen to instructions and respond appropriately during the course of the day.


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games/activities to make use of simple commands/requests/ instructions

Listening to greetings Time - specific greetings ‘Good morning/ afternoon/ evening’

Teacher creates different situations for the children to listen and respond to greetings Teacher displays charts / pictures depicting morning, evening, noon and relates them to the correct form of greeting based on time.

Formative

Listen to the greetings and respond with the correct form of greeting.

Practice greetings through rhymes and action songs

Listening to sound and discriminating.

Discriminate beginning, middle & end sounds and rhyming words. (Consonants and vowels)

Teacher plays ‘sound games’ where children listen and respond to sounds in different positions in words.

Formative

Children discriminate the sounds and respond appropriately. E.g. Clap your hands every time you hear a word beginning with /b/ -sun, cap, ball,


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Children listen and discriminate the sounds that the letters make.

banana, ship, boat……

Identify the letters based on the sounds.

Summative

Circle pictures beginning or ending with a particular sound.

‘Do the two pictures rhyme?’ Say ‘yes’ or ‘no’.

Circle the odd one out: Find the word that does not have the same middle sound.

Listening to simple questions

Simple questions What & Where

Teacher asks simple questions during the course of the day and the children respond.

Formative

Respond appropriately to questions.

What is your name?

What is this?

Where is the bag?


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2. Speaking


Singing jingles / rhymes

Jingles / rhymes Children sing along with the teacher or cassettes and reproduce familiar jingles/ nursery rhymes

Formative Sing the jingle / nursery rhymes suggested by the teacher or their favourite one. Sing the next word or sentence when the teacher pauses while singing the rhyme.

Expressing needs/ likes/dislikes/feelings

Needs/likes/dislikes/ feelings

Teacher encourages students to express needs/ likes/dislikes/feelings and acknowledges them.

Formative

Express needs/ likes/dislikes/feelings in response to questions and spontaneously.

Asking permission ‘Can I …...' 'May I …….?'

Teacher encourages children to use questions in relevant situations.

Formative Use 'Can I ……..? / 'May I …….?' in correct situation


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Expressing gratitude ‘Thank you. ' Teacher introduces the phrase incidentally and informally and encourages the children to use them in correct and natural contexts.

Formative Use ' Thank you’ in the correct context. Role play. Rhymes.

Respond to questions Words, phrases and sentences

Teacher asks simple questions during the course of the day and children respond.

Formative

Respond to questions appropriately.

Participating in conversation

Simple conversations in life situations E.g:

a. Between two friends

b. Between teacher and child

Children converse with each other and adults during the course of the day. Teacher provides the context for initiating and sustaining conversations.

Formative Initiate and sustain conversation in pairs and in groups.

Speaking using a combination of grammatical forms

Functional grammar: nouns, verbs, adjectives, articles, prepositions

Teacher provides opportunities through activities and informal conversation for children to speak using a

Formative

Describe this object. E.g., balloon, sharpener

Answer questions using


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combination of grammatical forms.

phrases/sentences.

E.g., Where is the book? – On the table.

3. Reading


Recognizing and naming letters

Letters of the alphabet Teacher presents visual and kinesthetic activities for children to recognize and name letters.

Formative Sing the alphabet song. Draw letters in the air. Paste a colour paper on the letter. Trace on sand paper letters. Summative Find and circle the given letter ‘b’. Circle the letter ‘e’ in these words: egg, bell, kite.

Letter sounds correspondence

Sounds of alphabet Teacher shows cards with letters of the alphabet and articulates the sound. Children repeat after the teacher.

Formative A box containing all the letters of alphabet in chits is passed among the children. Each child picks up a chit and says the sound for that


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letter. The teacher says the sound of a letter and the children say the letter name.

Reading words/sentences

Words/Sentences Teacher provides opportunities for children to read using flash cards. Children label things around the class room, using text book and story books.

Summative Read words Read simple sentences Choose the correct word for each picture.

Picture Reading Simple and Composite pictures

Teacher shows a variety of pictures and asks the students to name the words they know already.

Formative Children use pictures as an aid for reading. Summative Read and match words with relevant pictures.

Responding to print rich environment

Books, flash cards, labels, charts, etc

Teacher makes available different types of reading materials and encourages the children to use them.

Formative Browse/read the different reading materials available in the class room.


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Reading for fun Reading – Graded readers, colourful picture books

Teacher facilitates children to look at pictures / read books.

Formative Look at the pictures and enjoy. Read the books for pleasure.

4. Writing


Pre writing activities Mazes, Joining dotted lines, basic shapes and writing patterns

Teacher presents variety of materials such as worksheets, sand box, sand paper, stencils, etc for children to develop fine motor skills for writing.

Formative Join dots to create shapes/pictures. Draw shapes in a sand box. Colour a variety of pictures. Summative Copy basic strokes and patterns.

Upper case and lower case letters

Letters of the alphabet – In each unit just five letters are introduced with

Teacher presents variety of materials such as worksheets, sand box, sand paper, stencils, etc

Formative Walk on large letters drawn on the floor. Trace within letter stencils. Trace on dotted letters.


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suitable illustrations, activities and examples

for children to write upper case and lower case letters.

Summative Copy and write letters. Recall and write letters.

Spacing of words, alignment of words in a sentence (Mechanics of writing)

Words /Sentences Children write leaving space in between words and write on a line.

Summative Copy words and sentences. Trace over dotted words.

Recall spelling Words ( high frequency words, phonetic words and content words)

Teacher presents a variety of writing exercises and word building activities such as word grids, jumbled letters, fill ups, dictation to develop spelling skills.

Formative Arrange jumbled letter cards to make words. Summative Look at the picture and fill in the blanks with correct letter. Write the first/last letter for each picture. Write the spelling for the dictated words.

Writing words/simple sentences

Common, familiar words/sentences

Teacher presents activities such as jumbled words, fill ups, to write words and sentences.

Formative Arrange word cards to make sentences. Summative Write one’s name.


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Write the words for the given pictures. Fill in the blanks with the correct word. Put the words in correct order and make a sentence.

Write sentences with capital letter and full stop

Sentences Teacher draws the attention of the children during reading and writing activities to use capital letter and full stop.

Summative Rewrite the sentences using capital letter and full stop. Tick the correct sentence.

Write using correct grammatical forms

Functional grammar: nouns, verbs, adjectives, articles, prepositions

Teacher provides opportunities through written activities for children to write using correct grammatical forms.

Summative Fill in the blanks choosing the correct word. E.g., I write with a ______. (pencil/ball) Describe each picture. E.g., A ____ shirt. (clean/empty)


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5. Vocabulary


Myself and my body

Head, hands, ears, mouth, neck, eyes, nose, legs, toes and fingers.

Teacher uses action songs, pictures, stories and activities for children to point and name the body parts.

Formative Sing songs pointing to and naming parts: ‘Head, shoulders, knees and toes….’ Draw yourself. Action with different body parts – Shake your head, blink your eyes, etc. Summative Draw a line from each word to the correct body part.

Family members Father, mother, brother, sister, grandfather, grandmother

Teacher uses songs, conversations, stories, pictures and worksheets to use home relationships.

Formative Use relationship words in conversation. Sing rhymes to learn relationship words.

My classroom Things in the classroom Teacher familiarizes children to the classroom space and its contents.

Formative Day to day activities and instruction. Write on the blackboard. The chalk is on the table.

Names of fruits, flowers, vegetables, animals, vehicles,

Common fruits, flowers, vegetables, animals, vehicles, sun, moon,

Teacher uses songs, pictures, stories, real objects and activities for children to

Formative Sort picture cards into different categories. Play games. E.g., Name, place, animal,


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common objects and other things around us.

stars, etc. identify and name them.

thing. Summative Circle all the fruits. Find the odd one out. (Picture of three flowers and one vehicle) Name all the animals the butterfly sees on its way to a flower.

Colours and shapes Red, blue, green, yellow, black and white

Circle, triangle, sphere, rectangle and square

Teacher uses songs, pictures, stories, real objects and activities for children to identify and name the colours and shapes.

Formative Painting and colouring activities. Riddles to name colours (E.g., teeth and milk- white) Summative Name two things that are red in colour. Name two things that are round in shape. Fill in blanks with suitable words. The grass is _____.(green/red)


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Number names 1 to 10 Teacher guides the children in reading and writing number and number names through activities like tracing on dotted lines, matching number to number names, etc

Formative Finger counting and songs. Summative Match the number to the number names. Count and say how many

Noun - Number Singular and Plural 's' Teacher uses classroom objects, pictures, worksheets, charts, children, etc for the children to name one and more than one.

Formative Use the correct singular or plural forms in conversation. Summative Circle the pictures which have more than one object.

Opposites Common words such as big, small, tall, short, up, down, etc.

Teacher uses classroom objects, pictures, stories, songs, worksheets, charts, etc for the children to compare, contrast and describe them.

Formative Use words such as big, small, clean, dirty to compare, contrast and describe in a conversation Summative Circle the pictures in which something is long.


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Action words Common actions such as read, jump, eat, walk, play etc

Teacher uses songs, pictures and other activities for children to identify and name different actions.

Formative Can you hop like a frog? Yes, I can. (Children hop.) Can you crawl like a snake? Yes, I can. (Children crawl.) Play games. E.g., ‘Follow the leader.’ Summative Look at the picture. What are they doing?

Feelings Happy, sad, angry,etc. Teacher uses stories, conversations, pictures and worksheets for children to recognize and talk about their own feelings.

Formative Your friend has shared some colour pencils with you. How do you feel?

Occupations Doctor, Teacher, Postman, Police officer, Farmer etc

Teacher uses stories, pictures, flashcards, charts and worksheets for children to identify and name people in different professions.

Formative Role play. Summative Name these people Match the pictures of people to the things they use.


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Using Picture Dictionary

Picture Dictionary Teacher guides the children in using a picture dictionary to understand the meaning of words.

Formative

Refer dictionary as and when needed.

6. Language Functions


Role play Personification of objects, animals, fruits and vegetables etc

Teacher will create role play opportunities for children to dramatise and speak using simple words or sentences.

Formative Take up different roles and enact using words and simple sentences.

Talking about oneself Name, class, school, likes and dislikes

Teacher will create a context such as interactions with people, role play and presentations to talk about themselves.

Formative

Say their name, class, school name, likes and dislikes as a part of talking about them.


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Picture Talk Simple and composite pictures, pictures in sequence.

Teacher uses pictures that depict people in different roles and feelings. Teacher gives worksheets with activities like "Spot the difference," pictures with missing parts to encourage children to talk.

Formative Talk about a simple sequence of events shown in the pictures: Child blows balloon, balloon becomes bigger, it bursts. Summative Name the pictures. Who are these people? E.g., doctor, carpenter, teacher.

Show and tell Things chosen or created by children

Teacher encourages the child to show and talk about what he/she has brought to the group in his/her own words or simple sentences.

Formative

Children present a material of their choice (a leaf, a picture drawn by them) and describe it in their own words or simple sentences.

Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the textbook.


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CLASS II

1. Listening

Competencies Content Mode of Transaction Evaluation

Listening to rhymes, jingles and songs

Rhymes, jingles and songs

Teacher sings or plays the recorded cassettes. Children listen and sing along.

Formative Teacher sings the first line and the children sing one or more of the following lines. Listen and perform actions related to rhyme

Listening to short stories Short stories Teacher narrates stories. Children listen and respond.

Uses questions to test comprehension.

Formative Do actions related to the story. Reproduce any environmental sounds (E.g., sound of a train choo-choo, lion roaring Grrrrr….) Listen to the story and say who or what they like in the story.


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Teacher: Who ate the mango? (in the story) Summative Listen and respond to simple questions related to story

Listening to instructions and directions.

Longer instructions and directions. Directions during indoor or outdoor games. Directions involving two objects or people. Directions involving two actions.

Naturally occurring and suitable situations are created in the classroom to follow directions. Gestural prompts may also be used to help children follow directions

Formative

Take out your notebook and write.

Please bring your pencil and sharpener.

Listening to questions Simple questions. What, Where, Who ‘Yes’ or ‘No’

Simple questions based on classroom situations are asked. E.g., What are you doing? Have you had your breakfast?

Formative

Listen to questions and respond in full sentences.

Can you fly in the sky?


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Listening to pronunciation

Words and sentences Teacher uses words highlighting correct pronunciation.

Formative

Sing rhyme with correct pronunciations.

Games with rhymes and alliterations. E.g., Ponni plays with a purple pot.

Listening to sound and discriminating

Diagraphs ch, sh, etc.), blends (bl, cr, etc.), rhyming words, blending sounds, coining new words by changing first, last or middle sounds.

Teacher plays ‘sound games’ where the children listen to sounds in different positions.

Children listen and discriminate the sounds that the letters make.

Formative

Click your fingers every time you here a word ending with /sh/ - bath, dish, sleep, fish, watch, crush.

Blend the sounds to make a word.

/Po/.…/ta/…./to/ - potato

/c/…. /a/…./t/ - cat


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2. Speaking


Reciting rhymes, jingles, songs

Rhymes, jingles and songs.

Teacher sings rhymes, jingles and songs. Children repeat after her

Formative Teacher sings the first line and the children sing the next line and the same procedure is repeated alternatively. Sing with appropriate actions related to rhyme.

Communicating a message Simple messages. Children communicate messages to peers or another adult. They communicate messages from home.

Formative

E.g., Ask your classmates to submit their workbooks.

Responding to questions Phrases/sentences Teacher asks questions during the course of the day and children respond.

Formative Respond to questions appropriately

Expressing one’s needs Needs Teacher encourages students to express needs and acknowledges them.

Formative I want an eraser. Please, can you give me a pencil?


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Making a request “Please” Teacher creates familiar situations and encourages children to respond suitably

Formative Use the word, ‘Please’ to ask for something in appropriate situations.

Expressing feelings Feelings Teacher encourages students to express feelings and acknowledges them.

Formative Express feelings in response to questions and spontaneously.

Participating in conversation

Simple conversation

Children take turns during conversations with adults and peers Teacher provides different contexts for initiating and sustaining conversations.

Formative Initiate and sustain conversation in pairs and in groups.

Speak using a combination of grammatical forms

Functional grammar: Noun, verbs, singular and plural, construction of sentences, articles, subject – verb agreement, preposition, adjectives nouns, verbs, adjectives, articles, prepositions

Teacher provides opportunities through activities and informal conversation for children to speak using a combination of grammatical forms.

Formative Name some things that you saw on the way to school. “On the way to school, I saw a …..” Look at the pictures and tell what the children are doing. E.g., The girl is climbing, The old man is painting.


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3. Reading


Reading words / sentences (word attack skills, sight reading / phonic reading)

Words / sentences/connected sentences.

Teacher provides opportunities for children to read using flash cards. Children label things around the class room, using text book and story books.

Summative Read words Read sentences Read simple passages.

Picture reading Pictures Teacher displays a picture which is familiar to them and asks probing questions.

Formative Children use pictures as an aid for reading Summative The words are given below a picture. “Circle the things that you see in the picture.” Look at the picture and answer , ‘Yes’ or ‘No’

Responding to print rich environment

Books, storybooks, flashcards, pictures, self-made books.

Different kinds of reading materials are displayed in the classroom.

Summative Browse/read the different reading materials available in the classroom.


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Reading a variety of materials like calendar and clock

Days of week

Teacher shows the calendar / clock and: Names the days of the week. Tells the time rounded to an hour.

Summative What day is it today? Tomorrow is ______. Look at the clock and tell the time:

Reading for fun Reading – graded readers, colourful picture stories

Teacher facilitates children to look at pictures / read books.

Formative Look at the pictures and enjoy. Read the books for pleasure.

4. Writing


Spacing of words, alignment of words (Mechanics of writing)

Words / Sentences Children write legibly leaving space in between the words and write in straight line.

Summative Write words, sentences on their own. Copy words and sentences.

Recall spelling. Words (high frequency words, phonetic words and content words)

Teacher presents a variety of writing exercises and word building activities such

Formative Make three new words from the given word. “balloon”


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Competencies Content Mode of Transaction

Evaluation

as word grids, jumbled letters, fill ups, dictation to develop spelling skills.

Summative Fill in the blanks with correct letter. Write the first/last letter for each picture. Write the spelling for the dictated words.

Writing of words/sentences

Text book sentences, journal notations, creative writing.

Teacher presents activities such as jumbled words; fill ups, creative writing activities to write words and sentences.

Formative Draw yourself and write a few words/ sentences about your picture. Summative Match the words in column A and column B and make sentences

Write using a combination of grammatical forms

Functional grammar: Noun, verbs, singular and plural, construction of sentences, articles, subject – verb agreement, preposition, adjectives

Teacher provides opportunities through written activities for children to write using a combination of grammatical forms.

Summative Fill in the blanks with ‘a’, ‘an’

____ apple. ____ red apple.

Look at the picture and fill in the blanks. E.g., The boy _____ water (drink/drinks).


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5. Vocabulary


Me and my body Elbow, neck, feet, stomach, fingers and toes

Teacher uses action songs, pictures and activities for children to point, name and understand the functions of body parts.

Formative Draw yourself and a person you like and talk about some things you like to do together. Summative Fill in the blanks: I use my ____ to write. (feet/fingers)

Feelings Shy, scared, kind Children express their feelings.

Formative Classroom discussion: I am scared of………

School Places within the school.

Children learn the names of different places in the school and their purpose by actively using them.

Formative Use different areas in the school and perform errands.

Names of birds, insects, vegetables, fruits, vehicles and other things around us.

Birds, insects, vegetables, fruits, vehicles and other things around us.

Teacher uses songs, pictures, stories, real objects and activities for children to identify, name

Formative Watch the crows around your home. What were they doing? Did you see their nest?


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and learn about them.

Summative Circle all the insects you see around your home.

Action words Variety of actions Teacher uses songs, pictures, stories and other activities to identify and name different actions.

Formative Name three activities that you do at home and three activities that you do in school. Summative Match the words to the action shown in each picture.

Noun number Singular and Plural ‘es’ Teacher uses classroom objects, pictures, stories, worksheets, charts, children, etc., for children to name one and more than one.

Formative Use correct singular or plural forms in conversation Formative Fill in the blanks with correct word. There are five______. (mango/mangoes)

Numbers 1 to 50 Teacher guides the children in reading and

Formative Make a picture by connecting


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writing numbers and number names through activities like tracing on dotted lines, matching number to number names, etc.

the numbers. Summative Look at the number and fill in the missing letter for number name.

Days of the week Days of the week Teacher uses the calendar in the classroom to talk about day, date and month.

Formative Look at the calendar everyday and find out what day it is today. Summative How many days are there in a week? Name the days of the week

Using Picture Dictionary Picture Dictionary Teacher guides the children in using a picture dictionary to understand the meaning of words.

Formative Refer picture dictionary as and when needed.


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Introducing oneself Name, class, school Teacher creates a context such as interaction with people, role play and presentations to talk about themselves.

Formative Introduce one self to adults, peers and neighbours when required.

Picture talk Simple, composite picture, pictures in a sequence.

Children look at the picture and respond by observing, comparing, associating, inferring and relating to self.

Formative Picture of three little pigs building a house – How would you build your house? Picture of outdoors – What are some of the things the birds would use to make a nest?

Making a presentation (Show and tell)

Objects in nature, things created by children.

Children say a few sentences about the work they created or something that they found, how they made it, where they found it etc.

Formative Make a presentation. A book I made about myself. A paper boat that I made.


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Role play Roles based on stories, poems, pictures, real life situations, feelings etc.

Children enact a variety of roles and use songs, sounds, movements, gestures, dialogues etc as a part of role playing.

Formative The scene is a market place. Children take up roles as shopkeepers selling different things. Others go to the market and pretend to buy.

Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the text book.


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CLASS III

1. Listening


Listening to rhymes , thematic songs , poems Listening to dual instructions and directions Listening to questions

Rhymes ,thematic Songs , Poems

Dual instructions (classroom) Directions involving two different objects. Directions involving places within the school

Questions ‘When’ ‘Why’

Teacher sings poems, thematic songs and plays recorded cassettes

Students listen to classroom instructions and directions and respond appropriately.

Teacher asks simple questions and children

Formative

Teacher hums the tune or plays the cassettes. Children sing. Listen and perform actions related to rhyme.

Formative Give him the notebook and give her this pencil. Go straight and take a left to reach office room.

Formative

When do you go to


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Listening to stories, incidents

Listening to pronunciation of different words

Stories, incidents

Words, Sentences

respond.

Teacher narrates stories. Children listen and respond.

Uses questions to test comprehension.

Teacher models pronunciation and children listen and repeat.

bed? Based on story: ‘Why is the girl running?’ Formative Can you think of another name for the story? Listen to incidents told by a peer. Listen to the story and illustrate. Summative Listen and respond to simple questions related to story Formative Listen to words with slight differences in vowel and consonant sounds. (ship-sheep, plank-blank) Change the first, middle or the last


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Listening to peer group discussion

Simple common ideas

Teacher gives a topic to the children to discuss.

letter(s) and make a new word. (Play-clay, cot-cut, bit-bite) Formative What is your favourite game? Why?

2. Speaking


Singing rhymes, poems, songs

Rhymes, poems, songs

Teacher sings and the children repeat after her.

Formative Teacher hums the tune or plays the cassettes. Children sing. Pick the words that rhyme in the poem

Communicate a message

Simple messages

Children communicate messages to peers or another adult.

Formative Stand in line to go to the playground. My teacher wants a box of chalks


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Expressing regret “Sorry” Children express regret in naturally occurring situations.

Formative Says ‘Sorry’ when a child accidentally bumps into someone.

Responding to questions Phrases/sentences Teacher asks questions during the course of the day and children respond.

Formative Respond to questions appropriately.

Narrating Short stories/incidents Children narrate any incident they have experienced, parts of stories or an entire simple story.

Formative I went to the zoo with my brother and ……………. Narrate the story of –The thirsty crow.

Participating in discussion Simple common ideas. Teacher gives a topic to the children to discuss.

Children discuss topics of common interest on their own.

Formative Have you been to a beach? What do you see? What are some fun things we can do in beach?

Speak using a combination of grammatical forms

Functional grammar: Articles, Nouns, Verbs, Singular and Plural, Adjectives, Comparison of adjectives, Subject – verb agreement

Teacher provides opportunities through spoken activities for children to speak using a combination of

Formative Is this Mala’s pencil? Yes, it is Mala’s pencil. Look at your bag and your friend’s bag. Talk about what is same and


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Personal pronouns, Possessives, Verb forms

grammatical forms. what is different.

Asking questions ‘Wh’ questions Children ask a variety of questions during the course of the day.

Formative Where is the tiger? Who is your friend?

3. Reading


Reading sentences / longer text

Any passage from text or other books

Teacher provides opportunities for children to read individually, in pairs and in small groups.

Children read and answer simple questions. Pauses at the end of sentences. Children use word attack skills to read.

Formative Underline the unfamiliar words. ‘Round Robin’ reading – reading one sentence each from a given passage.

Read the sentence and illustrate. Summative Read the given passage. Read the passage and choose the correct answer. The rat ran into a _____. pipe hole house


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Spelling rules Reading different genres Reading for fun

Simple rules of spelling. E.g., Magic ‘e’

Road Signs / maps Reading – Graded readers, colourful picture books

Children identify magic ‘e’ words and pronounce them accordingly. E.g., kite, late, cute

Road signs and simple maps are introduced to children.

Teacher facilitates children to look at pictures/read books.

Formative

Read aloud.

Bake Cake Like Write Hole

Formative List out the road signs you see while coming to school. Create your own road sign and talk about it. Draw a map from your home to school. Formative Look at the pictures and enjoy. Read the books for pleasure


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4. Writing


Transcription of print text

Recall spelling Creative writing

Words / sentences Words (high frequency words, phonetic words and content words) Rhyming sentences, writing on a topic,

Children copy a sentences/passages from the text book/black board, etc., Teacher presents a variety of writing exercises such as jumbled letters, sentences, fill ups and dictation to develop spelling skills. Teacher presents a simple rhyme with missing

Summative Copy down the passage Formative

Finds hidden words in word grids Write two other rhyming words for each word. Summative Fill in the blanks with correct word: Monkeys climb______.(stere)

Formative Write two sentences


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Writing sentences/ longer texts Using punctuations

drawing and writing, making list Text, creative writing Text comma, apostrophe and question mark

sentences.

Children draw, colour and write. Teacher writes on the blackboard and the children copy it.

Children read a passage and answer questions. Children write a few sentences using their own ideas.

ctoquestird and the


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sister - ravi gita and anwar are

playing football Write using a combination of grammatical forms

[Consolidation of functional learning through usage]

Functional grammar: Nouns, Verbs, Articles, Adjectives, Comparison of adjectives, Subject – verb agreement Personal pronouns, Possessives, Verb forms, Singular and plural

[Learnt and interpreted only as usage]

Teacher provides opportunities through written activities for children to write using a combination of grammatical forms.

Summative Fill in the blanks with correct word. This is my shirt. ____ (It/His) is red in colour. Make the sentences bigger choosing from the words given. (tall, blue, two) I have bottles. A boy is running. My bag is lost.


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5. Vocabulary


Singular and Plural

Using Picture Dictionary

Months of the year

Irregular nouns ‘ies’, ‘ves’

Picture Dictionary Months of the year

Teacher guides children with vocabulary games and activities

Teacher guides the children in grasping the meaning from the picture dictionary

Teacher uses the calendar for children to learn the months of the year and to know what month they are in.

E.g., Today is Friday, September 26 th, 2009.

Formative Match the following:

Knife – Loaves Story – knives Loaf – stories

Formative Refer picture dictionary as and when needed. Formative

Sing a rhyme- ‘January, February,…’ What is the first month of the year? What is the last month of the year?


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Role play (pair work) Dramatization Making lists

Themes from text, story books, real life situations Content from the text / stories Shopping list, list of items in the classroom, list of children

Teacher initiates discussion and guides children to play different roles

Teacher facilitates in dramatizing the story Teacher presents topics for lists or uses naturally occurring opportunities to make lists.

Formative

Take up roles as butterfly, bee, tree, peacock and speak one or two lines about yourself

Formative

Take up roles to enact a short story.

Akbar and Birbal

Formative Make a list of things you bring to school.


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Making a presentation (Show and tell)

Things found or created by children.

Children say a few sentences about the work they created or something that they found, how they made it, where they found it etc.,

Formative Make a presentation A scrap book- flowers A fish made with shells.

Talking about a theme Simple / Common/ familiar themes

Teacher enables children to talk about a familiar theme.

Formative My school. My pet cat.

Note: Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant in the textbook.


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CLASS IV

1. Listening


Listening to songs / poems Listening to stories Listening to pronunciation, stress and intonation

Songs / Poems Short, stories Words/ Sentences / Passages E.g., Words with silent letters, multi

Teacher sings / plays the recorded cassettes. Children sing part or the whole song / poem. Teacher narrates stories / incidents / folk tales. Children listen and respond Teacher models pronunciation. Children repeat after the teacher

Formative Listen to the tune and sing the songs and poems. Sings the whole song or poem after listening to the title or first sentence. Formative Give a suitable title Think of a different ending for the story. Summative Listen and respond to the questions

Formative Repeat after me “She sells sea shells on the sea shore.”


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Listening to riddles Listening to discussions

Listening to questions

syllable words, homophone, vowel clusters etc. Simple riddles Themes on personal experiences, common interests and age appropriate themes.

Questions: “How”?

Teacher tells a riddle. Children guess the answer. Children make up their own riddles.

Teacher initiates discussions for children to listen and participate. Children bring up topics to discuss and listen to each others ideas.

Children listen and respond to questions relevantly.

Formative When I was a baby I looked like a fish. Now I say, “Croak, croak.” Who am I?

Formative Children go out door to listen to the sounds around them and come back and discuss what they heard. Imagine and illustrate what you have heard Listen to question and respond in full sentences.


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2. Speaking


Sings Songs and poems

Communicate an idea/opinion

Poems / thematic Songs

Creating something, planning an event, talking about some event, day-to-day activities.

Teacher sings and children sing part or the whole song / poem.

Teacher presents opportunities for children to communicate their ideas and acknowledges them. Children plan as a part of different club activities. Children talk about a given topic. Teacher prompts them by asking leading questions.

Formative Sing the song/ poem suggested by the teacher or their favorite one. Sings the whole song or poem after listen to the title or first sentence. Sing the song with actions slowly eliminating words.

Formative What do you think about the movie we saw today in school?


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Talking about a theme

Participating in discussion

Responding to questions

Asking questions

Speak using a combination of grammatical forms.

Common familiar topics :E.g, Railway station, forest animals Specific topic

E.g.: Our school Saving water My pet

General discussions

Sentences “How?”

Functional grammar: Noun, verb, article,

Teacher involves the children to participate in the discussion about a specific topic in small/large groups.

Teacher asks questions during the course of the day and children respond.

Children ask how something is done or how something happened.

Teacher provides opportunities through spoken activities for children to use a combination of grammatical forms.

Formative Talk about the uses of tree. Draw some of the trees you see around you. Formative Talk about the different ways you can save water. Formative Respond to questions appropriately. Formative How did the mouse save the lion? Formative Throw the ball on the


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[Consolidation of functional learning through usage]

adjective, verb forms, degrees of adjectives, personal pronoun, possessive pronoun, affirmative, interrogative and negative sentences, adverbs, conjunctions [Learnt and interpreted only as usage]

black board and make a sentence with the word you hit with the ball. Look at the six pictures and tell the story of the ‘Ant and the dove’.

3. Reading


Reading a longer text (familiar / unfamiliar text)

Text/other reading materials.

Children read longer texts silently and aloud. Children read with a degree of fluency.

Formative Read a passage and illustrate. Read the passage and talk about two things you liked about it.


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Reading with attention to pronunciation, stress and intonation

Text

Teacher models reading a passage from the text with attention to pronunciation, stress and intonation

Summative Read the given passage and answer the questions based on cause-effect, inference. Recall answers based on text Read the passage and find the author, the title, the main idea and the ending. Read the question and choose the best answer (choice of three answers) Formative Divide yourselves into small groups and read two lines each one after the other. Take up different roles of a written play and read aloud


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Reading different genres

Reading for fun

Narratives, Poems, Billboards, Newspapers, Maps. Supplementary Reading-Graded series and a wide range of reading materials.

Teacher provides materials such us narratives (stories and non-fiction), poems, billboards, poster, newspapers, letters, plays, maps.

Teacher provides a variety of reading materials.

Formative Make a bill board of a product and read it aloud and share. Summative Read the given passage and answer the questions based on cause-effect, inference. Formative Read, enjoy and recommend the book to a friend.


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4. Writing


Introduction to cursive Dictation of words/ sentences Writing sentences/passages

Letters, words, sentences.

Text / General Question/answers, journal notations, creative writing, letter writing (informal).

Teacher presents a variety of materials such as worksheets, sand paper, stencils, etc., for children to write cursive. Teacher presents a variety of writing exercises and word building activities.

Teacher presents a variety of writing activities for children to do.

Summative Write in cursive Formative Build a word pyramid. a, an, ant, pant Summative Write words and sentences with correct spelling. Formative Word pyramids Draw the things you saw during the bus journey and write about it. Look at the picture and write about it. Summative


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Writing using a combination of grammatical forms. [Consolidation of functional learning through usage]

Functional Grammar : Noun, verb, article, adjective, verb forms, degrees of adjectives, personal pronoun, possessive pronoun, affirmative, interrogative and negative sentences, adverbs, conjunctions. [Learnt and interpreted only as usage]

Teacher provides opportunities through written activities for children to use a combination of grammatical forms.

Put the jumbled sentences to make a story. Read and answer the questions. Complete the passage in own words. Write a letter to a friend inviting him / her for Pongal (using the clues given) Summative Fill in the blanks choosing the correct word. The child is crying ______ (loudly/fast) Choose a sentence from column A and a sentence from column B and join them to write a sentence using ‘and’ or ‘but’.


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5. Vocabulary


Synonyms, compound word, homophones, antonyms Using Picture Dictionary

Glossary from Text cross words, puzzles, vocabulary games Picture Dictionary

Children in groups play language games to learn pronunciation, spelling and meaning of new words. Teacher guides the children in grasping the meaning from the picture dictionary

Formative Play in small groups Word search ,boggle and Scrabble Formative Make use of dictionary, to find out the meaning and spelling with your peers.



Filling labels and simple forms, class time-table

Making an enquiry Other language functions for

Name, class, address, phone number, subject areas in labels, simple forms and time-table Enquiry at shop

Children fill name, class, address, phone number, subject areas in labels, simple forms and time-table as appropriate. Children practice these

Summative Fill in labels, simple forms and time-table correctly

Formative


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continued practice are: Making announcements Describing a person / object Role play Presentation

skills in real life and simulated situation

Go with your parent and enquire about price of one kg of sugar

Note : Grammar is not taught in isolation. It will be integrated in the lessons in a graded manner. A note for teachers on functional grammar with suggested activities will be included wherever relevant would be given in the textbook.


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CLASS V

1. Listening

Competencies Content Mode of transaction Evaluation

Listening to songs Enjoying the tune and responding with actions

Listening to poems Appreciating rhythm and rhyme Making meaning of the words heard Following sequence Locating the Main and the Supporting ideas Appreciating the various images

Songs Poems

Children listen and respond to songs

Children listen to the poem Understand the meanings of difficult words [may use dictionary] May be facilitated in their understanding through appropriate actions Facilitated to discuss the feelings and values expressed by the poet and evolve the sequence

Formative Listen to the song Sing the song with actions Summative Give the theme of the song

Formative Attention and keen enjoyment Summative Responds sensitively to the feelings and values expressed Follows sequence and grasps the central theme Fill up the speech bubbles to indicate understanding of main and supporting ideas


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Listening to stories / folk tales Making meaning of the words heard Following sequence Locating the Main and the Supporting ideas

Listening to correct pronunciation, stress and intonation

Stories & folktales

Passage from the text, or audio cassettes

Grasp the central theme of the poem

Children listen to the story Understand the meanings of difficult words [may use dictionary] Facilitated to discuss the narrative and evolve the sequence Grasp the central theme of the story/folk tale

Through various facilitative activities, children listen and repeat words with correct

Normative Answers comprehension questions using the clues given. Formative Attention and keen enjoyment Summative Follows the sequence and grasps the central theme Fill up the speech bubbles to indicate understanding of main and supporting ideas Normative Answers comprehension questions using the clues given.

Formative Listen to the passage and repeat suggested words


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Participating in discussion Listening to words that sound the same (homophones)

Simple topics Eg; Toys, Cartoon characters, Comic strips

Homophones presented in a passage

pronunciation, stress and intonation – Small or Large group.

Children may be facilitated to listen carefully to their peers, and discuss in small groups

Children listen to teacher reading the passage Identify the homophones in small groups

Formative Children present the outcome of their discussion Given opportunities to enact

Summative Questions and activities that help children to identify homophones, having understood their separate meanings in context


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2. Speaking


Reciting / singing poems

Expressing one’s preferences Exchanging one’s ideas with peers on a particular object / place / person /event /

Poems – Text

Sharing/Interaction Time; day to day situations Sharing/Interaction Time; day to day situations E.g. Encounter with a

Children are facilitated to recite the poem through various learning activities, which may include actions

Children in groups make a portfolio depicting their likes, dislikes, preferences and other such personal explorations Children in groups discuss and exchange ideas around any particular object / place / person /event /situation

Formative Joyful recitation Summative Sensitivity to rhyme and rhythm in reciting a poem

Formative Avenues for children to express themselves without judgment Summative E.g. Discuss and make a list of what you like doing alone or in groups, etc

Formative Productive collaborative interaction


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situation Speaking on common experiences

stranger Sharing/Interaction Time; day to day situations E.g. Lost in a crowd

Children in groups discuss and exchange ideas around any particular experience which they discover to have been common

Formative Productive collaborative interaction

3. Reading


Reading text Understanding sequence

Understanding content

Finding answers to questions on the given passage

Use of spelling conventions

Text/ Supplementary materials

Spelling rules

Children read the text both silently and aloud The teacher facilitates the following activities and skills for each student:

Underlines main facts

Uses dictionary or vocabulary list (put up on board) to find meaning of unfamiliar words, and understands in context through individual and small group activities

Uses the reading material to

Formative Enjoy reading and understanding the passage. Summative Read and list out the unfamiliar words. Raise questions Engage in comprehension activities Choose the correct answers. [Objective Questions]

Summative


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Reading with attention to pronunciation, stress and intonation Reading for fun

emphasized through a relevant passage

Text / Additional material Reading Time – Graded Readers, colourful picture stories

answer questions

Teacher facilitates the understanding of selected spelling rules through a range of exercises and play activities

Children are facilitated to read words with correct pronunciation, stress and intonation – Small or Large group. Children read in large groups, small groups and individually – aloud or silently

Learns spelling rules - using the dictionary.

Summative Reads the given text correctly Formative Children read and enjoy

4. Writing


Simple projects

Provided with materials and ideas

Teacher helps children to evolve their own work plans, and facilitates their

Formative and Summative Children display their project works


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Filling in forms Developing a story Reading between the lines

Forms of bank challans, reservation forms, M.O. forms, School application form Story – clues, Story – pictures are given

Text

execution Children also discuss their plans in the small group Teacher guides children to learn to fill up forms. Teacher explains steps in developing a story Children frame stories Discuss them in small groups Teacher provides opportunities for children to read and analyze text through simple graphic organizers Error analysis in reading, inference and conclusion Children are facilitated to

They are assessed and assess themselves for the translation of their plans into action Children fill up different forms Formative Children present their stories

Summative and Normative Objective Questions, VSA, SA [2 to 4 lines]


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Writing simple poems Completing simple passages Writing letters (Informal) Reference Skills Referring to Junior Encyclopaedia Making small notes

Simple topics or free choice Text and back of chapter questions Themes, Model letters Passage with questions Encyclopaedia

link thoughts and ideas to facts They discuss their questions in small groups Teacher encourages children to write simple poems. Teacher facilitates children to complete the passage with suitable sentences, after discussion in small groups. Teacher encourages children to write informal letters After initial large group reading, children are facilitated collectively to search for answers to the questions

Formative Children enjoy writing simple poems Summative Children individually complete given exercises to ensure learning outcomes Formative: Write a letter to your Uncle / Dad / Friend

Formative Children build reference skills


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5. Grammar


Nouns and Verbs – Exploring the types through spotting use – Common Noun, Proper Noun Verbs – Present tense – Simple, Continuous Simple past, Simple Future Parts of speech [Introduction to formal

naming of the different parts of speech – already

explored as use, in the earlier classes]

[Naming seen as a tool to build formality and awareness in learning at this level]

Text / Additional material such as magazines, newspapers Text / Additional material such as magazines, newspapers

After explanation, children are facilitated to identify the naming and doing words in small groups with different materials

Teacher guides the children through usage to identify various parts of speech. Exercises and activities are utilized for this.

Grammar exercises and activities / games Summative Grammar exercises and activities / games Awareness of parts of speech, and correct format.


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Types of Sentence [Affirmative, Interrogative]

Exercises, Worksheets Children are facilitated to use these sentence types in contexts of their own

Summative Grammar exercises and activities / games

Awareness of correct forms

6. Vocabulary


Antonyms/ Synonyms Compound words Prefix / Suffix Homo phones Kinship terms similes / metaphors

Text / poetry

Text, Puzzles, Supplementary material, back of chapter questions

Exercises, activities and games Exercises, activities and games

Formative Games, children do various exercises Formative Games, children do various exercises


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DRAFT ENGLISH SYLLABUS FOR MIDDLE AND HIGH SCHOOL

The obvious attempt of language teaching in Middle and High School, is to help the child to use language effectively and easily. Effective language use is interpreted as

Efficiency in verbal communication

Good clear style in speaking and writing

The ability to express oneself creatively, originally and with responsibility [reflect on appropriate language use].

Creative exercises based upon the psychological reality of the child and his/her relationship at school, at home, and with the environment and society are devised throughout the teaching learning process.

Another aspect of the learning of English in Middle and High School is awareness of error and subsequently building skills for error removal.

Awareness of error and error removal would be a separate and intrinsic component of all core competencies. As such, it has not been mentioned in most learning contexts spelt out in the syllabus. This dimension would be built into the classroom transactions and the evaluation modes in such a way that there would also be an opportunity for students to assess themselves and learn to spot and address errors and error patterns.

‘Correct/appropriate expression can be internalized by drawing the learner’s attention to proneness to error in grammatical/syntactic/pronouncing/semantic sites in appropriate learning contexts.’ [CTIndra]

Use of the dictionary [in a graded manner] - eg; from Children’s dictionary to Learner’s to Advanced Learner’s to a regular dictionary, and the thesaurus, in later classes – is an integral part of the learning process. The aim would be to facilitate ‘multitasking’ in the use of the dictionary:

- learning to follow alphabet - become aware of spelling


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- pick up new grammatical forms - enrich vocabulary

However, with the growing focus on contextualization of learning and linking meaning integrally to the learning of language structure, the importance of interdisciplinary content and approach cannot be over emphasized. According to NCF 2005,

‘Research has also shown us that greater gains accrue when language instruction moves away from the traditional approach of learning definitions of words (the dictionary approach) to an enriched approach, which encourages associations with other words and contexts (the encyclopedia approach) (Fawcett and Nicholson 1991; Snow et al. 1991).’

Since this approach to learning activity is being suggested for both content, and at all levels of active classroom transaction, it has not been separately mentioned in most contexts.

Another common aspect of the active learning classroom would be ‘effacing the artificial boundary between the classroom and life around the student’. This would be done at all levels by drawing upon the learner’s own knowledge, experience and information in various contexts and encouraging her/him to build upon them.

Note on Grammar

It has been suggested that the grammar components [listed separately, to ensure inclusion] for Classes VI to X be built into the content learning and the mastering of the core competencies for each level. The competencies themselves, though listed separately, are seen to be part of a fabric of dynamic and integrated learning that helps the learner to use the language in deeper and wider contexts as she/he gains proficiency in the language.

Evaluation & Assessment Dimensions and Broad Criteria [A Broad sweep – Not fully specific to level]


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These criteria have been used in various contexts:

Formative Evaluation would involve Classroom assessment which may be conducted with a range of outcomes in mind. It would be open ended and empowering to all students.

Summative Assessments may be carried out whenever a unit or topic has been completed in terms of the student’s active engagement, and the teacher evolves criteria for effective learning, and assesses the student on these criteria. It would be important to facilitating students in self assessment – so that they grow aware of their strengths and challenges, and work with them independently.

Normative Evaluation may be conducted at the end all units where there is building-block content, and criteria may be evolved based on the taxonomy of questions decided upon and the gradient of the syllabus.

CLASS V

Handwriting and Spelling (legibility, neatness, nature of spelling errors)

Writing Coherently (sentence structure, punctuation, clarity of expression, level of complexity)

Creative Writing (sustaining the required length, ideas, description, approach)

Oral Work (reading aloud, recitation, speaking)

Reading Comprehension (picking out facts, sequencing, reading between lines, responding)

Creative Writing (sustaining the required length, ideas, description, approach, strengths difficulties)

CLASS VI

Writing Mechanics (sentence structure, punctuation, clarity of expression, level of complexity, handwriting, spelling)


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Creative Writing 1 Prose (sustaining the required length, ideas, description, approach, strengths, difficulties)

Creative Writing 2 Poetry (poetry writing, ideas, use of words, approach)



Writing an Answer (clarity of expression, focus, information, approach)

CLASS VII


Formal Writing (approach, meeting guidelines, quality of response, strengths, weaknesses – book review)

Response to Text (comprehension - picking out the main and supporting points, connecting facts, sequencing; analysis – making inferences, drawing conclusions, understanding character, connecting motivation and action; response- ability to empathize, imagination, retaining focus, approach)

Writing a Paragraph (approach, meeting guidelines, quality of response, focus, strengths, weaknesses)

Creative Writing (sustaining the required length, ideas, description, approach, strengths, difficulties – poetry, diary entries, compositions)

Reading Comprehension (understanding, analysis, response)


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CLASS VIII


Formal Writing (approach, meeting guidelines, quality of response, strengths, weaknesses – report, narrative, descriptive paragraph, letter)

Reading Comprehension (comprehension, analysis, response)


Grammar (comprehension and application)

Writing Skills (sentence structure, punctuation, clarity of expression, level of complexity, handwriting, spelling, expository, personal essay)

Response to Text (comprehension, analysis, response)

CLASSES IX and X

Quality of answer (focus, clarity, precision, inclusion of sufficient details, own words)

Reading Comprehension Understanding, independent inference, vocabulary, quality of language, summarizing ability)

Grammar (understanding of requirement, meticulous and sustained focus, application)

Textual Response: (Comprehension, analysis, response, retention and recall of detail)

Writing skills (approach, meeting guidelines, quality of response, focus, strengths, weakness –formal and informal letter, narrative, descriptive, expository, personal essay, short story)

Grammar (comprehension and application)


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IN CLASS: Participation, approach, regularity of work, specific strengths, what needs to be done if additional help is required.

Overall Sweep of the criteria for choice of Literature Content for each level – [Keeping in mind the student’s gradient and scope of Cognition and Creativity in the language]

Class Grammar Creative Writing Literature

V Understanding of the structures of Grammar at this level is limited to easy and explorative use, & to correction of error in simple sentences. Knowledge of simple sentence structure is also built.

At this level creative writing would be aimed at making the child aware that she perceives the world around her, and that she can think about what she sees. She can be helped to see that her responses to it are often learnt from others, and that they may be different from her own understanding. The child may be facilitated to exercise a rich imagination in various ways.

Literature is chosen at this level to stimulate the child into deeper observation, questions, perception and enjoyment of life.

VI Grammar is introduced at this level to formalize the student’s understanding of the language.

At this level, creative writing is not structured. It involves growing aware of one’s emotions one’s senses, one’s past, one’s physical surroundings in a manner calculated to create insights into

The literature is chosen to help the students to reflect upon and to explore various facets of the world around them – travel, adventure, etc.


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literature and language use in the passages chosen in the textbook.

VII Their formal understanding of language at this level allows for greater consciousness of detail and complexity in language use

The focus is on the need for structure, function and boundary in the written work.

The literature is chosen to help them discuss various ideas related to concepts of reality as they perceive it (freedom, development, etc.)

VIII Examination of structures in relation to psychological, situational and social context, with the aim of creating an awareness of appropriate language use.

At this level, there is a rudimentary exploration into modes expression (poem, short story, dialogue, one act play etc.), calculated to channelize their creative expression. There is a conscious encouragement to express growth and change as perceived in oneself.

The attempt here is to help the student get in touch with his/her predilections and the processes by which every day reality is perceived by every human being. This process is the backbone of all literature. (images, visualization, projection, perspective.)

IX and X The focus in these classes is to encourage the student to use language effectively, with originality, clarity and precision. With this in mind, grammar concepts are reinforced at a deeper level. Modes of literature are gone into at greater depth.

Students are encouraged to analyze literary content with directness and precision. Personal involvement is a critical part of the learning of a language.


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Reflections on allied themes and concepts are built into the class discussions.

There is a clear and uncompromising focus on the ability to meet requirement and write or speak in a given framework.

Objective Questions of all kinds are freely incorporated into the design of the syllabus, to ensure thoroughness in learning.

Range of suggested themes for prose passages from Classes VI to X

1. Beauty: Nature, an action, a thought, Imagery 2. Tolerance –

a. of other people, b. of other ways of life, c. of other thoughts, d. other beliefs e. other species f. other cultures g. any other

3. Gender: a. The empowered girl b. Women achievers c. Courageous girls/women from all walks of life d. Achievers who are women/girls e. SHGs and other women’s groups who have made a difference f. Stories from history of women’s struggle and triumph g. Participation in civil society – responsible citizens – Independence

struggle 4. Bravery 5. A great character from History / Civics / Sport 6. Successful designers – Eg; The Story of Anand [Dr. Kurien], George

Washington Carver, Laurie Baker 7. Indian Cultures: Creating and preserving them: Kattaikkuthu, Kanchipuram,

Purisai Tambiran, etc 8. Translations from Tamil Literature 9. Stories of Animals


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10. The stories of common people 11. Towards a Universal Vision of Life – Passages – Children of Different Abilities

Speak 12. Rural – Urban Dynamics 13. Science and Discovery – Eg; CV Raman, Ramanujam, Venkatraman

Ramakrishnan, etc 14. Common Issues – Water, Waste, Global Warming, Media & Consumer realities,

Social responsibility – Bhopal Gas Tragedy, etc 15. Fantasy, Space Fiction, etc

Poetry may be chosen from a range of sources. The selections may include

forms like the Haiku, the Cinquain and the Diamante. Another suggestion is the inclusion of Children’s verse; also translations from the Tamil and other regional languages may be included as thought fit.


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CLASS VI

Listening

Competencies Classroom activities and processes

Learning Outcomes Evaluation

Listening to: Instructions, Imperative Statements Short Stories Short audio pieces (radio play/ chosen parts of CDs/Poetry/ Short passages)

Reading aloud stories Reciting poems Giving specific instructions for an activity or class work Playing an audio story (Audio books, audio rendition of poems

Comprehends oral instructions Learns to pronounce words and phrases Makes meaning of what she listens to and responds appropriately, orally or through written exercises

Formative: Follow instructions Listen and recite or read with clear intonation and pronunciation Summative: Listen and respond orally or through written exercises: Eg; Write or say a line about the characters in a story; give a suitable title Normative: Answer objective questions

Identifying and discriminating difficult words Dictation: Hearing words, and spelling accurately

: gh sounds, silent letters, /s/, /z/, /∫/, /3/

homophones etc.

Learns that spelling and pronunciation are different Learns to spell well as many words as thought appropriate Connects sounds and forms a word picture. Learns New vocabulary

Formative: Spelling Games Normative: Spells words; finds patterns; uses correct spelling in writing Understands meanings of words learnt.


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Speaking



Reading aloud from a text

Reading aloud from their reader

Reads clearly with pauses; pronounces words accurately

Formative, Summative:

Fluent reading; pronounces correctly; correct pauses

Reciting: reading from text

Reciting from memory

Learning and reciting in groups, or individually from the selection of specified poems

Read in unison, with sense of meter and rhyme

Reads alone without stumbling, with expression

Formative: Expresses appreciation for the poem read; Summative Recites with expression; without faltering Normative Memorises the poem

Using appropriate greetings for various occasions Making requests Enacting Instructing another classmate

Activity: role play, games; other oral activities: Ask – Answer activities around familiar situations in day-to-day life Giving directions to a place on campus etc.

Learns to use oral instructions Speaks and enacts using learnt phrases Builds familiarity with appropriate phrasing of greetings and requests

Formative

Correctly follows instructions

Speaks/ enacts without inhibition; confidence in speaking

Summative:

Accuracy of response, in various situations


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Asking and answering ‘Wh’ / Yes/No / Seeking Information Questions

This learning activity may be undertaken around a story or passage: Teacher guided

Learns to frame appropriate questions and answers correctly in the ‘Wh’/ Yes/No model; also knows how to ask, to elicit relevant information

Normative: Objective questions Summative: Questions for different situations: Eg; Ask questions to - find a place, - find the time of a train’s arrival or departure

Participation:

In discussions in class

In a dialogue

Large group discussions, Classroom discussion on lessons Converses around a suggested or initiated topic

Builds participation skills Cogency in speech Confidence Resourcefulness Holds a train of thought

Formative

Activity primarily for enjoyment, learning and empowerment

Speaking formally on a topic for 2 minutes

Each student takes turns to prepare and speak on a topic of choice

Learns to speak in front of a group, clearly and correctly

Formative:

Activity primarily for enjoyment, learning and empowerment

Telling Jokes; Puzzles and Riddles.

Students share jokes, puzzles and riddles.

Students share jokes, puzzles and riddles in a lively manner Build interactive skills

Formative

Anyone state a joke, puzzle or riddle which you enjoyed


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Reading



Skimming Using various short passages, the teacher facilitates skimming content as a reading skill

The student learns skimming as a skill, and understands its value in reading and understanding

Formative:

Learns to use the skill through interesting exercises

Scanning Using various short passages, the teacher facilitates scanning content as a reading skill

The student learns scanning as a skill, and understands its value in reading and understanding

Formative:

Learns to use the skill through interesting exercises

Reading independently, short passages in prose and comprehending its content

Reading and following instructions

Reading passages; from text; Reading selected unseen comprehension passages of selected level Teacher writes instructions on board and asks children to follow them: a play way learning activity

Reads and comprehends

Understands and enjoys stories and essays

Learns to read independently

Formative: Reading for fun; Understanding for fun Summative: Follows instructions clearly; Builds independence in reading


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Understanding sequence Understanding content Finding answers to questions on the given passage Understanding the author’s intention Recognizing and learning vocabulary in context Appreciating style: first steps Picking out main facts and supporting detail

The teacher facilitates the following activities and skills: Underline main facts Use dictionary or vocabulary list (put up on board) to find meaning, and understand in the context Use reading material to answer questions Enjoy reading

Understands vocabulary; builds vocabulary and uses words in context; answers questions correctly Begins to build cognitive skills in reading and understanding Takes the first steps in looking at the literary qualities and merits of a piece of writing

Summative Uses the dictionary effectively; Independently works at understanding a passage or poem Normative Follows sequence correctly; Answers questions appropriately VSA, SA

Relating stories to one’s own life and responding

Answer open ended questions: What do you think?

Responds to literature; understands life through reading

Formative

Responds authentically; honestly

Reads poetry: appreciates it, understands, relates and responds

[Teacher facilitates] Read and respond to poetry; answer questions; illustrate

Appreciates poetry Understands meaningfully Free association and ‘imagine’ activities

Formative: Illustrations and responses show understanding; Normative Answers questions accurately


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Reading Extension Activities

Supplementary reading, use of the Library, Referencing skills and activities

Reads for interest

Reads to deepen knowledge

Reads to link and connect additional data

Formative

Building interest

Normative

Small assignments and projects

Writing

Competencies Classroom activities and processes Learning Outcomes Evaluation

Answers questions in complete sentences, using punctuation

Comprehension passages Write in sentences; writes complete answers; uses punctuation

Answering questions appropriately in complete sentences

Uses relevant and appropriate vocabulary to make sentences

Exercises in vocabulary Uses vocabulary to make sentences

Uses vocabulary correctly; writes original sentences

Writes on a given topic: (to an established word limit) [5 lines]

Specific paragraph topics; teaching writing a paragraph

Paragraph unity, relevance, appropriate vocabulary and grammar conventions

Summative Writes cogently, organises content; relevant to topic; spells and uses grammar conventions correctly Normative Short Answers [5 lines]


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Identifying and using selected cohesive devices

Analysing sentences and passages for cohesive devices

[Facilitated by the teacher]

May be a text passage

Students learn to write sentences and small passages using cohesive devices

Formative

Children learn to identify and use connectors and other devices in writing

Normative:

Objective Questions

Writing letters in a given format

Learns about the format of a leave letter through relevant examples provided by the teacher

Learns to write a formal letter in the appropriate format

Normative:

Tested for appropriate form and content

Journal writing Short journal prompts Self-expression Formative

Not assessed

Free writing

Five minutes of class time to write Just write without hesitation

Formative

Not assessed; a freeing exercise

Forming stories Story writing tasks; from outlines or story starters

Write cogently; Use imagination; Apply grammar conventions

Summative:

Writes clearly; imaginative; original


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Developing Hints Hints are given, and students facilitated to use them skillfully

Expanding on given hints Building a story from an outline Learning skills that help to use imagination /facts productively

ummative Writes cogently Uses all the hints Imaginative Innovative Original

Writing simple messages and descriptions

Students use life situations to write relevant messages

Students use everyday objects and scenarios to describe what they see

Learns to use language contextually

Learns to use language to articulate a visual image

Formative Writing for sensitizing to context Writing for fun Summative Relevant; cogent; appropriate; adequate articulation

Mind/Concept mapping

Summarize content in any framework, using graphic organisers

Use summary and graphic organisers in all classroom transactions

Picking out and organisation of information and facts in an imaginative manner Learning the value of Mind mapping as a tool to understand and associate Growing familiar with a range of graphic organizers

Formative

Is complete, well organised, engaged with

Summative

The summary is integrative, relevant


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Spelling words correctly

Spelling activities around familiar and unfamiliar words

Dictation

Students know the spellings of selected words

Formative

Fun Games around spelling

Normative

Objective questions

Grammar



Have an overview of parts of speech: words have different roles in sentences

Introduction to parts of speech through explanation and exercises

Understands the different words and what part of speech they are

Summative Understands the concept of words and their different roles in sentences Normative Objective questions

Concept of a sentence: subject predicate; types of sentences; capital letters and punctuation; Difference between sentences and fragments; correcting run-ons

Through varying exercises on each concept, with explanation of logic behind each

Learns the structure of sentences; recognise differences between sentences and fragments; understands and corrects run on errors

Learns four simple sentence types

Summative

Separates sentences into subject and predicate; uses appropriate capital and end marks; writes sentences with appropriate structure

Normative

Objective questions


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[Assertive, Interrogative, Imperative, Simple Negative]

Nouns and types of nouns: all proper and abstract nouns

Through exercises and explanations of nouns, their role and use; rules;

Recognises all types of proper and abstract nouns

Summative Uses and understands the different noun types and the rules of usage Normative Objective questions

Verbs: being and doing words: adds to understanding predicates

Simple Present [Habitual Action, universal truth], Simple Past [Completed actions], Simple Future [Intended actions]

[SVC;SVO; SVIO DO]

Learns all doing and being verbs in the required contexts, through sheets, explanations and activities

Recognise verbs and their role as predicates

Students use different tense forms in different situations

Students understand simple sentence structures – SVC, SVO and SVOO

Summative

Pick out verbs, simple predicates, use verbs in sentences correctly

Normative

Objective questions


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Learning the different kinds of Describing words and Modifying words in a sentence [Adjectives and Adverbs]

Learns through exercises and explanations of describing words, their role and use; Learns about modifying words and their required contexts, through sheets, explanations and activities

Recognise adjectives and adverbs and their role in a sentence

Students use different adjectives and adverbs in different situations

Summative

Uses and understands different describing and modifying words and the rules of usage

Normative

Objective questions

Rules of capital use: basic rules: beginning of sentences; types of proper nouns; pronoun I.

Worksheets, explanations learning the rules of capitalising

Learn all the uses of capital letters in sentences

Summative Applies rules in all written work Normative Objective questions

End marks (connected to types of sentences)

Worksheets and rules Recognises the types of sentences and uses end marks correctly

Summative Uses end marks correctly Normative Objective questions

Revise already learnt concepts through exercises.

Revision exercises


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Vocabulary


Grasping the meaning of unfamiliar words from reading materials

Uses dictionary; checks with peers, teacher helps with meaning

Understands meanings of words in context

Summative

Uses the words in sentences; understands context and meaning

Normative

Objective questions

Vocabulary exercises in: homonyms, synonyms, antonyms

Activities, crosswords, word search

Students learn some homonyms, synonyms and antonyms

Builds familiarity, identifies words correctly

Summative

Completes the related exercises correctly


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Language Functions

Competencies Classroom activities

and processes Learning Outcomes Evaluation

Reading and interpreting pictorial information: comic strip, pictures etc.

Activities, tasks, and language games

Enrichment and application: Students develop the skill of describing pictures and cartoons

Summative

Uses pictures and other visual media to complete the set task

Reads a graphic organiser

Tabular data

Worksheets; or charts or black board drawings

Understands and interprets different kinds of data

Interprets the data accurately

Narrating stories Activities, tasks, and language games

Enrichment and application

Original, imaginative, clear sentences

Role play Activities, tasks, and language games


Simulates effectively

Writing poetry Activities, tasks, and language games


Write originally, authentically


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For the teacher

Template of the Active Learning Framework - Classroom Transactions for Prose & Poetry

Sl. No.

Learning Activities for the student

By the student[s]

1. Introduction Activities

The teacher uses the activities given in the Chapter/Lesson Plan to introduce the topic

• Priming/Reading Preparation Activity Large Group • Do you know? [related to content] • A short related/reinforcing word game/anecdote/discussion

2. Learning Engagement Activities Teacher Reading and Explanation, Reading related Activities with paragraphs [Word Web, Mapping Activity] – Individual/Pair

3. Understanding Activities Discussion and activity using graphic organisers provided in the textbook Small Groups

4. Consolidation Activities Students answer Questions and attempt the activities that consolidate their learning of the content in the textbook – Mixed as appropriate

5. Functional Enrichment Activities Students engage with the application related activities presented at the back of the chapter. Separate materials are provided there using the chapter as base


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6. Language Structure Activities The grammar to be taught is presented in the form of exercises.

7. Evaluation/Assessment Activities Simple Formative Assessment and Criterion – referenced evaluation based on the Lesson may be facilitated by the teacher

8. Suggested Extension Activities Simple activities involving writing and observation/interaction related to the day-to-day context of the child

9. Reinforcement Activities Worksheets that address the need for revision and reiteration in an imaginative manner

It is suggested that this format is taken forward across VI to VIII. Another template will be suggested for IX and X, incorporating the blueprint of assessment and evaluation, when it is ready.

List of possible classroom activities and transactions:

• Role play • Dramatisation • Reading aloud • Recitation of rhymes, poems and making observations on a given topic/theme • Telling and retelling stories, anecdotes, and jokes • Discussion, debate • Simple projects • Interpreting pictures, sketches, cartoons • Activities, tasks, and language games • Pair work, group work, and short assignments both individual and group


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CLASS VII

Listening


Listening and responding to selected oral instructions; Listening to selected recorded speech, songs, poetry or stories; Listening carefully to a speech made by another student in class

Listening to and following instructions; listening to selected audio stories; listening to a classmate’s speech

Understands oral instructions; understands stories read out or played out; follows a speech and responds

Summative Evaluation:

A Check to see if the student follows instructions correctly, and responds appropriately

Oral Questions to check comprehension

Listening to specific words and their different forms, in different contexts

Specific word forms would be used in context; worksheets and other interactive exercises would be given

Dictation on these forms would be conducted

Distinguishes different word forms; learns about the peculiarities of spelling and writing of selected words in context; learns to spell

Normative Evaluation

Finds patterns, achieves better accuracy in spelling; connects sounds with words

Fun Exercises, MCQ, Objective Questions


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Listening to a Report Teacher initiates a discussion on different kinds of report:

Eg; News, weather, etc

Guides students to understand the basic elements of a report through post reading questions

Students evolve a basic idea of what a report is

Summative

Able to recall basic elements of a report, and improvise to create one in a given context, using given basic parameters

Speaking



Reading aloud from text

Guided reading; focus on pronunciation, fluency and expression

Learns to read and understand as they read.

Summative

Demonstrates through correct pauses, inflexions and expressions

Reciting poems from memory and from text

Learning and reciting in groups, or individually from the selection of specified poems

Appreciates, recognises rhyme meter and meaning and brings it out through recitation

Summative

Recites clearly; with correct inflexion and pronunciation

Speaking formally The teacher facilitates formal conversation

Expresses thoughts using the correct

Formative:


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around a chosen topic; Eg; groups converse around ‘Sports today’, or ‘TV Programmes’

language, vocabulary and syntax

Learn to speak with confidence.

Telling Jokes; Puzzles and Riddles.

Students share jokes, puzzles and riddles.

Students share jokes, puzzles and riddles in a lively manner

Build interactive skills

Formative


Reading



Reading independently; picking out main facts and supporting detail

Read text, locate meanings if necessary, underline main points

Independent reading and comprehension of reading matter

Summative Summarise effectively through mind maps and other graphic organisers; answer questions accurately

Identifying the topic sentence of a paragraph.

Teacher guides the students to finding the topic sentence of a paragraph by eliciting responses through questions.

Identifies the topic sentence of a paragraph.

Summative Find the topic sentence of a given paragraph.

Analyzing what is Applies his mind to understand various

Makes connections and interprets what she

Summative


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read aspects of a passage: Eg; character, style, plot, inference, other interesting information

reads Relevant, avoids tangential and speculative conclusions, has focus, shows good thinking skills

Normative

SA questions [simple inference questions]

Understanding and following written instructions after or before a given passage;

Following a trail of written instructions to arrive at a learning outcome

Reading written instructions and following them

Back of chapter exercises that build understanding, help analysis, evolve connections

Follows written instructions

Follows a sequence and build on what is known

Summative

Follows instructions accurately

Normative

MCQs, Objective questions, VSA and SA

Relating stories to one’s own life and responding

Answers open ended questions: What do you think?

Responds to literature; understands life through reading

Formative Responds authentically; honestly

Reads poetry: appreciates it, understands, relates and responds

[Teacher facilitates] Read and respond to poetry; answer questions; illustrate

Appreciates poetry

Understands meaningfully

Free association and

Formative:

Illustrations and responses show understanding;

Normative


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‘imagine’ activities Answers questions accurately



Reads for interest



Formative Building interest

Normative Small assignments and projects

Writing



Writing answers:

Focusing on detail, on sub questions and details

Comprehension passages with activities; or text based written exercises

Uses Mind maps and graphic organizers to aid understanding

Explains clearly in writing, uses appropriate expressions; answers in original language

Summative

Answers are accurate; organised, complete and clear

Normative

MCQs, Objective questions, VSA and SA

Poetry comprehension Reads, responds clearly in writing to given poems

Uses Mind maps and graphic organizers to aid

Interprets and understands the poems, and shares views in writing

Summative

Shows a good understanding of the poem through well written answers

Normative


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understanding MCQs, Objective questions, VSA and SA

Writing :

Descriptive and narrative essays of specified length

[8 – 10 lines]

Introduction to essay writing; writing on given topic or prompt.

Writes up to 10 cogent lines on a given topic

Summative

Uses all needed grammar conventions and writes in an organised manner on a given topic

Normative

Long Answers [8 – 10 lines]

Using discourse markers

Passages with the selected discourse markers are provided to students; teacher facilitates familiarity with them through pre and post reading questions.

Identifies the specified discourse markers in connected sentences

Summative

Identify the discourse markers in a given passage

Use a discourse marker in a sentence of your own

Writing formal and informal letters

Formats are given and exercises are set

Learns and applies the formats and knows the differences between formal and informal letters

Normative:

Tested for appropriate form and content

Using direct speech in the form of written

Using a short narrative passage, students are

Responds appropriately and

Formative:


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dialogue encouraged to convert it to direct speech, through taking roles, evolving a script, and noting the lines.

builds a clear written dialogue sequence for a story/narrative

Fun activities round script writing

Normative

Filling up the blanks in a dialogue

Using the right format for presentation of Direct Speech

Slogan writing: evolving short, catchy phrases and sentences

Teacher evolves various contexts with the students where there is a need to create awareness – Eg; Waste segregation, Water use, Keep the campus clean, etc

Evolves catchy and effective slogans on relevant themes

Formative

A few fun activities around imaginary issues

Summative

Able to home in on the core issue and evolve an appropriate slogan

Journal writing Short journal prompts Self-expression Not assessed;

Free writing

Five minutes of class time to write

Just write without hesitation

Not assessed; a freeing exercise

Grammar



Revise: Parts of A passage in the text that highlights the

Recall and reinforcement of

Summative:


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speech, nouns, verbs

required grammatical functions.

Reinforces knowledge of parts of speech through usage related interactive activities

learnt concepts in the parts of speech

[Sentence structure]

Demonstrates clarity of understanding

Normative

Cloze tests may be used

Building on this understanding, familiarize students with noun groups and selected phrasal verbs [bring, come, take]

A passage in the text that highlights the required grammatical functions.

Learns through exercises, activities and explanation, of noun groups and phrasal verbs, their role and use

Student understands the use of Noun Groups, with head words and modifiers, and some common phrasal verbs, through usage

Summative

Has a clear, meaningful and focussed understanding of the usage of Noun Groups and selected Phrasal verbs

Normative

Objective Questions

Grasping the form, structure and use of the Continuous tense [Past, Present, Future]

Learns about the continuous tenses and their required contexts, through sheets, explanations and activities

Students use different Continuous tense forms in different situations appropriately

Summative Has a clear, meaningful and focussed understanding of the usage of the Continuous tense - Eg; Imagine a match is going on, and give a commentary using the Present Continuous tense. Narrate a past event using the Past Continuous Tense Normative Objective Questions


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Revise: Adjectives, adverbs, articles


Through varying exercises on each concept, with reiteration of the logic behind each

To recognise the role of each part of speech in sentences and to use them

Summative

Has a clear, meaningful and focussed understanding of the usage of Noun Groups and selected Phrasal verbs

Normative

Objective Questions

Being and Doing Verbs: Step 2

Differentiating Transitive and Intransitive Verbs

[Revise SVO, SVC, SVOO]

Learns about verbs that take objects and those that take complements, and their required contexts, through sheets, explanations and activities

Students deepen their understanding of simple sentence structures – [SVC, SVO and SVOO]

Summative

Has a clear, meaningful and focussed understanding of the usage of selected Transitive and Intransitive verbs in the specified sentence structures

Normative

Objective Questions

Using Modal Verbs for

Suggestion, Obligation, Politeness, Willingness

[would, may, can, will]


Learns through exercises, activities and explanation, of modal

Students use different Modal forms in different situations appropriately

Normative

Objective Questions that test use of Modals for Permission, Possibility, Necessity and Preference


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verbs, their role and use in the specified contexts

Revise: Punctuation marks

[.Fullstop, Comma, “”Inverted commas ( ) Parentheses]

Passages with the relevant punctuation marks are provided to students; teacher facilitates the revision and familiarity with them.

Students use different punctuation marks appropriately

Normative

Punctuate the given passage;

Supply the missing punctuation marks

Subject and verb agreement

Though exercises and understanding the logic behind it.

Knows and applies the rules of singular and plural nouns and verbs and to use them

Summative

Clear in this concept in their writing; recognise errors and correct them

Normative

Objective Questions

Framing Question Tags (didn’t, hasn’t, isn’t)

Through varying exercises and classroom activities -on each concept, with explanation of the logic behind each:

Eg; “He took the book, didn’t he?”

Knows and applies the rules influencing Question Tags, in a meaningful manner

Summative

Clear in this concept in their writing; recognise errors and correct them

Normative

Objective Questions


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Vocabulary



More synonyms and antonyms

Activities; exercises and word games; and using the dictionary and thesaurus

Learns more synonyms and antonyms of words

Finds synonyms and antonyms independently

Objective Questions

Prefixes and suffixes Exercises through pattern finding

To understand how suffixes and prefixes can alter the word and change its meaning

Uses suffixes and prefixes and knows the meanings

Objective Questions

Compound words Activities and exercises Learns to recognise them

Can form compound words, and recognise the components as well

Language Functions



Self-expression: speak spontaneously on topics such as likes, dislikes, friendships

Conversation class; teacher anchors and helps children speak authentically:

Interaction questions based on Favourites:

Learn to speak in sentences and communicate their thoughts and feelings with ease and clarity

Formative

They speak confidently and attempt to speak in complete sentences

Normative


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players, hobbies, friends, books, leaders, movies, TV programmes, etc

Questionnaire – type: completion

Participating in language games and puzzles: word searches, crosswords, and ‘What is the good word?’

Activities and games in class, at various levels, to strengthen and reinforce various competencies

Reinforce concepts learnt in grammar and vocabulary

Formative

Solve puzzles well and play the games with understanding

Dramatizing a story Small groups and presentations of skits to class

Visualise story; role play and express with confidence in front of the class

Formative

Enact the play well

Reads a graphic organiser

Tabular data

Worksheets; or charts or black board drawings

Understands and interprets different kinds of data

Interprets the data accurately


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CLASS VIII

Reading

Competencies Classroom activities and

processes Learning Outcomes Evaluation

Listening to recorded commentary of any sport

Listen as a large group, with pointers and interventions from the teacher for better understanding

Understand the use of language in commentary as different from other verbal expressions

Formative

Understand what is happening and are able to recall what they have heard

Listen to selected, words, and their stress and inflections

Passage given.

Reading activity with focus on stressing of syllables and words

Student pronounces words in given passages, accurately, and with proper intonation

Formative

Pronounce these words correctly

Listening to poetry reading and good recitation

Listen to how poems could be read or recited

Appreciate rhyme, meter, and word use

Formative

Listen and appreciate


109

Speaking



Retelling stories they have read

Students listen to each other as they narrate stories

Student understands through rephrasing and narrating in his/her own language

Summative

Learns to paraphrase and use paraphrasing as a tool in learning

Role playing: making telephonic conversations

In small groups, children enact telephonic conversation

Uses the telephone with appropriate vocabulary, address and content

Summative

Learn to speak and express to one specific/chosen person only, through words, in a specific context

Participating in Discussions: Current news Sports Relevant contemporary issues

Large group activity with the teacher facilitating speaking and listening

Speaks, to express her thoughts and views with clarity, cogency and focus

Speak clear complete sentences, and express themselves

Telling Jokes; Puzzles and

Students share jokes, Students share jokes, puzzles and riddles in a

Formative


110

riddles. puzzles and riddles. lively manner

Build interactive skills


Reading



Reading poetry: appreciate, understand, relate and respond

Age-specific themes

Activities related to sensitive response to the poem

Reads and answers questions based on the poem

Enjoys reading given poems, appreciates and responds to chosen poems

Formative

Has a genuine individuated response to the poem read

Summative

Has a clear sense of the content and flow of the poem, and is able to articulate it freely in discussion

Answers addressed questions appropriately and supports statements

Appreciating literature: read for content and style and to

Reads stories, and other passages, to understand and appreciate plot, character, style and

Comprehends selected passages from literature

Enjoys the reading process and learns from

Summative

Able to summarise the story, assess its plot, character and style and articulate in discussion


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understand sequence, scan content, to find answers to questions in the given passage

Understand the author’s intention

Recognise or learn vocabulary in context

Appreciate style Pick out main facts and supporting detail

intention

Understands and summarises the story in various ways, creating organizers and using the ones given; makes connections with life and learning

it Normative

MCQ, Objective Questions, VSA, SA, LA



Reads for interest



Formative

Building interest

Normative

Small assignments and projects


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Writing



Comprehension: Answering questions in complete sentences, using punctuation

Comprehension passage given for written work

Exercises and activities that elucidate the required concepts are facilitated

Pick out relevant facts, write correct and clear answers, to meet the requirement of the specified questions

Writes clearly with formal language and construction

Using both active and passive vocabulary to make sentences

Exercises in vocabulary use

[Written work]

Uses vocabulary appropriately

Summative Learns and uses words correctly Normative Objective Questions

Writing Paragraphs: Topic sentence; unity and structure

[Linking small paragraphs]

Worksheets to understand and practise writing paragraphs

Learns to use paragraphs and to write on different topics

Summative

Writes paragraphs applying all the concepts


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Writing on a given topic: (150 – 200 words)

Specific essay topics; teaching writing an essay

Write at length on a given topic with organisation and clarity

Summative

Writes with title, introduction, body and conclusion

Revision: Writing letters in a given format

Format of formal and informal letter is revised

Writes with the format and content needed

Summative and Normative

Writes a formal and informal letter in correct format

Writing a Précis Teacher explains the steps involved in the preparation of a précis. Teacher provides a passage. The students make use of the steps and make a précis of the given passage.

Student writes a précis on his/her own.


Write a précis for the given passage.

Creative Writing:

Fantasy

Teacher facilitates understanding of fantasy through reading a story, and having pre and post reading discussion

Writes creatively; able to evoke powers of the imagination and write and illustrate with cogency and fluency

Formative

Is not afraid or inhibited to articulate imaginatively and write what is visualized

Is also invited to share with her classmates


114

Collecting, recording and collating information

Teacher invites students to collect and present information on various topics or happenings around them – My road, My neighbours, Library, Hospital/PHC

Collects, records and collates information on suggested topics

Summative

Is able to effectively collect, record and collate information on a suggested topic and present it

Grammar



Prepositions of time and space

Worksheets, peer review and exercises

Learns the rules and uses of prepositions and applies them in writing

Summative

Uses prepositions correctly in sentences

Normative

Objective Questions

Identifying Clauses and Phrases


Learns the rules and uses of clauses and phrases, and applies them in writing

Summative Learns the differences between clauses and phrases Normative Objective Questions


115

Tenses: Revise simple, continuous and introduce perfect; in present past and future tense


Meaningfully learns the rules and uses of the Simple, Continuous and Perfect tense, in Present, past and Future tenses and applies them in writing

Summative

Understands the tenses and is able to apply them

Normative

Objective Questions

Differentiating Finite and Non Finite Verbs

[Infinitives, Participles, Gerunds]

Learns about finite verbs or ‘Main’ verbs, and those functions that link in various ways to the verb – Infinitives, Gerunds and Participles, and their required contexts, through a given passage, worksheets, explanations and activities

Students meaningfully deepen their understanding of the verb, through understanding the function of the infinitive, gerund and participle

Summative

Has a clear, meaningful and focussed understanding of the usage of Finite and Infinite verbs in the specified sentence structures

Normative

Objective Questions

Using reported speech


Learns to write reported speech with correct rules

Use correct tense, punctuation and the rules of reported speech


116

Active and passive voice


Understands difference between active and passive voice

Understands and identifies the two different voices

Vocabulary



Synonyms and antonyms

Using dictionary and thesaurus, in class exercises

Learns synonyms of words, use and meaning

Pick up vocabulary and usage

Spelling rules: ing, plurals with s, es, etc. Homophones, homonyms, tion and sion etc.

Different rules through sheets on spelling

Children learn to spell through finding patterns

Spell more accurately in writing

Identifying the use of abbreviations and acronyms.

Teacher explores some abbreviations and acronyms with the students. Teacher gives a list of abbreviations and acronyms and

Students use abbreviations and acronyms in their daily life.


Knows some abbreviations and acronyms.


117

explains the differences between them

Language Functions



Debating Class activity Learns to express a view point and support it

Speaks clearly and correctly on the chosen view

Relay Story The teacher encourages all students to participate and evolve a story by constructing it as a group

Collaborates meaningfully to create a story with his/her peers

Is willing to engage freely and spontaneously to build a credible story

Read and interpret graphic organisers, pictures and

Tabular data

Reads graphs, tables and pictures and completes assigned tasks

Interprets data Is able to interpret and summarise learning from the picture or data provided


118

CLASS IX

Listening

Competencies Classroom activities and processes Learning Outcomes Content & Evaluation

Listen to, articulate, respond Listen as an individual in a large or small group, with pointers and interventions for understanding

Understand the use of language in as a vehicle of thought and feeling, which can potentially elicit a range responses

Understand what is happening, and is able to build a rational and/or feeling based articulate sequence as a prelude to response: Classroom Discussion, Supplementary materials, Argumentative Essay

Listen to, understand and follow instructions

Reading activity with focus on digital movement from one learning task to another

Learn to decode scientifically in order to complete learning task

Letter Writing, précis Writing, Essay writing, learning Sentence patterns, Voice and complex Tenses in Grammar - MCQ, VSA

Listen to and appreciate poetry Listening to recorded or recited poetry, focussing on rhyme, meter, words and style as well as content

Learn to, appreciate, analyse, understand poetry and the layered meanings in each line

Listening, understanding, explaining and interpreting selected poems – Objective Questions, VSA, SA


119

Speaking


Learning Outcomes Content & Evaluation

Expanding the outlines given Children in the group listen to each other and the outlines are shared

Understand to expand and narrate in their own language [In English]

Learn to attempt the Outline Question in language

Role playing, & Role reversal – speaking on both sides of an issue, looking at different perspectives through opposed characters: evolving their own small plays

In random groups of two, students enact opposed or varying roles, and exchange locations

Use the appropriate vocabulary to communicate, learn fluidity, and respect for diverse points of view

Understanding of Literature – the ability to write Long answers with depth and focus

Presenting an oral report. Reports can be assigned for homework and presentations made in class; format of reports is given.

How to report an event, an eye-witness account objectively; using passive sentences and third person narratives

Report an: Incident at home/An assembly/Visit of a special person to school/A day trip/an event in school: Sports Day; Parents Day; Science Day


120

Reading


Learning Outcomes Evaluation & Content

Using KWL graphic organizer; summarizing; picking out main points; using background knowledge

Using what students know and what they want to know they fill up the first to columns and use the L column to write what they have read or heard

Using the KWL table, children learn to read and make summaries

Read and make meaning of what they have read; learn to make short and summary notes; pick out main points efficiently

Appreciating literature: read for content and style and to understand sequence, content, to find answers to questions in the passage Understand the author’s intention Recognise or learn vocabulary in context Appreciate style Pick out main facts and supporting detail

Reads stories, understanding plot, character, style and intention

Understands and summarises the story; makes connections with life and learning

Enjoy the reading process and learn from it

Can answer any question on the passage, has thought around the Core content in various ways; been enriched by the Supplementary content

A range of materials and reading related activities

Scope for creative activities around related themes

Scope to evolve topics that help deepen the Core reading

Read and interpret graphic organisers, pictures and

Reads graphs, tables and pictures and completes

Interprets data; learns to apply it

Is able to interpret and summarise learning from the


121

Tabular data [Deeper level, more complexity]

assigned tasks Associative & Summarizing activities

Can use it in other unrelated areas Is a Lifelong learning Tool

picture or data provided

Learning of all content would be facilitated by these tools

Writing



Answer questions in complete sentences, using punctuation;

Be able to string together a sequence of sentences

Comprehension passages; varied grouping and Active learning contexts with writing as base

Pick out relevant facts, write correct and clear answers

Reflect cogency and coherence in thinking


Passages require some complexity of written response

Short Answer Questions






Writes clearly with formal language and construction Passages require some complexity of written response Short Answer Questions

Use vocabulary to make sentences

Exercises in vocabulary Uses vocabulary appropriately

Learns words their etymology, more suffixes, some complex word formations, and uses words correctly


122

Using a few prepositional phrases, non-finites, range of connectors, idioms, etc

Exercises and activities in the classroom using textbook worksheets

More effective communication in the language; better understanding of Literature

Usage, MCQ and VSA,

Strong base in the language

Writing articles; proofreading Children write formally at length and greater depth exploring topics that could be current

Research, planning writing and organizing information

Students write articles on select issues, themes or topics

Revision of letter writing - Formal Letters

The teacher guides the students to write a formal letter keeping in mind the format

Students write the formal letter for the question given by the teacher

Write a letter to the Municipal Commissioner to put an end to the mosquito menace/ to regulate traffic during school hours.

Grammar – Reiteration and extension from Class VIII upwards


Learning Outcomes Evaluation & Content

Prepositions of time and space Worksheets, peer review and exercises


Uses prepositions correctly

Clauses and phrases Worksheets, peer review and exercises

Learns the rules and uses of clauses and phrases, and applies

Builds on the differences between clauses and phrases – worksheets and exercises


123

them in writing provided

MCQ, VSA

Tenses: All tense forms; revising Modals


Learns the rules and uses of tenses and applies them in writing

Understands the tenses and their import

MCQ, VSA

Using Reported Speech Worksheets, peer review and exercises


Use correct tense, punctuation and the rules of reported speech - MCQ, VSA

Active and Passive Voice Worksheets, peer review and exercises


Understands and identifies the two different voices -MCQ, VSA

Knows sentence patterns Learns through use and function

Has precise and practical grasp of sentence structure

Practice and assessment, MCQ and VSA

Vocabulary


Synonyms and antonyms

[More]

Using dictionary and thesaurus, in class exercises

Learns synonyms of words, use and meaning

Pick up vocabulary and usage


124

More spelling rules Different rules through sheets on spelling

Children learn to spell through finding patterns

Spell more accurately in writing

Language Functions



Debating, Role Play, Seminars, Projects

Various types of presentation

Class activity, Inter and Intra school activities

Learns to express herself in various ways

Builds self confidence

Speaks clearly and correctly on the chosen view

Acquires a range of composite exam skills


125

CLASS X

Listening


processes Learning Outcomes Content & Evaluation

Listen to summarize Reading Activity that leads to independent putting together of salient features of what is read

Quick grasp of important facts in longer sequences of writing: making referrable connections

Reading, Language related exercises, as a step in understanding Literature – mapping activities, Long answers; Supplementary materials

Listen to decipher and apply

Listen to how poems could be read or recited

Appreciate rhyme, meter, and word use

Application related questions; Grammar – synonyms, antonyms, dictionary use, vocabulary building activities: MCQ, VSA

Speaking


processes Learning Outcomes Content & Evaluation

Just a Minute, Talk around a Word, and other requirement related games

Fun Large group activity with the teacher facilitating, speaking and listening

Students learn to meet the demand of grammatical expression, while also expressing their creativity

Sharpen Grammar skills – Back of chapter exercises, MCQ, VSA


126

Presenting one’s point of view in a debate

Using themes, teacher helps students form opinions and back them with supporting arguments

Students speak for or against the motion proposed in an authentic and objective way

Learn to speak your opinion and support it logically and objectively and with utmost respect to participants and audience

Reading


processes Learning Outcomes Evaluation & Content

Appreciating literature: read for content and style and to understand sequence, content, to find answers to questions in the passage

Understand the author’s intention

Recognise or learn vocabulary in context

Reads stories, understanding plot, character, style and intention

Understands and summarises the story; makes connections with life and learning

Enjoy the reading process and learn from it

Can answer any question on the passage, has thought around the Core content in various ways; been enriched by the Supplementary content

A range of materials and reading related activities

Scope for creative activities around related themes

Scope to evolve topics that help deepen the Core reading


127

Appreciate style

Pick out main facts and supporting detail

Drawing Inferences.

(Tables / Charts / Graph)

Teacher supplies a table/ chart to the students and make them analyze it, find the details, and infer the meaning of it by way of answering a few questions.

Students observe and do meaningful inference of the table/chart/graph etc.

Look at the following table carefully and answer the questions given below.

Grasping explicit and non - explicit information.

Students read an unfamiliar passage and find out the explicit and non-explicit information. Teacher guides the students to answer a few questions from the passage.

Students find out the explicit and non-explicit information of a passage and answer the questions given.

Read the following passage carefully and answer the questions given below.


128

Writing



















Use vocabulary to make sentences

Exercises in vocabulary Uses vocabulary appropriately

Learns words their etymology, more suffixes, some complex word formations, and uses words correctly


129

Letter - Writing. Informal letters the content is as important as the format

Teacher enables the students to write different informal letters.

Students recollect the format of an informal letter. They use that knowledge to write a letter suggested by the teacher.

Write a letter to your friend motivating him/her to do his or her best in whatever he/she wants to excel in

Grammar – Reiteration and extension from IX


processes Learning Outcomes Evaluation & Content

Prepositions of time and space



Uses prepositions correctly

Clauses and phrases Worksheets, peer review and exercises

Learns the rules and uses of clauses and phrases, and applies them in writing

Builds on the differences between clauses and phrases – worksheets and exercises provided

MCQ, VSA

Tenses: All tense forms; revising Modals


Learns the rules and uses of tenses and applies them in writing

Understands the tenses and their import

MCQ, VSA


130

Using Reported Speech



Use correct tense, punctuation and the rules of reported speech - MCQ, VSA

Active and Passive Voice



Understands and identifies the two different voices -MCQ, VSA

Knows sentence patterns

Learns through use and function

Has precise and practical grasp of sentence structure

Practice and assessment, MCQ and VSA

Vocabulary



Identifying uncommon plural forms of words. E.g. Focus - foci Stimulus - stimuli Syllabus – syllabi Plurals that do not end in s, es

Teacher illustrates certain words which have uncommon plural forms. and makes the students identify the difference in the formation of plural forms.

Students become familiar with the different methods of framing plural forms.

Give the plural form of the following words. [Revision]


131

Hoof- Hooves And so on [Some reinforcement as well] Recognizing usage of a few words from Indian languages, in English. From Tamil and Hindi

Teacher reads a passage with some integrated words from Indian languages and familiarizes students.

Students become familiar with the correct usage of integrated words, and curious to know more about their inclusion.

Formative MCQ Match the words with the meanings:- Words from Indian languages Some examples: Catamaran Jungle Bazaar


132

SAMPLE MODEL LESSON FOR CLASS I

Criteria adopted in designing the lesson:

1. Content must be an experience for the child – there should be a direct relationship with the context – both of the child and the learning space.

2. Language expression must suit the second language learner. (Use of bilingual to enrich their understanding)

3. There must be appropriately graded sound activities.

4. Oral activities need to have ample scope in the classroom.

5. The content needs to be gender and culture sensitive, and have wherever possible, a local flavour.

6. The activities must be focused around themes/areas and graphics that are real and vivid for the child – eg; My Family, My Pet.

7. There must be space for the child to do a range of related activities that are both art-related, hands on and kinaesthetic, dramatization, singing (as many of the multiple intelligences)

8. Language skill building activities suitable to the content.


133

ONE SUNNY DAY

One sunny day, in the forest, a butterfly was born. She looked around and saw many things! She saw a tree. The tree said, “Good morning butterfly!” The little butterfly flew and sat on a flower. The flower smiled at the butterfly. The yellow butterfly saw a little ant running by. The ant said, ‘Good morning, butterfly!’ The butterfly asked, ‘Where are you going?” The ant said, ‘I am going home.’ The butterfly was thirsty. There was a pond close by. It flew there. The pond said, ‘Come, yellow butterfly, have a sip of water’. The butterfly drank water.

Suddenly there was a splash. A frog had jumped into the water.

The butterfly looked around and said,

‘There are so many new things here to see!’


134

Behind the lesson exercises

Core pages

I Oral comprehension:

Answer in words:

1. Let us read the picture • What are the things in the picture? • What is the butterfly doing? • What colour is the butterfly? • Who jumps into the water?

2. Say Yes or No

· The butterfly saw a fox___________ · The fox was thirsty ___________ · The ant was running by _________ · The butterfly was pink _________

3. Let us sing and say

A butterfly song Butterfly, Butterfly Where have you been? I’ve been to the garden To meet my friends, Butterfly, Butterfly What did you do there? I drank some honey From the flowers Butterfly, Butterfly Where have you been? I’ve been to the forest To see many things Butterfly, Butterfly What did you do there? I drank some water from the pond.


135

· Recite a good morning jingle

IVa. LET US READ

little forest smile ant thirsty butterfly

big pond run frog splash

IVb. LET US READ

Match the words with the pictures;

___________ ___________ ____________

IVc. LET US READ - MATCH THE WORD IN THE BOX

Frog Forest Fox

*********************************************************

Fish Flew frog

*********************************************************

but fly butterfly

*********************************************************

Forest

Frog

Butterfly


136

IVd. LET US READ

· I like to run fast. · A butterfly flew. · Good morning. · I see many things. · A boy smiled.

Va. (Listen to the sounds) Sound it out Activity

Sound of

b t f a

Vb. Orally say a few words and then draw one thing in the box that begins with ‘b’ sound that you see around you. (eg. board, boy)

Butterfly, Box, Ball

Fan, Flower, Frog

b draw

f draw


137

Tree, Table, teacher

Ant, aunty, apple, all

VIa. Let us write

Trace on the dotted lines and help the fish swim.

t draw

a draw

bm


138

VIb. Dotted outline of a butterfly: Join the dots

Frog

VIc. Trace these letters [2nd letter is dotted]

b b _ f f _ t t _ a a _ VII. Let us talk (Oral Activity)

· Have you seen a butterfly · How many wings does a butterfly have · What are the colours you have seen in a butterfly?

VIII. Let us act Become butterflies and move about like you have seen them move.


139

IX. Let us observe · Go out side a class or take them to a garden and spend ten minutes quietly

watching butterflies

X. Let us think – give a picture (spot the animals, butterfly saw in the forest)

XI. Did you know? · Butterflies have 6 legs and 4 wings!

***********************************


140

Behind the lesson – One sunny day

Supplementary Work

I. Comprehension: Oral Activity

Answer the following in phrases or sentences

1. What did the butterfly see first?

2. What made the splash sound?

3. Who was running home?

4. Where did the butterfly drink water?

II. Let us speak

Teacher says:

The butterfly says, “I like to see many new things.” What are the things you would like to see?

Students respond-taking turns: I like to see…….


141

III. Sound out activities

a. Trace the bubbles and the letters in each bubble. Say the letter and its sound. Say a word in the lesson that begins with each of these sounds.

m

p

a

f b


142

IV. Say the word which rhymes with the words given below. Find them in the grid.

L i P m P

r f C a l

m z X y O

S e E l g

Va. Let us read.

Picture read:

Give a picture of a forest or a garden and ask them to read or name all the animals they spot in the picture.

Vb. Read and draw

Read the sentence and draw a picture from it.

• There are many trees in the forest. • The fish and the frogs splashed in the water.

V. Let us write

Look at the picture say aloud and fill in with correct letter

sipsaytree frog


143

Eg. Picture of fish – fish

Fish -ond

Pic of jeep

-eep

-nake

Pic of flower

-lower Pic of boy -oy

Pic ot top

-op Pic of tree -ree

Vc. Read and spot the odd one out.

Frog ant butterfly ball

Tree pond boy flower

b. Write and say [Trace]

frog flower

butterfly tree

jump drink


144

VI. Let us talk

What are things we see in a garden?

In a garden we see………

VI. Let us do (with a partner)

Use our palms. Draw two outlines beside each other and make a butterfly. Colour it.

VII. Let us observe

Watch a butterfly outdoors and share in large group all that you saw and understand about the butterfly.


145

IX. Did you know [provide picture books]

The Monarch Butterfly lives only for 2 months,

but travels

more than a 1000 miles in its lifetime!


146

VIII. Do and see

Observe various living things around you and list living things that fly and living things that crawl

Teacher gives a list of things that fly and crawl, and the student puts a dot in the correct column.

FUNCTIONAL ENGLISH ACTIVITIES – Individual Activity

Find the words in the grid that rhyme with the words given below: (One has been done for you).

pay, hot, fan, dig, bell

b i g d p

r f c a n

n refQ cs 1 1 0 sc1 0.603688 re546608 137rscn960.12 -3-22 /TT1311 Tf refBT12192 .02562jET79.8401 Tm02g0.Tm0 2gw(Living things that fly17 Tc(a )TjET306608 592 5.0 2306608 546608 l44365re54663 l30663e54663 l30663e592 5.0l223.62 mW* n cs 1 1 0 sc1 0.60306608 546608 137r0.1960.12 -3-Q2 mW* n cs 1 1 0 sc1 0.6030663e54663 137r0.1960.06 29.22 refBT12 06608 562jET79.8401 Tm001g0.Tm0 5gw(Living things that crawl3 Tc(c )TjET7436scn558.84m62399 116.6.12 -W.6222 refBT12 436scn562jET79.840.Tgw(17 Tc(aQ0367ref592 5.0608 608.54 cn3- 67ref592 5.0276206m608.54 cn3-44365re592 5.0608.54 f608.54 cn3- 67ref54663 608 960.06 29.305.76f54663 608.54 960.06 29.44365re54663 608.54 960.06 29. refQ cs 1 1 0 sc1 0.603688 re4)Tj98 137rscn90.78 cn3-22 /TT 11 Tf refBT123688 re5348 re79.8401 40.Tgw<00 > Tc(n )TjET306608 545.76f 2306608 4)Tj98 l44365re4)Tj98 l44365re518refl30663e518refl30663e545.76fl223.62 mW* n cs 1 1 0 sc1 0.60306608 4)Tj98 137r0.190.78 cn3-Q2 mW* n cs 1 1 0 sc1 0.6030663e518ref137r0.16.8.06 29.22 refBT12 0663e5348 re79.8401<00 > Tc(n 67ref545.76f276206m608.54 cn3- 67ref4)Tj5 608 91.26fcn3- 67ref4

Documents

Dtert – Draft Common Syllabus 2009