TEACHER TEXTENGLISH

STANDARD II

GOVERNMENT OF KERALA

DEPARTMENT OF EDUCATION2015

Teacher TextEnglishStandard II

Prepared by:State Council of EducationalResearch & Training (SCERT)Poojappura,Thiruvananthapuram -12,Kerala.E-mail:scertkerala@gmail.comType setting by:SCERT Computer Lab.

Printed at:

©Government of KeralaDepartment of Education2015

Members Participated in the Workshop

MembersGodwin P.S., Trainer, BRC Neyyattinkara, Thiruvananthapuram

Jaya Menon, AUPS Alampallam, Kollengode, Palakkad

Krishna Gnana Sundaram, GLPS Chenkottukonam, Thiruvananthapuram

Manju G S, GHSS, Aruvikkara, Thiruvananthapuram

Preetha P.V., GHSS Mancha , Nedumangad, Thiruvananthapuram

Rajan C, Lecturer, DIET, Thrissur

Sijarani R.S., GLPS Aruvikkara, Thiruvananthapuram

Sujarani R.S., GHS Avanavanchery, Attingal, Thiruvananthapuram

Sujatha P V, GHS Bengara, Manjeswar, Kasaragode

Sukhadan K N, HM, CAUPS Pariyapuram, Tanur, Malappuram

ArtistHaridasan N K, Art Teacher, GHSS Feroke, Kozhikode

ExpertsBindu S, Sel. Grade Lecturer (Retd.), University College, Thiruvananthapuram

Dr Chithra V R, Assistant Professor, University College, Thiruvananthapuram

Dr Manju C R, Assistant Professor, Govt. Arts College, Thiruvananthapuram

Dr Sushil Kumar, Assistant Professor, Devasom Board College, Sasthamcotta, Kollam

Academic Co-ordinatorJose D Sujeev, Research Officer (English), SCERT, Kerala

FOREWORD

Dear teachers

The curriculum revision process has been initiated in Kerala since 2013. This TeacherText is a resource book for teachers of English of Standard II. As teachers, our goal is tohelp our learners make the maximum possible academic gains in a positive, respectfulenvironment that promotes their success and nurtures their desire to learn. One of thegreatest tools available to us in this pursuit is the Reader, prepared for this specific purpose.We hope that the Reader will be highly useful for the learners and the teachers.

The goal of the Teacher Text is to empower teachers in the use of the Reader, through aneffective and efficient procedure for facilitating learning. We begin this book providingcertain elements in general viz. Approach in General, Approach to English language,Specific Aspects in the Reader, Strategies of Editing and Assessment and Skills andStrategies. Basic instructional procedures are presented and illustrated with examplesrepresenting each content area and level.

We hope the teachers will be much empowered during their involvement in the teaching/learning process of each content area and in developing lesson plans. We focus onestablishing an environment that supports both teachers and learners.

As the process, strategies and techniques are only suggestive no teacher is bound to followthis text as such. You are free to modify, adopt or even search for new and better strategiesthat suit your learners. Creative suggestions for improvement are always welcome.

Hope this Teacher Text will be a useful material in transacting the English Reader forStandard II.

Wish you all the best.

Dr S Raveendran NairDirector

SCERT, Kerala

CONTENTS

Part I 5 - 59

Highlights of the Reader and the Teacher Text

Chapter 1 Kerala School Curriculum 2013

Chapter 2 On Approach and Methodology

Chapter 3 Basic Premises on which the New Textbooks are Developed

Chapter 4 Specific Areas of Second Language Pedagogy

Chapter 5 Assessment Approach

Sample Teaching Manual

Formats

Part II 60-160

Unit 1 Bruno, the Puppy

Unit 2 Flying Kites

Unit 3 The Mother Tree

Unit 4 Jungle Fight

Unit 5 Who is our Neighbour?

Unit 6 The First Flight

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6

20

25

28

38

49

57

60

77

89

103

131

144

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o Constructivism is the basicprinciple on which the EnglishReader is developed.o The cognitive-interactionistapproach which conceiveslanguage both as a socialconstruct and individualconstruct is followed.o The Reader is designed in sucha way that various skills oflanguage are integrated andscope for constructing differentdiscourses is ensured.o The Reader contains children'sliterature by renowned writersfrom across the world.o Performance based activitieslike choreography, enactment ofskit, role-play etc. are given forpresentation either in the class oron stage.o The transactional process ofthe learning material explores thepossibilities of ICT as a tool for

Highlights of the Readerand the Teacher Text

language learning.o The Reader contains pages forassessment. 'I Can' is for the self-assessment of the learner and'My Learners' is for the teachers'assessment of the learners.o A comprehensive TeacherTextbook which gives details onthe approach, methodology,techniques of transaction,planning and evaluation isdeveloped along with the Reader.o The activities suggested in theTeacher Textbook are suggestiveand not prescriptive. Teachers arefree to adopt and modify thesuggested activities to suit thelevel of the learners in theclassroom within theconstructivist paradigm.o Ample opportunities areprovided in the Reader for thelearners to analyse and practisethe elements of language.

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General Approach1.1. PrefaceThe quality of life in the state of Keralais noteworthy and commendable. Thespread of general education andexcellence in the field of public healthare the major factors behind thisachievement. In spite of this, the fieldof education, in Kerala, faces thechallenge how quality education can beprovided to all the learners who comefrom different sections of the society.On the basis of the National EducationPolicy (1986), infrastructure develop-ment and teacher training programmeswere widely carried out. Along withthis, there were attempts to make thecurriculum child-centered, activity-based and process-oriented, therebymaking it contemporary. This led to therealization that knowledge has to beconstructed in classrooms. Thus,activities have been initiated that positthe child at the centre of theeducational process.

Chapter 1Kerala School Curriculum 2013

Changes occur every minute in all fieldsof life. The latest findings and practicalexperiences in pedagogy andeducational psychology have enabledthe development of learning materialsand the transaction of learningexperiences in a better way. These areaimed at the overall improvement oflearners.

‘It must be ensured that children whohave different socio-economic back-grounds and different physical,psychological and cognitive abilitiescan learn and achieve success at school.To overcome the limitations thatdevelop from differences in gender,caste, language and physical disabilities,policies and projects will not aloneserve; instead, there is a need to selectand design suitable teaching methodsand learning objectives right fromchildhood.’ (NCF 2005, p-27).

Thus, as pointed out by NCF, theperspective should be to adopt minuteas well as scientific strategies to

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provide the desired learning outcome tochildren from all sections of society.This can be achieved only if curriculumrevisions are carried out periodicallyand the system is always kept active.The existing curriculum is revised onthe basis of this vision by imbibing theexperiences, findings and research ofthose who constantly intervene in thefield of education. The scientificapproach of proceeding from what isgood to what is better is adopted here.

1.2 Relevance of Kerala SchoolCurriculum 2013The field of education has witnessedthe introduction of several innovativeideas during the last many years. Withthe implementation of the Right toEducation Act in the year 2009, qualityeducation has eventually become theright of the child. The curriculum forschools has to be raised to aninternational educational standard toimplement such a right-basedcomprehensive school developmentvision. International standard does notrefer to the standard set by anyparticular country. It is the sum-total ofthe knowledge and experiences thathave to be gathered by a child in anypart of the world, after a particular stageof education. This shows that there isthe need to provide internationallyaccepted teaching-learning models tothe children in Kerala.

During curriculum revision, it isessential to consider the rulesconcerning curriculum and assessmentin the Right to Education Act.

Right to Education Act – 2009Section – 29 (Chapter 5)The Curriculum and theAssessment Process1) The curriculum and the assessmentprocess for primary education have tobe stated through an academicauthority authorized by the respectivegovernment through a notice.

2) The following have to be taken intoconsideration while stating thecurriculum and assessment processaccording to Sub section (1) of theacademic authority.

(a) Suitability to the stated values of theConstitution.

(b) The overall development of thechild.

(c) The gradual up-gradation of theknowledge, ability and expertise of thechild.

(d) The complete development ofphysical and mental abilities.

(e) Learning in a method that is child-friendly and child-centered throughactivities, findings and exploration.

(f) The medium of instruction has to bethe mother tongue of the learner, to theextent of practicality.

(g) To free the child from fear, mentalstress and anxiety and to help the childto express his/her ideas freely.

(h) Continuous and comprehensiveassessment of the knowledge acquiredby the child and how he/she applies it.

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CHILDREN'S RIGHT TO FREE AND

COMPULSORY EDUCATION - KERALA

RULES AND PROVISIONS 2011

Academic Authority1. SCERT will be the authority withrespect to Provision 29.

2. When the academic authoritynotified in Sub-Rule 1 prepares thecurriculum and the evaluationprocedure it should not affect thespecifications from (a) to (f) of Sub-section-2 of Provision 29 of this Act.

(a) Designing syllabus, textbooks andlearning materials that are relevant andsuitable to the age to develop basic lifeskills.

(b) Fix the minimum learning objectivefor each subject from Class I to VIII anddevelop the indicators of excellence forthe learners, along with forming thenorms of responsibilities for teachers.

(c) Developing in-service teachertraining materials as part of teaching-learning objectives.

(d) Designing pre-service and in-servicetraining for teachers to provideeducation to children with disabilities,as per the specifications in the Peoplewith Disabilities Act (1995) equalopportunities, protection of rights andtotal participation.

(e) Preparing guidelines to carry outcontinuous and comprehensiveevaluation.

(f) Taking up researches and studies onthe policies, programmes, curriculum

and the teaching objectives andcommissioning it.

In the light of the Right to Educationcontinuous and comprehensiveevaluation has become a constitutionalresponsibility. The curriculum has to berevised to ensure this. Curriculumrevision must be viewed from thisperspective.

Let us examine the characteristics of theKerala School Curriculum (2013).

1. Curriculum that is child-centered,process-related, activity oriented andvalue based.

2. Lays stress on the learning outcomesat the cognitive, process, attitudinaland value domains.

3. Curriculum that is based on thephilosophical foundation ofconstructivism.

4. Gives freedom for the teachers toemploy logical and variegated learningstrategies during the transactionprocess.

5. The flexibility to carry out variousteaching/learning strategies realizingthe learning outcomes, nature ofcontent and the different levels of thelearners. It considers discoverylearning, concept attainment method,deductive thinking, meta-thinking, co-operative thinking, collaborativethinking, developing reflective thinkingand giving individual and groupopportunities.

6. It gives importance to ensuring the

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learning achievements of the learners,along with free and universal education.

7. A curriculum that considerseducation comprehensively from thepre-primary level to the highersecondary level.

8. Prepares textbooks for each classaccording to the Kerala State syllabusand curriculum and integrating thesubject content at the national level.

9. For the first and second classes,three textbooks, for the mother tongue(integrating environmental studies),Mathematics and English - areprepared, similar to the nationalcurriculum.

10. English medium textbooks areprepared from class I to IV.

11. Gives importance to Malayalamwhich is a classical language and themother tongue of the people of Kerala.

12. It suggests that a unified curriculumshould be designed for pre-primaryeducation and be made a part of formaleducation.

13. Instead of treating Information andCommunication Technology (ICT) as aseparate subject, it should be used as aneffective medium for transactingvarious subjects.

14. Along with designing variousinnovative learning strategies forchildren with special educational needs,different evaluation activities aredesigned and employed.

15. Continuous and ComprehensiveEvaluation (CCE), that is based onlearning outcomes, is ensured.

16. Health and Physical Education, ArtEducation and Work Education areconsidered as compulsory subjects.

17. At the higher secondary level,textbooks that are contemporary areprepared.

18. In the light of the Right toEducation Act (RTE), right-basededucation is stressed upon.

19. Opportunities are made available toeach teacher to rise to the level of amentor providing care and securityinside the school campus and theclassroom.

20. Lays stress on the Code ofProfessional Ethics for SchoolTeachers.

21. Contemporary, as it is designed tomake the learners achieve the latestlearning skills.

22. Suitable to mould a generation thatinternalises human values.

23. Suitable to an education thatprovides equity and equality.

We envision a Curriculum that aims atthe harmony of the head, heart and handto make learning natural, with stress onthe comprehensive, cognitive, mentaland action-oriented development.

Therefore, the curriculum approach andits theoretical and practical foundationare envisioned as follows:

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1.3 Curriculum ApproachA child is born with natural abilities tolearn from its surroundings. The formaleducation that the child gets fromschool should open up possibilities tolook at the world from a newperspective, to understand, interactand evaluate it.

Learning takes place by confrontingproblematic situations and throughproblem-solving. What should be theapproach to curriculum transaction?

• Activity-based

• Process-related

• Ensuring learning

• Suitable to achieve learning objectives

• Environment-based

• Considering areas of development

• Suitable to the nature of the learner

• Integrating learning and evaluation

Learning based on constructivismforms the foundation of the curriculum.The distinctiveness of this perspectiveis that it conceives knowledge assomething constructed in a natural waythrough learning activities in which thealready acquired knowledge and theconceptual background of the learnerare well considered.

Learning experiencesIt is understood that the acquiredknowledge, abilities and inclinations oflearners from various backgrounds aredifferent. It is important to accept thisvariety and create learning experiences,considering individual differences andmultiple intelligence.

Learning atmosphereThe classroom must be organized insuch a way as to make the learnersparticipate in the learning activities.This must be done by taking theinterest and development of thelearners into consideration.

Learning process• Learners relate their previousknowledge to the knowledge that theyconstruct.

• Knowledge construction has to beinternalized at the individual andcommunity levels.

• The differential needs of the learners canbe met by flexibly selecting and adaptinglearning activities.

• Learning outcome is ensured whenproper learning experience is provided.

• Learning and evaluation should go handin hand.

• Learning outcome can be achieved onlyif the needs of the learners, appropriatecontent and teaching methods aremeticulously applied.

• Learning process should aim at the all-round development of the learner.

1.4 Learning OutcomesKnowledge, abilities, attitudes andvalues are formed in a child through thelearning activities related to differentsubjects. Some of these are achieved ina short period while others are not. Thechanges that are effected in a child canbe fixed early. While designing the

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curriculum, the focus should be on thelearning outcomes which are thevarious objectives that are expected tobe transacted by the learner at differentstages of school education. Through aseries of learning activities in each unit,the learning outcomes evolve andbecome the learning outcomes of aparticular class towards the end of theacademic year. These become thespecific outcomes of the educationperiod. The speciality of learningoutcomes is that they are observableand measurable. The knowledge, skills,values and attitudes can be assessedthrough the analysis of each unit, classand stage. The learning outcome of alllearners should be ensured through theeffective transaction of the curriculum.

The characteristics of learningoutcomes can be consolidated asfollows:

• Learning outcomes are theknowledge, skills, attitudes and valuesthat are acquired through subject-related learning.

• Learning outcomes are observable andmeasurable.

• Learning outcomes can be achieved ina short term as well as in a long term.

1.5 Learning ResourcesLearning resources are essential for theeffective transaction of the curriculum.For the successful completion of thelearning activities, the followinglearning resources should be properlyutilised.

• Library

• Lab (Maths, Sciences)

• Learning Aids

• Display Board

• Computer Lab

• Multimedia Devices

Besides, there are several platforms inschools where the hidden talents of thelearners can be showcased. Some aregiven below.

• Assembly

• Bala sabha

• Clubs

• Group discussion

• Seminar/Symposium

• Study tour

• Voluntary organisations like: SPC,NSS, NCC, Scouts and Guides, etc.

1.6 Inclusive EducationIn the classroom, an atmosphere that iscongenial to all learners must becreated. There are two categories oflearners who require more help andconsideration. This ensures EquitableQuality Education.

Who are those in need of specialattention, learning assistance andprotection?(a) Learners who are socially andeconomically marginalizedThose who face extreme poverty, tribalpeople, girl children, those belonging to

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the scheduled caste and scheduledtribes, immigrants, those who do nothave a permanent settlement and thosewho undergo discrimination of variouskinds deserve special attention,assistance and protection.

The limitations and differences of theselearners should be identified, acceptedand respected. Through the combinedeffort of all teachers, the problemsfaced by these learners can be solved.

(b) Learners who face physical andmental challengesLearners who face physical and mentalchallenges and those who experiencelearning difficulties have SpecialEducational Needs. The issues includehearing impairment, eye-sightdisorders, limitations of cognition,loco-motor disabilities, learningdisability, autism, cerebral palsy,multiple disabilities, lack of emotionalequilibrium and attention disorders.

The following have to be consideredduring curriculum transaction tofacilitate the learning for these learners.

• The planning of learning activitiesconsidering their learning needs andaptitudes.

• Adaptation in lesson plan to facilitateparticipation in learning activities.

• Implementation of a multisensoryapproach considering the difference inlearning pace and learning style.

• Planning and implementation ofremedial practices and enrichmentpractices that are need-based, for each

learner.

• Execution of different flexibleassessment strategies.

• Ensuring the assistance of resourceteachers and other experts.

• Ensuring the support of parents withregard to the child’s learning andprotection.

Along with these, Gifted Children whoneed special consideration are also tobe taken care of. Thus the schoolactivities and infrastructure have to bescientifically organized to facilitateinclusive education.

1.7 Scope of Information andCommunication TechnologyInformation and CommunicationTechnologies have recently gainedgroundswell of interest. It is asignificant research area for manyscholars around the globe. Their naturehas highly changed the face ofeducation over the last few decades.

Need

Suitable ICT materials related tocurriculum transaction have to beincluded. The possibilities of ICT canbe used to overcome the limitations ofthe textbook. Teachers have to equipthemselves to choose the areas whereICT can be used to provide an effectivelearning experience.

Suitability

ICT possibilities that kindle variouslevels of creativity and intelligence of

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the child have to be considered. Withthe help of ICT, the curiosity of thelearner should be ignited. Children whohave disabilities of the sensory organswill find it more useful. This is alsohelpful in providing learningexperiences according to differentlearning styles.

Authenticity

The authenticity of learning materialshas to be ensured. Information gatheredfrom the websites of variousdepartments, educational websites,portals, blogs and social network can beused after verifying their authenticity.The practicability of ICT materials usedin classrooms also has to be ensured.

These materials and the software thatare used for their presentation have tobe made easily available. ICTpossibilities should suit the age andmental state of the child.

1.8 Areas to develop values,attitudes and commitmentsAreas such as awareness ofhumanitarian values and constitutionalvalues, attitude that strengthen sociallife and growing social commitment arethe prime concerns of the curriculum.Details of the conceptual areas aregiven below.

Democratic Sense

While choosing the content for differentsubjects, the perspectives ondemocracy have to be considered. In

the planning and transaction of learningactivities, there should be a democraticapproach. The aim of the curriculum isto form a democratic approach througha democratic class and otherdemocratic platforms.

Constitutional Values

The values and objectives that areupheld by our constitution have to bereflected in the curriculum. Thecontent and the transaction processshould be selected to enable learnersacquire constitutional values.

Secular Attitude

Subject areas that help in developing asecular attitude have to be included.

Tolerance

The curriculum should aim at includingeven those who tend to have asecessionist attitude.

Creative Thinking

There is a need to develop creativethinking and the urge for discoveryamong the learners. There should bepossibilities for creative enquiries in thecontent areas and learning strategies ofthe curriculum. Multiple intelligenceshould also be considered.

Respect for one’s cultural heritage

One of the aims that the curriculumenvisions is to create a respectfulattitude for one’s cultural heritage andhistory.

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EqualityIt is essential to ensure equality in thelearning activities.Leadership QualityThere is a need to design learningstrategies that would help in mouldingleaders who can face the challenges ofthis millennium. In the classroom,opportunities must be created todevelop leadership skills amongchildren.

Life Skill EducationLife skills such as self-awareness,empathy, communication skill,interpersonal relationship, creativethinking, critical thinking, decisionmaking, problem-solving, emotionalequilibrium and managing stress haveto be developed in learners. These lifeskills help the learner to face life withself-confidence.Civic SenseJust as the state is expected to fulfilcertain duties to the citizens, thecitizens are also expected to performcertain duties towards their fellow men.The aim of education is to create acommunity with civic sense and a senseof responsibility and discipline.Human RightsHuman rights have to be givenimportance in the curriculum. Theyrefer to the right of individuals to livewith dignity.Child RightsIt is our duty to protect all the rights ofchildren.

Protection of Nature and NaturalResources and EnvironmentalHygieneLearners should be made aware of thebasic concepts on nature and itsconservation from primary classesonwards. It is necessary to make themaware of the fact that cleanliness ofone’s surroundings is as important aspersonal hygiene. Environmentconservation is equally important, sinceany change in the equilibrium of natureand natural resources may have far-reaching effects.

Peace EducationThe basis of peace education is todevelop values and attitudes to interactwith others and the surroundings in apeaceful and friendly manner. It isessential to include content areas thatreflect values such as peace andharmony.

Legal LiteracyCitizens of a democratic country mustpossess awareness of law. It is the needof the hour to include content areasthat ensure legal literacy. Variousprogrammes involving Law Clubs, LawClinics, etc. can be organized to createawareness of Law.

Awareness of CybercrimesThe misuse of ICT and related criminalactivities are on the rise. Awarenessshould be created among children tomake them stay away from suchactivities. A clear idea should be givento them on the proper use of internet, e-mail and social networking.

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Media LiteracyMedia has great importance in oursociety. The visual media hastremendous influence on children. Sothe curriculum should include areaswhich give importance to medialiteracy.

Perspective on ConsistentDevelopmentThe curriculum must reflect ideas onhow environment and development cango hand in hand. It should also presentperspectives on consistentdevelopment and create acomprehensive awareness onenvironment.

Adolescent EducationThe possibility of including contentareas on adolescent education shouldbe explored with the help of childpsychologists, health workers, doctorsand teachers.

Consumer Culture-Negative EffectsFacts concerning the negative aspectsof consumer culture have to beincluded in the curriculum. Our rightsas consumers and consumer lawsshould be included in the curriculum.

A negative attitude towards drugsand intoxicantsChildren should be made to realise thatalcohol, intoxicants and tobacco areinjurious to health. Pictures, pamphletsand visuals on the physical and mentaleffects of drug abuse, for example, canbe included in the content areas.

Gender JusticeThe curriculum should ensure genderjustice and gender equality.Discrimination on the basis of gendershould not be reflected in the contentareas. It is the responsibility of teachersto ensure gender justice while carryingout learning activities.

FrugalityFrom the primary classes itself, childrenshould learn the basics of frugality.Activities that help in making thispractical can also be organized.

Road SafetyTraffic rules and practical suggestionsto avoid road accidents are part of roadsafety. Children should develop anawareness that the road is a public placeand that everybody has the right to useit.

In the natural transaction of thecurriculum, learning experiences inthese areas should be included.Activities of various clubs, SPC, NCC,Scouts & Guides, JRC, Vidyarangam,Kalasahithyavedi, Gandhidarsan etc.can be platforms to develop values,attitudes and commitment.

1.9 Right Based EducationThe UNESCO has taken an initiative todecide the rights of children andimplement them globally. As a result ofthis, legislation has been made toprotect the rights of children in manycountries. In India, RTE, an epoch-making legislation was implemented in

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2009. The three facets of Right-basedEducation are Participation, Provisionand Protection.

What does the child think about his/her rights?

Participation

• My opinion is sought for whendecision concerning me/children aretaken.

• My interests are given importancewhile taking decisions.

• I get opportunities to participate inlearning activities, realizing my abilitiesand shortcomings.

• I can go through a learning processthat helps me to nurture my abilitiesand overcome my shortcomings.

• My opinions are valued.

• Along with my friends, I get ampleopportunity to participate in classroomactivities.

• I get opportunities to showcase mytalents.

Provision

• I get the service of teachers who havethe required educational qualification.They also update their knowledgeregularly.

• I get learning experiences in theprescribed time.

• I get a classroom atmosphere thathelps to nurture my physical and mentaldevelopment.

• My teachers are able to preparelearning aids that are helpful in learningactivities.

• I get devices and opportunities for artand physical education.

Protection

• I do not experience any kind ofdiscrimination at school.

• I am not ignored in any way.

• I am not tortured either physically ormentally.

• I can interact with my teachersfearlessly.

• Though a child, everyone approves ofmy privacy.

• I am sure that I will be secure both athome and school.

1.10 MentoringRTE considers the ‘teacher’ as a‘mentor’. At the outset of thecomprehensive school developmentproject, mentoring has much relevanceand importance. Certain guidelines areessential for the achievement of thelearning outcomes. There have beenconsiderable changes in the teacher -learner relationship which is the primefactor in the educational scenario. Theteacher is not considered as the sole‘supplier’ of knowledge but as thefacilitator who unifies variedenvironments for the learner to acquireknowledge. In fact, school becomes‘second home’ for the child. Love,

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consideration, security, appreciationand recognition are expected bylearners. A teacher can know moreabout his/her learner’s individual traitsthrough the following activities.

• Home visits

• Communication with parents

• Continuous observation of the learner

Thus, teachers play the role of co-guardian. Learners get proper guidance,advice, scaffolding and chances forimprovement through mentoring.

Through mentoring:

• the teacher and the student enjoysproper learning experiences.

• the knowledge area of the teacher andstudent widen.

• the bond between the student and theschool is strengthened.

• personality development and learningdevelopments are ensured.

• the relationship between parents andschool is strengthened and an overallview of the learner’s learning process iscreated.

• the participation of learner in arts,sports and health awareness studies canbe evaluated.

• Mentoring has to be manifested as aprocess which caters to personalitydevelopment and interest in learning. Itshould also help in continuous

evaluation. The class may be dividedinto small groups and the class teachercan be given the responsibility ofevaluating the progress of each group.

Teaching Manual• Every teacher should be able to

plan creative methods with a viewto achieving learning outcomes.Teacher must be able to customizethe activities given in the textbookto the level of the learners in theclass. He/she has to includesufficient number of activities inthe plan so that target learningoutcomes are achieved. Theprocess column of the teachingmanual should contain strategiesthat incorporate learning activitiesand evaluation. The assessmentcolumn should contain the recordof information obtained throughcontinuous evaluation.

• It would be better to present theteaching manual which containsthe planning of a week in theSchool Resource Group (SRG) orin the concerned Subject Council.Teachers are expected to prepare areflection note based on theassessment column and the samecan be subjected for detaileddiscussion in the Subject Council orSRG. The future planning of theteacher should be based on thisrecord. The format of teachingmanual is given below.

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Teaching Manual

Name of the lesson:

Date:

Expected time:

Theme:

Learning Outcomes:

Ideas:

Skills:

Language Elements:

Discourses:

Values, Attitudes:

Learning Aids:

Expected Product:

Activity Page Assessment

Signature of the HM Signature of the teacher

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Reflection Notes

My Findings/Realisations

(Based on the evaluation of the learning activities)

Follow-up activities and remedial measures:

•

•

•

•

Why reflection notes?The reflection note is to be prepared only after the completion of all the learningactivities which are done for the specific learning outcomes. These reflection notesshall be presented in the weekly assembling of the SRG. They are aimed at givingdirections for future plans. They are helpful for the consolidation of the CE.

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Chapter 2

On Approach And Methodology

There has been a remarkable andunprecedented dispersion of Englishlanguage over the past fifty years inseveral ways—by the increasingnumber of users of the language, by itsdepth of penetration into societies andby its range of functions. In India,English is not our language of being oridentity. It has come to be the languageof doing, the language of academics andthe language of recognition. In thecurrent Indian context, on the one handthere is an increasing demand forEnglish which is associated withprogress and development, while on theother, the language is also perceived asa destroyer of native or indigenouslanguages. This warrants a politicallycorrect approach in the teaching andlearning of English.

The demand for English emerges frommany factors, as recognised in theposition paper on the Teaching ofEnglish produced by the NationalCouncil of Educational Research andTraining (NCERT) in connection withthe National Curriculum Framework2005: ‘English in India today, is a

symbol of people’s aspirations forquality in education and fullerparticipation in national andinternational life. English is thelanguage that empowers our people inthe present context’. The language hasso strong a data base on the internetthat it is widely used in social media toconnect people of differentnationalities. As the language of tradeand commerce, higher education andscience, English enjoys a status whichno other language has.

Perspective on Language andLanguage TeachingLanguage is a means of communication.It is a system with its own rules andconventions. It enables us to makesense of our identity and the largerworld around us. Language learninginvolves cognitive and affectiveengagement. Language use is guided byour awareness of the purpose, audience,context and culture in which it is used.The traditional view of the mothertongue causing a negative impact onsecond language acquisition is totallyabandoned by linguists and pedagogues

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across the globe. Bilingual or evenmultilingual learners are seen as richresources for learning a secondlanguage. Constructivism and learnercentred approach are the basic premiseson which a language curriculum isdesigned. In the initial stages oflanguage learning, the focus has to be onliteracy skills. Literacy is the ability toread and use written and visualinformation and to communicateappropriately in a variety of social andacademic contexts. It involves theintegration of speaking, listening,viewing, creating, reading, writing andcritical thinking in the use andproduction of both texts and newcommunication technologies. Literacyincludes the cultural knowledge whichenables a speaker, reader, writer orviewer to recognise and use languageappropriate to different socialsituations. Print awareness is to beacquired at this level.

The thrust on literacy at the primarylevel is gradually replaced with writingand with any other required literacyskills at the secondary and highersecondary level. By the end ofsecondary and higher secondaryeducation, learners will be able tolisten, read, understand, appreciate andview critically and accurately a widerange of literary and informational/functional texts from print and non-print sources. They should also be ableto speak, write and present English thatis grammatical, fluent, mutuallyintelligible and appropriate for different

purposes, audiences, contexts andcultures.

To achieve the aim of effectivelanguage use, teachers may be guided bythe following principles:

ContextualisationThe learning materials and activitiesgiven to students should be ofauthentic and meaningful contexts. Forexample, lessons will be plannedaround a theme, or a type of text to helpstudents use suitable language skills,grammatical items/structures andvocabulary appropriately in spoken andwritten language to suit the purpose,audience, context and culture.

Learner-CenterednessLearners are at the centre of theteaching-learning process. A teacher isexpected to act as a critical friend whoprovides necessary scaffolding at crucialstages of the learning process.

Learning-focused InteractionThe focus of classroom interaction is tohelp the learners attain knowledge,skills and values and the achievementof expected learning outcomes. Theteacher has to actively engage thestudents by encouraging participation inlearning, motivating them by boostingtheir confidence in the use of language,and by promoting collaboration amonglearners from different socio-culturalbackgrounds.

IntegrationThe areas of language learning such as

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receptive skills, the productive skills,language elements and vocabulary areintroduced in an integrated waytogether with the use of relevant printand non-print resources, so as toprovide multiple perspectives andmeaningful connections.

Process OrientationThe development of language skills andknowledge about the language can beattained by directing the learnersthrough carefully planned processes ofknowledge construction. The teacherwill model and scaffold such processesfor learners, while guiding them to puttogether their final spoken, written and/or multimodal products.

Spiral ProgressionSkills, language elements, structures,vocabulary and various types of textswill be introduced, revised andrevisited at increasing levels ofdifficulty and sophistication. This willallow learners to progress from thebasic level to higher levels of languageuse.

Facilitating Assessment forLearningAssessment for learning is the approachto ensure learning at every stage of thelearning process. Identifying learners’needs, abilities and interests, observinglearning gaps, monitoring learning andproviding timely and useful feedback,for improving learning and self-assessment will result in facilitatingassessment for learning.

The Kerala ContextThe people of Kerala are keen to learnthe language and hence English has itsstrong grip in the entire social fabric ofKerala. The language has its legacy inall walks of social and cultural life. Itsinfluence is evident in education,politics, religion, trade and commerce,literacy, health and so on. The influenceof missionaries and their contributionsin the realms of literacy education, artand science have left a lasting impact inthe social life of Keralites. For them,English is not just an elitist language, itis the language of employment andopportunities as well. The demand ofthe public for English compelled theauthorities to introduce English fromClass 1 onwards in the schools ofKerala. The mushrooming of privateEnglish medium schools in every nookand corner of Kerala is a clear indicationof the aspiration of the people of thestate to make their children learn thelanguage. The ubiquitous institutionsoffering crash courses for developingspoken English is another phenomenonseen in Kerala. In spite of all these,English remains to be somethingintractable for most of the Keralites.

Overview of the Current StatusThere have been positive changes inthe profile of English classrooms inKerala since the introduction of therevised curriculum and textbooks in2007, based on the Kerala CurriculumFramework. The confidence level oflearners in using English has gone up

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considerably. The children across theState have started producing their ownwriting in English in the form of stories,poems and other language discourses.By and large the general proficiency ofteachers has also improved (ImpactStudy, RIESI, Bangalore, 2011).However, a large number of learners arefound struggling to use English for reallife purposes, even after a fairly longperiod of language learning. Thecontinuous study of English for yearshasn’t enabled the learners to use thelanguage in their speech and writingeffectively. A satisfactory proficiencyin English is still a distant dream tomost learners.

Learners are able to read andcomprehend English and constructdifferent types of discourses targeted inthe curriculum to a certain extent. Butmost of them lack the competency toproduce oral and written texts that arecoherent and grammatically acceptable.It has been noticed that the linguisticand conceptual growth which thelearners should attain in constructinglanguage discourses across differentstages is not discernible, as envisioned.The gap between the required and theexisting levels of language proficiencyof the learners needs to be bridged.English requires intensive anddistinctive focus in the process of itsteaching and learning. Learners shouldget optimum meaningful exposure toEnglish.

The existing approach treats languageat the discourse level, which means thatlanguage is not viewed as a set ofdisconnected sentences but as a set oflinguistic discourses such as stories,songs, conversations, diary entries,descriptions, narratives, slogans, etc.But most of the teachers, especially atthe primary level, find it difficult toevaluate the quality of languageproduced by their learners. The editingprocess by which the learners need tobe scaffolded to refine their language isproved to be another challenge for mostof the teachers. This results in learnersnot getting the expected quality oflanguage and learning outcomes.

The textbooks also present languagediscourses as inputs and the learners areexpected to produce different languagediscourses in meaningful contexts. Thereading and writing tasks are not purelyindividual. Learners have to work incollaboration in small peer groups andpresent whatever they have understoodafter reading a text, and they are alsoexpected to present the writtenproducts they develop. There is also aslot for self-assessment by the learnerwhich is done with the help of a set ofself-assessment questions based on themost important features of the task athand. The mechanical repetition ofconstructing language discourseswithout taking care of the quality oflanguages, which should be reflected inthem, has adversely affected theorganic and vibrant nature of languagelearning experience.

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It is an undisputed fact that languageshould be treated as a meaningfulwhole. A learner who undergoes aparticular curriculum process or tasks intextbooks needs also to be aware of theconventions of speaking and writing alanguage. He/She has to be exposed tolistening and reading of different texts.Knowledge about language elementswill work as a conscious monitor oncethe acquisition stage is completed. Ateach level teachers have to ensure thatlearners acquire the concepts, skills andattitudes envisioned for a particularlevel. The academic standards/learningoutcomes may be stated clearly andcare should be taken to ensure thatlearners achieve those outcomes beforethey proceed to the next level.

Dealing with differently-abledchildrenDifferently abled children are part ofthe general classroom and are not to betreated like other children. The primarything that can be done is ‘knowing thelearner’ with the help of the resourceteacher available in the school. Ateacher must know the type ofchallenge the learner has. The help ofthe resource teachers can be sought forthe designing of new language activitiesor adapting the existing languageactivities in the textbooks. It has to beensured that the classroomenvironment is safe, and the differently-abled children are not discriminatedagainst by classmates or teachers.

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Chapter 3Basic Premises on which the New

Textbooks are Developed

Every textbook should take certainfundamental positions on language andlanguage pedagogy. Preparing textbooksis not a process like compiling ananthology of the best poems or prosetexts. It is totally different in design,structure and intention. If so, what arethe basic premises on which the newtextbooks are developed?

a. Texts as Children's LiteratureThe new textbooks give greatimportance to children’s literature.Authentic pieces of children’sliterature, adapted versions of well-known stories and stories developed bytextbook writers are included. Thesestories and songs/poems that can besung in chorus are the main texts.Based on their reading, learners areasked to engage in certain languageactivities so as to apply their knowledgeof English. The meaning-makingprocess of the texts given has to bedone in such a way that every learnergets a chance to listen, speak, read andwrite in the target language.

b. Pictures as TextsThe illustrations used in the textbooksare treated as texts. Hence they alsoneed to be processed in the class. Themulti-coloured pictures will generateinterest in the students and will also helpthem form mental pictures of thecharacters described in the stories andpoems. Teachers are expected to usethese pictures for meaningfulinteraction with the learners. Readingcomprehension can also be tested usingthese pictures.

c. Interaction QuestionsAlmost on every page of the textbook,questions for interaction with learnersare given. These questions mainly servefive purposes.

• To read the pictures

• To elicit the text

• To connect the texts with thelearners’ own experiences

• To predict what is going to happennext

• To prompt critical thinking in learners

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Teachers are expected to ask moreinteraction questions for meaningfulcommunication with the learners.These questions can also help theteacher assess his/her learnercontinuously.

d. Theatre GamesTheatre games are an effective methodfor language acquisition. They help totrigger the imagination of the learnersand make learning a pleasurableexperience. The new textbooks provideample scope for teachers to use theatregames in the English classroom. Forexample, in Class 1, teachers can askthe learners to stand in two lines andproduce the sound of birds/animals,following the instruction of the teacher.If a different sound is produced fromthe groups standing in a line or if theyfail to produce the correct sound, theyare not given points and the groupwhich scores 5 points first becomes thewinner.

e. Language ActivitiesThe new textbooks provide enoughspace for language activities and games.There are many slots in the textbooksfor the learners to analyse the languageused in them and to apply theknowledge of the language in a newcontext.

Teachers may first assign the languageactivities as individual tasks and giveclear instructions to carry them out.Then the activities can be assigned inpairs or groups. Working and playing in

small groups promote interaction,togetherness and team spirit amonglearners.

f. Grammar in ContextThe knowledge of grammar is essentialfor the learners when they write inEnglish. The existing textbooks solelyrelied on the editing of discourses forgiving grammar inputs to the learners.But many teachers find it difficult totheorise on the errors made by theirlearners and to address these errors inthe course of their classroomtransactions. So the new textbooksaddress grammar in a way in which theteachers and the learners canunderstand the usage of languageelements in meaningful contexts.Grammar, here, is analysed in a givencontext through which learnersgeneralise certain features of thetargeted language element. Then theyapply their knowledge of grammar innewer contexts. The explicit teaching ofrules of grammar has been totally doneaway with.

g. Need Based VocabularyDevelopmentThe new textbooks provideopportunities for learners to developtheir vocabulary in a need basedmanner. Developing concept maps andword webs of related words have beenincluded in the textbooks. Instead ofteaching vocabulary items directly,activities for finding out related wordsare given in a learner-centred fashion.

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Moreover a page towards the end of theReader titled ‘My Word List’ will helpthe learners to write down new wordsand get familiarised with them.

h. Simple Language ProjectsSimple language projects that can beundertaken by young learners are givenin the textbooks. It is hoped thatundertaking such projects with theguidance of teachers will boost learners’confidence in using language. Learnersare expected to classify and analyse thedata they have collected and write briefreports on them.

i. ICT IntegrationIt is always a challenging task for theteacher to capture the attention ofyoung learners and to initiate them intoa second language. They are exposed tothe world of high quality digital audio-visual materials and teaching themusing only the ‘chalk and talk’ methodmay not be fruitful. So every teachermust think about using effective audio-visual texts in their classrooms. Internethas a rich repertoire of such goodmaterials. The new textbooks providescope for integrating InformationCommunication Technology inteaching of English.

Videos and audios of the texts given inthe textbooks are freely available on theinternet. Links to certain websites aregiven along with the units in this book.Teachers can make use of the sites forgetting more information and collectingaudio-visual materials to make theclassroom transaction more interesting.Moreover they are expected to find outmore useful spaces in the internet toenrich the classroom experience.

j. AssessmentLearner assessment is a continuousprocess and an integral part of learning.Teachers must assess the learners ateach stage of the learning process.Informal interactions, interactionquestions, reading of the text,associating pictures with the text,language activities and theatre gamesgive teachers ample opportunity forassessing the learners. Apart from these,the textbooks contain two separatepages titled ‘I Can’ and ‘My Learners’for assessment purpose alone. The firstone is for the self-assessment of thelearner, wherein the learner makes hisown assessment on what he imbibedfrom the classroom activities. Thesecond is for the teachers’ assessmentof the learners wherein the teachers canassess themselves and also the learners.

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Chapter 4

Specific Areas of SecondLanguage Pedagogy

Code SwitchingWhen a child is exposed to a newlanguage, use of mother tongue will helphim to make his entry smooth.

Most often we may use mother tongueto translate. But will the translationhelp in language acquisition? Intranslation, no chance is given toactivate the learner's innate languagesystem, which is vital to switch over tothe structure essential of any foreignlanguage. Translation will not helpacquiring the structure peculiar to aparticular language.

Replacing some words of a sentence ora passage in mother tongue withEnglish words will also not help toimbibe the structure of the targetlanguage - English - as the expressionusually follows the structure of mothertongue.

So we have to use mother tongue andshould be done judiciously in order tofacilitate language acquisition. Insteadof mixing words, sentences or group ofsentences in mother tongue are used insuch a way that a thought is generated

in the minds of the children. In otherwords, children can predict the nextpossible sentence or expression. Thatsentence or expression is given inEnglish.

Here, the sentences of both languagesare specific to them. They do not mixwords or sentences, yet they make asense when put together technically wecan call this strategy as code switching.

Code switching is quite natural whentwo persons who know only theirmother tongue, which are different,meet for a purpose.

ChoreographyWhat is choreography?Choreography means the design andarrangement of a ballet or other stageddance, or the sequence of steps andmovements in dance. Obviously, this isa performing art. Sometimes there willbe a single performer. The choreographythat is presented in contemporarycinema and theatre involves a team ofartists.

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Choreography as a discourseA natural question arises: What haschoreography to do with language? Ifthere is a song, the choreographer cancompose movements and perform thedance. Language comes in when thechoreographer wants someone else toperform the choreography that he orshe has composed.

How will the choreographers get theirideas across to others? They can giveoral instructions to the performers. Inaddition to this, they can demonstrateeach movement. How do they do this?They identify the theme of the song andset movements in order to bring outthese. In this sense a good choreographcommunicates to its viewers. In orderto give precise directions to the artiststhe choreographers will have to makeuse of communication skills.

If a script for the choreography isdeveloped very good written discoursecan be produced.

Teacher TalkLanguage is primarily speech. Thisimplies that if the learners have toacquire English they should get inputin the form of language that is spoken.This listening input cannot besubstituted by the input learners getfrom reading. So what is meant by‘teacher talk?’ All teachers talk to theirlearners. We are all aware of this. Infact, sometimes teachers even talk toomuch. Language pedagogues say thatthe teacher’s over-talk is characteristicof any teacher-centered classroom.

Therefore, teacher talk does not meanthis. At several stages of the classroomprocess, the teacher has to interact withthe learners.

Let’s have a glance at these:

• Initial interaction

• Interaction based on the entry activity

• Interaction leading to individualreading of the texts

• Interaction at various stages ofcollaborative reading

• Interaction related to asking analyticalquestions

• Interaction related to the processing ofa poem

• Interaction leading to individualwriting of the discourse

• Interaction related to the individualpresentation of the discourse

• Interaction while the discourses arebeing refined in groups

• Interaction related to presentation ofthe group product

• Interaction prior to the presentation ofthe teacher’s version

• Interaction related to editing

• Interaction related to the languageactivities

• Incidental interaction that might takeplace at any time

Each instance of interaction serves aspecific objective. At the same time allinstances of interaction serve some

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common objectives too. The teachershould know why they have to interactwith the learners at a certain point andhow it is to be done. All these instancesof interaction can be put under theumbrella term ‘teacher talk’.

What are the features of teachertalk?Teacher talk includes the questionsthat the teacher poses in the classroom,the discussions that are initiated onspecific themes and also theinstructions they give to the learners atvarious points. The teachers shouldclearly know the objectives of eachinstance of interaction. They shouldalso take care of the level of thelearners while interacting with them.The general features of teacher talk are:

• error free language withgrammatically correct sentences

• comprehensible to all learners

• audible to the whole class

• dynamic, positive, pleasant andlearner friendly

• free from expressions which find faultwith the learners

• optimal speed of articulation

• articulatory features (such as pause,stress, tone, and tempo) to bemaintained

• not a one-sided talk from the part ofthe teacher but a dialogue between theteacher and the learners

• contains various discourse markers(such as well, precisely, as a matter of

fact, etc.) wherever these elements arecontextually apt.

• contains linguistic elements such astags, short responses, etc.

• addresses higher order thinking skills.

How to make ‘teacher talk’ a richlistening input for the learner?The interaction of the teacher with thelearners at various stages of theclassroom transaction is a rich inputsource for the learners. A few questionsin this context are:

1. What are the common objectives ofinteraction at these stages?

2. Are there any specific objectives foreach instance of interaction? If so, whatare they?

3. How can the quality of interactionbe improved?

Obviously, the teacher cannot use thesame kind of questions for eachinteraction. They depend cruciallyupon the purpose for which theinteraction is carried out. It is fairly easyto see that each of these instances ofinteraction has some specific objective.At the same time, all of them havesome common objectives.

Common Objectives of Interaction• Sharing of ideas

• Sharing of ideas

• Giving rich, authentic listening input• Embedding functional aspects oflanguage in authentic contexts

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• Maintaining rapport with the learners

• For engaging in a dialogue with thelearners

Specific ObjectivesInteractions related to trigger• Eliciting the learners’ assumptions onthe theme at hand

• Eliciting learners’ perceptions on whathas been observed

• Leading the learners to the theme /issue

Interactions at narrative gaps• Triggering divergent thinking

• Eliciting learners perceptions on thetheme

• Making predictions on what mightfollow

• Eliciting learners’ reflections on whathe/she has listened to

• Checking whether the characters havebeen emotionally registered

• Analyzing the situation criticallyInteractions leading to individualreading

• Instilling in learners an urge to read• Helping learners predict what they aregoing to read

Interaction during collaborativereading

• Ensuring that ideas are shared as per

the instructions given to the learners.

• Assessing the progress of group work

• Extending optimal support to thosewho need it

• Ensuring cooperation in team work

• Addressing learning issues of childrenprogressing at a slower pace

Interactions related to scaffoldedreading (posing analytical questions)

• Registering multiple perspectives onthe theme

• Identifying point of view of the writeras well as the learners

• Instilling value systems

• Building up tolerance

Interaction related to editing• Sensitizing the learners on variouskinds of errors

• Checking the learners’ intuitions ongrammaticality

• Building up confidence in usinglanguage

Interaction related to compiling Bigbooks• Addressing the heterogeneity of theclass

• Providing slots for the creativity oflearners

• Checking the learners’ affinity to thetarget language

What the teacher has to do to build up

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a dialogue with the learners. This can bedone with the help of the followingstrategies:

• Using tags (positive, negative)

• Reporting

• Using discourse markers (expressingattitude, politeness etc.)

• Agreeing or disagreeing

• Seeking agreement or disagreement

• Stating one’s own opinion

• Using short responses

• Building up on a certain response

Most importantly, the classroomlanguage the teacher uses forinteracting with the learners will haveto suit the level of the learners.

What are the various levels ofteacher talk?

Each instance of teacher talk serves aspecific purpose. For example, one ofthe specific objectives of the teachertalk, related to the trigger, is to elicit thelearners’ perception of what they haveseen. This holds good for all levels oflearners.

The following strategies can be utilised:1. What do you think the picture/clipping/photograph is about?

2. What ideas do you get from watchingthis picture/clipping/photograph?

3. You have watched the clipping. Youmust have formed some ideas about it.Why don’t you share them with yourfriends?

4. What does the picture tell you?

5. The picture tells us something,doesn’t it? What is that?

6. I was wondering whether someonecould tell the whole class what thepicture is about.

All the strategies given above aresuitable for interacting with the learnersbased on the trigger. But all these arenot at the same linguistic level.

What really matters is whether theperception of the individual learners areaddressed by evoking higher-orderthinking skills.

How can teacher talk be madecomprehensible?

What the teacher says must becomprehensible to the learners. Thereis no point in repeating something withthe pretension that repetition willenhance comprehension. How cancomprehension be ensured? Thefollowing strategies may be useful:

1. Break longer expressions intosmaller ones

Consider the following story:

A dog, crossing a bridge over a streamwith a bone in his mouth, saw his ownreflection in the water and thought thatthere was another dog, with a bone,double his own in size. He immediatelylet go of his own, and fiercely attackedthe other dog to get the bigger bonefrom him. He thus lost both the boneswhich he grabbed at in the water,

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because it was a reflection; and hisown, because the stream swept it away.

There are several sentences in the storywhich contain more than one idea. Thefirst sentence, for example, containsideas such as the following:

• There is a dog.

• He holds a bone in his mouth.

• There is a bridge.

• There is a stream flowing under thebridge.

• The dog is crossing the bridge.

• He sees his own reflection in thewater.

• The dog thinks that there is anotherdog with a bone double the size

It will be better to split long sentencesinto shorter sentences.

2. Include images in the story

It is not enough that the long sentencesare split into small ones. Ensure thatimages are instilled in the mind of thelearner.

3. Use familiar words whereverpossible

There are several English words (theso-called ‘loan words’) in the learners’repertoire of words. They may use thesewords in their day to daycommunication without realizing thatthey are English words.

In some classes, the teacher can workout a concept mapping activity to get an

idea about the words that learnersknow. How can this be done? Thefollowing process may be taken as amodel.

• List down as many themes such asschool, class, kitchen, road, vehicles,etc. while negotiating in the class.

• Ask learners to write in their mothertongue as many words they knowrelated to each of these so that they geta word web or spider graph of eachtheme.

• The teacher can contribute to theword webs by writing each word inEnglish.

• Each of these word webs can beconsolidated and displayed before thewhole class.

• If the learners cannot writethemselves, they can say the ideas andthe teacher can develop the word webfor the whole class.

• Activate these words by using themboth as nouns (naming words) andverbs (action words).

4. Use proper voice modulation

Articulatory features such as pauses,stress, pitch and tone contribute toeffective oral communication. Spokenlanguage will be comprehended in abetter way if appropriate articulatoryfeatures are used.

5. Use optimum gestures

This is also an important component

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that contributes to bettercomprehension. While presenting thenarratives, teacher have to useappropriate gestures. At the same time,they should take care that they are notover-acting. Gestures are to beoptimized in terms of eye-handcoordination, postures and facialexpressions.

Teaching VocabularyNew vocabulary is needed for theenrichment of thought or language. Theproblem to be addressed is how andhow much vocabulary should beintroduced in each class. Practicingteachers know that the vocabulary usedin the textbooks are selected andgraded. Is it good to impose vocabularyon the learners ignoring theirpsychological or emotional needs? Whatstrategies can be used to expandvocabulary among the learners, basedon their needs? It is high time certainnew strategies were devised forenriching vocabulary among thelearners with an element of emotionalempathy.

How to enrich Vocabulary

1. Activate the English words that thelearners already have in their repertoireof vocabulary though they may not beaware that these are English words.These items are conventionally labelledas ‘loan words’. Such words can be usedwhile interacting with the learners.

2. Need for the expansion ofvocabulary in a systematic way through

concept mapping.

Activating stock words

English has contributed a number ofwords to most Indian languages. Today,most people in India use a number ofEnglish words in their day-to-day lifeeven without knowing that they areEnglish words (e.g. book, bag, bat, ball,school, class, teacher etc.). In order toactivate these words, they must beidentified and a strategy found foractivating them.

ReadingWhat is reading? It is as follows:

• decoding the text

• giving meaning to symbols, picturesand letters

• meaning making

• a process of getting the message of thewritten text

• comprehending the text involving thecognitive domain

• something that leads to insightfullearning and thinking

How can learners be made to readand write?Now, a question may arise as to what isreal reading and writing? How and whatshould the learners read and write indiscourse-oriented pedagogy?

Graphic Reading and WritingInstead of the unscientific and illogicalway of introducing alphabet we canmake them read and write graphically.

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Graphic reading means reading a wordand sensing its meaning without evenknowing the alphabet. Graphic writingmeans writing something withoutknowing the letters in isolation butknowing its meaning in totality as aword. Graphic reading and writing helpthe learner pick up the vocabularywithout any process conflict i.e.without any problems of spelling andpronunciation. The learners pick up thevocabulary non-consciously.

Let us work out a strategy for leadingour Class I learners to graphic readingand writing.

• Let pupils collect wrappers of soapcakes, tooth paste, chocolates and soon.

• They can sit in small groups talk abouttheir collection:

Do you like this?

Yes I do/I don’t.

Which soap do you like?

• Let them prepare a concept map bypasting the wrappers of soap cakes.

Organic ReadingFrom what has been discussed above, itis clear that the alphabet is not taughtindependently. Learners developphonemic consciousness throughsystematic spiralling of discourseswhich they experience throughclassroom interaction. After a few daysof experience, learners will be at various

levels with regard to skills of readingand writing.

Several activities can be used beforelearners actually enter a reading passage.These activities have been designed forfacilitating meaningful reading/writing.

Organic WritingEveryone would like to possess a goodhandwriting. But how to achieve this isthe issue.

The conventionalist solution to this isquite straightforward. Learners areexpected to improve their handwritingthrough constant practice.Conventional teacher trainingprogrammes have always insisted onthe need to teach handwriting for whicha supposedly effective methodologyhas been devised.

Why does the conventionalist insiston copy writing?

• Writing is a skill and as such, it can bedeveloped and refined through constantpractice.

• The ascenders and descenders ofEnglish letters demand a four line copybook.

• There are four types of letters for theEnglish alphabet.

• Learners need practice in writingthese various types of letters.

• Notice that none of these argumentscan hold water for various reasons.

• There is no guarantee that the so-

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called good handwriting that is achievedthrough laborious practice will lastforever.

• There are ascenders and descenders inthe writing system of most languages.

• It is against the basic principles ofchild psychology that all childrenshould imitate a certain model ofhandwriting. A person’s handwriting isa personal possession just as his or hervoice is. It is a futile attempt to imitatea standard norm of handwriting.

• We know that copy writing is

- mechanical

- done out of compulsion

- not helpful for catering to language skills

- not creative

- time-consuming

- not monitored closely

- boring

Suppose learners undertake writingtasks on their own. In such instances,they will certainly try to improve theirhandwriting. How can this urge beinstilled in them? The only way to dothis is to involve them in need-basedwriting tasks, which are meaningful.

All that has to be done is to give thosewriting tasks that will psychologicallyappeal to them since they know that bydoing them, they are addressing theirown needs.

For this, they must have opportunitiesto see good handwriting. What are thesources for these?

• The teacher’s writings

• Sign boards on the road side

As facilitators, teachers have to helplearners familiarize themselves withthese things.

Evolving TextThe reading text given in the Readermay be difficult for the learner, if readindividually. So it is necessary to makethe learners get familiarised with theideas in the text. The text given in eachpage is the part of the whole storynarrated in the unit. These texts aresupported with pictures. So a pictureinteraction will help the learners get theideas easily. Instead of mere interaction,the ideas elicited through interactionquestions can be charted out and madeinto an evolving text. This evolvingtext will lead the learners to the real textin the Reader. Thus the evolving textacts as a supporting text to promotereading. This can be bridging textbetween the picture and the given text.So it is very useful to develop anevolving text by eliciting the main ideasfrom the picture. But care should betaken that the evolving text should nothave any new idea other than the realtext given. It is not necessary to writedown all the elicited ideas but only theideas that lead to the real text. Once anevolving text is developed, a clearreading process should be followed.

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Process of Evolving TextWhile developing the evolving text, theteacher has to megaphone the elicitedideas and write it on the chartconsidering each word as a unit.Teacher should say the words aloud andwrite them word by word. This willenable the learners to identify theformation of graphs, pronunciationsand also associate meanings. When onetext is evolved through interaction

questions, it should be written then andthere. After the whole text is evolved,the teacher has to read the entire textaloud with proper voice modulation,pause, stress and pronunciation. Givethe learners a chance to listen. Thenteacher has to read each idea/sentencealoud and learner can read after theteacher. After this, the learner can begiven a chance to read the text aloudindividually.

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Chapter 5

Assessment ApproachLearning is a natural and continuousprocess in learners. Learningexperiences should be based on specificobjectives and learning outcomes tomake learning effective. Teachersshould be aware of the skills andconcepts that the learner shouldacquire. Learning activities related toeach unit should be planned in such away that it produces the desired learningoutcomes. The activities that arepresented should be related to real lifesituations.

How far are the skills and concepts thatare acquired sufficient to acquirelearning outcomes? Who among thelearners are yet to acquire the learningoutcomes? What follow-up activitiesare to be provided? How can they beprovided? These should be theconcerns of teachers while they thinkabout evaluation.

The process of analysing what thelearner has acquired after thetransaction of a unit is calledAssessment of Learning. The level andexcellence of the learner after learningthe content area in a unit is assessed.This is one level of assessment.

But more importance should be given toan assessment that ensures learning.There can be different types ofinterventions by teachers or peersduring the learning process, to make itmore effective. This assessment thattakes place along with learning and thefeedback that is provided, form anotherlevel of assessment. This can be termedas Assessment for Learning. This hasto be carried out continuously tofacilitate learning and has to beincorporated with learning activities.

Along with this, there is a process ofcorrection that involves a critical selfanalysis of the concepts and awarenessgathered through learning and byinternalising the changes. This can beconsidered as self-assessment. Thus,learning takes place through selfassessment. This can be termedAssessment as Learning.

To make learning more effective stresshas to be laid upon Assessment forLearning and Assessment as Learning.Therefore, we must adopt an approachthat gives importance to an assessmentprocess that makes learning moreeffective.

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When we adopt a learning approachthat ensures learning outcomes, weshould adopt a suitable assessmentapproach to it. Therefore, we shouldadopt an ‘Outcome focusedAssessment Approach’. Activeparticipation of the learner can beensured if the learning activity is basedon the learning outcomes. Criticalthinking, rational thinking, reflection oflearning, inter-related knowledge etc.are the characteristics of learning whichare focused on learning outcomes.

Continuous and ComprehensiveEvaluation (CCE)Kerala School Curriculum has adoptedan assessment method that iscontinuous and comprehensive.Learning is an incessant process thattakes place in the learner. Therefore,the process of evaluation that examinesthe amount of skills and conceptsacquired, should also be continuous. Bycomprehensive evaluation we mean theassessment of the cognitive, social andemotional domains of the learner.

Method of GradingThe method of grading is used forevaluating continuous andcomprehensive assessment. At primarylevel, the five-point grading pattern isused. The grade point percentage andgrade in five-point grading is givenbelow.

Grade Point Percentage Grade75 - 100 A60 - 74 B45 - 59 C33 - 44 D33 and below E

Two areas can be considered to ensurethe continuity and comprehensivenessof the evaluation process.

CCE Areas

1. Cognitive domain

2. Social/Emotional domains

Let us examine each domain in detail.

Assessment related to developmentin cognitive domain

All subjects learned by the learner canbe included in the cognitive domain.This area may include languages,science subjects (Basic Sciences,Mathematics, Social Sciences), ArtEducation, Work Education andHealth and Physical Education. Thedesirable learning outcomes of eachsubject have to be delineated andassessed whether they have beenachieved. Two types of evaluation aresuggested here.

1. Continuous Evaluation

2. Term Evaluation

Continuous Evaluation (CE)In the primary level a variety of skillshave to be acquired through language

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learning. The diverse content areaincludes concepts, facts, facets ofknowledge and creative writing. It isdifficult to fix the language skills byavoiding these elements. The skills suchas internalizing facts by listening andreading, expressing one's ideas byspeaking and writing and creativewriting can be developed as part oflanguage learning. Therefore, languagelearning cannot be categorised as amode for developing minimal skills orgathering information.

In classes I and II, activities related tosubjects such as Languages (Malayalam,English, other languages),Environmental Studies andMathematics are arranged based oncertain themes. These themes can befixed as the content area for theseclasses. As the learners are at theprimary stage of development of oraland written skills, listening, speaking,recognising the characteristics ofspellings, reading with goodpronunciation, good writing andgradation and progress in writing can beconsidered as the primary levels oflanguage skills.

Three types of assessment aresuggested in this context.

• Assessment of learning process• Portfolio Assessment• Unit-level Assessment (Assessmentof the overall learning outcomes ofeach unit)

Let’s look at these in detail.

Assessment of learning processAs a part of the learning process, theteacher plans various activities to makethe learners acquire the desired skills.There should be an effort from the partof the teachers to make an assessmentof the learners based on theirparticipation in the activity, excellencein either performance or presentation,the aptitude to prepare write-ups/notesas part of the process and the extent towhich the learners have acquired theskills. Therefore, we can use thefollowing indicators to assess thelearner during the learning process.

1. Involvement/Participation inactivities (willingness to take up anactivity, excellence in individualactivities, intervention in groups,sharing of ideas…)

2. Concept formation

3. Acquisition of skills

4. Performance/Presentation

5. Documentation/Planning

Assessment of the process should bebased on certain indicators. Forexample, when the indicator'Participation in activities' is assessed,learners should be categorised asexcellent, good, average and those whoneed improvement. This has to berecorded in the Assessment part in theTeaching Manual. All learners have tobe assessed and recorded withreference to each indicator in everyterm.

41

Processing the Poem/Song‘One day the three butterflies....’

Teacher narrates the story of the threebutterflies and leads the learners to thepoem ‘Seeking Shelter’ and ‘ARequest’.

The teacher interacts with the learnersregarding the help offered by differentflowers.

Interaction Questions:

• To whom did the butterflies go first?

• What did the sunflower reply?

• Did the butterflies accept the offer?Why?

• To whom did they go next?

• Did they get shelter there? Why?

• The butterflies are in the garden. Didthey meet anyone else in the garden?

• What do you see there, other thanflowers?

• Did they meet any birds there?

• Can you say the name of some birds?

Leads the learners Activity-3 given onPage 41.

Asks interaction questions based on thefirst picture.

• Look, which bird did the butterfliesmeet first?

• Will the peacock help them?

• What will the peacock say?

Leads the learners to the lines.

Process:

• Teacher recites/ sings the lines two orthree times.

• Let the learners sing after the teacher.

• Let the learners get familiarised withthe lines.

• Let the learners sit in groups/ pairsand try to sing/ recite in tune /rhythm.

Interaction questions to process thelines:

• How many lines are there in the song/poem?

• Look at the first line. How does thepeacock call the butterflies?

• What does the peacock say to thebutterflies?

• Why does the butterfly go with it?

• Will it dance with the butterflies?

• What is the last line of the poem?

After asking each interactionquestions, teacher writes the processedline on the chart.

Teacher recites the lines written on thechart with proper rhythm.

Gives learners chance to recite thepoem individually and in chorus.

Lead the learners to the next picture onthe same page.

Interaction questions to process thelines:

• Which bird is this?

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• What is it doing?

• How will it call the butterflies?

• What will it say to them?

• What else will it say them?

• Will the sparrow ask the butterflies tofly with it?

Let the learners write the linesindividually.

Random presentation

Self Assessment

I can construct/add lines to thepoem based on the rhythm.

I can substitute apt word/s.

I can sing the song/poem withproper rhythm and actions.

Peer/Group Assessment

The added/constructed lines areapt and related to the theme.

Sing the poem or rhyme in theproper rhythm with apt actionsand movements.

Follow the structural andrhythmic pattern of the givenlines.

The written products are legibleand have proper spacing andpunctuation.

Let them share the lines in groups.

Now, teacher can supply the groupswith pictures of different birds.

Let the groups construct lines based on

the names of birds. (Parrot, dove, crow,mynah, koel)

Let the groups construct one stanza (of4 lines)

Teacher interacts with the groups whenthey do the activity. Write the lines onthe chart.

Let the groups present.

You may consolidate all the group'sproducts into a Big Book.

Let us examine how the excellence ofthe learner in this learning process canbe assessed using various indicators.

Participation in the activity

Did the learner participate in theactivity?

Did the learner try to complete thework individually?

Did the learner indulge in the groupactivities?

The interest of the learner in learningactivities, participation in groupactivities, the method by whichknowledge is constructed throughvarious language learning devices suchas library, assignment completion etc.have to be considered here.

Concept formationThe teacher has to make an assessmentof the level of the learner in terms ofconcept formation of the content, thestructure and form of the discourse,quality indicators and linguisticexcellence.

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Skills

The development of the learner in areassuch as listening, speaking, reading ,writing and creativity are assessed andgiven feedback. Here, the performanceof the learner in various areas of thediscourse, language elements andcommunication has to be considered.

Performance/Presentation

There are various modes for theexpression of ideas. Some modes oflinguistic expression are as important aswriting skills (recitation, singing,acting, sketching, speaking). Here, theteacher should consider pronunciationand clarity of the learner.

Documentation/Preparation

The teacher has to carry out assessment,considering the following points:

• Has the learner made relevantrecordings while going through theactivity?

• Are the entries comprehensible forothers?

• Were the recordings systematicallydone?

• Did the learner do the work/writingindividually?

• Did the learner improvise in the groupafter discussion in the class?

• Were the learners able to create/writewithout making errors?

Teacher has to assess the learningprocess at the end of a term in theabove-said areas by envisioning thecomprehensive development andgrade it.

All these indicators are important in thelanguage learning process. The teachercan assess the performance of thelearner in all the learning processes thatensure the specific learning objectivesin various units of each term. Teachercan make entries in the ‘Response Page’of the Teaching Manual.

• Take a look at the minute process ofa learning activity in language (theprocess of preparing a description)

• The learners prepare the descriptionof a garden.

Stages of learning process

• Based on the experience gathered(direct experience, visual) andknowledge that is acquired, the learnerattempts individual writing.

• Presents in the group. Improvises bymaking necessary additions/deletions.

• Presentation by the groups.

• A discussion in class on the content,structure and appropriateness oflanguage

• Familiarizes the quality indicators ofthe description

• Prepares a description afterimprovisation

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What happens when this is subjected toediting?

What would be the stages of editing?

• Individual writing

• Presentation in groups - Discussion

• Preparation of group products (afterdiscussion, each group prepares aproduct)

• Presentation of the description madein groups

• Presentation of teacher's version

• A product that remains at the averagelevel is taken into consideration andappropriate questions are asked(concept level, sentence structure,word, letter, symbol)

• The learners improve their pieces ofwriting on the basis of discussions.

Let us examine how this activity can beassessed using various indicators.

• Participation - participation of thelearner throughout the activity

• Concept formation - the concepts tobe considered in the description of thegarden, the structure of the description,understanding the quality of theindicators

• Skills - Skills acquired in speaking,reading and writing

• Performance - Individual writing,presentation in groups andpresentation of groups

• Documentation - Teacher can assessand record this activity in the TeachingManual, considering individual writingand improvisation in groups.

Teacher can make use of (i) TeachingManual and (ii) the learners' notebookswhile recording the assessment of thelearning process at the end of a term.

(1) Details of the Teaching Manual

A Teaching Manual has to be preparedby the teacher to plan learningactivities at the micro-level and to makecontinuous evaluation scientific. Thefollowing factors can be included in theTeaching Manual.

(i) Learning outcomes

(ii) Ideas/Concepts

(iii) Abilities

(iv) Values/Attitudes

(v) Learning Materials

(vi) Expected products

(vii Time

(viii) Process page containingActivities and Assessment pagecontaining details of Assessment

(ix) Reflection notes based on thedetails of Assessment Page

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(2) Details of subject-relatednotebooks

The notebook of the learner is animportant document that has to be usedfor assessment of the cognitive domain.Notebooks are helpful in completingvarious learning activities according tothe learning process. Creativity, thoughtprocess and linguistic skills of thelearner are reflected in the notebook.Different strategies that are employedfor the transaction of the content area,preparations that are done for theircompletion and interventions that aremade at the various stages of activitiesshould be recorded in the notebook.The details of the products that areformed as part of the activities shouldalso be there in the notebook.

Teacher should provide suggestionsand scaffolding after assessing thelearning outcomes, within the stipulatedtime. Towards the end of a unit, thenotebook should be transformed into adocument for assessing whether thelearner has attained the requiredlearning outcomes prescribed in theunit.

The contents of the notebook shouldhave clarity of ideas and possessreferences that suit the concepts andthe context. It should also reflectoriginal thoughts of the learner. Thecontent should be presented properly.Notebooks should have continuity andcomprehensiveness.

Portfolio AssessmentAll the products of the learningactivities have to be included in theportfolio and assessed. The portfolioperforms the duty of giving feedbackon learning to the learner, his/herparent and the teacher. This enhanceslearning.

• Notebook

• Other written products (individualwrite-ups, modified write-ups)

• Other evidences of learning (pictures,collections, learning aids)

• Indicators developed by the learnersto assess learning

• Creative writing

• Worksheets etc. can be included inthe portfolio.

The following indicators can be used forportfolio assessment.

• Clarity of ideas

• Internalisation of concepts

• Appropriate design

• Perfection

• Originality

Method of calculation of grades forthe learning process and portfolioGrades have to be calculated at the endof each term. Let us examine itsmethodology. Each indicator in theAssessment of learning and Portfolioassessment can be rated as Excellent/Good/Average/Need Improvement

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and be awarded a scoring pattern of 4/3/2/1 respectively. If the scoringpattern of 4/3/2/1 is followed for eachindicator a maximum score of 20 can beawarded when 5 indicators areconsidered. Score can be convertedinto grade using the Ready Reckonergiven below.

Score Grade15 - 20 A12 - 14 B9 - 11 C7 - 8 DBelow 7 E

Each indicator has to be awarded ascore and converted to respectivegrades by considering the learningprocess and portfolio in each termcomprehensively.

The teacher can make use of theresponse part in the teaching manualand the learners’ notebook while theassessment of the learning process isrecorded in the format, towards the endof the term.

Unit AssessmentIn a unit, activities for various learningoutcomes are distributed, in an inter-related manner. This is comprehensivein nature. While assessing a unit thiscomprehensiveness (considering all thelearning outcomes) is assessed. Oralassessment, quiz programme, openbook examination, preparation ofquestions, identifying the indicators

and the assessment of writing, can beconsidered for unit assessment. Ratingscale and checklist, that help in findingout how much the learner has achievedin that particular unit, can also be madeuse of. unit assessment should takeplace along with learning.

For unit assessment, scores have to beawarded on the basis of indicators andconverted to grades. These have to berecorded in the prescribed format. Asthere is more than one unit assessmentin a term, the average of assessment ofall the units has to be recorded at theend of the term. Teacher has to prepareindicators that suit the tool that is usedfor assessment.

For Art Education, Work Educationand Health and Physical Education,assessment has to be done at theprocess, portfolio and unit levels inorder to award grades.

Method of calculating CE

After calculating the grade for thelearning process, portfolio and unitassessment each grade - A/ B/C/D/Ehas to be given points 5/4/3/2/1respectively. The average of the totalgrade points becomes the CE grade.Imagine that a learner gets A, B, Bgrades for the learning process,portfolio and unit level assessment inEnglish. Then, the total point that he/she gets is 5+4+4 = 13. Average = 13/3 = 4.33. Therefore the grade that isawarded is B.

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Term Evaluation (TE)At the primary level, Term Evaluationof the units that were considered in theterm has to be carried out byconsidering areas such as discourseforms, language elements, languageskills etc. based on the learningoutcomes. A variety of model questionscan be included by stressing uponcontent areas and abilities. For sciencesubjects, term evaluation has to bedone by considering the content areasof the units in a particular term. Forthis, questions that are suitable toassess ideas and abilities to stresslearning outcomes can be prepared.

Weightage has to be given to each unit/conceptual area and various mentalprocesses (imbibing knowledge/concept attainment, the application ofideas and concepts, interpretation andconclusion, creativity etc.) whilepreparing the blueprint ensuring theinclusion of a variety of questions.Indicators that suit the questions haveto be developed and assessment has tobe done based on these indicators.

The Terminal Evaluation of ArtEducation, Work Education andHealth and Physical Education iscarried out as PerformanceAssessment. The models for these aregiven towards the end of this unit. ArtEducation, Work Education andHealth and Physical Education shallalso be given grades.

Assessment of Cognitive Domain -Terminal Consolidation(1) Classes 1 to 4

From Class 1 to 4, CE and TE for eachsubject have to be envisionedseparately and recorded at the end ofeach term. The F1 format can be usedfor this. F1 format is given at the end ofthis unit. CE and TE are recorded asgrades in this format. There is provisionfor recording the CE and TE grades ofa learner for all the three terms. Therecording of the grades in such a way ina single format helps the teacher tounderstand the gradation in theprogress of the learners and identify theones who are under/low achievers.

(2) Classes 5 to 8

From Class 5 to 8, CE and TE for eachsubject have to be envisionedseparately and recorded at the end ofeach term. For this F2 format can beused. F2 format is also given at the endof this unit.

Assessment of Social/EmotionalaspectsAssessment in the Social/Emotionalaspects are as important as assessmentin the cognitive domain. The skills thathave to be considered are ‘Learning toKnow’, ‘Learning to Do’, ‘LearningTogether’ and ‘Learning to be’. Thefollowing skills have to be assessed inconnection with the socio-emotionaldomain.

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1. Communication skills2. Interpersonal skills3. Empathy4. Coping with emotions5. Coping with stress6. Problem-solving7. Decision-making8. Critical thinking9. Creative thinking10. Self-awarenessTeachers who handle subjects in thecognitive domain have to conduct theassessment in these areas. Thisassessment has to be done as a part ofthe Assessment of Process of eachsubject. Here assessment in connectionwith values and attitudes also need tobe done along with the assessment ofprocessing ability. The qualitativeaspects of the excellence of the learnerin the socio-emotional domain have tobe assessed and recorded. The positiveskills of each learner have to beencouraged.

Assessment - Annual Consolidation(1) Classes 1 to 4F3 format can be used to consolidateannually, the CE and TE grades of thelearners from class 1 to 4. In this formatthe CE and TE of the learner for eachsubject can be recorded. Whileconsidering the CE grades that arerecorded in each term, the best grade inall the three terms will be considered forthe annual overall grade of the learner.This can be recorded separately in theF3 format and mark a circle around it.

In the case of TE grades, the grade thatthe learner gets in the third term shouldbe taken into consideration. The best ofskills acquired in the socio-emotionaldomain have to be recorded in theprescribed column. The skills that havenot been acquired need not be recordedas 'No skill acquisition'.(2) Classes 5 to 8For classes from 5 to 8, the CE and TErecorded by teachers of the respectivesubjects (using F2 format) can beconsolidated in F4 format. The subject-wise CE and TE of each learner will berecorded in this format. Whileconsidering the CE grades given in eachterm, the best CE of the learner will beconsidered the annual overall grade.This can marked with a circle in the F4format to indicate that this is the overallgrade.While considering TE, the grade thatthe learner gets in the third term has tobe considered.The best of skills that are acquired in thesocio-emotional domain of each learnerhave to be recorded in the prescribedcolumn. The skills that have not at allbeen acquired need not be recorded as'No skill acquisition'.Thus, we can take steps to ensure thelearning outcomes of the learner byassessing the excellence of the learnerin the cognitive and socio-emotionaldomains. It is essntial to take co-operative efforts to make assessmentcontinuous and comprehensive.Through cluster level interactionsamong teachers, the process ofassessment can be made moreeffective.

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Theme : Friendship

Specific Theme : Love for Pets

Learning Outcomes:The learner will be able to:

• comprehend and enjoy simple stories &sing songs

• construct or add two or three exchanges to conversations

• write thoughts related to the context

• describe objects and persons using appropriate vocabulary

• prepare concept maps of vegetables and park

• engage in theatre games and language games following instructions

Language elements:• Let’s for suggestion

• Giving compliments

• Give and seek directions

Teaching-learning materials• Chart papers and sketch pens of 5 different colours

• Small cardboard boxes (one box contains 5 vegetable picture cards)

Vegetable picture cards (According to the number of learners.)

e.g. If the number of students in the class is 25, 5 cards each on any five vegetables)

• Sentence cards

• Flow chart

Values and attitudes : Be empathetic to pets

Product: Evolving text

Sample Teaching ManualUnit 1

Bruno the Puppy

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ProcessIntroductory interactionDo you remember any game you haveplayed in the English classroom last year?

Have you enjoyed the game?

Then, shall we play a game now?

Children, Just one condition, all of youshould join the game.

Are you ready? Here we go.

Entry activity - Vegetable HuntGives instructions for the game

Stand in a line. Now, turn the other sideand close your eyes.

The teacher hides the cardboard boxeswhich contains the vegetable cards atdifferent places in the classroom.

Teacher asks the learners to turn and opentheir eyes.

Now, the game begins.

Some boxes containing vegetable cards arekept in our classroom. You have to searchand find out where they are.

The teacher may invite 5 learners to thecorner of the classroom.

See, 5 of you have to walk in the samedirection.

Ok, start walking to the right…….walkslowly….

Walk around .Walk towards the door andlook behind it.

Assessment

Could follow the instructions

Listen and do as per the directions.

Teacher assesses the learner’sinvolvement in interaction.

Responded in well framed sentences.

Responded in words/phrases.

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Could read the names of thevegetables.

Able to write their names inEnglish

Could identify the characters,actions, their mood and location.

Predict logically

After they find the box, let them take onecard each.

Continue the game with other 5 learnersuntil all the learners have got at least onevegetable card.

Group the learners based on the vegetablesthey got.

Exhibit chart papers of different colourswith the name of each vegetable on them.

Let the learners read the names on the chartand identify the vegetable they have got.

Let them paste on the charts and write theirnames.

Page8 -Picture InteractionAsk questions related to the location,settings and characters given in the Readerand TT.

What is the colour of the puppy?

Is it the boy’s puppy?

What are they doing?

What is the boy asking the pup to do?

Will the pup catch the ball?

Processing the TextAsk the learners to read the text individually

(Individual silent reading)

Teacher fixes the core ideas of the readingtext.

Could follow and act accordingly.

Could identify differentvegetables.

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(Bruno, go and fetch the ball, he came backwith the ball.

He wagged his tail. Well done Bruno!

You are my friend. Sachin hugged Bruno.)

Let the learners say aloud the words whatthey can read in the text.

Give one more chance to read the text andask to read out the words they can.

Teacher chart the words. (go, ball, puppy,tail ,you, his,……etc.)

Now, ask specific questions to elicit coreideas.

e.g. Look, Sachin is throwing the ball toBruno.

Will he ask anything to Bruno?

What will he ask Bruno to do?

Elicit responses, megaphones them andwrite them on chart. (as given in TT)

(Bruno, go and fetch the ball)

Did Bruno bring the ball back?

Which sentence says this

(He came back with the ball)

What Bruno did then?

Chart the responses. (He wagged his tail)

What did Sachin do then?

How did Sachin encouraged the pup?

What did he say to Bruno? (Well doneBruno)

What else did he tell Bruno?

Could comprehend ideas fromindividual reading.

Able to identify the familiarwords.

Guess the idea from the gestures.

Locates the idea and reads it out.

Identifies and locates the coreideas by re-reading the text.

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Elicits and charts the responses. (Bruno,you are my friend.)

What did Sachin do next?

How did he show his love towards his pup?

Elicits and charts the responses. (Sachinhugged Bruno)

Processing readingPupils read the chart with core ideas.(individual silent reading)

Random loud reading.

Teacher reads aloud what is written on thechart.

Let the learners locate these core ideas inthe Reader.

Learners sit in groups and read the text inthe reader and share ideas in the groups.

Teacher presents/reads out the reading textwith proper pronunciation, voicemodulation, rhythm and pause.

Random individual loud reading by thelearners.

Activities for strengthening andassessing reading and writing1) Teacher makes 6 sentence strips with thecore Ideas.

Cut them into word strips and

Place them on a tray.

Group the learners into five.

Each groups come forward, take the wordstrips.

Groups form a line holding the words as

Could read the chart.

Could locate the ideas.

Needs support.

Identify and reads out the words.

Arranges the words intomeaningful and make ameaningful sentence.

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the sentence they made.

They read it out.

(Follows the process given in TT.)

Complete all the group presentations.

2) Teacher presents a discourse (rhyme/description)

Presents the rhyme given in TT .

Sings individually and in chorus usingproper actions.

3) Developing a flow chart

Teacher asks the learners about the

Present location of Bruno and star tdeveloping the flow chart as in the TT.

Activity 1 (Page19)Processing the activityPre-activity talkAsk the interaction questions given in TTfor the first picture/context.

Elicit responses and write them on the chart.

For the other contexts too ask questionsand elicit ideas.

Where does Sachin want to go?What wiil he say to Bruno then?

In the next picture Sachin is pointing to aplace.

Which is that place?

How will he say that to Bruno?

In the third picture Sachin has some otherplace in his mind.

Can you identify the place?

How will he ask Bruno about going there?

Needs support to arranges thewords

Identifies the vocabulary in newcontext and sings the rhyme.

Reads the picture.

Identifies the location.

Predict and say the answers.

Does the task individually.

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Actively participates in discussion.

After eliciting the ideas, ask the learnersto do the task individually in theirReader.

Ask questions given at the end of Page8 to have a discussion on pets.

Do you have pets?

Is it an animal/bird?

How many pets do you have?

What is it/are they?

What is/are the name of your pet/pets?

Where do you keep it/them?

Do you play with your pet/pets?

Responds in well-framed sentences.

Reflection Notes: (Based on the evaluation of learning process/activites)

My findings• Regarding teacher’s self assessment (Teacher’s performance in the class)

• Regarding the transactional procedure (process/strategies)• Regarding the relevance of activities

(1) aptness-to convey the ideas,

(2) difficulty level,

(3) Nature - Interesting, participatory

• Regarding the learners based on the assesment page (outstanding responses)

• Regarding the achievement of expected learning outcomes in quatitative tomanner (in numbers/percentage) fully-partially-not at all

My realization• Regarding the process/stategy adopted in the class.

• Regarding the learning difficulties of learners.

• Regarding the individual differences.

• Regarding the transational methods and teacher’s interaction with the learners.

Signature of the H.M Signature of the class teacher

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Follow up activities and remedial measures(done/given at the time of transaction)

• How I gave feedback to my learners (suggestions and positive qualitative feed-backs)

• How I addressed low profficient/gifted learners (re-designing the existing ac-tivities or designing new activites suitable for them.)

• How I changed or adapted the strategies.

• How I modified activities to make them more participatory

• How I simplified my language for better communication with the learners

Visual evidences of learning in this module1. Big book of pets

2. Evolving Text

3. Sentence strips pasted on chart by the learners

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Teacher Text Std IIEnglish

Unit 2

F ly ing Ki tesF ly ing Ki tesF ly ing Ki tesF ly ing Ki tesF ly ing Ki tes

Theme: EmpathySub themes:FriendshipCare and concern for fellow beingsLearning Outcomes:The learner will be able to:• comprehend and enjoy simple stories

and poems.• follows instructions to make a kite

using paper and other materials.• frame sentences using simple

adjectives.• use the conjunction 'and' in

meaningful contexts.• draw the picture of a bird and

describe it using appropriatevocabulary.

• sequence the major events in a story.• write simple conversations suited to

the context.Input Discourses• Story• Song• Dialogues/Conversations

• Description

Language Elements/ Vocabulary

• Adjectives (colour, size, shape)

• Conjunction (‘and’)

• Vocabulary related to birds

Activities/Discourses

• Making a kite

• Identifying the colours in the rainbow

• Drawing, colouring and describing abird

• Writing a conversation

• Connecting two words using theconjunction 'and'

Materials

• crayons/sketch pen

• playthings - kite, balloon, toy car, ball,bat etc.

• scissors

• colour papers, splinters, glue, thread

• chart paper, marker pen

• sentence strips, word cards etc.

• CDs of songs and activities

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Teacher Text Std IIEnglish

Lear

ning

Out

com

es

• C

ompr

ehen

ds a

nd e

njoy

s si

mpl

e st

orie

s an

dpo

ems.

• F

ollo

ws

inst

ruct

ions

to

mak

e a

kite

usi

ngpa

per a

nd o

ther

mat

eria

ls.

• F

ram

e se

nten

ces

usin

g si

mpl

e ad

ject

ives

.•

Use

s th

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njun

ctio

n 'a

nd'

in m

eani

ngfu

lco

ntex

ts.

• D

raw

s th

e pi

ctur

e of

a b

ird

and

desc

ribe

s it

usin

g ap

prop

riat

e vo

cabu

lary

• S

eque

nces

the

maj

or e

vent

s in

a s

tory

.•

Wri

tes

sim

ple

conv

ersa

tions

sui

ted

to t

heco

ntex

t.

Uni

t Fr

ame

Uni

t 2-

Fly

ing

Kite

s

T

ime:

25

Peri

ods

Conc

ept/

Skill

•Th

eme:

Empa

thy

•Su

b th

emes

:Ca

re a

ndco

ncer

n to

fello

w b

eing

sFr

iend

ship

Dis

cour

ses

Act

ivit

ies

• S

tory

• S

ong

• D

ialo

gues

/Co

nver

sati

ons

• D

escr

iptio

n•

Mak

ing

a ki

te•

Iden

tifyi

ng t

heco

lour

s in

the

rai

nbow

• D

raw

ing,

col

ouri

ngan

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scri

bing

a b

ird.

• W

ritin

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conv

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tion

• C

onne

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o w

ords

usin

g th

e co

njun

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n'a

nd'

La

ngua

ge E

lem

ents

• A

djec

tives

of

colo

ur, s

ize,

shap

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tc.

• C

onju

nctio

n 'a

nd'

• V

ocab

ular

yre

late

d to

bir

ds

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Teacher Text Std IIEnglishUse of ICT

• Audio of the song 'Colour Kites'

• Audio of the song 'Rainbow'

Introduction:

This unit consists of a story and a poem.The story is about the care and concerntowards other living beings. The closebonding between a girl and a bird ishighlighted in the story. The girl namedMinu has many friends. She was fond offlying kites. But she does not have onefor herself. Then the bird comes to herlife. It is her empathy towards a littlebird that changes all her worries. Shebecomes the star among her friends.

Opportunities for listening andinteraction must be given to thelearners. For each text the teacher mayuse different processes for promotingorganic reading and writing. Theseparate page titled 'I know' given at theend of the unit is for the self-assessmentof the learner. The page 'My Learnercan' provides scope for the teacher toassess the progress of the learners onthe basis of the expected learningoutcomes in the unit.

Support for CWSN Learners

The teacher should ensure theparticipation of such learners inactivities like kite making, drawing,colouring, matching the sentence stripsand clue strips, finding the playthingsetc.

Entry Activity

Our plaything

Aim : Identify the features of a playthingfrom the clue strips

Materials :

Some playthings like kites, balls, bats,skipping ropes, toys of vehicles, etc.along with clue strips, charts, glue.

ProcessInteractionAll of you like to play, don't you? Canyou name some playthings? Let thelearners give the names of playthingsthat they like.

Today I will give you some playthingsto play with.

Step 1

Divide the class into groups of four.Keep some playthings in a box. Eachgroup can select a plaything from thebox.

Step 2

You may make some clue strips for a'kite' like the one given below.

I am very colourful.

I can fly in the wind.

I have tails.

Ask the groups to find out the suitableclues for their playthings from the cluestrip box.

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Teacher Text Std IIEnglishStep 3

You can distribute ¼ th piece of a chartpaper to each group.

Ask the groups to paste the clue stripsabout their plaything on it.

You may also ask them to write thename and draw the picture of theplaything on it.

Let all the groups exhibit the chart in theclass.

Let the groups say something abouttheir plaything using the clues.

ActivityMaking a KiteProcessInteractiono Which one of the playthings do youlike the most?

o Have you ever played with a kite?

o Do you know how to make a kite?

Let's make a kite

You can use the instructions given onPage 43 in the Reader.

Activity 4

You can ensure the participation of alllearners by interacting with them usingthe instructions.

o Take the paper

o Pass the scissors.

o Bring the glue.

o Put some glue here.

o Take the splinter.

o Hand me the scissors, etc.

You can ask the learners to make a kiteand bring it the next day.

Poem - Process

Colour kites

Interaction

o Do you want to listen to a song aboutkites?

You can enjoy the kite song in yourReader on Page 38.

o What do you see in the picture?

o What are the colours of the kites?

o Where are they flying?

o How do the kites move in the sky?

Now, you can play the CD / present thesong on your own.

Let them make individual attempts.

You may play the audio CD once again.The learners are asked to read the linesof the song. Repeat the process, ifnecessary.

You can give opportunities for randomgroup presentation.

To the Unit

Minu is a girl of seven years. She hasmany friends. Dinu, Riyaz, Maya aresome of her friends. Usually they playtogether in the playground. Take a lookat Page 30 of your Reader.

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Teacher Text Std IIEnglisho What are the children playing with?

Process - Page 30

Picture Reading

You can use the questions given in thetext.

You can also frame questions related tothe mood of the characters, thelocations etc.

o Where are the children playing?

o Are they happy?

o Which kite is flying high?

Reading the text

Let the learners read the text on theirown.

You may chart the words/phrases/orsentences they can read (red, kite, fly,beautiful sky, etc.)

You may fix the core sentences of theunit.

In the first text the following sentencescarry the core ideas.

o What a beautiful kite!

o It is flying so high.

o Minu liked to fly kites.

o Kites of different colours flew up inthe sky.

o One day I also will fly my kite.

Ask the groups to read again to get thecore ideas.

Make sure that all the learners are ableto read these sentences.

Elicit these sentences by asking simpleand specific questions.

Ask simple questions to elicit thesesentences as responses.

Interaction

Minu's friends are flying the kites. Shesees the red kite flying high. What willshe speak about it ?

Write all the responses of the learnerson the BB.

The red kite.'

'The beautiful red kite.'

'The red kite is flying high.'

'The red kite is the first.' etc.

Ask the learners to locate what is givenin the Reader.

Let the learners read out the sentencesthat describe the kite given in theReader.

'What a beautiful red kite!

It is flying so high!’

You may write the core sentence on thechart.

Elicit the next core sentence byinteracting as follows.

o Does Minu wish to fly a kite?

o Which sentence tells us that Minuwishes to fly a kite?

Let the learners find out the sentencefrom the Reader.

Minu liked to fly the kite.

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Teacher Text Std IIEnglishFollows the same process for the nextcore idea.

Interaction Questions

o Do all the kites look the same?

Elicit responses from the learners.

What are the different colours of thekites?

Elicit responses.

Yes, the kites are of different colours.Let the learners read the sentencealoud.

Then write it on the chart.

Kites of different coloursflew up in the sky.

Process continues

Interaction

o Does Minu have a kite?

o Does she wish to have a kite?

o What did she say to herself?

Let the learners find out the sentences.You can write these sentences on thechart.

One day I will also fly my kite.

After listing all the core ideas, let thelearners read aloud what is written onthe chart.

Then let them find out thecorresponding sentences from theReader.

Let them share their ideas in groups.

Ensure that all the learners can read atleast the core ideas.

Let the learners read the text aloud.

After all the learners have read aloudindividually, you can give more activitiesto strengthen reading and writing.

You can ask the learners to find out thesentences which include the word 'kite'from the first page (Page 30).

Let the learners find out the sentencesand read them out. Then let them writethose sentences on a chart. Ask thelearners to use different colours to writethe word 'kite' in each sentence.

Process - Page 31

Follow the same process as given in thefirst page, for processing the text.

Picture reading

Interaction

o Why did the children stop flyingkites?

Elicit responses.

You can ask the questions given in theReader.

After processing the text, the scene maybe enacted in the classroom so as tostrengthen the skills.

By interacting with the learners , youcan fix the characters. Then select thelearners as the characters like wind,Maya, Dinu, Riyaz (Minu's friends.)

Select one learner as Minu.

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Teacher Text Std IIEnglishThen select another one to make thecrying sound 'Kee-Kee'.

After fixing the characters let thelearners find out their dialogues andactions from the Reader.

Let the learners enact the scene. Givechances to each group to enact the same.

Page 32

Picture reading

o Are Minu's friends there with her?

o Where are they?

o What did Minu find?

Elicit responses.

Now, you may ask the question given inthe Reader.

After processing the text, you may useanother process for enhancing readingand writing. You can draw/ pastepictures of Minu and the little bird ontwo sides of a chart.

Then make sentence cards or stripes,which are suited to each picture.

e.g. : It is shivering.

The wings are wet.

Took the bird in her hand.

Opened its little red beak.

Cute and soft.

Don't be afraid my dear.

Opened its little red beak.

Held it close to her chest.

Kee… kee... cried the little bird.

Then let the groups read out thesentence cards and paste the suitablecards below each picture.

e.g.

Took the bird in her hand.

It is shivering.

Page 33

Picture reading

You may ask more questions inaddition to those given in the Readerlike:

o Where is Minu now?

o What is in her hand?

o Who is near her?

Follow the steps for processing the text.

Activity 2 (Page 41)

Conversation between Minu and hermother can be processed here.

Interaction

Mother sees the little bird in Minu'shand. What will mother ask Minu?

o What will Minu’s reply be?

Let the learners attempt the activityorally first. Then allow them to write itindividually. Then follow the steps:

Random presentation.

Picture of Minu

Picture of Kitty

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Teacher Text Std IIEnglishSharing in groups.

Presentation of group products.

Editing and refinement based on theteacher's version.

Ask the groups to role play theconversation (peer group activity).

Teacher's Version

Mother : Minu, what is in your hand?

Minu : Mother, it is a little bird.

Mother : Why did you bring it home?

Minu : Mother, it's so small.

Mother : Where did you get it from?

Minu : From the playground.

Page 34

After processing the text you can adoptanother process to enhance organicreading.

You can write sentence cards based onthe unit. Some words are to be changedin each sentence.

Let the learners find out the changesand correct it as in their text.

e.g. : Eat these apples my dear.

The little bird took the nuts fromMinu's hand.

Oh, you touch me!

It is a good name.

The little bird looked at Minu lovingly.

My Kitty will be better soon.

Page 35Picture readingAdditional questionso What do you see in the picture?

o Is Minu happy?

o What is Kitty doing?

You can adopt another process fortransacting this text.

Completing the sentences

Divide the class into two groups.Prepare incomplete sentence cards.

Ask the groups to take equal number ofsentence cards. Allow one group to readthe incomplete sentences. At the sametime the other group has to completethe sentence. After this the secondgroup will read the incomplete sentenceand the first group has to complete it.

e. g. : ---------------------------------- wings

The tail is ----------------------------------

The bird sat on ----------------------------

It flew up again and -----------------------

She ------------------------ the birdlovingly.

Minu, Kitty can fly now ----------------------------- mother said.

Activity 1 (Page 39)

Interaction

Kitty has grown up into a big, colourfulbird. Now she looks like a rainbow.

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Teacher Text Std IIEnglisho Have you ever seen a rainbow?

You can see the picture of a rainbow inyour Reader.

o Do you want to hear the rainbowsong?

Now you may play the song or presentthe song on your own.

Let the learners sing the song along withthe teacher/CD.

Let the learners present the poem ingroups or individually.

Then you may interact with the learnersusing the questions.

o Can you name the colours of therainbow?

Let the learners name the colours. Thenpresent the activity on Page 39.

o Name the colours of the rainbow.

After writing the missing letters of thecolours, you can ask the learners to useviolet colour pen to write the letter ‘V’,red colour pen to write ‘R’ and so on.

You can ask the learners to fill theboxes with the same colour.

Let the learners colour the bird given onPage 40.

You can suggest the learners to use thecolours of the rainbow.

Let the learners describe the bird too.

Interaction

o What is the colour of the beak? Is ityellow?

o Then how will you say that?

Elicit responses.

You can write the responses on a chart.

e.g. The bird has a yellow beak.

o What is the colour of its eyes?

o Is it red?

Elicit responses and write on the chart.

e.g. It has red eyes.

You can ask the following questionsand help them to describe the bird.

o What colour will you give to its neck?

o Is its tail long?

o Is it of different colours?

o Doesn’t your bird look beautiful?

o Do you like the bird?

Let the learners write the descriptionindividually at first, then give chancesfor

•Sharing in groups.

•Writing in groups.

•Presentation of teacher’s version.

•Editing and refinement.

At the time of individual writing youcan help the low proficient learners byasking scaffolding questions. You mayalso help them by giving simpleinstructions for writing. During groupsharing give preference to the lowproficient learners to present theirideas.

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Teacher Text Std IIEnglishPage 36Additional questions for picturereadingo What do you see in the picture?

o What is Kitty doing?

Process the text as done before.

You may attempt another process here.

Clue word cardsYou need to give only the clue words ofeach sentence. The learners willidentify the sentences from theirReader which includes the clue words.The groups which identify the correctsentence get a point. You can mark thepoints of each group on the BB.

Clue Wordse.g. : close friends

tossed her

flew up under a treeflew down

close to herlet's go

Page 37Additional questions for picturereadingo What do you see in the picture?

o What are the children doing?

ProcessAnother activity to strengthen thecomprehension of the learners can beattempted here. Two sets of cards areto be made for this activity.

Dialogues of characters are written on

the first set. The names of charactersare written on the second set.

Let the learners read the dialogue cards.Then they have to find out who said it.The activity can be done either ingroups or randomly.

My kite is flying high. Riyaz

My yellow one is higher. Maya

Look, there is anotherone flying above all our Dinukites.

It has a colourful tail. Minu

Whose kite is that?

It's not a kite.It's a bird.

Activity 3 (Page 42)

Interaction

Minu and Kitty returned home from theplayground. Mother gave them somefood to eat.

Let's see what they are discussing.

Process the first picture.

Let the learners observe the picture.Ask them to note down the names offruits seen in the picture.

Process the second picture.

Minu's friends wish to see Kitty onceagain. They visit Minu's house. Minu'smother gave fruits to them also.

o Which fruits will they choose?

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Teacher Text Std IIEnglishYou can help them to choose.

Each one may take only two fruits.Write the names of the fruits they haveselected.

Let the learners write the names of thefruits using ‘and’ in the space providedon Page 42 of the Reader.

You may also ask the learners questionslike:

o You have to choose two fruits. Whichfruits will you select for yourself/yourfriend/mother?

Give maximum opportunities for thelearners to use the conjunction 'and' inthis context in a natural way.

Processing the project Page 44

You can show the pictures of differentbirds in the classroom.

Allow the learners to identify the birdsand their features.

Let them collect the pictures of birdsand paste them in their collection book.

Let the learners tell the names of birdsthey like the most.

Let them draw the pictures of the birdsthey like the most.

Then ask them to describe the bird.Follow the steps of writing adescription. Ensure the participation oflow proficient learners.

For details, you may refer to the processof Activity 1.

Activity for Assessment

After processing the whole unit, youmay proceed to an activity forassessment.

Who said to whom?

You may display two charts in front ofthe class, one with dialogues of thecharacters in the story and the otherwith ‘Who said to whom?’

Chart 1

• One day I will fly my kite.

• Don’t be afraid my dear.

• Why did you bring it home?

• Mother, let me keep it here.

• Fly... Kitty fly....

• Minu...! Is it yours?

Yes, it is mine.

Chart 2

Minu said to the little bird.

Minu said to herself.

Minu said to her mother.

Mother said to Minu.

Friends said to Minu.

Minu said to her friends.

You may either distribute a printedtable or make the learners draw thesame in their notebooks.

Dialogues Who said to whom

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Teacher Text Std IIEnglishNow, ask the learners to complete thetable suitably.

You may make the activity moredynamic by using paper strips, flashcards, etc. instead of charts and tables.

I Know (Page 45)

This activity is designed for the learnersto assess themselves. This providesevidences of the learners’ pace oflearning. The teacher can help them bygiving necessary directions to do theactivity on their own. Suitable andmeaningful interaction with thelearners is expected. You may ask thelearners to look at the pictures given inthe Reader. Then ask them to read the

sentences given in the box. Allow themto relate the sentences with the picturesand write the sentence below thecorresponding picture.

My Learner can (Page 46)

This page provides us with evidences oflearning acquisition. You will be able torecord what the learner has acquired atthe end of the unit. This will in turn helpthe teacher give necessary feedback tothe learners and their parents. The twopages 'I Know' and 'My Learner can' willhelp you modify the teaching - learningstrategies and design remedial programsfor individual learners.

60

Teacher Text Std IIEnglish

Unit 1

Bruno, the PuppyBruno, the PuppyBruno, the PuppyBruno, the PuppyBruno, the Puppy

Theme: Friendship

Sub theme: Love for pets

Learning Outcomes:The learner will be able to:

• write the thoughts related to thecontext.

• add two or three exchanges to thegiven conversation.

• comprehend and enjoy simple storiesand songs.

• describe vegetables using appropriatenames and words.

• prepare concept maps of a park andvegetables.

• follow instructions and engage intheatre games and language games.

• engage in role play /enactconversations.

Input Discourses• Story

• Song

• Dialogue/Conversation

• Description

• Thought

Language Elements/ Vocabulary

• ‘let’s’ for suggestion.

• use present progressive in appropriatecontexts

• give and seek directions.

• use vocabulary related to ‘park’,‘vegetable shop’, ‘street’ etc.

• ask questions using ‘have’, ‘did’,‘where’, etc.

• use adjectives of shape, size and taste.

• use prepositions ‘in’, ‘on’, and ‘under’meaningfully.

• frame plural forms of nouns and usethem in appropriate contexts.

Activities/Discourses

• drawing vegetables, colouring anddescribing places and things

• identifying vegetables based on thegiven clues (Guess Game)

• concept maps on vegetables and park

• answering and making riddles onvegetables

• giving directions to reach a place

61

Teacher Text Std IIEnglish

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62

Teacher Text Std IIEnglishThe teacher may also attempt activitieslike:

vegetable printing, making models ofvegetables, etc.

Materials

• artificial clay of different colours

• vegetable picture cards (picture ofvegetable on one side and name ofthe vegetable on the other)

• sentence strips, chart papers, sketchpens/crayons, etc.

• CDs of songs and activities

Use of ICT

• Audio song ‘My Puppy'

• Interactive CD of Std I (Song of Daysand Vegetables: Unit 4 - The KingLion)

Introduction:

This unit consists of a story and a poem.The story deals with the importance ofloving one’s fellow beings and pets.The transaction of this unit is mainlyenvisioned to be done through oralpresentation and picture reading. Caremust be taken to provide opportunitiesto the learners to listen and read thetarget language and to engage them inorganic reading and writing. ‘I Know’given at the end of the unit is for self-assessment of the learner. The page ‘MyLearner can’ provides scope for theteacher to assess the progress of thelearner on the basis of the expectedlearning outcomes in each unit.

Support for CWSN learners

The teacher should ensure the activeparticipation of the learners in activitieslike model making, theatre games,drawing, colouring, matching picturesand vocabulary activities. Simplereading cards, sentence cards andlanguage games will also be helpful forthem. Support in reading must beprovided at the time of individualreading (before group sharing). Makesure that these learners share their ideasin the groups. Individual care should begiven at the time of writing too.

Process: Entry activityVegetable Hunt• Prepare vegetable picture cards equalto the number of learners in the class. Ifthere are 30 learners make 5 cards eachof any six vegetables. (e.g. onion,brinjal, cabbage, carrot, pumpkin)

• Shuffle the cards and place five cardsin a box.

• Prepare boxes in this manner and hidethem somewhere in the classroom.

• You may invite 5 learners to a cornerof the classroom. They may search andfind out the hidden box based on yourinstructions. (e.g. go straight, turn left,go near the window, look behind thedoor, etc.)

• After they find the box, let them takeone card each.

• Repeat the same process with anotherfive learners.

63

Teacher Text Std IIEnglish• Let the learners sit in groups based onthe cards they had got.

Step 2

The teacher fixes five chart papers withthe names of different vegetableswritten on it. Learners paste theirvegetable cards on the correspondingcharts and then write their names.

eg:-Pumpkin

Aditya

Processing the text (Page 8)

Picture reading

You can use the questions given in thepage itself.

You may even simplify the questionsaccording to the level of the learners.

You can also frame questions related tothe mood of the characters, the settings,location, etc.

o What is the colour of the puppy?

o Is it the boy's puppy?

o Is the boy happy?

o Do they enjoy playing together?

o What is the boy asking the pup to do?

o Can the dog catch the ball?

Process reading

Let the learners read the text given ontheir own. (Individual silent reading)

You may chart the words/phrases/orsentences they are able to read.( go, ball, puppy, friend, tail, Bruno…)

Ask the learners to read again to getmore ideas.

You can elicit the ideas they havecomprehended.

Learners sit in groups to share the ideasthey have gathered.

The teacher fixes the sentences whichcarry the main ideas of the text.

For e.g. The following sentences carrythe core ideas of the passage:

Bruno, go and fetch the ball!

He came back with the ball.

He wagged his tail.

Well done Bruno! You are my best friend.

Sachin hugged Bruno.

Make sure that all the learners are ableto read these sentences.

Elicit their responses by asking specificquestions.

e.g. Sachin is throwing the ball. Will hesay something to Bruno?

What will he say?

Bruno, go and…. (write on the chart)

Write all the responses of the learnerson BB/chart.

For eg:-

get the ball

64

Teacher Text Std IIEnglishcatch the ball

take the ball

bring the ball…. etc.

Ask the learners to locate the sentencein the Reader which means this.

o What is written there?

Write the word 'fetch' on the chartpaper.

Bruno, go and fetch the ball.

Similarly, elicit the next core sentence.

o Did Bruno catch the ball?

o Which sentence says that he got theball?

Let the learners refer to the Reader andfind out.

Let them read the sentence aloud.

Then the teacher writes the sentence onthe chart.

He came back with the ball.

Ask relevant questions to elicit the nextcore idea.

o What did Bruno do then?

o Did he jump?

o What did he do?

Let the learners read out the answer andthe teacher may write it on the chart.

He wagged his tail.

Follow the same process for the nextcore idea.

o Is Sachin happy now?

o What will he say to Bruno?

Elicit all the possible responses andwrite them on the chart/BB.

Good!

Very good!

Nice!

Good puppy!

Very good Bruno…! etc.

Is it the same that Sachin said?

Asks the pupils to read the text andlocate the answer.

Chart the answer.

Well done Bruno!

Continue the process.

e.g. Did he say only this much to hispuppy?

Isn't Bruno his friend?

Yes, Bruno is Sachin's friend.

Then, how will he say this to Bruno?

Chart the answer.

You are my friend.

Continue the process.o Do you know what Sachin did next?o How will he show his love towards hispet?

65

Teacher Text Std IIEnglisho Did he shake hands with Bruno?

o Then what did he do?

Ask the learners to locate the answer.

Give a chance to read the answer aloud.

Chart the answer.

Sachin hugged Bruno.

Now the teacher can ask the pupils toread the chart containing the core ideas.

The teacher may also read out the ideas.

Let the pupils locate the sentencescarrying these ideas in their Reader.

Let the pupils share their ideas ingroups.

(Make sure that all learners identify andread at least these core sentences.)

Now the teacher may read out the textwith proper pronunciation, voicemodulation, pause and rhythm.

Also give chances for the learners toread the text aloud (Individual loudreading).

After the individual loud reading by thelearners some activities like the one

given below can be done to strengthenreading and writing.

Process

Make sentence cards/strips on coreideas.

Cut the sentence strips to word strips.

Arrange the word strips inside a tray ina visible manner.

Group the learners into four or five.

Let the groups come forward and makeat least one meaningful sentence usingthese word strips.

Let the members of the group stand ina line and hold the word strips to formthe sentence.

Now the teacher can present a shortdiscourse (description/rhyme) usingthe vocabulary and expressions madefamiliar in this reading text.

Bruno Bruno, let's playBruno Bruno, go and fetch the ballBruno Bruno, wag your tailWell done Bruno! You are my friend!

let’s

play

66

Teacher Text Std IIEnglishRecite the rhyme with proper actions.

Ask the learners to sing aloud.

Let them sing individually or in chorus.

As this is the story of Bruno's journeyand experiences at different places, theteacher can start developing a flowchart.

Process

The teacher asks, ‘Where is Bruno now?’

The learners may come up with theresponse ‘Bruno is at Sachin's home’/athome/in Sachin's house etc.

You may start drawing a flow chart.This flow chart may be developed asBruno goes to different locations.

Flow chart:

Activity 1 (Page19)

Present the activity as given on thepage.

Pre-activity talk

Questions related to each picture maybe asked.

e.g. Look at the picture. Where doesSachin want to go with his friendBruno?

Let the learners say the names of theplaces.

Now, ask what Sachin might say in eachcontext.

e.g. Okay, Sachin wants to go to thepond. Then what will he say?

‘Let's go to the pond.’ You may writethe response on the chart.

You may elicit one or two answers andthen give chances for the learners towrite the rest on their own.

Back to Page 8

Now, the questions given at the end ofPage 8 can be discussed.

While discussing, more chances shouldbe given to the learners to respond inthe target language.

Responses in the mother tongue maybe megaphoned in English.

The same process can be followed forprocessing the questions on each page.

Page 9

Follows the same process forprocessing the text. (as done on Page 8)

Activity 5 (Page 23) - Conversationbetween father and Sachin may beprocessed here.

Ask the interaction questions given tochannelise the learners’ thoughts.

Process

First let the learners attempt the taskorally. Then ask them to write theconversation individually in the spaceprovided in the text. Encourage 3 or 4random presentations. Let the learnerssit in groups and share their ideas. Askthem to refine the product in their

Bruno

At home

67

Teacher Text Std IIEnglishgroup. Let the groups present them.Now, the teacher can exhibit an errorfree version of the conversation,including the ideas presented by thelearners. Chances may be given to thegroups to refine their products based onthe teacher's version. Let the groupsrole-play their conversation.

Teacher's version

Sachin : Father, Bruno ran out.

Father : Was the gate open?

Sachin : Yes, please come with me father. Let's go and look for him.

Father : Okay. Don't worry. Come, let's go.

Page 10

After processing the text on this page,develop a conversation between Sachinand the woman by interacting with thelearners. A role-play can be performedbased on this conversation betweenSachin and the woman. Each groupmay be given a chance to present therole-play.

Conversation for the Role-play

Sachin : Did you see my puppy?

Woman : Yes, I saw one running to the park.

Sachin : Where is the park?

Woman : It's not far from here. Go straight. It's near the bus stand.

Page 11

Here a concept map on the theme'PARK' may be developed (as in TT Std1 Unit 1).

An oral description based on thepicture can be attempted beforeprocessing the text.

Ask apt interaction questions to elicittheir ideas.

A big park. Many trees and flowers arethere.

There are many slides and swings.There are benches to sit.

Children are playing in the park.

Don't forget to add the next location inthe flow chart.

Page 12

After processing the text, chances maybe given to the learners to role play thedialogue as mentioned earlier (as inPage 10).

Page 13

Interaction questions related to the

PARK

benchestrees slide

climber

merry goround

see-sawflowers swing

lawn

garden

Bruno at home

Bruno in the park

68

Teacher Text Std IIEnglishtypes of balloons they see in the page/they have seen earlier may be included.

o Look at the picture.

o Have you seen such balloons?

o Where have you seen them?

o Have you seen a balloon man?

o Do all the balloons look the same?

o Yes, they are different in colour andshape.

o Can you say the names of theseballoons?

Elicit the names of the different types ofballoons.

e.g. apple balloon, snake balloon,monkey balloon, bird balloon….

Write these names on a chart.

Page 14

After processing the reading activities,role-play of the conversation betweenSachin and the balloon man can bedone.

The flow chart may be developed askingthe present location of Bruno.

Page 15

Before going to the text on this page agame on vegetables can be attempted.

Game

Process

The teacher asks the learners ‘Where isBruno now?’ Elicit responses.

Then the teacher writes, ‘At the vegetableshop’ on a chart as the learners respond.

Develops a concept map on vegetables.

potato onion

Here the teacher can play theInteractive CD for Std 1 (Days andVegetable Song - Unit 4 - King Lion)

Let the learners sing and enjoy.

Then the teacher can lead them to thegame.

Some circles are drawn on the floor.The names of vegetables are written inthe circles. A square is drawn as shownhere for Bruno.

Bruno

carrot brinjal

cucumber lady’s finger

tomato potato

chilly

pumpkin

onion

Vegetables

tomato

Bruno at home

Bruno in the park

Bruno in the street

69

Teacher Text Std IIEnglishTell the learners that these are thevegetable baskets. Let one learner assumethe role of Bruno. Let him stand in thesquare.

Let others give instructions to Bruno tojump on to different vegetable baskets.

The teacher can begin like this.

o Now, Bruno is in the vegetable shop.

o You can ask Bruno to jump onto anyvegetable you like.

o Bruno has to read and identify thevegetable and jump onto that circle.

e.g. Bruno, jump onto the tomatoes(And Bruno has to act accordingly).

Now, let the learners give moreinstructions to Bruno(to jump ontodifferent vegetables).

Chances may be given to the maximumnumber of learners to take the role ofBruno.

Encourage the learners to repeat theinstructions with the names of differentvegetables.

Back to the text (Page 15)

Interaction, processing the core ideasand reading the text can be processed asdetailed earlier.

Develop the flow chart as earlier withBruno’s present location.

Activity 7 (Page 25) - Riddles may bepresented here.

Present the activity as given in the text.Let them solve the riddles.

The teacher can extend the activity byasking the learners to construct/say ormake a riddle on their own on any othervegetable/the vegetables they like. Thiswill give them more input to do the nextpart of the activity. Now move on todrawing and describing the vegetables.

Page 16

After processing the text on the page,the following activity can be presentedfor enhancing reading.

Additional Activity

Matching cards (Dialogues and Speakers)

He beat my Bruno.

He messed up my shop.

Teacher can prepare dialogue cards likethis. Give each group a set of these 4cards. The teacher has to prepare 4 setsof these 4 cards i.e. in total 16 cards.Learners have to identify the speaker.

Bruno at home

in the park in the street in the Vegetable shop

It burst one of my balloons.

Hey, naughty dog, get off fromhere.

70

Teacher Text Std IIEnglishLet the groups read the text and find outthe speaker. Let them write the dialogueand its speaker in their notebooks.

Page 17

Process the text fixing the core ideas, asdone earlier.

Activity 6 (Page 24) - Thoughts ofSachin can be presented.

Don't forget to complete the flow chartafter interacting with the learners

Here, there is scope for interactionrelated to the flow chart.

o Was he happy there?

Process reading (considering thewhole unit)

Matching cards

1)Speakers and their dialogues

Two sets of cards are to be made forthis purpose.

• Dialogues of characters are written onone set of cards.

• The name of the characters are writtenon the second set of cards.

Bruno at home

in the park in the street in the vegetable shop at home

You can ask about what Bruno did ateach location.

o What did Bruno see there?

o Who did he meet there?

o What did he do there?

• Learners can be asked to read the cardand identify the same sentence in theirReader.• Learners find out who said this.

2) Let them make the cards.

Character and their actions

Is it a white puppy with black spots?

You are so dirty! Come, Let’s have a wash. It’s getting late.

I saw your pup in front of the vegetable shop.

He messed up my shop. Go straight; it’s near the bus stand.

Balloon man Boy

Woman

Sachin

Vegetable seller

Father

71

Teacher Text Std IIEnglishActions of persons/characters arewritten on one set of cards. Names ofthe person/character who did it arewritten on the second set of cards.

Learners have to read the cards, referthe text and match the cards.

• Encourage the learners to recite/singindividually.

Post reciting activities

• Ask some questions to ensurecomprehension.

ran to the vegetable shop rolled on the grass

shouted and raised a stick started crying pointed to the shop

hugged Bruno

patted on the shoulder Bruno

Vegetable seller Sachin Boy

Father

Processing the poem

My Puppy (Page18)

Process

Ask some interaction questions relatedto the picture.

o What do you see in the picture?

o What is the girl doing?

o Where are they sitting?

o What do you think the girl will sayabout her puppy?

• You may play the song/present thesong on your own. (2 or 3 times)

• Let the learners sing along with you/CD two or three times to becomefamiliar with the words and the rhythm.

• Let the groups present in random.

o Where does the dog live?

o What does the dog do when the girlpets him?

o How does the pup ask for morepetting?

o Is the pup only a special friend to thegirl?

Processing of the other activities in thetext.

Activity 2 (Page 20)

Present the activity as given in the text.

Let the learners look at the pictures.

Ask appropriate questions related to thepicture.

o Where is Bruno now?

o What is Sachin doing?

72

Teacher Text Std IIEnglisho What about Bruno?

Let them identify and say the actions ofSachin and Bruno.

You may elicit two pairs of actionsincluding the example given in the text.

Let the learners do the rest on theirown.

Then let them share in groups.

Let the groups present their answers.

You can support the learners wheneverit is needed.

Activity 3 (Page 21)

Directing Sachin to reach differentplaces.

Introduce the activity as given in theReader.

Ask interaction questions related to thepictures.

Elicit responses for each question.

o Where does Sachin want to go in thefirst picture?

o Where is he standing now?

Imagine that Sachin met you there andasked for help.

o How will you direct him?

o First, where should he go from theplace he is standing?

(Elicits responses.)

o Straight, right or left?

o So, how will you say this to him?

o Then, where should he turn to?

o To the left or right?

o Now where will he reach?

o How will you say this to Sachin?

In this way you can elicit responses andwrite them on a chart.

Let the learners sit in groups andprocess the next one.

You may interact with the groups whilethey are working.

The third one can be given forindividual attempt.

Activity 4 (Page 22)

Introduce the activity as given in thetext.

Ask appropriate questions to channelisethe learner's thoughts.

Elicit the responses and chart them.

o What do you see in the first picture?

o Where is the carrot?

o Look at the second picture. What doyou see in the basket?

o What do you see in the next picture?

o Yes, a boy is on a swing.

o Where is the boy?

o Yes, the boy is on a swing.

Elicit more responses in the samemanner.

Let the groups do the rest.

You may interact with the groups whiletheir work is in progress.

73

Teacher Text Std IIEnglishGroups may present their products.

Additional activity -

Describing a Vegetable1) Sentence cards/sentence stripsPrepare two or three strips containingshort descriptions of vegetables.

Shuffle the strips. Let the learners pickup a strip and read it aloud. Let themidentify the vegetable from thedescription. Ask them to paste thedescriptions on one chart. Let thelearners read out the descriptions. Now,the learners can write down thedescriptions in their notebooks. Thisactivity can be done either individuallyor in groups.

2) Identifying and sequencing theevents of the storya) Making meaningful sentences fromword cards.

The main events of the story are writtenas sentence cards (five or six events).

Each sentence card is cut into wordstrips and given to each group.

The groups have to arrange or sequencethe word cards to make meaningfulsentences/events.

Let the groups read out the sentencethey have constructed.

Interact with the learners and makethem paste the sentences on a chart.

b) Sequencing the events of the story.

Now each group is given a chance toread out the entire events.

Let them decide which event shouldcome i.e. first, next and so on….

Let the groups read out the events inthe same order as they happen in thestory.

Let each group paste their events in theorder on a chart paper displayed in theclass.

Now, let the groups read the entireevents.

After familiarising the graphics and thepronunciation of words, let them writethe events of the story in their notebooks.

Processing the Project (Page 26)

Revisit the concept map of vegetables.

Let them read aloud the names ofvegetables.

You may paste a chart in the class.Elicit the names of more vegetables.

Paste pictures of vegetables like chilly,pumpkin, tomato, potato, bitter gourd,cabbage, lady’s finger, carrot, brinjal,ash gourd, etc.

Draw tables and columns as in theReader.

Write the titles by interacting with thelearners.

o What can we say about this vegetable?

o Yes, It's ‘name’, then what else can wesay?

o Yes, it's' colour' too.

o What can we write in the next column?

74

Teacher Text Std IIEnglisho Yes, some vegetables are sweet, someare sour and some others are hot.

o So, can we write ‘taste’ in thiscolumn?

o Are all the vegetables of the samesize?

o So, can't we write 'size' in the nextcolumn?

o How do you feel when you touchthem?

o Yes, some may be hard and some soft.

o So, shall we write ‘hard/soft’ in thiscolumn?

Now, you may fill the tables for twovegetables by eliciting responses fromthe learners.

Lead the learners to the text.

Now, ask the learners to paste morepictures and fill the table (as homeassignment).

Discussion (Vegetable Garden athome)

Based on the questions given at the endof the page, let the learners talk aboutthe vegetables they grow at home.

You can talk about the vegetablegarden at his/her home/school.

You may show newspaper cuttingsabout the dangers of using poisonouspesticides on the vegetables that we buyfrom shops.

The learners can be sensitised on thebenefits of a vegetable garden at home.

You can even distribute some seeds tothe children to grow a vegetable gardenin their homes.

Vegetable Printing ActivityYou may bring different vegetables,knife, 4 square pieces of cloths and 4colours of fabric paint to the class.

Pre-activity talk

o Don’t you like to draw pictures andcolour them?

o Do you know that we can print/makepictures using vegetables too?

o Have you ever tried that?

o Shall we try it now?

Group the learners into 4 (with 4 or 5members).

Distribute a piece of cloth to eachgroup.

Give some vegetables to each group (apiece of lady's finger, 1/2 onion, 1/2potatoes, round pieces of bitter gourdand cucumber, lengthwise cut beans).

• Four different colours of fabric paintare to be given to each group (red, green,yellow, brown).

• Give simple and clear instructions tothe whole class for doing vegetableprinting.

• You may demonstrate it while givinginstructions.

• Let the groups follow the instructionsand do it.

75

Teacher Text Std IIEnglish• You can monitor the groups and givespecific instructions to the groups, ifnecessary.

• Make sure that all the learners getchances to do the activity.

• After the task, let each group showtheir vegetable printing to the wholeclass.

• Products may be exhibited in ORC.

I Know (Page 27)

This page is purely designed for thelearners to assess themselves. This isone of the evidences for the child's paceof learning. As this is the first unit, theteacher can help them by givingnecessary directions to do the activityon their own. Suitable and meaningfulinteraction with the learners isexpected.

Point at the first picture and ask:

o What do you see here?

o Where is Bruno now?

(Elicit responses.)

Writes 'Bruno is on the road'.

Then what is he thinking now? (Elicitresponses)

Write all responses on the chart. Selectthe best one.

In this manner, let the pupils identifythe location, character and the thoughtsin each picture.

My learner can (Page 28)

This page stands as one more evidenceof learning. The teacher gets theopportunity to record what the learnerhas acquired at the end of the unit. Thiswill in turn help the teacher to givenecessary feedback to the learners andtheir parents. The two pages ‘I know’and ‘My learner can’ will help theteacher modify the teaching-learningstrategies and design remedial programsfor individual learners.

Process Reading

In lower classes, the learners should getrich exposure and experience in thetarget language (i.e. English). So, morechances for listening, reading andspeaking should be provided. Once thelearners acquire an interest and love forthe language, it will be sustainedforever. As the rhythm, tone andpronunciation of the language isdifferent from their mother tongue, theteacher's role in providing the bestinput is very important.

Different processes that can be adoptedfor strengthening reading (especially forslow learners).

a) Reading together

It's a process where the teacher andlearners read together. While reading

76

Teacher Text Std IIEnglishtogether the learners gain confidencewhich also promote their reading skills.

b) Echo reading

Echo reading is a process for developingexpressive, fluent reading. During anecho reading exercise, the teacher readsa line/sentence or phrase of the textaloud while tracking the print /graphfor the learners to see. After a line ofthe text has been read aloud, thelearners imitate or echo the teacher.When the learner begins to read withmore expression and fluency, it suggeststhat the learner can read on his/herown. First person narratives can be veryeffectively used for echo reading.

This reading strategy allows childrenacquire proper phrasing and expressionand develops their vocabulary. Thisguided strategy instills confidence inlearners and is aimed to develop greaterreading proficiencies. This will fosterfluency for struggling readers/and lowachievers too.

c) Choral reading

This helps the learners to become morefluent and confident readers. Here thelearner is asked to read along with theteacher. The teacher begins reading in avoice that is slightly louder and fasterthan the learner. As the learner becomesmore comfortable with reading the text,the teacher lowers his/her voice andslows the reading pace. If the learnerslows down, the teacher raises voiceand speed again.

d) Paired reading

This technique allows a teacher to varythe amount of support provided to alearner while reading aloud together.The teacher explains to the learner thatsometimes they may read together -duet reading - and sometimes thelearner will read alone solo reading.They agree on two signals, the child canuse to switch back and forth from soloto duet reading. When the child givesthe teacher the duet signal, the teacherwill read along. When the child is readyfor solo reading, he/she gives the solosignal and the teacher can stop reading.

89

Teacher Text Std IIEnglish

Unit 3

The Mother TreeThe Mother TreeThe Mother TreeThe Mother TreeThe Mother Tree

Theme: Harmony of Nature

Sub theme: Love and care for fellowbeings

Learning Outcomes:

The learner will be able to:

• identify natural objects such as tree,fire, wind, cloud, rain etc. whichappear as characters.

• identify the names of trees and plantsin his/her surroundings.

• write the thoughts and feelings ofcharacters.

• read and comprehend simple storiesand poems.

• read and enjoy simple graphic stories.

• write a conversation between thecharacters in a story.

• describe things and situations in oraland written forms.

• undertake simple project work tomake an album of leaves.

• make puppets using availablematerials (hand puppet, fingerpuppet)

Input Discourses• Story

• Song

• Description

• Conversation

Language Elements/Vocabulary• Prepositions like ‘in’, ‘on’, ‘of’, etc.

• Present progressive form of the verbs(crawling, jumping, blowing, burning,coming, running, moving,happening, etc.)

• Adjective forms like: ‘bigger andbigger’, ‘larger and larger’, ‘higherand higher’, ‘taller and taller’, ‘deeperand deeper’ etc.

• Vocabulary related to nature, fire,wind, cloud, rain, etc.

• Asking questions beginning with‘What’, ‘How’, ‘Where’, etc.

Activities/Discourses• Select suitable events from the text

and match with pictures.

• Fill up crossword puzzle (Fruits)

• Draw the pictures of animals orcreatures that lives on trees anddescribe them.

90

Teacher Text Std IIEnglish

Lear

ning

Out

com

es

• Ide

ntify

nat

ural

obj

ects

such

as t

ree,

fire

, win

d,cl

oud,

rai

n, e

tc. w

hich

app

ear

as c

hara

cter

s.•

Iden

tify

the

nam

es o

f tre

es a

nd p

lant

s in

his

/he

r sur

roun

ding

s.•

Writ

e th

e th

ough

ts a

nd fe

elin

gs o

f cha

ract

ers.

• Re

ad a

nd c

ompr

ehen

d si

mpl

e st

orie

s an

dpo

ems.

• Re

ad a

nd e

njoy

sim

ple

grap

hic

stor

ies.

• W

rite

a c

onve

rsat

ion

betw

een

the

char

acte

rsin

a s

tory

.•

Des

crib

e th

ings

and

situ

atio

ns i

n or

al a

ndw

ritte

n fo

rms.

• U

nder

take

sim

ple

proj

ect

wor

k to

mak

e an

albu

m o

f lea

ves.

• M

ake

pupp

ets

usin

g av

aila

ble

mat

eria

ls (h

and

pupp

et, f

inge

r pup

pet)

Uni

t Fr

ame

Uni

t 3

- The

Mot

her

Tree

Tim

e: 3

0 Pe

riod

s

Conc

ept/

Skill

•Th

eme:

Har

mon

y of

Nat

ure

•Su

b th

eme:

Love

and

care

for

fello

w b

eing

s

Dis

cour

ses

Act

ivit

ies

• S

tory

• S

ong

• D

escr

iptio

n•

Conv

ersa

tion

La

ngua

ge E

lem

ents

• P

repo

sitio

ns li

ke‘in

’, ‘o

n’, ‘

of’

• P

rese

nt p

rogr

essi

vefo

rm o

f ver

bs(c

raw

ling,

jum

ping

,bl

owin

g, b

urni

ng,

com

ing,

runn

ing,

mov

ing,

hap

peni

ng)

• A

djec

tives

like

:‘b

igge

r an

d bi

gger

’,‘la

rger

and

larg

er’,

‘hig

her a

nd h

ighe

r’,

‘tal

ler

and

talle

r’,

‘dee

per a

nd d

eepe

r’et

c.•

Voca

bula

ry re

late

dto

nat

ure,

fire

,w

ind,

clo

ud, r

ain.

• A

skin

g qu

estio

nsus

ing

(‘Wha

t’,

‘How

’, ‘W

here

’)

91

Teacher Text Std IIEnglish• Read the thoughts of the eagle and

complete the sentences.

• Complete the sentences based on thepicture.

• Write the thoughts of little birds.

• Complete the conversation betweentwo characters.

• Reading the picture story titled 'BabyBird'.

Materials

• Chart paper

• Crayon

• Picture

• Black sketch pen

• Finger cap

• Fevicol

• Scissors

• Small rubber bands

• Sequins (red)

Use of ICT

• Audio of songs, videos, pictures, etc.

• Use of Interactive DVD of Std I

Introduction

'The Mother Tree' is a story whichfocuses on the need for protecting andloving our fellow beings. The story tellsus about the close relationship betweena neem tree and a family of birds. Thestory is rich with new images and ideas.

The learners are expected to develop

qualities such as love, empathy,kindness, faithfulness, etc. for all fellowbeings.

Support for CWSN learners

Special care should be given for CWSNlearners. The teacher should make themparticipate in activities such as colouring,drawing and puppetry.

Entry Activity

You may draw the picture of a tree stepby step. At each step you may interactwith the learners giving them enoughscope for prediction. You may interactwith them as given below.

Step 1I am going to draw a picture.

Can you guess what this is?

o What am I drawing?

Elicit responses.

Let the learners predict.

Step 2I have drawn two more lines.So, there are four lines. Canyou guess what the picture willbe?

Elicit responses.

Step 3Now, I have drawn two morelines.

What am I drawing?

Elicit responses.

92

Teacher Text Std IIEnglishStep 4

Now I joined the lines.Here I drew twoslanting lines

Can you guess thepicture?

Elicit responses.

Processing Big Picture

You should prepare cut outs of a neemtree, birds, nest with three little birds init, the sun and a landscape.

You may ask the following questions todevelop the big picture.

o Where shall we place the tree?

o Where do we fix the 'nest'? Can weplace the little birds in the nest?

o Where do we place the sun?

o What else can we place?

o Where will we fix the landscape or hills?

Learners develop a big picture with yourhelp.

Interact with the learners about the bigpicture.

Questions for Interaction

o What do you see in the picture?

Step 6

Step 5

I n t e r a c t i n gwith the learner,

you may finishthe picture. Ask

the learners to drawthe picture in their

books and colour it.

The Mother Tree

The Mother Tree

93

Teacher Text Std IIEnglishLet two pairs sit together and completemore blanks.

Teacher's reading

You may read the text with properpronunciation, intonation, stress andvoice modulation.

Interact with the learners again:

o What is the name of the tree?

o What birds are there?

o What did the little birds do?

o Which words tell us that it is morning?

Let the learners go through the passagein the Reader once again and respond tothe questions.

Learners read aloud.

Text 2 (Page 49)

Interaction

o What do you see in the picture?

o Who is talking to the tree?

o Where are the little birds?

Let the learners follow the process ofreading.

After reading, supply two sets ofsentence cards to the learners.

Set 1. Names/pictures of characters(little birds, mother bird, neem tree.)

Set 2. Dialogues of characters.

Let the learners read the names ofcharacters/identify the pictures andplace them on a big canvas in differentplaces.

Which tree is this?

o What are the birds doing?

o What time of the day is it?

o Where, do you think, the mother birdis?

Elicit responses from the learners andwrite them on the BB.

While doing so, you may read thesentences aloud.

Reading the Text (Page 48)

Let the learners read the textindividually

While reading ask the learners to writethe words in their notebook which theycould read and put a dash (---------) forthe words that they cannot read.

For example, a learner cannot read theword ‘neem’, ‘wonderful’, ‘greeted’,etc. may write the passage on Page 48.

Good morning ----------- birds! The ----------- tree ----------- the -----------.What a ----------- morning! Look out.The ----------- tree ----------- ---------------------- ----------- -----------The birds ----------- out of ----------- ----------- Thesun ----------- ----------- -----------.

Let the learners read the text in pairs.Ask them to read and fill the blankswith the words that they can read at thisstage.

You may visit each group and help thelearners use more words and completethe blanks.

94

Teacher Text Std IIEnglishInteract with the learners and makethem paste the dialogues below eachcharacter

I am hungry me too .

I’m going to fetch some fruits... Neemtree, Neem tree... my children are alone.I may be late. Please take care of mychildren.

Oh sure, I'll take care of them.

Ask the learners to enact the scene byreading the dialogues.

Page 50 Interaction

o Where is the mother sparrow now?

o Why did she come there?

o What does she see there?

o Does she see any fruits there?

o Are there any other birds?

o Do you see butterflies there?

You may ask these questions and leadthe learners to read the given text onPage 50.

After reading, interact with the learnersusing the following questions.

o Do you like the place? Why do youlike it?

o Is there any place like this near yourschool/home? Describe that place.

To encourage the learners, you may askthe following questions.

o How is the place? Is it beautiful?

o What do you see there?

o Are there any butterflies/birds?

o Which birds are there? Are there anytrees? etc.

Write the responses on the BB.Distribute sentence strips to thelearners. For example, there are manytrees, many butterflies, small butterflies,many birds, etc. Let the learners readthe sentence strips and write adescription in their notebook. Now,you can lead the learners to Activity 2on Page 61 of the Reader.

Activity 2 Interaction

When the Mother sparrow reached thevalley, she saw many trees, beautifulbirds and butterflies.

Can you name the fruits she saw there?

Let the learners respond.

You may write the word ‘cherry’ on theBB.

What all fruits have you eaten?

The learners may come up with thenames of fruits like ‘mango’, ‘grapes’,‘orange’, ‘banana’, ‘plum’ etc. List themon the BB. Now, ask the learners tofind out the names of the fruits hidden

Picture of Little birds

Picture of mother sparrow

Picture of neem tree

95

Teacher Text Std IIEnglishin the magic square. Encourage them todraw the pictures of fruits and colourthem. If necessary, you may show themthe picture of a plum.

Describing fruits

Interact with the learners as follows:

You have drawn and coloured manyfruits. Which fruit do you like the most?Write the name.

e.g. I like orange the most.

o What is its colour?

It is yellow/orange in colour.

o What is its shape?

It is round in shape.

o What is its taste?

It is sweet/sour.

o Is it soft or hard?

Soft.

When the learners come up with theseresponses. Write them on the BB.

Lead them to describe other fruits too.

Page 51

Interaction

o Who are there in the picture?

o What are they doing?

o What is there in Mother sparrow'sbeak?

Elicit responses.

Follow the process of reading.

After individual and group readingdistribute sentence strips to the learners(in 2 to 3 groups).

Yum Yum she swallowed the cherry.

How sweet it is?

Let me take some cherries for my children.

Full of red ripe cherries.

Looked around Flying away

Running here and there.

Moving around the sky.

Let the learners read the sentencestrips. You may ask the followingquestions and make the learners readout their answers from the strips.

o Which strip tells you that the cherriesare red in colour?

o Which strip tells you that the motherbird took some cherries for its children?

o Which strip tells you about the tasteof the cherries?

o Which strip tells you that the Mothersparrow ate the cherry?

Page 52

Mother sparrow saw clouds of smoke.

o What are the birds and animals doing?

Distribute the following paper strips tothe learners.

Let the learners sit in pairs. Ask them toread the sentence strips.

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Teacher Text Std IIEnglishOne strip for two learners.

Let the learners identify the sentencesin the Reader. Let them read aloud.

Then you may ask the followingquestions.

o Who looked around?

o Who are flying away with fear?

o Who are running here and there?

o Who is moving in the sky?

Elicit responses from the pairs. Givepoints to the pairs.

After completing the process, let thelearners do the activity on Page 64.

Activity 4Ask some questions based on thepicture given in the text.

o Who are there in the picture?

o What are the elephants doing?

o Look at the parrots. What are theydoing?

o Where are the monkeys? What arethey doing?

o Is there a rabbit in the picture? Whereis it? What is it doing?

o Can you see an eagle in the picture?

Elicit responses.

There is no eagle in the picture. But thisis the scene the eagle happen to see.Then what will be its thoughts?

Elicit the answers and write them on theBB.

Let them complete the sentences givenin the text.

Bigger and bigger Higher and higher

Eating up Louder and louder

After that ask them to read thethoughts of the eagle.

You may prepare some word stripswhich may help in reading.

Let them sit in pairs and read the strips.Identify the sentences.

Ask them to read the whole sentences.

Picture interaction (Page 53)o What is the Mother sparrow doing?

o Is she crying? Is she thinking about herchildren?

o What is she thinking? What will she dothen?

Let the learners read the text.

Ask them to identify the sentence whichmeans 'the children are in danger'.

You may write the sentences on theBB. Once again, help the learners toread after you.

Loud reading.

Page 54You may ask the following questionsfor interaction.

o Where is the fire now?

o What is it doing?

o What is the neem tree doing?

o What will he think about the littlebirds?

Elicit the responses and write them onthe BB.

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Teacher Text Std IIEnglishe.g. a. The fire will eat up the trees.

b. Poor little birds, the fire will eat upthe little birds etc.

Ask them to identify the sentences fromthe Reader.

After reading, distribute sentence stripsto the groups.

e.g. a. It is so hot. I am burning.

b. Poor little birds. How can I save them?

c. Oh fire! take me, leave the little ones.

d. Sorry, I can’t stop burning.

Ask the learners to categorise, thedialogues into two heads.

1. The Neem tree

2. The fire

Let the groups role play the scene.

Page 55Process the text, as done earlier.

After processing the text, let thelearners role play the scene.

You may use the sentence strips forpresenting the dialogue of the Neemtree and the wind.

Distribute the sentence strips to thegroups and ask the groups to decidewho is going to present the dialogue.

After the role-play ask the followingquestions.

o Where will the wind go?

Elicit the responses and let the learnersgo through Page 67 and complete theconversation between the wind and thecloud.

Page 56

Process the text by eliciting the coreideas as done before.

The following questions may help youto elicit the core ideas.

o Who did the neem tree talk to?

o Will the clouds be able to help theneem tree?

o What will the neem tree request theclouds?

After processing the text, give chancesfor loud reading.

You may ask the learners to read thetext loudly.

Here, you can adopt any strategy tomake the learners read the text aloud.

Page 57

You may ask some questions foreliciting the feelings of the neem tree.

e.g. Look at the picture.

o What do you see in the picture?

o How will the neem tree feel when therain touches it with its cool fingers?

o What do the rain drops look like?

o Do you think it is a heavy rain? Why?

o Have you ever walked in the rain?

o How did you feel? Were you happy?

By asking such questions you may elicitthe feelings of the learners and alsoreinforce some vocabulary related tothe text.

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Teacher Text Std IIEnglishWrite the words/sentences on the BB.

e.g. breeze, touched, pouring, raindrops,etc. Ask the learners to find out thesentences which contain these words /sentences.

Follow the process of reading as donebefore.

Page 58

After processing the text, you maydistribute paper strips which containthe dialogues of the Mother sparrow,the neem tree and the cloud.

Ask the learners to role play thedialogues.

After reading the entire passage, youmay ask the following questions givenin the Reader.

o Did you like the story?

o Who do you like the most? Why?

e.g. I liked the neem tree.

It helped the little sparrows.

It gave shelter to the birds.

It was loving and caring.

Ask the learners to write why they likethe character of their choice.

Help them prepare concept maps ontheir own.

Let them share their ideas in pairs.

Enrich their ideas.

Let them write about the character theylike most.

Now, you can do the activity given onPage 60. Let the learners revisit thewhole story once again.

You may distribute the strips whichcontain the core ideas to the groups.

Each group should read out thesentences they have got.

Interact with the learners and ask themto paste the sentence on a chart paperin the correct order.

Neem tree

loving

gives shelter patient

caring

You may help the learners to writesentences with the help of a conceptmap.

Poem - Trees (Page 59)

Process

Picture reading:

Interact with the learners as follows:

o What do you see in the picture?

o Which tree is this?

o Is it a big tree or a small tree?

o Are there any other big trees aroundus? Can you name them?

Write the elicited names on the BB orpaste the paper strips on the big canvasalong with the pictures of trees.

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Teacher Text Std IIEnglisho Do you want to hear a song abouttrees?

Now, you may play the song/presentthe song on your own.

Let the learners sing along with you/CD two or three times.

Familiarise the poem.

Let the learners present the song inchorus.

Encourage the learners to sing the songindividually.

Post reading activities

Ask some questions to ensurecomprehension.

e.g. Are there any trees around you?

o What are they?

o Which are the tall ones and short ones?

You may write the answers on the BB.

Processing other activities in theReader

Activity 3 (Page 63)

Present the activity as given in the text.

Let the learners look at the picture.

Ask questions based on the picture.

e.g. Who all are there on the tree?

o Where are they? (on the leaf, branch,etc.)

o Where is the nest?

o Where is the worm?

Elicit the responses and write them onthe BB.

Let the learners complete the yellowbox.

Then ask the following questions.

e.g. Which are the animals/birds/creatures that live on the trees?

o Where do they live?

Elicit responses and ask them to drawthe picture of a bird/animal/creatureon the branch/ leaf/trunk of the tree.After drawing, ask them to complete theremaining boxes.

Paste the pictures of different types oftrees on the big canvas.

Project Page 68

Revisit the big canvas.

Let them read aloud the names ofdifferent types of plants.

You may elicit names of more trees andplants.

You may paste a chart in the class.

Show some leaves to the learners (theleaves of trees/plants given on Page 68).

Paste the leaves on the chart paper.

Elicit the names and write them on thechart paper.

Let the learners do the project given onPage 68.

Assign the learners to collect leaves ofdifferent plants/trees and paste in their

100

Teacher Text Std IIEnglishnotebook and write their names.

Catagorise the leaves according to theiruses (medicinal, flowering plants, treesetc.).

Activity 5 (Page 65)

Let the learners look at the picture.

o What do you see in the picture?

o Which place is this?

o Where is the neem tree?

o Which are the birds?

o Are they the same little sparrows?

Let them go through the text.

After completing each sentence, makeuse of the corresponding pictures andsensitise the learners on the changesthat happened in the forest.

Activity 6 (Page 66)

Thoughts of the little birds

Let the learners look at the picture.

Ask questions:

e.g. o Who are there in the nest?

o Are they alone?

o Where is the mother bird?

o What may be the time?

o If there is a fire, what will they do?

o Will they think about their mother?

o Will they think about themselves?

Process the thoughts one by one.

Encourage the learners to writeindividually.

Let them sit in small groups.

Ensure that the learners are sharingtheir ideas in the groups.

Let them write their versions in thegiven chart paper.

Give chances for the learners to presenttheir version.

After the group presentation, presentthe teacher’s version. Based on theteacher’s version, you may edit thegroup products.

Teacher’s Version

Mother is not here.

We are in danger.Who will help us?

The fire will eat us up.

Activity 7 (Page 67)

Process

Lead the learners to the reading passageon Page 55 of the Reader. Ask thelearners to read the passage.

Interact with them as follows:

o Why did the wind blow away?

o Whom would the wind bring?

o What would the wind say to theclouds?

Elicit responses and write them on theBB.

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Teacher Text Std IIEnglishWind: Oh friends, please come withme. (BB)

o What would the clouds ask the wind?

Learners may come up with differentanswers. Megaphone the answers andwrite them on the BB.

Cloud: Where do you want me tocome? (BB)

o What would be the wind’s reply?

Wind: To the forest/Near the neemtree. (BB)

o Wouldn’t the cloud be curious? Whatwould it ask?

Cloud: What happened there? (BB)

Continue the process and elicit a fewmore meaningful exchanges appropriateto the context.

Let the learners role play it.

How to approach and process thestory ‘The Baby Bird’

Let the learners read the title. Let themguess the story.

If necessary, prepare a concept mapusing the words elicited from the pupils.

Prepare a narrative of the story topresent in the class using the words inthe concept map to help the learnersunderstand the story of the baby bird.

You may use the given narrative or youcan prepare another one based on thetheme.

Narrative

‘Look dear, cluster of dark clouds, itwill rain soon,’ father bird said.

‘Oh let’s go fast. Our little one isalone in the nest. He will be afraid,’mother bird said and flew in hurry.

Suddenly the wind blew strongly.The branches of the trees swayed.The rain started pouring down.

‘Oh dear I can't fly,

Let's rest here.’ The father bird sat ona tree.

‘But our little one is alone in the nest,he’ll be afraid... we should reach theresoon,’ the mother bird said and flewaway. But how? The rain becomestronger and stronger. The father birdlooked at the rain.

After presenting the narrative ask thefollowing questions.

e.g. Where is the little bird now?

What will happen to the little bird?

Is it safe in the nest? etc.

Baby bird

smallmother bird

father bird

nestbeautiful

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Teacher Text Std IIEnglishNow, let the learners go through thepicture story and guess the story. Elicittheir ideas. Write them on BB. Ensurethat the vocabulary will help thelearners to read the story.

Processing the story

Independent silent reading.

Sharing the ideas in pairs.

Reading in groups and sharing ideas.

Each group retells/presents the storybefore the class.

Presentation by the teacher.

Enacting the story by the groups.

I Know - Page 71

This page is meant for the learners’ self-assessment. You can help them bygiving neccessary directions throughinteraction.

Before introducing this page, you mayhave a discussion about the charactersof the story and their dialogues.

Then introduce the page.

Let them go through the pictures. Askthem to complete the character’snames first. Then, according to thenames, let them draw the pictures of thecharacters.

Give time to read the given responses.

Write the responses on paper strips anddistribute among the groups.

Ask the groups to identify the speakerof each dialogue.

Let the learners fill in the blank spacesby writing the appropriate dialogues.

My learner can - Page72This page gives you an opportunity torecord what the learners have acquiredby the time they have completed theentire unit.

This will help you to give necessaryfeedback to the learners and theirparents. It will help you to modify theteaching-learning processes.

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Teacher Text Std IIEnglish

Unit 4

Jungle F ightJungle F ightJungle F ightJungle F ightJungle F ight

Theme: Fantasy and Adventure

Sub theme: Harmony among humanbeings and animals

Learning Outcomes:The learner will be able to:

• identify the context, character andmood.

• read and enjoy simple adventurestories.

• identify the sounds made by differentanimals.

• use simple English while answeringinteraction questions.

• write sentences on a given theme.

• write short descriptions aboutanimals.

• arrange words in the alphabeticalorder.

• undertake simple projects on animals.

• recite/sing songs or poems withproper rhythm and actions.

Input Discourses• Story

• Poem

• Dialogue

• Description

• Announcement

Language Elements/Vocabulary

• use of ‘but’.

• use of action words in relevantcontexts.

• use of describing words to describeanimals.

Activities/Discourses

• Concept map

• Theatre games

• Mask making

• Solving puzzles

• Role play

• Enacting a scene

• Joining sentence cards

• Describing animals

• Arranging words

• Language games

• Project work

104

Teacher Text Std IIEnglish

Lear

ning

Out

com

es

• Id

entif

ies

the

cont

ext,

cha

ract

er a

nd m

ood.

• Re

ads

and

enjo

ys s

impl

e ad

vent

ure

stor

ies.

• Id

entif

ies

the

soun

ds

mad

e by

di

ffer

ent

anim

als.

• U

ses s

impl

e En

glis

h fo

r ans

wer

ing

inte

ract

ion

ques

tions

.•

Wri

tes

sent

ence

s on

a g

iven

the

me.

• W

rite

s sh

ort d

escr

iptio

ns a

bout

ani

mal

s.•

Arr

ange

s w

ords

in th

e al

phab

etic

al o

rder

.•

Und

erta

kes

sim

ple

proj

ects

on

anim

als.

• Re

cite

s/si

ngs

song

s or

poe

ms

with

pro

per

rhyt

hm a

nd a

ctio

ns.

Uni

t Fr

ame

Uni

t 4-

Jun

gle

Figh

t

T

ime:

25

Peri

ods

Conc

ept/

Skill

•Th

eme:

Fant

asy

and

Adve

ntur

e•

Sub

them

e:H

arm

ony

amon

ghu

man

bei

ngan

d an

imal

s

Dis

cour

ses

Act

ivit

ies

• S

tory

• P

oem

• D

ialo

gue

• D

escr

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n•

Ann

ounc

emen

t

La

ngua

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lem

ents

• U

se ‘b

ut’ w

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spea

king

/wri

ting

abou

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qual

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char

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• U

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rele

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cont

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.•

Usi

ngap

prop

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anim

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105

Teacher Text Std IIEnglishMaterials Needed• crayons/sketch pen• stamp, ink• chart paper, markers• scissors• pictures of animals• gum• Audio/Video CDs of songsUse of ICT• Video of the song ‘Animal Sounds’Introduction:

‘The Jungle Fight’ is an interestingadventurous story which opens up theworld of wild life to the learners. Thestory establishes that strength and sizeare not the essential qualities to becomesuccessful in life. Instead one’sintelligence and skills may be morehelpful in winning over those who arestrong and large in size. One day theking’s messenger comes to the forestwith a view to selecting an animal to behis pet. The problem arises when all theanimals set out for the post. Then themessenger insists that the animals canfight with one another and the winnerwill be the king’s pet. The strength ofthe story lies in the fact that a small catgets selected from the jungle wherethere were huge and strong animals likeelephant, lion, bull, etc.

Support for CWSN

The teacher must ensure theparticipation of CWSN learners invarious activities like theatre games,language games, enacting scenes,

colouring etc. by giving themappropriate and adequate support.

Entry Activity

The picture of a jungle and paper stripsin which names of animals are writtenare the materials necessary in thiscontext. The paper strips should beequal to the number of learners in theclass. You may write the names ofanimals viz. lion, bear, giraffe, elephant,horse, cat, dog, etc. on the strips.

Chart papers of ¼th size and stamp sizepictures of the above animals are also tobe collected.

Process

You may show the picture of a jungleand interact as follows:

What do you see in this picture?

Haven’t you heard stories about jungle?

What do you see in a jungle?

Name some animals that we see in ajungle.

Elicit the names of the animals andwrite them on the BB.

Ask the learners to take one paper stripeach from the box. Let the learnersgroup themselves on the basis of thestrip they have got. Supply a piece ofchart paper to each group and ask themto stamp the image of the animal theirgroup has got. Let them develop a word

106

Teacher Text Std IIEnglishweb based on the picture. You may helpthe groups by giving necessaryinstructions.

o Who is standing in front of theanimals?

o Which instrument is he using?

o What are the animals doing?

The man is beating the drum, isn't he?He is announcing something. What willbe the man's announcement? (Freeresponses). Do you want to know whatthe announcement is? Ask the learnersto read and find out the announcement.

Process ReadingFirst of all, let the learners read the textby themselves.

Ask the learners to circle the words orsentences which they can read and putboxes around the words or sentencesthey can't read. Let the learners to sit ingroups and clear their doubts.

You may interact with the class in thefollowing manner.

‘Dum... Dum…’ is the sound of a drum.Can you locate the word in your text?OK. Read the sentence silently. Now,ask any one group to read the sentencealoud. If they make a mistake, the othergroup will get the chance.

Let the groups imitating the action andsound of the animal.

Using the word web, let the groupsintroduce themselves as follows:

e.g. We are elephants.

We live in the jungle.

We are the biggest animals on land.

We have long trunks.

We are black in colour.

We are strong.

When all the groups have performed,you can interact with the learnersconnecting the activity to the story.

Processing the Text

Picture Reading (Page No. 81)

Make use of the questions given in theReader. The teacher can also ask othersimple questions according to the levelof the learners. Ask questions foridentifying the characters, settings,location etc.

strong

bigtrunk

black

The drummer was beating the drum.

Write the sentence on the chart whilethe group presents it.

Let the learners listen.

The drummer wants to say somethingto the animals. So he beats the drumaloud.

What does he say?

107

Teacher Text Std IIEnglishAsk the learners to locate the sentenceand ask any group to read the sentencealoud.

o What is the response of the otheranimals?

Ask the learners to read aloud thesentence from the Reader.

Write it on the chart. Cut thesesentences and make sentence cards.Ask the learners to enact the situation.Learners can use masks also. Ask thelearners to stand in a circle with themasks they have made. Give sentencecard to the learners to enact the scene.

‘The king wants a pet. Who isready to come with me?’

‘No, no. I shall come with you’, saidthe horse.

‘I’m ready. I’m ready….’

Indicators - Enacting the scene

• Dialogue presentation

• Facial expression

• Audibility

• Co-ordination

Write the sentence on the chart whilethe group is presenting. If any groupmakes a mistake, the chance will bepassed to other groups.

o Some animals got ready to go withhim. Which are the animals?

Let the learners respond.

o What did the elephant say?

Can you locate the sentence in yourtext? Give chances for all to locate thesentence.

Ask one group to present.

I’m ready.

Write it on the chart.

Interact with the learners.

'The elephant got ready to go with thedrummer. Not only the elephant but thehorse also got ready to go with him.'

How does the horse respond? Ask thelearners to locate the sentence. Ask onegroup to read aloud.

Write it on the chart.

Not only the horse and the elephant butall other animals also wanted to go withthe drummer.

Give this sentence card to the learnerwho is acting as the drummer. Like this,the elephant, the horse and all otheranimals are given their cards (10member groups) and the situation isenacted. While one group is performingthe others have to evaluate it with theindicators given below.

The king wants a pet. Who isready to come with me?

You may ask the learners, ‘Whichanimal will the drummer choose?’[Allow them to predict the answer.]

After processing the passage in theReader go to Activity 1 on Page 92.

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Teacher Text Std IIEnglishProcess

Activity 1

Interaction:

The drummer announced the king'swish. You remember it, don't you?

Ok, what was the announcement?

Elicit free responses.

You know all animals were there. Eachone wanted to go with the drummer.

All animals began to talk aboutthemselves. Let's try to find out whothey are.

Puzzle

Exhibit a chart on which the crosswordpuzzle is drawn. Write the answers tohints 1 and 2 vertically down. Write theothers from left to right. The hints willlead you to the answer. Ask the learnersto read the first hint under 'Down’.

I like honey. I walk on two legs.

The word has four letters, hasn't it?

Can you say which animal it is?

Let them say the name of the animal. Ifthey can't answer, ask more questions:

Is it a monkey?

Is it a bear?

Write the name of the animal in thecolumn.

Ask them to do other columns like thisand solve the puzzle.

Let them do it individually first. Thenallow them to sit in group and sharetheir products.

Let the groups present their work.

The teacher can solve the puzzle on thechart at the end.

Show the picture of a tiger. Interactwith the learners.

o Which is this animal?

Yes. This is a tiger.

o Have you ever seen a tiger?

o What does the tiger look like?

o Is it strong or weak?

o What does it like to eat?

If you are a tiger, what will you sayabout yourself.

Let the learners do it individually. Thenask them to sit in groups and share theirideas.

Let the groups present their products.

While one group is presenting, theothers can evaluate with properindicators for assessment. The teachercan also evaluate the learners.

Here, you can proceed to Activity 2 onPage 93 of the Reader.

Activity 2

Interact with the learners as follows:

o What happened when the drummercame to the forest?

o Did all animals gather around thedrummer?

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Teacher Text Std IIEnglisho Which were the animals?

Write the names of the animals on achart while the learners are responding.

e.g. giraffe, cat, zebra, tiger, elephant,lion, fox, bear, horse, bull

Interact with the learners.

Look at the first letter of each word.Which is the first letter of the wordgiraffe? Yes 'g'. What is it in 'cat'? Yes'c'. Like this elicit every first letter ofeach word. Which letter comes first inthe English alphabet? 'A' comes first.

Is there any word starting with 'A'? Nohere are no words with 'a'.

Then which letters comes after 'a'?

Is there a word starting with 'b'?

How many words are there starting with'b'?

Yes two words.

Which are they? 'Bear and bull'.

Look, both the words start with 'b'.

Which letter comes after 'b' in the word'bear'?

Yes 'e' comes after ‘b’.

Which letter comes after b in the world'bull'?

Yes 'u' comes after ‘b’.

Which letter comes first - 'e' or 'u' in theEnglish alphabet?

Let the learners respond freely.

It is 'e' that comes first.

So, write the word ‘bear’ first and thenwrite ‘bull’.

Which letter comes after 'b' in Englishalphabets? Yes 'c'.

Is there a word starting with 'c'?

Which is that?

Yes 'cat'. Then write 'cat' after 'bull'.

bear, bull, cat,

Similiarly, let them write the names ofall the animals in the alphabetical order.

Group presentation

While one group is presenting the otherscan evaluate using the indicators forassessment.

Interaction (Page No. 81)

All animals are eager to go with thedrummer. Which animal will thedrummer choose? (Give them chancesto predict.)

o How will the messenger select theking's pet?

o Do you want to know how heselected the pet?

Ok, let's see.

Ask the learners to look at the pictureon Page 81.

o Which animals are standing face toface?

o Why do they stand like this?

o What is going on?

110

Teacher Text Std IIEnglisho Who will win? Don't you want toknow? Listen.

Narrate the following to the learners:The lion and the elephant got ready tofight with each other. Then thedrummer suggested a condition forfighting.

o What will be the condition?

Ask the learners to read the firstparagraph on page no 81 to find out thecondition.

Ask the learners to read by themselves.Let the learners to underline the wordsor sentence they do not understand.

Let the learners sit in group and cleartheir doubts and share their ideas.

Group presentation. Each grouppresents the idea they have understoodand clear their doubts by asking othergroups.

Let the learners listen to the following:

The drummer came to the forest toselect a pet for the king, didn't he?

He wanted the animals to show theirstrength, didn’t he?

Interact with the learners.

Were the animals ready to fight? Twoanimals came forward. Who were they?Look at the picture also.

You may write the sentence on thechart/BB while the learners respond.

Interaction

The drummer asked the animals toshow their strength. How will thedrummer say that? Let the learnersrespond. Allow them to say either inmother tongue or in English. If theyrespond in Malayalam, megaphone theirsentences in English and write them onthe BB.

e.g. Show your strength.

Show who is stronger.

You have to fight and prove yourstrength.

Ask the learner to find out the sentencefrom the Reader which has the samemeaning.

Read it aloud.

Write it on the chart while the learnersare responding. Let them read it again.

You have to prove yourselves.

The elephant and lion cameforward.

Let the learners listen. 'The drummerput forward a condition'. What was thecondition?

Show a sentence card and say 'Look thisis the condition put forward by thedrummer. Can you read this?

Don't let your back touch theground.

Ask the learners.

111

Teacher Text Std IIEnglish'Is this the same sentence in yourReader?' Ask them to read the text andfind out. Let them read the sentencealoud.

Write this sentence on the chart. Letthem read it again.

Let the learners listen.

‘The drummer put forward a conditionfor fighting. Then he asked thepermission of the animals to start thecompetition. How will he say that?’

Elicit responses.

Can we begin? May we begin? Will you ready to start? Could we start? Should we start? If you don’t mind, can we start?

OK. Shall we start?

No one can beat me. The lionroared and jumped on to the

elephant.

The elephant fell flat on theground.

Write all these on a chart. Ask thelearners to find out the sentence fromthe Reader. Let them read aloud thesentence.

Write this on the chart while the learnersare responding. Let them read after you.

Interact with the learners.

o Will the elephant come to fight?o ‘What is the sound made by theelephant?’

o ‘Can you locate the sentence whichsays that the elephant made a sound?’Underline the sentence in your Reader.

‘I’ll be the winner’, the elephanttrumpeted.

Write it on the chart and ask the learnersto read after you.Ask the learners:o What's the sound made by a lion?o The lion says something. What doeshe say?o Can you find out the sentence in theReader? Read aloud.

Write this on the chart.

o Who won the fight?

o How do you know that? Find outfrom the story.

Read the sentence and find out thewinner.

Write the sentence on the BB while onegroup is presenting.

'The lion defeated the elephant.

o Who will come next?

Let's see.

Ask the learners to go to Page 82.

Additional questions for pictureinteraction

o Who do you see in the picture?

o Who is stronger? Why?

o Are they happy?

o Who will win?

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Teacher Text Std IIEnglishAsk the learners to read the passage tofind out the winner.

Let the learners read the passage bythemselves. Follow the process ofreading.

The teacher exhibits a chart on whichthe entire text on the page is written.

Interact with the learners as follows:'Tiger is very confident. He thinks he isstronger than the lion. So he cameforward and he began to say somethingto the lion.' Ask each group to locatewhat the tiger said from the Reader.

The teacher asks one group to comeforward and locate the sentence on thechart with a sketch pen and read italoud. If the group locates and readscorrectly they will get a point. If all thegroups fail, the teacher can mark thesentence.

Interact with the learners.

o How will we look at a person when weare angry?

o Will we look at him with a smilingface? No, we will look at him angrily orsharply.

o Can you find out such a sentencefrom your Reader?

Ask all learners to locate the sentencein the Reader. Then ask one group tocome forward and mark it on the chartand read it aloud. If they locate and

read it correctly their group will get apoint.

You may beat the elephant but youcan't beat me.

Interact with the learners by saying thatthe lion was very angry and he said thatthe tiger could never beat him.

o Who is the king of the forest?

o How will he announce?

Find out the sentence in your Readerand read it aloud.

Write on the chart.

The lion looked at the tiger sharply.

I am the king of the forest. Nobodycan beat me.

Let the learners listen. The lion roaredand tried to beat the tiger. Will the tigerfall down? What will he do?

o Can you locate the sentence whichtells you about it?

Ask one group to locate the sentence onthe chart.

But the tricky tiger slid away.

Interact with the learners. 'The tigerwas very tricky. So he slid away and bitthe lion's leg. What is the word usedinstead of 'bit'? Ask the learners to findout the word in their Reader. Ask onegroup to locate the sentence on thechart.

Like this the whole text on this pagecan be processed. Read the wholechart. Let the learners listen.

He grabbed the lion's leg.

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Teacher Text Std IIEnglishAdditional activity for enhancingreadingExhibit a chart with the following table.

Additional questions for pictureinteraction:

o Which animals are there in thepicture?

o Who are watching the scene?

o Will the tiger win again?

Ask the learners to read the text in orderto find out the winner. Let the learnersread individually. Ask them to mark thewords or sentences they cannotunderstand. Allow them to share theirideas in the group. The teacher gives aword card to each group.

Interact with the learners.Look, here are three columns. What iswritten in the first column? Yes thewords ‘The big’, ‘The Tricky’ and ‘Theking’.o What are there in the second column?Yes, ‘tiger’, ‘lion’ and ‘elephant’.o What is written in the third column?Yes, 'looked sharply', 'slid away' and'fell down'.All of you are familiar with these words,aren't you? We have read sentenceswith these. Now, select suitable wordsand make sentences you have alreadyread.e.g: Look at the word 'The tricky'. Whois tricky here? Yes. The tiger is tricky.What did the tricky tiger do?Yes, he slid away.o How will we make the sentence?Write it on the BB.

Similarly, write the other sentences.Ask the learners to present theirsentences.Ask the learners:o Which animal will come next?[ Free responses]

Look at the picture on Page 83.

The tricky tiger slid away.

next

blackies pulled balance upsidedown

Exhibit a plain chart and ask a group tocome in front of the class and show theword card they have got. Then paste iton the chart and read it. All groupshave to locate the sentence with theword. Keep some sentence cards in abox on the table. After this the groupthat makes the presentation can ask anyother group to come and select thesentence with the word from the box onthe table. If they make a mistake,chances will be given to the next group.

next Who is the next?

Repeat the process for other words too.Interact with the learners.o Name the animals that have come forthe fight.

The big The Tricky The king

tiger lion elephant

looked sharply. slid away. fell down.

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Teacher Text Std IIEnglisho Who will come next?

o Who will win the fight?

o Who defeated the tiger?

o Will the bear be the winner?

o Will somebody come forward?

o Who will it be?

Look at Page 84.

Additional questions for interaction

You can see the giraffe and the bear.They are discussing something.

o What are they discussing?

o Are they in a friendly mood?

o What are they going to do?

o How will they fight?

o What will the giraffe do?

o What will the bear do?

o Who will be the winner?

o Do you want to know what actuallyhappened?

Follow the process of reading.

Interact with the learners.

The giraffe came ready to fight with thebear. If you were the giraffe, whatwould you say?

Let the learners respond.

o Come on, I'm ready to fight with you.

o Look here, can you fight with me?

o I'm ready, who is going to fight withme?

Write these expressions on the BB. Askthe learner:

o ‘Is this the same sentence the giraffesaid? Look into your text. Underline it.Say it aloud.’

Write the sentence on the chart in theform of a conversation while thelearners read it aloud.

Interact with the learners.

'Giraffe called the bear blacky.'

o What will the bear call the giraffe?

o What is the specialty of the giraffe?

Yes, it is very tall.

o What's its colour?

So what would the bear call him?

Write the responses of the learners onthe BB.

o Tally giraffe

o Browny giraffe

Look at the text and find out what thebear called him.

Yes, he called him Browny joker, didn'the?

Locate the sentence in your Reader.

Read aloud.

Giraffe: Now, it's my turn blacky!

Bear: Oh, Browny joker, look downhere upon me. Your height will notmake you win.

Write it on the chart.

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Teacher Text Std IIEnglishAsk the learners to find out the nextdialogue said by the giraffe. Ask them toread it aloud. Write it on the chart whilethey are responding.

o What will the giraffe do then?

o Will he push the bear?

o Will he hit the bear?

o No, then what will he do?

Ask the learners to find out thesentence and read it aloud.

Write it on the BB.

o Is the giraffe happy now?

o How will he express his happiness?

o If you are very happy, what will youdo?

(Run, laugh, jump etc.) Find out thesentence which shows that the giraffe ishappy.

Write it on the BB.

Read the passage with properintonation, stress and voicemodulation.

Additional activity for enhancingreading.

Ask the learners to role play - Thegiraffe and the bear.

The chart exhibited will help them.

Interaction

o Who lost the fight?

o Why did the giraffe grit its teeth?

o Who will come next?

Ask the learners to go to Page 85.

o What will the bull do?

o Will the giraffe resist the attack of thebull?

o Who will win?

Exhibit a chart as given below.

Giraffe: I will show you what I cando.

The giraffe kicked the bear away.

The giraffe gritted its teeth.

‘Come, fight with me.’‘Are you challenging me?’‘I'm the tallest.’The giraffe stepped forward.‘Thud!’The giraffe fell down.

Ask the learners to read theseindividually.

Interact with them.

'Here are some sentences. Some ofthem are dialogues.

o Who said these dialogues?'

Ask the learners to guess the answers.

Ask one or two to present. Then askthem to read the text and find out whosaid these?

Some sentences are missing. Find outthe missing ones and write them in thecorrect places.

Let them do it individually.

Then ask the learners to sit in groups andshare their ideas and clear their doubts.

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Teacher Text Std IIEnglishAsk the learners to look at the first oneand read it.

'Come, fight with me.' Who said this?Ask one group to say the answer. 'Yesthe bull said this. Is there any sentencemissing? Which one is that?'

Write the sentence on the chart whilethe group is presenting.

If one group cannot answer, chance canbe passed to the next group.

Look at the next sentence.

What is that?

Read aloud.

Who said this? Ask the next group topresent.

Yes, the giraffe said this.

Is there any missing sentence? Look atyour text and read.

Write the sentence on the chart whilethe group is presenting. In this way, thewhole text on this page can beprocessed.

Present the text with proper voicemodulation, intonation and facialexpression.

Then interact with the learners bysaying,

The bull butted his horns on the giraffe.Can you name other animals with horns?

o Can you name an animal with onehorn? (Rhinoceros)

o Have you ever seen horned animalsbefore?

o What will you do if one comes at you?

o If you fall down, what will you do?

o Will you cry?

o What did the giraffe do, when he felldown?

o Locate the sentence from the text andread it aloud.

Ask the learners:

o Will anybody challenge the bull?

Go to Page 86.

Additional question for pictureinteraction

Look at the bull. What is it doing?

o What is the horse doing?

o Will the horse say anything to thebull?

o What will the bull reply?

o Don't you want to know whathappened?

Ask the learners to read the text bythemselves.

Exhibit a chart as shown below. Letthem find out the dialogues of the bulland the horse. Write them in therespective circles. The sentencescontaining the word 'bull' should be

The bull shook his head and jumped.

Are you challenging me?

The giraffe asked angrily.

He howled with pain.

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Teacher Text Std IIEnglish

written on the lines in the bull box andthe sentence with the word 'horse' shouldbe written on the lines in the horse box.

Let the learners find out sentences withboth the words ‘bull’ and ‘horse’ andwrite in the bull and the horse columns.

Ask the learners to read the text.

Ask them what the first sentence is.

o Come on… who is next?

o Who said this? 'Yes, the bull said this.'

o Write the sentence in the bull circle.

o What sound does the bull make?

Yes, it bellows.

There is a sentence with the word'bellowed'. Find out.

Ask the learners to read the passage andfill the columns suitably. Let them dothe work individually. Then let them sitin groups, share their ideas and cleartheir doubts. Ask each group to present.

You can finally fill the columns on thechart she has exhibited. (see overleaf)

Write two sentences on the BB.

o 'Meow', the cat mewed.

o 'Bow', the dog barked.

Look at these sentences. Read them.

The cat always mews.

The dog always barks.

Can you find out similar sentences inyour Reader?

Read them aloud.

Bull Horse

The bull bellowed ……………………………………… …………………………..

……………………………… ……………………………

----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

Come on. Who is the next fighter?

---------------

-----------------------------------------------

Bull and Horse

The bull bellowed.

The bull and the horse stood faceto face.

The bull bellowed.The horse neighed.

Write it in the line in the bull box.

Can you find a sentence in which boththe bull and the horse are there? Read italoud. Write it in the bull and horsebox.

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Teacher Text Std IIEnglish

Write the sentences on the BB too.

Let the learners read all thesesentences.

Write the following sentence on the BB.

Look at this sentence. Read it. Can youkick a ball?

Find a sentence in your Reader with theword 'kicked'.

o What happened to the bull?

Yes, the bull fell down.

o Who is the winner now?

o Will anybody come to fight with thehorse?

o Do you want to know who came tofight with the horse?

Go to Page 87 of your Reader. Interactwith the learners by asking thequestions given above the picture.

Additional questions for pictureinteraction

o Who are there in the picture?

o What's the horse doing?

o Why is it looking behind?

o Where is the fox?

o What is he saying?

o Do you want to know why the horseis turning back?

Read the text given on Page 87.

Follow the process of reading.

NarrationThe horse defeated the bull. He kickedthe bull and the bull fell down.

Ask them: Is the horse happy now?

The child kicked the ball.

The horse kicked the bull on hisbelly.

Teacher’s version

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Teacher Text Std IIEnglishDoes it express its joy?If you were the horse what would yousay?

• ‘I have won… I have won.’• I'm the winner.

• Ha.. ha... I defeated the bull.

• Nobody can defeat me.• This is my victory.

Write all the expressions on the BB.

Which sentence is used in your text?Locate the sentence in your text.

Ask all the learners to underline thesentence.

Ask any one group to read aloud.

Write the sentence on the chart whilethe group is presenting.

Read the sentence aloud. Ask thelearners to read along with you.

Interact with the learners.

Look at the picture. Who is near thehorse?

Yes, the fox is near the horse.

What is he saying?

Let the learners find out the sentencefrom the Reader.

Underline the sentence. Say it aloud.

Write the sentence on the chart. Ask them:

o What would the horse do?

o Did he say anything?

No, he looked at the fox.

There is another word for 'looked at'.Can you find out the word?

Yes, 'stared'

Locate the sentence with the word.

Write it on the chart. Look at thepicture. The horse is looking back. Thefox said something to the horse. Whatmight it be?

Can you find it from the Reader? Readit aloud.

Write it on the chart.

o Did the horse believe the fox?

o How can you say that?

o Pick out a sentence which shows this.

While the horse turned and lookedback, the fox did something.

What did he do? Can you find out thesentence? Read aloud.

o What happened to the horse?

o Did he defeat the fox?

'Hurray… Hurray… I won… Iwon', neighed the horse.

'Not yet my dear', the fox jumpedinto the fighting ground.

The horse stared at him.

'Hey look there's somethingbehind you,' the fox said

cunningly.

At once the horse turned andlooked back.

Crunch… The fox bit the horse'sneck.

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Teacher Text Std IIEnglisho How do you know that?

o Which sentence tells you about that?

Read it aloud.

How does the fox express his joy? Readthe sentence.

Additional activity for enhancingreadingSelect the following sentences.

• 'Hurray… Hurray… I won…I won',neighed the horse.

• 'Not yet my dear’, the fox jumped in tothe fighting ground.

• 'Hey look there's something behindyou', the fox said cunningly.

• 'Crunch…' The fox bit the horse'sneck.

• 'Ha… ha…, I am the final winner',laughed the fox.

Make sentence cards. Cut each one intotwo parts. Put them in a box on thetable. Form 5 or 6 groups. Ask thelearners to join the sentences correctly,while the teacher says one or two wordsfrom the sentence. Give chance to onegroup at a time.

e.g. When the teacher says 'neighed thehorse' the learners have to join the twosentence cards.

If one group cannot do, the chanceshould be passed to another. Then callthe next group to say the word aloud.Let all learners find the sentences fromthe Reader. One group can comeforward and join the sentence cardsfrom the box by looking at the Readerand pieces of the sentence cards. Allsentences selected can be processed inthis method. The teacher may read thesentences on the chart. Let the learnerslisten to your reading.

Interact with the learners.o Who will fight with the fox? Let thelearners guess and say.Go to Page 88 in the Reader.Interact with the learners by askingquestions about the picture given onPage 88.Look at the animals.Additional questions for pictureinteractiono Are they laughing?o Why are they laughing?o Will the cat defeat the fox?o What will the cat say to the fox?o What will his reply be?Read the given text to find out what hashappened actually.

Let the learners read individually.

Follow the process of reading.

Ask the learners to look at the pictureagain.

'Look, the cat is coming forward to

The horse fell down.

Ha… ha… I am the final winner,laughed the fox.

'Hurray…. Hurray… I won …Iwon', neighed the horse.

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Teacher Text Std IIEnglishfight with the fox. What will it say to thefox?

Elicit responses and write them on thechart.

e.g.

• 'Oh fox, I am ready to fight with you.'

• ‘I am here to fight with you.’

• ‘Can you fight with me?’

• ‘Will you give me a chance?’

Ask the learners to find out which oneis given in the Reader. Ask them to readit aloud. Ask a group to come forwardand underline the sentence on the chartusing a marker.

Give them a chance to read thesentence aloud. Other groups have torepeat after them.

Write the sentence on the BB and askthem to read it.

• The cat came forward.

Ask the learners to find out thesentence from the Reader with the samemeaning. Write the sentence below thefirst one.

Let them read both. Interact with thelearners by saying:

'A cat is a small animal, isn't it? So,what would be the reactions of otheranimals?’

‘Will they laugh at the cat?’

Let them respond. Write the sentencegiven below on the BB.

Is it the same sentence given in yourReader?

Ask the learners to locate the sentencein their Reader. Let them read it aloud.

Write it on the chart.

Interact with the learners by asking

o Will the fox say something?

o What will he say?

o Will he laugh at the cat?

Look at the text and find what the foxsaid. Read it aloud.

Write it on the chart. Let the learnersread it again.

o Did the fox do what he had said?

o Did he throw the cat? Check your textand find out.

Read all sentences written on the chartwith proper intonation, voicemodulation and expression.

Let the learners listen. Then ask thelearners the questions given below thepassage on Page 88.

o Who will win? The fox or the cat.

Let's listen. Ask the learners to go to

The cat came forward.The cat stepped forward.

All of them laughed at the cat.

Yeh! Ha...ha…! Everybodylaughed at the cat.

I can throw you up like a feather.

The fox threw the cat into the air.

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Teacher Text Std IIEnglishPage 89 in their Reader and look at thepicture. Interact with the learners usingthe questions given above the picture.

The teacher may use these questionsalso:

o What are the animals doing?

o What will happen to the cat?

Follow the process of reading.

Prepare sentence cards using thesentences in the Reader and cut each ofthem into two or three parts. Show aplain chart and say. 'Look this is a plainchart. Now I'm going to paste a part ofthe sentence card on it.'

Ask the learners to read it. Interact withthem. 'Look, this is the first part of asentence in your text. Locate thesentence in your text. Don't read italoud.' Then ask one group to comeforward and select the other part of thesentence card from the box on the table.Ask them to paste it on the chart.

Ask the whole class to read it aloud. Ifone group makes a mistake, the chancecan be given to the other. Select anotherpiece of a sentence card. Let the learnersread it aloud. Paste it on the chart.

Interact with the learners. 'This is thelast part of a sentence in your text. Findout the complete sentence andunderline it. Don't read it aloud.' Then

call another group to select the first partfrom the box and paste it on the chart.

Let other groups read it aloud.

Interact with the learners.

'The cat landed on his paws. The fox gotangry.'

o What will the fox do then?

o Will he throw the cat again?

o Will he say something?

Look at your text and find out what thefox has said. Underline the sentence.Ask one group to come forward and findout two parts of the sentence and pasteit on the chart.

Ask others to read it aloud.

Select a piece of another sentence cardand paste it on the chart.

Interact with the learners. 'This is themiddle part of a sentence in your text.

Find out the first and the last. Ask onegroup to come forward and select theparts from the box. Paste them on thechart.

Ask the learners to read it aloud.

Interact with the learners.

o What will happen to the cat?

The cat landed.

The cat landed on his paws.

got angry

The fox got angry.

Here you go up again

He caught the cat.

Once again he caught the cat

and threw him up.

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Teacher Text Std IIEnglisho Will he fall down?

Look, here is a piece of sentence card.Read it and find out the sentence fromthe passage.

Ask one group to come forward andchoose the other part from the box andpaste it on the chart.

Ask the learners to read it aloud.

The rest of the passage can also beprocessed in the same manner.

Ask the questions given below the text.

o Will the fox do anything else?

o What will he do?

Lead them to Page 90.

Interact with the learners using thepicture given on the page.

You may ask some more questions forpicture interaction.

o Why is the fox jumping?

o Will he land on his four legs?

o What will the cat do?

o Who will be the winner?

Let the learners listen.

'The fox threw the cat several times.But he landed on his four legs.

o Will the cat say something to the fox?

o What will he say?

o Don't you want to know?

Ask them to read the text on their own.Let them sit in groups and share theirideas and clear their doubts.

Let the learners listen to you.

'Look at the picture, the fox is jumpinglike the cat.’

o Why is he doing like this?

Yes, the cat might have challenged him.

If you were in the cat's place, howwould you challenge the fox?

Elicit responses and write them on theBB.

o If you are strong, can you jump like me?

o Try to jump like me.

o Can you do what I have done?

o Can you land on your feet afterjumping?

Ask the learners to find out how the catchallenged the fox from the text.

Let the learners read it aloud. Write thesentence on the chart.

Interact with the learners.

What was the fox's reply?

Did he agree? Find out from the Reader.Read it aloud.

Interact with the learners.

The fox agreed to take the challenge.He jumped into the air.

o What happened actually?

Again the cat

Again the cat landed on his four legs

Why not?

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Teacher Text Std IIEnglisho Did he fall down?

o Did he land on his feet?

Find out from the Reader.

Locate the sentence which tells youabout this.

Read it aloud.

Write it on the chart. Let them read itagain.

Interact with the learners.

Do you remember the condition said bythe drummer?

o What was it?

Elicit responses.

e.g. Your back shouldn't touch theground.

'But what happened to the fox?

o Did his back touch the ground?

Look at your text. Find out thesentence. Read it aloud.

Interact with the learners using thefollowing questions.

o What was the reaction of the cat?

o Will it become happy?

o What sound will it produce?

o How does it express its joy?

o If you were the cat, what would yousay?

Elicit responses.

Write them on the BB.

o Wow! I have won!

o I'm the winner… I'm the winner!

o Hurray… I have won!

Can you find out the sentence fromyour Reader with the same meaning?Read it aloud.

Ask the learners:

o Who all are watching the fight?

o What will the drummer do?

o Has he found the winner?

The drummer selected the cat as thewinner. He announced it.

o What would he say?

Look at the Reader and find out whatthe drummer announced.

Write it on the chart.

o What was the reaction of otheranimals?

o Did they clap their hands?

o Find out from your text.

Read the sentence.

Write it on the chart.

Read all the sentences written on thechart. Let the learners read after you.Ask the questions given below the text.

'Thud', the fox fell down.

His back touched the ground.

‘Hurray…’ the cat jumped with joy.

‘Dum... Dum… Dum.... The cat isthe winner,’ the drummer

announced.

Hearing this, everybody clapped.

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Teacher Text Std IIEnglishProcessing the poem 'Animal Sounds'on Page 91.

Eliciting the lines.

• Play the song 'Animal Sounds' severaltimes using multimedia.

• Write the identified lines/phrases/words.

• Substitute the words which are hard toidentify.

• Thus write the whole poem on thechart.

'Shall we sing together?' Sing the songstanza by stanza.

Let the learners sing along with you.

Ask some interaction questions basedon each stanza to analyse the song.

o What is the sound made by the cow?

o What is the sound made by the dog?

o What will the cat say?

o What do all animals say?

Like this the teacher can ensureinteraction based on each stanza.

Choreographing the Song

Materials required: Masks of animals(viz. cows, dogs, ducks, pigs, donkeys,horses, rhinos, lion, dove, crow,chicken, mice, snake, monkey, sheep,frog, wolves, etc.)

ProcessGroup the learners according to thestrength of the class.

Assign the characters.

Some of the learners may be assigned aschorus to build a house and jungle.

Let the learners enact the roles of cows,dogs, pigs, donkey, etc.

Play the song and let the learners actalong with it.

Encourage the learners to sing.

After presentation by one group, let theother groups comment on it.

Activity 3 Page 93

Exhibit a chart on which the pictures ofsome animals are pasted as in the Reader.

Interact with the learners.

growl, laugh, trumpet, howl, bellowPicturesLion I am a lion.

I can roar.ElephantBearLook at the first picture.Which animal is this? Yes the lion.How will it say that it is a lion?Yes, I am a lion.Write the sentence on the side of thepicture. What is the sound made by thelion? Does it growl? Does it neigh? Thenwhat does it do?

Yes, it roars. Then write on the chart.

Look at the next picture which animalis that. Yes, an elephant. How does itsay that it is an elephant?

I can roar.

I am an elephant.

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Teacher Text Std IIEnglishWrite the sentence on the side of thepicture. What sound does an elephantmake? You may choose the word fromthose given above. Yes, trumpet. Thenhow does the elephant say that?

Let the learners write the rest in asimilar manner.

First let them write it individually. Thenask them to sit in groups and share theirideas. Then let the groups present it.Write the rest of the sentences on thechart after group presentation.

Activity 4 Page 94Ask the learners to look at the picturesgiven on Page 94.

o Which animals are seen in the picture?

Yes, the lion and the elephant

o What's the lion doing?

Look at the first word in the box.

Is it throwing? No.

Is it biting?

Is it hitting? Yes, it is hitting.

So, let's write.

Write on the BB.

Now, look at the next picture.

o Who do you see in the picture?

Yes, a lion and a tiger.

o What is the tiger doing?

o Is it throwing?

o Is it biting?

o Yes, it is biting the lion's leg. How canwe write it?

Similarly, do the rest. First allow themto write it individually. Then let themsit in groups and share their ideas. Thenask the groups to present. After thegroup presentation, the teacher canwrite all the sentences on the chart andexhibit it in the class.

Activity 5 Page 95

Interact with the learners as follows:

o Do you remember who the finalwinner is?

'Yes, the cat became the winner.'

o Where will the drummer take him?

Yes, to the palace. The king is veryhappy with his new pet, the cat. Hewanted to know how the cat becamethe winner. The king asked the catabout the fight. The cat began toexplain.

Ask the learners:

o Who were the first animals to comefor the fight?

Yes, the elephant and the lion.

o Can you say who is big in size?

Yes, the elephant is big.

Write the sentence on the chart.

Then ask, 'Who fought with theelephant?'

I can trumpet.

The lion is hitting the elephant.

The elephant is big.

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Teacher Text Std IIEnglishYes. The lion fought with the elephant.

Did the lion beat the elephant?

Yes, the lion beat him.

Write the sentence on the chart.

Let the learners listen.

Say this sentence aloud and write it onthe chart. Read the sentence aloud. Letthe learners read after you.

Ask the learners: Was the lion strong?

Yes, the lion was strong.

Write the sentence on the chart.

Ask the learners:o Who beat the lion?

Yes, the tiger beat the lion.Write on the chart.

Look,

Say this sentence aloud. Write it on theBB. Let the learners listen.o Who came to fight with the tiger?Yes, the bear.Was the tiger brave?Yes, the tiger was brave.

Write on the chart.

Did the bear beat the tiger?

Yes, the bear beat him.

Write on the chart.

Similarly, ask the learners to recollectwho fought with whom and to write thesentence correctly. Let the learnerswrite individually. Let them sit ingroups and share their ideas.Give each group a chance to presenttheir products.

Write the sentences on the chart aftergroup presentation.

Project

Bring some pictures of the wild anddomestic animals to the class. Interactwith the learners. ‘Look, here are thepictures of some animals. Show onepicture and ask. Which animal is this?

e.g. cat

Okay. This is a cat.

Where do we see it?

In our surroundings.

Exhibit the pictures of a wild animaland ask:

o Which is this animal?

e.g. Lion

o Can we see it in our surroundings?

No, it's a wild animal.

It lives in the forest.

But the cat is a domestic animal.

The lion beat him.

The elephant was big but the lionbeat him.

The lion was strong.

The tiger beat him.

The lion was strong but the tigerbeat him.

The tiger was brave.

The tiger was brave but the bearbeat him.

128

Teacher Text Std IIEnglishWe keep it in our house.

We keep cat as our pet also.

Exhibit a chart.

Look, now I am drawing two columnshere. The first column is for domesticanimals and the second for wild animals.

Domestic animals Wild animals

Let them speak about their favouriteanimal.

e.g. I like the cat very much.

Take a chart paper and exhibit it infront of the class and say, ‘Look, nowI'm going to write a few sentences aboutthe animal I like the most.

The cat is a domestic animal. So I ampasting its picture here in the firstcolumn. Write near it.

Domestic animals Wild animals cat

Read this aloud. Let the learners readafter you. Ask the learners to writeabout their favourite animal.

Ask them to do this also as part of theabove project work. Give them time tofinish their project work. Ask them topresent it before the class.

Reading CornerPicture Story (Page 97)Helping HandYou can write the heading 'HelpingHand' on the BB.

Interact with the leaners.

Look, today we are going to read apicture story 'Helping Hand'.

Can you guess what it is?

Is it a poem?

Is it a story?

Is it a drama?

It may be a poem, a story or a drama.

cat

Show the picture of a lion and ask.

Is it a domestic animal?

Is it a wild animal?

Then where can I paste it? Ok, in thesecond column.

Domestic animals Wild animals

cat lion

Now, the learners may collect picturesof the domestic and wild animals andpaste them in their notebook. Classifythe animals as wild and domestic.

Ask the learners.

o Which animal do you like the best?

Ask three or four learners.

CAT I like the cat. It mews and the rats run away. Cat can see in dim light. Cat drinks milk. It likes fish. Cat always land on four legs.

129

Teacher Text Std IIEnglisho What is it about?

o Is it about someone helping others?

o Who may be the helper?

o What is the help he is doing?

o Do you want to know?

Go to Page 97 in your Reader.

It is a picture story.

Look at the first picture given there.

o Who are there on the ground?

o How many rabbits are there?

o What are they doing?

o Look at their expressions?

o Are they happy?

o What song are they singing?

Look at the bubble.

o Who is behind the bush?

o Does he see the rabbits?

o What is he thinking?

o Is he happy?

o Will he catch the rabbits?

Let them read the text below the firstpicture.

Ask them to sit in groups and share theirideas and clear their doubts.

Look at the next picture.

o What is the tiger doing?

o Can the rabbits see him?

o What are they saying?

o Can they escape from the tiger?

Let the learners read the text givenbelow the second picture.

Let them sit in groups and share theirideas.

Look at the third picture.

o Who is in the river?

o What is the elephant doing?

o Does he stretch his trunk?

o What is he saying to the rabbits?

o What are the rabbits doing?

o How do the rabbits cross the river?

o From where do they get on the back of the elephant?

o How do they get down?

o Where is the tiger?

o What is he saying?

o Can the tiger cross the river?

o Will the tiger attack the elephant?

Read the text given below the thirdpicture.

Ask the learners to read the textindividually. Then ask them to sit ingroups and share their ideas and cleartheir doubts.

Look at the fourth picture.

o Where are the rabbits?

o What's the elephant doing?

o What's he saying to the tiger?

o Can the tiger do anything?

o Will he beat the elephant?

Read the text given below the fourthpicture.

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Teacher Text Std IIEnglishLet the learners read it individually.Ask them to sit in groups and share theirideas.Look at the fifth picture.o What is the tiger saying?o What is the elephant doing?Look at the rabbits.o Are they happy?o What are they saying to the elephant?o What happened to the tiger?Let the learners read the passage givenbelow the fifth picture by themselves.Ask them to sit in groups and share theirideas and clear their doubts.The teacher may read the whole storywith proper intonation, voicemodulation and expression. Let thelearners listen.

Ask the learners.

o Who acted as a helping hand for therabbits?

o Have you ever helped anybody?

o When was it? Can you tell us about it.

I Know (Page 99)Did you like the story 'The Jungle Fight'?

All animals in the jungle wanted to gowith the drummer. Many of themparticipated in the jungle fight. Writethe names of the animals whoparticipated in the box given on Page 99.

Ask the learners, 'Don't you know theevents of the story? There are somesentences in a box. You can seepictures below it. Look at the picturesand write suitable sentences in the boxgiven below the picture. Look at thefirst picture. Who are seen in the picture?

Drummer and animals. Which sentencesuits the picture? Look at the abovebox. The drummer announced themessage. It has been written below thefirst picture. Like this do the rest.’

My learner canThis is for teacher assessment. In thegiven table on the left side you can seeten columns. In each column theexpected outcomes are listed. You haveto assess your learners on a three pointrating scale, fully-partially-to someextent.

131

Teacher Text Std IIEnglish

Unit 5

Who is our Neighbour?Who i s our Neighbour?Who i s our Neighbour?Who i s our Neighbour?Who i s our Neighbour?

Theme: Human relations

Sub theme: Loving others and beingloved, sharing, innocence of children

Learning Outcomes:The learner will be able to:

• predict events by rational observation.

• introduce himself/herself and others.

• describe events and pictures usingappropriate vocabulary.

• describe one's possessions.

• identify and describe the position ofobjects and persons.

• use correct forms of action words.

• talk about actions in progress usingpresent continuous tense.

• use appropriate language to expressopinions, give suggestions, engagein arguments, discussions, etc.

• describe in simple sentences how toplay games.

Input Discourses• Story

• Poem

• Dialogue

• Description

• Discussion

Language Elements/Vocabulary• introduce oneself and others using

personal pronouns e.g. I am, He/Sheis/They are

• express possibility using 'may be,will be, must be' etc.

• expressing one's possessions using'have, my, his, their….'

• talk about actions in progress using'present continuous form of verbs'

• express ability using 'can' e.g. I can,We can

• express suggestions using 'let's,shall,' etc.

• expressing opinions using tags e.g.can't we? don't we?)

Activities/Discourses• matching tables e.g. rooms of a house,

furniture etc. with their uses

• developing a conversation/construct-ing dialogues

• describing a picture

132

Teacher Text Std IIEnglish

Lear

ning

Out

com

es

• P

redi

cts

even

ts b

y ra

tiona

l obs

erva

tion.

• In

trod

uces

one

self

and

othe

rs.

•

Des

crib

es

even

ts

and

pict

ures

us

ing

appr

opria

te v

ocab

ular

y.•

Exp

ress

es o

ne's

pos

sess

ions

.•

Iden

tifie

s the

pos

ition

of o

bjec

ts a

nd p

erso

ns.

• U

ses

corr

ect f

orm

s of

act

ion

wor

ds.

• T

alks

abo

ut a

ctio

ns h

appe

ning

at

pres

ent

usin

g pr

esen

t con

tinuo

us te

nse.

• E

xpre

sses

opi

nion

s, s

ugge

stio

ns a

nd e

ngag

esin

ar

gum

ent

and

disc

ussi

ons

etc.

us

ing

appr

opri

ate

lang

uage

.•

Iden

tifie

s th

e na

mes

of d

iffer

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ames

.•

Iden

tifie

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of g

ende

r eq

ualit

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Uni

t Fr

ame

Uni

t 5-

Who

is O

ur N

eigh

bour

?

T

ime:

25

Peri

ods

Conc

ept/

Skill

•Th

eme:

Hum

anre

latio

ns

•Su

b th

eme:

Lovi

ng o

ther

san

d be

ing

love

dSh

arin

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noce

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ofch

ildre

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Dis

cour

ses

Act

ivit

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• S

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• P

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• D

ialo

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• D

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Rol

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Cho

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song

• C

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• P

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Sent

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car

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Mat

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• I

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• S

eque

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in t

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• P

roje

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Col

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pict

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diff

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and

• C

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ames

• O

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escr

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Wor

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lem

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• P

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, he

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tc. f

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esel

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Exp

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‘may

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, ‘w

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Exp

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poss

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• E

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don

't w

e)

133

Teacher Text Std IIEnglish• collecting pictures of different games

• classifying games as indoor andoutdoor.

• describing/talking about a gameincluding the details like where it isplayed, the materials used, thenumber of players, the basic rulesand the words related to games, etc.

• solving a word puzzle

Materials Needed• Pictures related to family.• Audio and video of the song "Girls

and Boys come out to play"• Pictures of furniture and rooms in

houses.Use of ICT• Audio and video CDsIntroduction:

This unit ‘Who is Our Neighbour?’consists of a story and a poem with fiveactivities, one project and a story in thereading corner for self-reading.

The story deals with the importance ofvalues namely love, care and sharing.This will help learners to become awarethat living for others will also givepleasure. And that we can also spreadhappiness in the entire world with ourselfless actions. For the transaction ofthis unit, pictures and activities relatedto the context can be used. Interactionsrelated to play items/toys and gameswill give more exposure in the targetlanguage and help us to inculcate thevalue of gender equality among thelearners.

Entry activity

Predicting from the cluesMaterials needed: The picture of ahouse as it is seen from outside. (The sit-out/verandah of a house, with thesedetails: a rocking chair, a pair of gent'sshoes, a dog's belt, a walking stick, apair of spectacles, a handbag, a tennisbat, a wrist watch, etc.)

• You may show the picture to thewhole class.

• Divide the class into two groups.

• Give a copy of the same picture toboth groups.

• The groups discuss and predict themembers of that family.

While the group activity is on, you mayinteract with the groups.

e.g. Can you name the things you seehere?

o Can you guess who use/uses thesethings?

o Ok, Can you now say who are livingin this house?

o Who are the members of this family?

• The groups are given ten minutes todiscuss.

• Each group presents its predictions.

• Chances are given to justify theirpredictions.

• The group which predicts themaximum number of items withjustification will win.

134

Teacher Text Std IIEnglishNow, you may lead the learners to thepassage in the Reader.

Page 102

Picture interaction for processingthe text

e.g. Look, here is a boy and a girl in thepicture.

o Can you guess who they are?

o Can you say who is younger, the boyor the girl?

o They are looking at something, aren'tthey?

o What are they looking at?

See, the boy is saying something to thegirl, isn’t he?

o Can you guess what he is saying?

Follows the process of reading the text.

You may ask some questions to ensurecomprehension.

e.g. Which expression says that a newneighbour is coming?

Let the learners read, guess and say theanswers to the questions.

You may tell the learner that 'the nextdoor' and' neighbour's are one and thesame.

After the entire process of reading, youmay write a sentence on the BB for thelearners to read.

Page 103

Processes reading as done before.

Asks additional questions to ensurecomprehension.

e.g. Why is Sam so happy?

o What did Lizzy say to Sam?

o Will there be a girl or a boy next door?

Page 104

Additional comprehension questions

e.g. Why are Sam and Lizzy happy onseeing the bicycle?

After the process of reading, you cangive a sentence for reading.

Page 105

Additional comprehension questions.

e.g. Lizzy and Sam are talking abouttwo play things,aren't they?

o Which are those playthings?

o Can you locate where the play thingsare in the picture?

Additional activity for ensuringreading and comprehension

Some statements related to the text areexhibited on the chart and the learnersare asked to find out the true and falsestatements.

1) Sam and Lizzy are standing outsidetheir house.

Girls and boys ride bicycles.

Sam, Lizzy's brother saw a lorry infront of their next door.

135

Teacher Text Std IIEnglish2) A cricket bat is lying under the tree.

3) A girl is tying a swing.

4) No one is riding the bicycle.

• Each group (with 4 members) workson it for ten minutes.

• Encourage the groups to present.(While presenting, let each group memberread an idea and comment on it. If theidea is wrong, encourage them tocorrect the idea in the group.)

(Before going to the questions at theend of the page, it is good to have ashort discussion on the games theywould like to play and consolidate thatall games can be played by both boysand girls.)

Page 106Picture interactiono Look at Sam and Lizzy, where arethey now?

o Why did they go to the terrace?

o What is Sam doing?

o Why is Sam jumping?

o What new play things did they see intheir neighbour’s yard?

After processing the passage andreading, a sentence can be given forreading to identify the vocabulary theyhave come across in the new context.

Introduces the activity as given in theReader.

Processing Conversation

• Before asking the learners to attemptthe task individually, interact with themand elicit necessary ideas.

• Encourage them to respond to theexchanges orally.

• Ask appropriate questions to channelisetheir thoughts.

eg:-What did they see there?

o What will Sam tell Lizzy at first? (Youcan ask the learners to recall the earliersituations)

o What will Lizzy say then?

o Do you play with a teddy bear?

o Who will be happier to see the teddybear toy?

o If Sam is happier, what will he say?

o If Lizzy is happier, what will she say?

o Will Sam and Lizzy agree with eachother?

o Who would like to play with it? Samor Lizzy?

o What would he/she say then?

• Now, the learners may go for anindividual attempt.

• After individual presentations inrandom, let them work in groups. (Youcan interact with the groups while thegroup work is in progress.)

Lizzy and Sam saw a football anda toy car in their neighbours'

house.The children are happy.

Activity 3 (Page115) can be attemptedhere.

136

Teacher Text Std IIEnglish• Let a member in the group presenttheir product.

• Let the groups role play the conversation.

• You may present the teacher's version.

• Let the groups refine their groupproducts.

• Exhibits the products in ORC.

Teacher's version

Conversation between Lizzy andSam

Sam: Hey, look there, a teddy bear.

Lizzy: Now I'm sure that there is a girlin that house.

Sam: Why? We both play with a teddybear, don't we?

Lizzy: Yes, you are right. Anyway it isso happy that we are getting new friends.

Page 107Interact with learners about the picture.Picture interaction using the questionsgiven in the Reader.

After the process of reading you can asksome questions to ensure comprehension.

e.g. o Where is a skipping rope?

o Why is Lizzy so happy?

o Is Sam happy? Which sentence tells usthat?

o Do you play with a skipping rope?

Activity 4 (Page116 ) can be attemptedhere.

Introduces the activity as given in theReader.

Interact with the whole class based onthe first picture.

o What is seen in the first picture?

o Where is it?

Elicit responses.

Write the response on the chart.

Ask the learners to read it.

In the same way a whole classinteraction based on the second picturetoo can be done.

o What do you see in the picture?

Yes, a tree and a toy car.

o Where is the toy car?

Elicit responses.

• You can write the sentence on thechart

Let the learners read it.

• They may write the sentence in theirReader.

• Ask questions based on the otherpictures too.

o What do you see in the next picture?

Let them identify and say the names ofobjects.

You may write the names of the twothings they say in each picture.(football, door, cricket bat, box, bicycle,gate, skipping rope…)

Now, ask them to write where thefootball is, where the cycle is, where thecricket bat is and where the skippingrope is.

137

Teacher Text Std IIEnglish• The learners attempt the taskindividually.

• They may sit in pair groups, share andrefine their task.

• The pair groups present their answers.

• You may write the answers on a chart.

Page 108

Additional questions for pictureinteraction

o Where are the children sitting?

o Are they in their bedroom?

o What are they doing?

o Can you guess what Sam is saying tohis sister?

o Are they eager to know about theirneighbours?

o What will they do then?

Let the learners read the passage in theReader.

After completing the process of reading,some questions based on the passagecan be asked to ensure comprehension.

o What is Sam's plan?

o Are they going to their neighbour'shouse that day itself?

o What is Lizzy's suggestion?

Activity 1 (Page 113) can be attemptedhere.

Interact with the learners as follows:

You have seen Sam and Lizzy studyingin their study room.

o Where do you sit and study at yourhome?

o Do you think that there is a studyroom in every house?

o Do all the houses have the samenumber of rooms?

o Which are the rooms that most of thehouses have?

Elicit responses.

Now, introduce the activity as given inthe Reader.

Let the learners do it as an individualtask. First ask them to identify therooms and write their names. Then theymay match the rooms with their uses.

Let the learners sit in pairs and refine thetask.

Let each pair present it.

You may exhibit the completed tableon the BB or chart.

Page 109

Lead the learners to the text using thequestions given in the Reader.

Follows the process of reading.

Additional activity based on reading

Arrange the events as in the story.

The gate was open.Sam dragged Lizzy to theirneighbour's house.Sam pointed to the yard.Sam and Lizzy walked in.They reached the gate.

138

Teacher Text Std IIEnglishLet the learners do the task in groups.

Encourage the group to revisit the textto get the correct order of the events.

Let the groups present the events.

You may present the teacher's versionafter all the groups have presented.

Now, lead the learners to the next textby eliciting responses for the questionsgiven at the end of the Page109.

Give the learners maximum chances tospeak about the expected scene insidethe yard of their neighbour’s house.

Page 110

Additional interaction questions.

o What are the other children doing there?o What are they playing with?o Who is playing with the toy car?o What is the boy doing?o Are Sam and Lizzy happy?o Will they join the children?Lead the learners to the passage.

Follows the process of reading.

Some post- reading questions can beasked to ensure comprehension.

o Who were the children they saw inthat house?

o What did the children call out?

So, who lives in that house?

You have seen Sam introducing himselfto the aunt and the uncle.

o How did Sam introduce himself?Here an activity for introducingthemselves can be given to introducethem.Additional Activity (Introducing selfand others)First you can introduce yourself. Then,you may invite any one learner andintroduce himself/herself.e.g. Hi friends, I am Neena and he isRafi.

Process

Page 111

Lead the learners to the passage usingthe questions given in the Reader.

Follow the process of reading.

Ask some questions to ensurecomprehension.

o What did Uncle Tom and Aunt Bettytell the children?

o What was the name of the house?

o Do you know what the name'Children's Paradise' means?

o Why did Uncle Tom and Aunt Bettysay, ‘This is your home,’ ‘all these toysare for you.'?

Divide the learners into pairs.Let them practice introducingonself and the other in pairs.

Ask the learners to form new pairs.Let each pair come forward andeach member of the pair introducehimself/herself.

139

Teacher Text Std IIEnglishPage 112 (Let's sing aloud)SongPre-song talko Our Sam and Lizzy are happy now. Allthe children are happy.

o What will we do when we are happy?

Yes, sometimes we'll sing and some-times we even dance.

o Do you want to listen to the song thechildren sang?

Processing the song• Play the song two or three times sothat the learners get familiarised withthe lines.

Interact with learners as follows:

o What are the children doing?

o Where are they playing?

o What time of the day is it?

o What are they singing about?

o Are the children happy?

o What did they ask to take with them?

o How are they coming?

If the learners fail to answer thequestions, you may play the song a fewmore times.

• Lead the learners to the lines in thetext

• Plays the song again.

• Along with the song, let the learnersgo through the lines in their Reader.

• The whole class sings along with theaudio with the Reader open.

• Each group may come forward andsing the song.

• An open discussion regarding thecharacters, location, time, and theevents in the song, can be done.

Choreography

Planning & Presentation

• You may divide the learners into twogroups of eight or ten members.

• Interact with the groups

o What do you need to enact this song?

o Who will take the roles of the boys andgirls in the song?

o Where is it happening?

o What properties do you need tocreate the location?

o Do you need singers?

o What actions and movements willyou do for each stanza?

a) Analyze the poem stanza-wisethrough the following interaction.

o What are the children saying in thefirst stanza?

o What time of the day is it?

o What do they ask the boys and girls todo?

o How will you show it through actions?

Like this, the other two stanzas may beanalysed.

b) Helps the groups to fix the location,characters, movements and actions by

140

Teacher Text Std IIEnglishnegotiating with the learners.

Now, let the groups fix the actors andsingers.

Let them fix the movements/actions foreach stanza.

Fix the properties too.

• Let them rehearse the choreography.

• You may help them to refine it.

• Presentation by the groups.

Activity 2 (Page114)

Interact with the learners as follows:

We are in our classroom now.

Look, what are the furniture/items thatwe have in our classroom?

(To sit, to keep our books, to write onetc. We use different things. What arethey?)

Elicit responses.

Yes, bench, desk, chair, table,cupboard, almirah, blackboard etc.

(Writes on a chart-'Furniture in ourClassroom.')

Let the learners read it out. Let themwrite in their notebooks too.

Interact with learners as follows:

We have different types of furniture athome, don't we?

o Can you write the names of thefurniture in your home?

(Let the learners write in theirnotebooks.)

Random individual presentations.

You may present it on a chart.

Let the learners read out the chart andtake it down in their notebooks.

Now, you may introduce the activity asgiven in the reader.

Let the learners do the task (a)individually.

Let them discuss in group, refine andpresent.

Activity 5 (Page117) DescriptionPre -activity talk & processing thedescriptionWe have seen Sam and Lizzy in theirneighbour's house. They saw awonderful scene there.

Look at the picture.

Lead the learners to the picture.

• Asks some questions related to eachplay thing and also about the childrenplaying there.

o Who is on the swing?

o Who is playing football?

o Who all are playing with the toy car?

Furniture

In our classroom At home

Bench Chair

Chair Table

Table Stove

Desk Cot

Cupboard Almirah

141

Teacher Text Std IIEnglisho What are the children doing inside thehouse?

o What is Uncle Tom and Aunt Bettydoing?

Elicit responses.

• Ask the learners to describe the sceneindividually in their own words.

• Random presentation.

• Let them sit in groups to share theideas and refine their products.

(Distribute half a sheet of chart paperand sketch pens to each group.)

• You may interact with the group andprovide necessary support.

• Presentation of group products.

• After all the groups have presented,you may present the teacher's version.(including the core ideas of the learner'sgroup products.)

• Let the groups refine the productsbased on the teacher's version.

• Exhibit the products in ORC.

Teacher’s Version

Description

A boy and a girl are playing chess. A boyis on a swing. Another boy is driving atoy car with a girl. A boy and a girl areskipping. The girls are playing football.A boy is riding a bicycle with a girlsitting behind him. Aunt Betty andUncle Tom are giving juice to thechildren.

Project (Page 118)Pre-Project discussionWe play different games. What are thegames that we play at school and athome?

Elicit responses (write on the BB/chart)

We have seen children playing games inthis unit too.

o Don't you play games in computer/mobile phones?

o Can you name some of those games?

Elicit responses.

(Write on the BB/chart) (It's better topaste the corresponding pictures of thegames.)

o Do we play all these games in theplaygrounds?

o Which are the games we play outside/in playgrounds?

Elicit responses.

o Do you know what name we give togames that we play outside or in theplaygrounds?

You may write 'Outdoor Games' on thechart/BB.

Write the names of outdoor gamesunder it.

o Which are the games we play insidethe rooms?

Elicit responses.

Write 'Indoor Games' on the chart andwrite the names of indoor games underthe title.

142

Teacher Text Std IIEnglishGames

Outdoor games Indoor gamesFootball ChessCricket CaromsBadminton Snake and ladderTennis LudoHockey

Kabbadi

Now, lead the learners to the project(individually).

Give two or three days to finish theproject.

You may monitor and assess theprogress of their task.

Give necessary support and feedbackto them.

Let them collect and paste the picturesof games in their notebooks.

Fill in the columns in the Reader.

Individual presentation of the project.

After the presentation of the project,ask the learners to write three or foursentences about any two games theylike.

Process of writing short write- upson games

• Individual writing.

• Random presentation.

• Sitting in pair groups and sharingideas.

• Random pair presentations.

• Individual refinement/adding ideasbased on the presentations.

• Presentation of teacher's version onany two games.

• Refinement based on teacher'sversion.

Teacher's versionTennisTennis is an outdoor game. It can beplayed by two players or two teams withtwo members each. We need racketsand a tennis ball to play the game.

Carom BoardCarrom is an indoor game. It's a boardgame. Two or four players can play thegame. We need a carrom board andcoins to play the game.

Story in the Reading Corner (Page 119)

The Squirrel Crosses The River

Follow the process given in Unit Three.

Interact with the learners as follows:

You may present this with proper voicemodulations, tone, stress and meaningful pauses.

There was a beautiful river in the forest.

The water was cool and clear like amirror.

Many fish lived in it.

They swam joyfully.

Many trees and bushes grew on thebanks of the river.

Two friends lived on the banks.

143

Teacher Text Std IIEnglisho Can you guess who they are?

o Do you want to read the story of thetwo friends? How did they enjoy theirlife?

Lead the learners to the story.

I Know (Page 121)InteractionWe have enjoyed the story 'Who is ourNeighbours'.

Now, you know the characters, anddifferent playthings, don't you?

You also know the main events of thestory.

This crossword puzzle is based on thestory.

You have to solve it all by yourself.

The clues given there will help you.

The first three should be writtenhorizontally. (i.e. from left to right)

The next four (4, 5, 6 and 7) vertically.(i.e. from top to bottom)

Now, let the learners do the taskindividually.

You can use this page for the CCA.

My Learner can (Page 122)After completing the entire classroomprocess, you may fill this page.

This page tells us how far our learnershave achieved the expected learningoutcomes.

This will help you improve and planbetter strategies for effective classroomtransaction.

This will also help you plan remedialteaching.

144

Teacher Text Std IIEnglish

Unit 6

The F irs t F l ightThe F irs t F l ightThe F irs t F l ightThe F irs t F l ightThe F irs t F l ight

Theme: Uniqueness of eaach creature

Sub theme: Realising and developingone’s strength

Learning Outcomes:The learner will be able to:

• comprehend and enjoy simplestories and poems and respond tothe questions.

• express ability and inability using‘can’ and ‘can’t’.

• enjoy riddles and construct riddlesidentifying the qualities of objects/beings.

• use ‘a’, ‘some’, and ‘many’ to denotequantity.

• construct and present simpleconversations/dialogues suited tocontexts.

• enjoy performing mime and theatregames.

• follow simple instructions and dopaper crafts.

• identify the rhythm and idea of thepoem and choreograph it.

Input Discourses• Story

• Poem

• Dialogue

• Description

• Discussion

• Riddles\Puzzles

Language Elements/Vocabulary• express ability and inability using

‘can’ and ‘can’t’.

• use of ‘a’ to denote the number ‘one’.

• use ‘some’ to denote the quantity ofsomething.

• use ‘many’ to indicate more numberof things.

• questions beginning with ‘who’ toask about a person/persons.

Activities/Discourses• Language Game-The Blind man’s

Buff

• associating the sentence strips

• enacting the scenes

• miming the characters

• paper craft - Mouse making

• choreography

145

Teacher Text Std IIEnglish

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146

Teacher Text Std IIEnglish• solving puzzles

• ‘I know’ self-assessment

• picture story for self-reading.

• finding the matching pairs.

Materials Needed• Paper strips, cut outs of tools, a scarf,

masks of animals, paper caps, chartsetc.

Introduction:

‘The First Flight’ is the story of Rouly,an owlet which realises its uniqueness.Though shocked at first by thedifferences it possesses, the owletlearns to look at them as its specialityand sets out to live a happy life.

The story tells us about the need forrealising our strengths and weaknessesand how this realisation can be helpfulin overcoming challenges and preparingoneself for a better life. It also enablesus to look at our fellow beings ascreatures with unique qualities andrespect their existence andindividuality.

This unit consists also consists of apoem, and a picture story for self-reading.

Entry ActivityProcessStep 1 - Interactiono Do you remember the story ‘TheFlying Kite?’

o What is the name of the bird in it?

Yes, it is Kitty.

o There are many other birds in oursurroundings. Can you name some ofthem?

Elicit the names and write them on BB.

For e.g. crow, mynah, sparrow,peacock, hen, duck etc.

o Can you make their sounds?

Step-2 Game - The Blind Man’s BuffSelect a learner to act as a blind man.One of the learners has to make thesound of a bird. The ‘blind man shouldtouch the member who makes thesound.

Repeat the game with the learnertouched by the ‘blind man’. They canmake the sound of any bird they like.While the game is going on you mayask:

o What all birds’ sounds can you make?You can ask them to list down thenames.

o How do you catch the one who makesthe sound?

o Do you remember the story given inthe Reading Corner in ‘The Baby Bird’(Unit 3).

o Have you seen baby birds?

Today we are going to listen to the storyof a baby bird in the forest.

Additional questions for pictureinteraction [Page 124]o How many owls are there in thepicture?

147

Teacher Text Std IIEnglisho How many of them sit on the branch?

o Are they big or small?

o How many are there in the nest?

o Why are they sitting inside it?

o Can you guess the relationshipbetween these owls?

Processing the textAllow the learners to read the passageindividually.

Then let them share their ideas in smallgroups.

You may ask the learners to say thewords they can read and understand.Write them on the BB.

Teacher may ask questions to elicit theresponses.

e.g. Who lives on the tree?

Can the baby owls fly?

Why can’t the baby owls fly?

(They are very small. They are babies,etc.)

Which sentence tells you that the babiescan’t fly? Write their responses onchart.

Allow them to identify the sentencefrom the text and read it aloud.

Now, you may read the text with propervoice modulation.

An owl family lived on the tree.

The babies were very young. Theycouldn’t fly.

Picture interaction (Page 125)Lead the learners to Page 125.

Additional questions

o Do you like this picture?

Look at the picture.

o What do you see there – the sun or themoon?

The moon.

o When do we see the moon, at night orat day?

At night

o Look, how many owls are there?There are five owls.

o What are the three owls doing?

The three owls are flying.

o Do you know that owls can fly atnight?

Yes/No

You may write the responses of thelearners on the BB.

Three owls are flying. Are they all big?

Which are the baby owls? How do weknow them?

You may write:

Look, two of the owls are on the branch

o Do you want to know why they arenot flying? Listen.

One big owl and two owlets areflying.

148

Teacher Text Std IIEnglishPre-reading NarrativeIt became dark.

The moon was bright in the sky.

Father owl and mother owl woke up.

They felt hungry.

They got ready to go out in search offood.

Father owl looked at the little owls andsaid…

Interaction

What will the father owl say?

Let the learners guess and respond.

Ask the learners to read the passage andfind it out.

Process Reading

Follow the process of reading. Aftersharing in groups, let them locate thesentences in their Reader. Ask them toread them aloud.

You may write them on the BB/chart.

Father owl: Children, get ready .

The moon has come up. Today is your first day out.

Why did the father say ‘… our first dayout?’ Elicit responses.

Yes, the picture shows that it is night.

Then why did the father owl say,’…ourfirst day out’?

Channelise the thoughts by asking thefollowing questions.

o Look at their wings.

o Are their wings big/small?

o Did the baby owls fly earlier?

o Are the baby owls going out for thefirst time?

Additional activity for enhancingreading

You may exhibit a chart with thisconversation. Read the conversation.

Father owl: It’s night. Let’s fly.

Two owlets: Ok, father we are ready.

Mother owl: What happened my dearRouly!

Rouly :…………………………

o Do you know what Rouly’s reply was?

Ask the learners to complete theconversation with the help of theReader. Let them do it individuallyfirst. Then ask them to share in groups.Let each group role play this.

Page 126

You may interact with the learnersusing the questions given in the Reader.

Elicit the responses of the learners andwrite the responses on a chart. Let themread it aloud:

♦ Rouly is alone.

♦ She can’t fly.

♦ Rouly can’t see anything.

♦ She couldn’t go out with her sisters.

149

Teacher Text Std IIEnglishRouly is very sad. She can’t see anything.Who will say, ‘Don’t worry’ to Rouly?

Ask the learners to read the passage onPage 126 to find out, who said ‘don’tworry’ to Rouly.

Process readingFollow the reading process mentionedearlier

During individual reading, you mayhelp the differently-abled learners byasking them to compare/identify thesentences /phrases written on the chartwith those given in the Reader.

Let the learners sit in groups and sharetheir ideas. You may exhibit somesentence strips. Ask the learners to findthe lines that convey the same idea fromthe passage. Each group can comeforward, take a strip, find the sentencefrom the Reader and read it aloud.Others groups can comment/assess thepresentation.

Rouly can only hear the sounds.

Mother will go and collect some foodfor Rouly.

Owls can see at night.

Rouly was the only one on thebranch.

For e.g. Rouly can only hear the sounds– I can only hear your voice.

You can also motivate the groups toenact the scene. Each group comes andpresents the scene. A discussion can bedone based on what new idea they havegot while enacting the scene.

Activity 1 (Page 138)InteractionLet the learners observe the picture.

o What is special about this picture?

o How many boxes are given here?

Let them read the instructions in pairgroups.

Let the learners explain what they haveto do.

You can read the instructions. Givechances to explain it again.

Let them fill in the boxes.

Interact with the differently-abledlearners. Familiarise them, with theletters given in the picture.

You can exhibit the puzzle on a chart.Ask them to read the first riddle fromthe chart.

How many columns are there for thefirst riddle? Yes, five columns. Whichanimal is afraid of cats? Remember itsfirst letter is “M”.

You may do the first one. Let thelearners complete the task. Aftercompleting the task, the learners canshare it. Ensure the participation of all.Each group can present one each. Fillin the puzzle on the chart. Givechances to compare and assess.

Back to Page 127Picture InteractionWhat do you see in the picture?

Rouly is sitting inside the nest. Is shesleeping?

150

Teacher Text Std IIEnglishWhat are the other four owls doing?

Elicit the responses and write them onthe BB.

Rouly’s father, mother and sisters aresleeping. Rouly is thinking.

Children,

Rouly is sad. She can’t go out.

What could she be thinking now?

Let them predict.

Process reading

Lead them to individual reading.

Follow the process of reading.

Additional activity for ensuringcomprehension

You may give some sentence strips toassociate the ideas with the text.

Supply them in groups. Ask each groupto exhibit one of their strips. Let theother groups read it aloud.

Rouly got food, she ate it.

It is morning.

Then each groups has to find out/locatethe sentences having the samemeaning/idea from the Reader.

Rouly got food, she ate it.

It is morning.

All the others are sleeping.

Sunlight fell in the nest.

For example: It is morning -The daybroke.

Let the groups present the activity.Give chances for other groups tocomment or share their ideas.

Additional Activity

Ask the learners to find out what Roulyis thinking?

Let the learners find it out from theReader.

Let them do it individually first andthen share in groups.

Give chances for each group to presentit.

Page 128

Picture interaction

Look at the picture.

o Who is this?

o Where is she?

o Is she happy now?

You may ask these questions, elicitresponses and write them on a chart.

This is Rouly.

She is sitting on the branch.

She is very happy.

Look at her eyes.

What is she doing with her eyes?

Look at her wings. What is she trying todo?

Is she saying something?

What is she saying?

Let the learners guess and say.

151

Teacher Text Std IIEnglishProcess readingFollow the process of reading.

o What did she say?

o Why did she blink her eyes? Can youfind out the reason from the Reader?

Let the learners read it aloud.

Wow! What a bright light!

Rouly blinked her eyes.Write it on the BB.

‘Rouly is so happy’? She can see manythings.

Which sentence shows this?

You may elicit and write.

I can see everything the green trees,yellow trees, white clouds and the bluesky.

Additional ActivityMatching the pair

You may write the following words ona chart and exhibit it to the learners.

blue hills

brown butterflies

green sky

red trees

You may add more words to the list.Let the learners write the matchingpairs individually.

Random individual presentation.

Let them sit in groups and share.

Ensure the participation of all learners.

Picture Interaction (Page 129)

You may use the questions given in theReader. You may write the elicitedresponses on the BB.

Possible responses

For e.g. Where is Rouly now?

Rouly is flying in the sky.

Rouly was happy. She could see indaylight. So she flew up.

Rouly was flying. She was up in the sky.She moved in the air like an aeroplane.Then she looked down.

Look at the picture.

Now, Rouly can see many things.

You may ask, ‘What is Roulywatching?’

Elicit responses. You may list them onthe BB.

(brown hills, big trees, small plants.many flowers, stones, river, blue sky,etc.)

Process reading

Provide necessary help to the differentlyabled learners to locate the words listedon the chart, during individual reading.

Rouly can fly well like her mother,father and sisters.

She thinks she is okay now. Whichsentence shows this?

I’m perfectly alright. Rouly flew up.

Write on the BB.

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Teacher Text Std IIEnglishWhich sentence shows that there was acool wind?

A cool breeze kissed her wings

Additional ActivityDraw Rouly. How is her face now?

You may exhibit a chart with thefollowing columns.

Processing readingFollow the process of reading.

Now, you can ensure the learnerscomprehension in the following way.

‘Rouly is flying up in the sky. She wasvery small and young. She feels tired.

She wants food.’

What does she say? What does she do?

Let the learners find out the answerfrom the Reader.

‘Oh! I am hungry,’ Rouly looked down.

Write it on the BB. Read it aloud. Letthe learners read after the teacher.

‘Rouly saw a mouse. But the mousethought it was an eagle.’

Can you find out the word that is usedinstead of ‘eagle’ in the Reader?

Can you locate the sentences with thatword?

Teacher can write the elicited responseon the BB/chart.

Hey, Hawk Please don’t eat me!Hawk? I’m not a Hawk.

Do hawks eat mice?

Which sentence shows mice are afraidof hawks?

Hey, hawk, please don’t eat me.The mouse cried aloud.

Additional activity for enhancingreadingDevelop the conversation on a chartinteracting with the learners.

the hills Rouly flies above the sky

in the trees the rivers

Ask the learners to write about Rouly.

The columns will help them to write.Let them make sentences using thewords given in the columns. They mayrefer the Reader too.

Page 130Additional questionsWho is standing near Rouly?

Are they friends?

Why do you say ‘Yes’/‘No’?

Look at Rouly’s face. Is she angry?

What is the mouse doing?

Elicits the responses and write them onthe BB/chart.

A mouse is standing near Rouly.

Rouly is angry.

The mouse is speaking to Rouly.

What are they talking? Can you guess?

Let the learners predict before they readthe text.

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Teacher Text Std IIEnglishRouly : Oh..I’m hungry.

Mouse : Hey Hawk, ….....………….

Rouly : Hawk!I’m not a Hawk,…………………….

Mouse : Owlet! In day light? Ha.Ha.ha ………………………………

Rouly : I can only fly in daylight.

Mouse : I don’t believe it.

ProcessYou may read the prepared dialoguealoud.

Then ask the learners to complete thedialogue.

Let them read the text in the Reader andlocate the dialogues.

Follow the process of writing.

First let them attempt individually.

Then share in groups and refine.

Groups may present the conversation.

You may lead the learners to role playthe conversation in groups.

Two of the learners from the groupsmay enact the roles of Rouly and themouse.

Other two learners may present thedialogue as voice over. (In accordancewith their action)

After all the presentations, let themdiscuss the features of thepresentations.

Picture Interaction (Page 131)

Look at the picture.

What is Rouly doing?

Where is the mouse running to?

Elicit and write the responses.

Rouly is chasing the mouse. Themouse is running fast.

Now, you may present a narrativebefore the learners.

‘Rouly said that she is an owlet.

But the mouse didn’t believe it.

It began to laugh. Then Rouly got angry.

The mouse laughed again and again.’

Then, what will Rouly say to themouse?

What will be the answer of the mouse?

Lead the learners to the Reader.

Process readingFollow the process of reading.

Activity for ensuring reading andcomprehension

I will give you some tasty food.I will give you nice food.

You may exhibit the strips like theseand ask:

o Who said these?

Let the learners find out from theirReader.

Let them read it aloud.

Write it on the BB.

Process the whole text like this.

After that you can ask some questionsas follows.

154

Teacher Text Std IIEnglishWhy did the mouse say that he wouldgive Rouly some tasty food?

Can you guess the food items themouse will give Rouly?

Why did Rouly wait outside the hole?

The mouse said, ‘You are a specialowlet.’ Why?

Elicit the responses.

Picture interaction (Page 132)o What is the mouse doing? [freeresponses]

o What food items do you see in the tray?

You may write down the responses.(banana, pea nut, cashew nut…..)

o Are they tasty?

o Which of the food items will Roulyeat?

Lead the learners to the Reader.

Follow the process of reading.

Ask the learners to read the textindividually first.

You may ask the learners to say thenames of the food items they like themost.

Through proper interaction you canelicit the names of some food items likethis: halwa, chocolate, jelly, jackfruit,almond, peanut, cashew nut, rice balls(ari unda/avilosunda), spinach, banana,etc.

Write these on the BB.

Exhibit the chart with two columns asfollows.

Let the learners read the names of thefood items. You may interact asfollows.

o What is the first food item?

o Is it sticky or hard?

You may elicit one or two responses.

Then, let the learners classify the restindividually.

Let two or three of the learners present.

Then you can consolidate the answerson a chart.

Let them draw the picture of the fooditem they like the most and then colourit.

They may write about it.

Paste these on a chart and exhibit in theORC.

Now, you may lead the learners toActivity 2.

Activity 2 (Page 139 )Interactiono What did Rouly eat? Rouly liked thefood. Aren’t they friends now?

Lead the learners to Page 139.

Picture Interactiono What do you see here?

o Can you name this room?

Sticky Hard

155

Teacher Text Std IIEnglisho Isn’t it a store room?

The mouse is keeping many food itemsin his store room.

You may ask the learners to say thethings that are seen in a store room.

You may list them on the BB. (Manybottles, some sacks, a plate, a spoon, aglass, a bowl, etc.)

Let the learners read the instructionsgiven in the Reader.

Then you may read it aloud.

Ask the learners to look at the picture.

You may ask: Look at the potatoes. Isthere only one potato?

One or many?

You may write it on the chart.

You may write and say: Many potatoes

Pointing to the carrot in the picture, youcan ask, look at the picture. How manycarrots are there?

Possible answers: One carrot

You may write and say: a carrot

You can ask: How many glasses arethere?

Let the learners work in pairs.

Random presentation, assessment bythe teacher.

You can consolidate the points on theBB like this:

some almonds , many potatoes ,a glass,some sugar, some egg, a cashew nut.

Picture interaction (Page 133)o What do you see in the picture?

o Look at Rouly. Isn’t she tired?

o What is the mouse doing?

o What happened to Rouly?

Lead the learners to the Reader.

You may use the given questions forinteraction.

Process reading (Page 133)

Follow the process of reading.

Additional activity for enhancingreadingLet the learners find the sentenceshaving similar ideas.

You may exhibit some sentence cards.

Don’t go anywhere.

The sun is very hot.

I will come back now.

It’s noon.

The mouse went fast.

I am not well.

Let the learners identify the sentencescarrying the same idea from the Readerindividually and then share them inpairs.

Let the pairs present.

Picture interaction (Page 134)

Additional questionso Where is Rouly now?

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Teacher Text Std IIEnglisho What happened to her?

Process reading

Rouly is so tired .She opened her eyes.She saw the mouse coming. She saidsomething.

o What does she say?

Elicit free responses.

Ask the learners to read the text to findout the same.

Follow the process of reading

Additional activity for enhancingreading1) You may exhibit a chart with thefollowing sentences.

The mouse came back with a hatand sunglass to help Rouly.

Let the learners read it aloud.

Let them find out the sentences with thewords ‘Sun glass and hat’ in the Reader.

2) Role playing the scene

The conversation between Rouly andthe mouse may be given to role play thescene.

Rouly : Hi friend, what is in your hand?

Mouse : These are for you.

Rouly : For me. What for?

Mouse : These will help you to staycool.

Rouly : Thank you my friend, I’m oknow.

Let all the groups attempt the role play.

Now, the learners may be lead toActivity 3

Activity 3 ( Page 140)

Interaction

You may exhibit the picture of Roulyflying .

o What is Rouly going to do? Yes, she isgoing to fly.

o How will Rouly say that she is able tofly?

Elicit responses. Write on the BB.

I can fly.

Then show the picture of the mouseand ask, ‘Who is this?...Can the mousefly?’

No it can’t. How will the mouse saythat it is not able to fly?

Elicit responses and write on the BB.

I can’t fly.

You may read it aloud. Let the learnersread after the teacher.

Then ask them to complete the taskindividually.

You may interact with the learnerswhile they attempt individually. Thenyou may ask them to share and refine ingroups.

Picture interaction (Page 135)

You may use the questions given in theReader on Page 135 for interaction.

157

Teacher Text Std IIEnglishNarration

Rouly’s family was worried about her.

Rouly is not yet back.

Suddenly they saw a bird flying towardsthe tree wearing a sun glass and a hat.

o What will the parents say to her?

Elicit free responses. Now, lead thelearners to read the passage.

Process Reading

Follow the process of reading.

Ask some questions to channelize theirthoughts and ensure reading andcomprehension.

o When did Rouly come back?

o Is it in the morning or evening?

o How do you know that?

Let the learners locate the answer.

The sun was setting.

Write it on the BB.

Interact with the learners.

Rouly’s family thought that it was astrange bird.

o How do you know that?

o Which sentence gives you that idea?

Let the learners locate the sentence andread it aloud.

A bird with a hat and glasses.

Picture Reading (Page 136)

You may ask the questions givenbelow.

Interaction

o Who is sitting near Rouly?

o What are they doing?

When Rouly reached the nest the fatherasked, ‘Who are you?’

o What will Rouly reply then?

Ask the learners to guess and say.

Let the learners read the passage, inorder to find out whether theirpredictions are right.

Process Reading

Follow the process of reading.

Additional Activity to enhanceReading and Comprehension

You may develop a conversationinteracting with the learners.

You can ask proper interactionquestions like, What did the father owlask first? What was Rouly’s reply? Whatelse did the father ask? What did Roulysay happily? etc.

Father owl : Who are you?

Rouly : It’s me your Rouly.

Father owl : Where were you dear?

Rouly : I went out. I can seeeverything in day light.

158

Teacher Text Std IIEnglishFather owl : From where did you get

the glasses and hat?

Rouly : I got a new friend, amouse. He gave me these.

Father owl : Oh dear! You’re sospecial.

Let the learners enact the scene ingroups.

Let two learners enact the roles andtwo of them present/voice over thedialogue.

Ensure the participation of all groups.

Activity 4 Page 141Picture InteractionYou may ask the learners, ‘When wasRouly happy?’

You may invite the attention of thelearners to the pictures of Rouly givenon Page 141. Let them revisit the unitto find out Rouly’s feelings at differentsituations/occasions.

For e.g. Look at Page 130.

What feeling of Rouly is expressed inthis picture?

Why did she become angry?

Let the learners get familiarized with thefirst activity given in the page.

Then assign them the task in pairs.

After completing the task, let themexchange their books and do pairassessment.

After the presentation teacher mayconsolidate it in a chart.

Processing the poem (Page 139)

Picture interaction

Teacher‘s talk

Look at the picture. What do you seethere?

o Isn’t it a picture of a beautifulmeadow?

o What do you see in the meadow?

Possible responses:

Big trees, green grass, small stones,many flowers, a rabbit, a deer, asparrow, some butterflies, brown hillsblue sky, beautiful bushes…

You can tell them that they are goingto listen to a song about the owls thatlive in that meadow.

You may present the poem. Let themlisten to it two/three times. Then, askthem to sing along with the teacher/video.

You may exhibit the poem on a chart.Let the learners get familiarized with thelines.

Learners may sing it in chorus andindividually.

Learners can choreograph it in smallgroups.

159

Teacher Text Std IIEnglishI KnowInteraction (Page143)

Here are certain events from Rouly’sstory.

Let the learners read the eventsindividually. Lead them to the task andfamiliarise them with the tick and crossmark. After completing the task askthem to present individually. You maywrite the sentences on the BB and putthe tick or cross mark appropriately.Let the learners assess themselves.(self-assessment)

Ask the learners to underline thesentences which are false. Let themchange the false sentences into trueones. For example: ‘Rouly cannot fly’ isa false sentence. Elicit responses tochange it into a true statement. Scaffoldthem to do properly.

Edits... Rouly can fly… and write on theBBLet the learners edit the false sentencesindividually.

My learner canThis part of the unit is to checkachievements of each learner.